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2014-2015 Undergraduate and Graduate Catalog [ARCHIVED CATALOG]
Courses of Instruction
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Computer Science |
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CPSC 437 - Cryptography (3 credits)
An introduction to cryptography and its uses, including coverage of foundations, protocols, hashing, digital signatures, public key and symmetric cryptography, key management. Prerequisites: CPSC 122 , MATH 130 . As needed.
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CPSC 440 - Computer Graphics (3 credits)
The display of images to a computer’s output device is discussed; students are introduced to the basic principles and algorithms of graphics with particular emphasis on 3-D imaging; illumination and animation are discussed. As needed.
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CPSC 445 - Advanced Database Management (3 credits)
An advanced course on databases that covers topics such as web applications that use databases, XML query, distributed databases, database security, data warehouses, and data mining. Prerequisites: CPSC 345 / MIS 345 , MATH 304 . Spring, odd-numbered years.
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CPSC 463 - New Media: Production CISc 420 (4 credits)
Online course. This is the second course in a 2-semester sequence and was preceded by CPSC 363 (New Media: Design). Building off of the NM:Design course we will apply new skills to assess, produce, manage, and deploy New Media products. Students will gain an appreciation and understanding of the ‘New Media Production Life Cycle’ and how to nurture a product from inception to installation. CPSC 363 Spring.
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CPSC 468 - Senior Project CISc 498 (3 credits)
Taught at Harrisburg University. A senior project directed by a faculty member at Harrisburg University who specializes in the area of New Media.
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CPSC 491 - Seminar: Special Problems (1-3 credits)
Open to qualified students with special areas of interest. As needed.
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CPSC 492 - Computer Science Seminar (1 credit)
Selection of an acceptable computer science topic, research, and presentation of the research findings in written and oral form. Prerequisite: CPSC 122 . Spring.
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CPSC 501 - Independent Study in Computer Science (1-8 credits)
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Core |
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CORE 101 - Information Literacy (1 credit)
This course introduces students to library resources, the campus network, and the academic research process. Students will demonstrate working knowledge of common computer applications; learn to use the University’s web-based course-delivery system; and develop their abilities to research, evaluate and use information critically. Corequisite: CORE 102 . Fall, Spring.
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CORE 102 - First-year Colloquium (2 credits)
Provides students with the opportunity to explore, in depth, interdisciplinary issues or topics of importance. Assignments will provide students with opportunities to apply research and word processing skills. Corequisite: CORE 101 . Fall, Spring.
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CORE 103 - Community Enrichment Series (0 credits)
The Community Enrichment Series activities engage the student in a variety of cultural, educational, and personal development activities that enrich the classroom experience and integrate learning in and outside of the classroom. Fall, Spring.
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CORE 104 - Community Enrichment Series (0 credits)
The Community Enrichment Series activities engage the student in a variety of cultural, educational, and personal development activities that enrich the classroom experience and integrate learning in and outside of the classroom. Fall, Spring.
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CORE 113 - First-year Seminar (3 credits)
The First Year Seminar is a foundation course for the General Education Program at Saint Francis University. The purpose of the First Year Seminar at Saint Francis University is to provide students with the opportunity to explore an issue or topic in a format that places a premium on active rather than passive learning. Each section of CORE 113 is centered on a topic of special importance that students and professors explore in depth. Topics and instructors vary each semester, but every seminar is interdisciplinary in nature, addresses ethical and value issues, and emphasizes effective communication. The conversations that develop in CORE 113 help students develop the academic skills required for success in higher education.
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CORE 114 - ADCS Seminar (3 credits)
The ADCS Seminar is a foundation course for the General Education Program at Saint Francis University and is intended for students in the Adult Degree & Continuing Studies (ADCS) program. The purpose of this course is to provide students with the opportunity to explore an issue or topic in a format that places a premium on active rather than passive learning and to educate them explicitly in the topic of Information Literacy. Each section of CORE 114 is centered on a topic of special significance that students and professors explore in depth. Topics and instructors vary each semester, but every seminar is interdisciplinary in nature, addresses ethical and value issues, and emphasizes effective communication. The conversations in CORE 114 help students to develop the academic skills required for success in higher education. For Adult Degree & Continuing Studies students only or by special permission of the Director of ADCS. As needed.
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CORE 199 - Senior Intensive Writing Workshop (0 credits)
Intensive 5 week review of composition, revision and editing skills for Seniors who have not passed the university’s Writing Competency Exam graduation requirement. Emphasis is on developing students’ awareness of their strengths and weaknesses in writing and improving self identification and correction of errors while writing under a defined time limit. Skills covered include essay development, paragraph structure, basic grammar, academic tone, correct punctuation, etc. Students are enrolled by the Associate Dean of General Education. Course does not fulfill a core requirement. Successful completion of this course (including passage of the Writing Competency Exam at the end) will fulfill the EXAM 301 graduation requirement. Fall, Spring.
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CORE 211 - Personal Wellness (0 credits)
CORE 211 will guide the student toward an understanding of personal wellness through completion of a wellness pre-test and exploration of the physical, social, spiritual and psychological dimensions of wellness. Fall.
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CORE 212 - Community and Global Wellness (0 credits)
CORE 212 will guide the student toward an understanding of personal and community wellness through completion of a wellness portfolio, exploration of the financial, occupational and environmental dimensions of wellness, preparation of a revised wellness plan, and completion of a wellness post-test. Spring.
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CORE 403 - General Education Senior Capstone (0-2 credits)
A synthesizing experience that occurs some time during the last three semesters of the student’s undergraduate program of studies and draws together the skills and issues that have been addressed during the undergraduate experience.
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CORE 407 - General Education Keystone Seminar (3 credits)
A course designed for upper-level students allowing them to focus on issues relating to ethical citizenship and to reflect on the whole general education experience. Keystone seminar activities will include both discussion and opportunities to practice collaborative and leadership skills. The course will include a paper, presentation and/or project.
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GEN 101 - Freshman Student-Athlete Experience (1 credit)
This freshman experience course is designed to help our student-athletes make an effective transition from high school into Saint Francis University. The Freshman Student-Athlete Experience focuses on areas where students need assistance, awareness, and extra support to succeed during their critical first semester on campus. Through this course, students will enhance their skills and knowledge in the areas of academic success, personal wellness, and career exploration. Class topics include: the difference between high school and college, NCAA rules and regulations, training for academic success, drugs and alcohol education, health and wellness, social networking, and stress management. The class also introduces students to important offices across campus that will give them the support and confidence they need to be successful student athletes at Saint Francis University. They will learn how to successfully manage the unique characteristics of being a student-athlete. This one credit pass/fail course is offered in the fall semester for incoming freshman student-athletes. Students transferring into the university with at least 28 credits earned (not including college credits earned in high school, AP, and CLEP) are not required to take this course. Fall, and Spring as needed.
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GEN 111 - College Success Strategies I (3 credits)
College Success Strategies focuses on areas where students need assistance, awareness, and extra support during the first semester. Course topics include the following: assessment and improvement of critical reading skills, understanding college demands, learning styles, time management, note taking, information literacy and technology skills. The course also introduces students to important offices across campus. Fall. Required for all OASIS students. Others by approval of the Director of the Center for Academic Success.
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GEN 112 - College Success Strategies II (1 credit)
Students will build upon the study skills mastered in GEN 111 and continue to develop critical reading skills appropriate to grade level. , or by approval of the Director of the Center for Academic Success. Spring.
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Core Examination |
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EXAM 301 - Writing Competency Exam (0 credits)
A test of writing competency and critical thinking that should be taken as early as possible after 60 credits are earned.
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Economics |
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ECON 101 - Principles of Economics I (3 credits)
Introductory course in economics: basic forces underlying the economic organization of society; theory of national income, aggregate demand, level of employment, money and banking and government fiscal policy. Fall, Spring, Summer.
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ECON 102 - Principles of Economics II (3 credits)
Micro-economic principles; theory of price under various market conditions; economic function of government; labor unions; elements of international economics. Spring, Summer.
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ECON 202 - Sports Economics
A study of basic economic principles applied specifically to the arena of sports. Questions to be addressed include: How can an employer best motivate an employee? Should local government give incentives for businesses to come? How does a firm best price and market its product? All of these issues and more will be discussed in a sports context and framework. Prerequisites: ECON 101 - Principles of Economics I or permission of instructor. Spring, even-numbered years.
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ECON 203 - Labor and Management Relations (same as Management 203) (3 credits)
A study of public policy issues affecting labor and management, the institutions associated most closely with industrial relations, and the process of collective bargaining. Fall, Summer.
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ECON 204 - Labor Economics (same as Management 204) (3 credits)
A study of the theories of wage determination, the relationship between wage rates, costs and prices, and the effects of trade union policies on employment and prices. Prerequisite: ECON 101 and ECON 102 , or consent of instructor. As needed.
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ECON 205 - Managerial Economics (same as Management 205) (3 credits)
The External Market Environment. Business forecasting: scope and techniques, market share, evaluation. Demand analysis. Cost analysis and financial management and control. Profit concept and measurement. Prerequisite: ECON 102 . As needed.
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ECON 250 - Economic and Social History of the World Motor Car Industry (3 credits)
Investigation of economic, political, social, and culture events in world history by focusing upon the creation, development and maturation of the automobile industry. While the American industry will be featured prominently, the course will also explore the European and Asian sectors. Spring, odd numbered years.
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ECON 301 - Intermediate Microeconomics (3 credits)
Value and distribution theory, the theory of household behavior, theory of the firm. Theoretical economic concepts given operational content with main emphasis on tools of economic thinking. Prerequisite: ECON 102 . Fall, even-numbered years.
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ECON 302 - Intermediate Macroeconomics (3 credits)
National income accounting; determination of national income and employment as related to the modern theory of effective demand; consumption function; multiplier and acceleration principles; money as it affects output and employment. Spring, odd-numbered years.
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ECON 303 - Money and Banking (same as Finance 303) (3 credits)
Organization, functions, and operation of our monetary, credit and banking systems; relation of commercial banking to the Federal Reserve System and the impact of public policy upon banking and credit. Prerequisite: ECON 101 . Fall, odd-numbered years.
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ECON 375 - Comparative Economic and Business History (same as History 375) (3 credits)
Examination of the growth and development of the world economy up to the present. Emphasis upon industrialization and economic structural change, technological and organizational innovation, managerial and labor organization, government policies, international trade, business cycles, and the nature of socioeconomic institutions. Case studies of advanced and developing national economies. Spring, odd-numbered years.
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ECON 398 - Economics Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have special periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, depending upon the internship, but no more than six credits may be counted toward major elective requirements, with additional credits counted as free electives. Open only to Economics majors, with approval of the departmental chair and the Provost. Fall, Spring, Summer.
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ECON 399 - Economics Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have special periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, depending upon the internship, but no more than six credits may be counted toward major elective requirements, with additional credits counted as free electives. Open only to Economics majors, with approval of the departmental chair and the Provost. Fall, Spring, Summer.
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ECON 402 - International Trade and Finance (same as Finance 402) (3 credits)
Theory of international trade, factor movements, and balance of payments adjustment. Analysis of modern international economic problems including problems of less developed countries. Prerequisite: ECON 101 . Fall, even-numbered years.
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ECON 406 - Independent Reading and Research (3 credits)
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ECON 409 - Special Topics in Economics and Finance (1-3 credits)
Exploration in depth of selected areas in economics and finance not offered elsewhere in the curriculum.
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ECON 410 - Advanced Monetary Policy (3 credits)
In this course, students will immerse themselves in the conduct of monetary policy and the current state of the US economy. In addition to helping to prepare a presentation on the US economy and a recommendation for monetary policy, students will compete against other schools in the Fed Challenge competition. Finally, students will be required to submit a term paper summarizing their contribution to the team and synthesizing their new found knowledge of monetary policy. , , and senior standing. Fall
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ECON 499 - Undergraduate Research in Economics (no more than 3 credits applicable to minimum requirements for major.)
Research in selected economic issues. The primary focus of the course will be the design, implementation, and documentation of a research study in the field of economics. This course is recommended for students who are planning to pursue graduate education in the field of economics and is open to students by consent of the chair of the department. Fall, spring, summer.
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ECON 501 - Independent Studies in Economics (1-8 credits)
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Education |
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EDUC 101 - Foundations of Education (3 credits)
This course provides a comprehensive overview of the foundations of education in the United States. It is an interdisciplinary approach (incorporating the historical, political, economic, legal, social, philosophical, and curricular foundations) to provide pre service teachers with a clear understanding of the teaching profession and the issues and controversies confronting American education today. The topics covered in this course will provide novice educators with a broad picture of education and schooling in the United States and the basis for informed decision making about the complicated educational environment they are about to enter. The primary focus is to prepare reflective teachers who will be able to make informed decisions to improve and enhance the learning environment for children in grades pre k-4, middle school and in secondary education. As needed. Students will complete four hours of field experience in an area school or educational setting.
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EDUC 150 - Educational Psychology (3 credits)
This course addresses education from three perspectives: students, learning and teaching. Topics of study include human development, the psychological basis of learning and behavior, classroom management, assessment, and appropriate instructional strategies for diverse populations. Course projects and experiences incorporate multiculturalism, discipline, motivation, and teaching in the least restrictive environment. Prerequisite Students will complete four hours of field experience in an area school or educational setting.
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EDUC 205 - Introduction to Special Education (3 credits)
This course covers the history of the special education movement, the legal basis for special education and the relationship between special education and general education. The principles of the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) are examined, with special focus on their relationship to each other and to the Response to Intervention (RtI) model. Emphasis is on understanding research based teaching practices required for both general and special education settings. Understanding and programming for diversity in the classroom to include students with language and cultural differences as well as cognitive differences is addressed through explicit instruction, assignments and clinical experiences. Students also explore the influence of technology on current teaching practices. This course fulfills all of the PDE Special Education candidate competencies for Professional and Ethical Practices. Prerequisite: Students will complete four hours of field experience in an area school or educational setting.
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EDUC 206 - Professional Communication and Collaboration (1 credit)
This course provides students with theory, general principles, and procedures for fostering collaborative partnerships among families, professionals, students, and other stakeholders. Assignments will allow students to demonstrate culturally responsive strategies that promote effective communication and collaboration with students, families, school and agency personnel and community members. Professional and ethical communication practices will be addressed. The course also presents methods for enhancing parent involvement, due process rights of parents and the mediation process. Conflict resolution strategies and qualities of resilient communities will be explored. This course fulfills all of the PDE Special Education candidate competencies for Collaboration. Students will complete four hours of field experience in an area school or educational setting.
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EDUC 207 - Introduction to Early Childhood (3 credits)
This course provides an overview of the field of early childhood, including historical and social foundations, developmental ages and stages, theories, program models, awareness of value, ethical and legal issues, issues of salary and status, staff relations, professional growth, and the importance of being an advocate for upgrading and improving conditions for children. Emphasis is also on the teacher’s role, the preferred learning environment, and appropriate learning content for meeting individual differences and cultural diversities of young children. This course is a prerequisite for all early childhood courses. Prerequisites: , , and . Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 210 - Educational Psychology (3 credits)
This course addresses the human development, psychological basis of learning and behavior, classroom management, assessment, and appropriate instructional strategies for diverse populations. Course projects and experiences incorporate multiculturalism, discipline, motivation, and teaching in the least restrictive environment. Classroom and Clinical observation projects and experiences are required. The development of a working portfolio will be organized around the three concepts of the course: Students, Learning and Motivation, and Teaching and Assessing. Prerequisite: PSYC 101 . Spring. Students will be assigned four hours of clinical experience in an area school or educational setting.
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EDUC 212 - Introduction to Pedagogy (3 credits)
This course focuses upon basic/developmentally appropriate pedagogy skills including planning, delivering and instruction, assessment strategies, accommodations for special needs students, basic classroom management and establishing professional collegial relations and home school partnerships. Students observe in a variety of Pre K through 4th grade school settings, teach to peers, and develop a reflective approach to teaching. Spring. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 215 - Differentiated Instructional Practices (3 credits)
This course examines the characteristics of students that cause them to learn differently. Universal Design for Learning and the concept of brain compatible classrooms will be explored. Students will be given instruction in differentiating three areas of instruction: the content, or what is taught, the process, or how the students learn, and the product, or how the students demonstrate learning. Students will learn to use graphic organizers, learning strategies, scaffolded instruction, and flexible grouping to deliver differentiated instruction in inclusive classrooms. Special emphasis will be placed on interventions targeting vocabulary and math instruction. The concept of Understanding by Design will be addressed to include investigation of the PDE Standard Aligned System. Students will complete four hours of field experience in an educational setting. Prerequisites: and .
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EDUC 220 - Foundations of Middle Childhood Education (3 credits)
This course is designed to prepare and support candidates for the teaching profession who, upon graduation, have the knowledge and skills to enable students in grades 4-8 to achieve academic success. It will begin with the study of middle childhood philosophy. Students will consider how the development of all young adolescents occurs in the context of
classrooms, families, peer groups, communities and society. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 222 - Best Practices in Literacy: Grades 4-8 (3 credits)
This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle school. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students’ literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of discipline-specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections among knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 223 - Emergent Literacy and Language Development (3 credits)
Addresses the emergence of communication and literacy skills including speaking, listening, reading, writing, visualizing and visual representation in Preschool and Kindergarten students. The focus of this course is on the development of language related skills from birth through Kindergarten. Included in this course is consideration of the needs of ELL students and students with disabilities as well as those children who come from diverse backgrounds. The role of parent - school partnerships to support literacy growth is explored. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Clinical experiences will be provided in Head Start and preschool programs as well as Kindergarten settings in both private and public approved schools. Prerequisites: EDUC 101 , EDUC 210 and EDUC 212 . Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 225 - Assistive and Instructional Technology (3 credits)
This course has a dual focus: the use of technology to facilitate instruction in a diverse classroom, and assistive technology available for students with diverse needs. An introduction to the characteristics of 21st century students and classrooms will be presented through exploration of the framework developed by the Partnership for 21st Century Skills. Students will use technology as a tool to effectively modify and supplement instruction. They will select, design, and use technology, materials and resources required to educate students whose disabilities interfere with communication, learning and/or daily living. Students will be required to demonstrate an understanding of the range and the appropriate use of assistive technology (i.e., no tech, low tech, high tech). Four hours of clinical experience includes attendance at the annual Tech Expo sponsored by CERMUSA, the Assistive Technology Expo sponsored by PATTAN, or a similar event. Students will complete four hours of field experience in an area school or educational setting.
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EDUC 231 - Child Growth and Development (3 credits)
This course addresses physical, psychological, cognitive and affective human development from birth through age 8; emphasis is placed on pre-k to age 8. Included in this course is consideration of the development of the young ELL, children with disabilities and those children who come from diverse backgrounds. Health-related issues are discussed. Clinical experiences will be provided in Head Start, pre k classrooms, elementary schools and in high schools.
Prerequisite: PSYC 101 . Fall. Students will complete four hours of field experience in an area school or educational setting.
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EDUC 250 - Family/Community Relations in Early Childhood Education (3 credits)
Approaches the issue of communication with parents and parent involvement as well as the relationship of the early childhood educator (pre k-grade 4) and school program with the community at large. Such topics as parent roles and relationships with educators, social service agencies, clinics and other settings serving physical, mental health and educational needs of families and young children are included. Social and cultural differences and the impact of current parent and family structures will be explored. The course will require observation at sites and/or events where the needs of young children and their families are served. This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Fall. Students will be assigned four hours of field experience in an area school or educational setting.
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EDUC 261 - Linguistic Diversity in the Classroom (3 credits)
The aim of this course is to prepare the aspiring early childhood teacher for understanding the basic cultural and linguistic backgrounds of English Language Learners in order to meet the challenge of raising their academic success and social integration. Using the language of Pennsylvania Department of Education’s English Language Proficiency Standards (2003) candidates will be able to adapt their instruction and assessment in order to accommodate an ELL at a specific proficiency level (entering through bridging). Such accommodation also requires building a student’s language ability in all four language domains (listening, speaking, reading, and writing) to aid in their competence in both general academic contexts (standard 1) and in one of 4 specific disciplines (standards 2-5: language arts, mathematics, science, and social studies). Students will complete four hours of field experience in an area school or educational setting.
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EDUC 299 - Modified Student Teaching (3-12 credits)
This course is for students with baccalaureate degrees who are seeking certification in special education.
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EDUC 305 - IEP Content and Secondary Transitions (3 credits)
The focus of this course is on the content and development of an Individual Education Plan (IEP) that meets IDEA requirements. Students will review IDEA requirements regarding the referral and evaluation process, the IEP, placement decisions and timelines. Students will examine the three areas of transition programming: employment goals, post-secondary goals and independent living goals. Assessment, community and classroom based instruction, and progress monitoring will also be addressed. The importance of collaboration among the student, family, agencies, and the school team will be explored. The culminating activity of this course will be planning and carrying out a mock IEP conference based on a case study subject. This course fulfills all of the PDE Special Education candidate competencies for Secondary Transition. Field experience includes social skills instruction to secondary students, as well as a variety of opportunities for observation and one-to-one support of students with diverse needs. Prerequisites: and . Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 310 - Teaching Social Skills (3 credits)
This three credit course prepares teacher candidates to develop students’ social skills in the classroom, in order to enhance their capacity for academic success. Students with developmental disabilities, learning disabilities, blindness and emotional disturbances often have social skills deficits as well, limiting their ability to attain their full potential. There is compelling evidence that addressing social skills in the classroom can lead to increased academic performance, lessen the occurrence of behavior problems, and improve the student’s interpersonal relationships with peers and adults. This is a Stage 2 course, with 8 hours of field experience required. These experiences will include 6 hours of social skills instruction and 2 hours of observation of social skills instruction in an educational or therapeutic setting.
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EDUC 315 - Positive Behavior Interventions in the Inclusive Setting (3 credits)
This course includes an overview of characteristics of students with Emotional/Behavioral Disorders, and the legal basis for discipline in schools. Focus is on establishing good classroom management and identifying and meeting the needs of all students who exhibit problem behaviors. The general principles of Applied Behavior Analysis and steps to complete Functional Behavioral Assessments, Behavior Intervention Plans and measurable annual IEP goals relating to behavior will be covered. Behavioral interventions at the school, classroom and individual level will be examined within the context of a Response to Intervention model. Eight hours of field experience include observation and data collection of student behavior in a special education setting, a tour of a classroom serving adjudicated youth in a secure setting, and observation of small group instruction in social skills. Prerequisites: and . Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 324 - Foundations of Reading (3 credits)
This course reviews the guidelines of the PA Department of Education, research reported through the International Reading Association (IRA) and the findings of the National Reading Panel Report of 2002. Following up on the early literacy focus of EDUC 223, a foundation of reading theory will be developed and investigated in relation to the components of reading enumerated in the Panel’s report, including the following: phonemic awareness, phonics, fluency, vocabulary and comprehension. Additionally, critical literacy will be investigated. Emphasis will be on the “learning-to-read” stages of development. Students will study basic developmental reading skills, including language acquisition, readiness skills, vocabulary development, word recognition skills and comprehension from Kindergarten to grade 4. Students will examine various reading approaches, noting effectiveness and associated methods of instruction. Included in the program is attention to recognition of student difficulties and using information acquired through formal and informal means to individualize instruction to students’ needs, including ELL students, students with special needs, and high-risk students. This course partially fulfills the PDE guidelines for Early Childhood certification candidates. Also included in this course will be the accommodations and adaptations for children with disabilities in an inclusive setting. Clinical experiences will include 20 hours of observations in the K-4 literacy classroom environment and instruction in elements of reading. Spring. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 333 - Reading and Writing in the Content Areas in Middle and High School (3 credits)
This course focuses on reading, writing, and speaking as a foundation for learning across all academic areas. Emphasis will be placed on instructional strategies and a variety of approaches to support retention, organization, retrieval, and generalization of information. Included in this course is emphasis on the fundamentals found on the ACT, SAT, and the Keystone Exams. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 335 - Reading Strategies and Assessments (3 credits)
This course provides an in-depth look at working with Pre k -4th grade and middle school students, who do not demonstrate expected progress in reading and writing development. Building upon the foundations and processes established in EDUC 223 and 324, the students will investigate, practice, and interpret assessment measures within each area of concern through sound and appropriate selection and application of formal and informal means of assessment. Specific techniques for remediation to address areas of concern will enrich the future teacher’s repertoire of instructional skills and increase confidence in assisting students with reading and related writing delays. Direct work with individual students in Pre k-4th grade and middle school students, who experience reading and writing challenges, will assist the future teacher in applying theoretical knowledge and making sound instructional decisions. The course objectives meet the Pennsylvania Guidelines for Early Childhood Education. Suggested Prerequisite: and ; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
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EDUC 345 - Assessment (3 credits)
In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored, including: norm–referenced standardized tests; curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences. Students will be given instruction on how to identify, administer, interpret and plan instruction based on each of the following assessment components in a standards aligned system: Authentic, Screening, Diagnostic, Formative, Benchmark, and Summative. Special attention will be given to the use of formative assessment in progress monitoring, through explicit instruction, clinical assignments and special projects. Prerequisites: and . Students will complete four hours of field experience in an area school or educational setting.
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EDUC 375 - An Inclusive Approach to Developmentally Appropriate Practices (3 credits)
This course addresses content and methods for planning, facilitating, and assessing developmentally appropriate activities and environments designed to enhance children’s cognitive, social, emotional, physical and creative development in an inclusive environment for young children in grades pre k through grade 4. Included in this course is consideration of the needs of ELL students as well as those children who come from diverse backgrounds This course partially fulfills the PDE guidelines for Early Childhood Certification candidates. Field experiences will be provided in Head Start, pre k classrooms, and in elementary schools. Students will complete fifteen hours of field experience in an area school or educational setting.
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EDUC 405 - Low Incidence Disabilities (2 credits)
This course provides an overview of the major trends and issues in educating students with low incidence disabilities. Methods to deliver instruction in reading, mathematics, science, and social studies in a standard aligned system, to students with moderate and severe needs will be covered. Assignments will require students to use assistive and instructional technology to design and demonstrate teaching interventions. Students will be given instruction in the classroom and lab (EDUC405L) to address health care needs, communication and social skills, daily living needs, and job skills. Collaboration with related service providers, paraprofessionals and agency employees will be addressed. Students will work in groups to develop and present an IEP based on information provided by the instructor. Eight hours of field experiences include opportunities to work with students in community based instructional settings, as well as observation in a classroom serving students with low incidence disabilities. Prerequisites: , , , , and . Fall. Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 405L - Low Incidence Disabilities Lab (1 credit)
This seminar will be taught by faculty from the Department of Occupational Therapy. It will focus on training pre-service teachers and occupational therapy majors an interdisciplinary integrated approach in learning the procedures and techniques to support students with moderate and severe disabilities in the educational environment. No field experience hours.
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EDUC 407 - Education Seminar (3 credits)
This course is the student teaching seminar and aligns with the requirements for CORE 407 - General Education Keystone Seminar . The seminar is a three-credit course open to all majors. The discussion-based forum will meet once per week for the duration of an entire semester. This course will be accepted as an equivalent for . It is also cross-listed to non-education majors as . Any candidates wishing to enhance their professional practice will benefit from participation within the seminar. Future educators, as well as future professionals in the fields of OT, PT, SW, and Psychology, who wish to work in an educational setting, will benefit from the content of the seminar. All students have the potential to be participants in education as parent or in another role; therefore, an understanding of the complexities of this system is beneficial to all majors. Content will include in-depth discussion of complex issues including: best practice; ethical considerations; community and family collaboration; professional etiquette; technology and the Danielson Framework for Teaching. Prerequisites: or another Ethics course with the permission of the ED 407 instructor.
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EDUC 408 - Student Teaching of Foreign Language in the Elementary School (6 credits)
Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the elementary school level, followed by actual teaching experience, under supervision, in the elementary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester and approved by the department chair. Fall, Spring.
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EDUC 414 - Student Teaching of Foreign Language in the Secondary School (6-12 credits)
Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the secondary school level, followed by actual teaching experience, under supervision, in the secondary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester, must have taken all PRAXIS exams and approved by the department chair. Fall, Spring.
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EDUC 415 - High Incidence Disabilities (3 credits)
The focus of this course is on understanding and delivering instruction to students with high incidence disabilities. Students will review the characteristics and educational implications of students with SLD, EBD, ADHD and mild intellectual disabilities. Focus will be on the relationship between a student’s IEP and instruction, to include accommodations, related services and annual goals. Creation of standard aligned goals and the use of formative assessments, progress monitoring techniques and methods of collecting and reporting data on goals will be addressed. Students will receive instruction in the use of specific interventions in reading, math and writing as well as organization, social skills, memory and self-regulation. Prerequisites: , , , , and . Students will complete eight hours of field experience in an area school or educational setting.
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EDUC 420 - Autism Spectrum Disorders Cross-listed as EDUC 527 (3 credits)
This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long term educational planning will be addressed. Twenty hours of required field experience for this course will be completed by working directly with students who have a diagnosis of an Autism Spectrum Disorder (ASD) and by observing professionals who work directly with students who have a diagnosis of ASD. Students enrolled in EDUC 527 will be required to complete an additional meta-review assignment. They will compare and contrast 4 to 6 peer reviewed articles on an approved topic related to the course content. Fall. This is an online course. Students taking this course will need to have access to Internet, a video recorder, a computer with a microphone and a means of videotaping themselves. Students need to be able to access and use BlackBoard. Microsoft PowerPoint must be available to view and create PowerPoint presentations.
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EDUC 421 - Special Topics (1-3 credits)
Study of a given topic, the specific subject to be announced each time the course is offered. Example: Children’s Literature. As needed.
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EDUC 425 - Program and Organizational Management (3 credits)
Management and other skills and knowledge needed to develop and/or manage a quality early childhood education program will be presented. The course will provide guidelines for financing, budgeting, board members, community assessment, facility equipment, staffing, scheduling, health and safety management, licensing, regulations and enrollment management.
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EDUC 428 - Teaching Foreign Languages (3 credits)
Includes the teaching of English as a second language to speakers of other languages. Objectives, content, and organization of language materials to be taught; instructional methods and history of language teaching strategies. Applied linguistics in the teaching of a specific foreign language. TESOL and ESL. Use of audio-aural-visual aids; preprofessional teaching observation and micro-teaching. Prerequisites: Linguistics 101, EDUC 101 and EDUC 210 , and certified acceptable status in the student’s language study area, if teaching certification is sought; otherwise Linguistics 101 and/or approval of the foreign language program director. As needed.
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EDUC 429 - Middle/ Secondary Methods I (2-3 credits)
This course establishes the foundation for developing a teaching repertoire prior to the middle childhood and secondary student teaching experience. The course focuses on the theory, methods, and practices of teaching. Experiences include the development of assessments, objectives, lesson plans, and units; the study of effective schools research; the effective use and integration of technology into the curriculum; and the delivery of lessons. Students will complete fifteen hours of field experience in an area school or educational setting.
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EDUC 430 - Middle and High School Methods II (3 credits)
Students examine and develop instructional techniques appropriate for middle school and high school classrooms. Emphasis on instructional planning, classroom instruction, engaging students in learning, assessment of student achievement, meeting diverse needs of students, and classroom management. Prerequisites: and . Fall Students will complete fifteen hours of field experience in an area school or educational setting.
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EDUC 431 - Early Childhood Methods I (6 credits)
This course establishes the foundation for developing a teaching repertoire prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary math, science, physical education, health, environment and ecology in inclusive environments. Course work includes observing and teaching in local schools in pre K through 4th grade Prerequisites: EDUC 101 , EDUC 210 , and EDUC 212 . Admission to the Professional Phase. Fall. Students will be assigned fifteen hours of clinical experience in an area school or educational setting.
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EDUC 432 - Early Childhood Methods II (6 credits)
This course establishes the foundation for developing a teaching repertoire prior to the Pre K through 4th grade student teaching experience. The course focuses upon the theory, methods, and practices of teaching elementary social studies and the fine arts. Course work includes observing and teaching in local schools in pre K through 4th grade. Prerequisites: , , and ; Admission to the Professional Phase. Students will complete fifteen hours of field experience in an area school or educational setting.
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EDUC 434 - Sensory Interventions for Students with Autism Spectrum Disorders Cross-listed as EDUC 534 (3 credits)
This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments. Prerequisites: or Spring.
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EDUC 450 - Student Teaching in Elementary, Special Education and Early Childhood Education (12 credits)
Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include lesson observation, planning, and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for special needs students; teaching diverse populations; and assessing student achievement. Elementary Education/Early Childhood Education majors complete 15 weeks of student teaching. Student teachers are required to attend an integrated, non-credit weekly seminar designed to reinforce and enhance the standards and expectations of the program Topics include lesson planning, effective instruction motivation techniques, assessment practices, class room management, school law issues, curriculum development, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the weekly planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching, application for student teaching submitted by the established deadline, must have taken all PAPA and PECT exams and approved by the Education Department Chair. GPA of 3.0 or higher. Successful completion of the Writing Competency Exam is required.
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EDUC 451 - Student Teaching in the Middle/ Secondary School (12 credits)
Student teaching is the culminating experience for the senior student enrolled in the professional phase of the teacher preparation program at Saint Francis University. University faculty and cooperating teachers place emphasis on helping student teachers develop as reflective decision makers while applying educational theory to practice. Experiences include lesson observation, planning, and teaching; using a variety of instructional strategies, resources, materials, and technology; adapting instruction for special needs students; teaching diverse populations; and assessing student achievement. Secondary majors complete a twelve-credit, fifteen-week assignment in their area of certification. Students are required to attend an integrated, non-credit weekly seminar designed to reinforce and enhance the standards and expectations of the program. Topics include lesson planning, effective instruction curriculum development, motivation techniques, assessment practices, classroom management, school law issues, portfolio development, licensing and certification, job search strategies, and program standards. In addition to the planned topics, the seminar enables students to share student teaching experiences with fellow students and supervisors. Prerequisites: All major course requirements completed prior to student teaching; application for student teaching submitted by the established deadline and approved by the field services coordinator; GPA of 3.0 or higher; successful completion of the Writing Competency Exam; completion of content area PECT examinations.
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EDUC 452 - Student Teaching of Foreign Language in the Elementary School (6 credits)
Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the elementary school level, followed by actual teaching experience, under supervision, in the elementary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester and approved by the department chair. GPA of 3.0 or higher. Successful completion of the Writing Competency Exam. Must have taken content area PECT examinations.
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EDUC 453 - Student Teaching of Foreign Language in the Secondary School (6-12 credits)
Analysis and evaluation of methods and techniques of teaching, and thorough analysis of observation and participation by the student teacher at the secondary school level, followed by actual teaching experience, under supervision, in the secondary schools. Prerequisites: All major course requirements through the 300 level completed prior to student teaching, application for student teaching submitted to the Education Department prior to the anticipated student teaching semester, must have taken all PAPA and PECT exams and approved by the department chair. GPA of 3.0 or higher.
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EDUC 501 - Independent Study in Education (1-8 credits)
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EDUC 502 - Language and Reading Development
This 3-credit graduate course investigates the issues at the core of reading/writing development through a study of language acquisition theory and the various influences on language development affecting the young child today, including cultural, ethnic, and sociological factors. In addition, the student will study how reading, writing, oral language, and listening skills interact in the emergent stage of literacy development, including interest and motivation to read. Students will also develop skills in monitoring the progress of emergent readers in foundation skills. All courses are three (3) credits unless otherwise noted.
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EDUC 503 - Reading Foundations
This is a 3-credit graduate course. The last decade has witnessed intense debate in the field of reading. In order to understand and appreciate the information that is available to teachers in the area of reading, it is necessary to have a sound foundation in the process and development of reading, both from a historical perspective and through the current literature. This class will provide that foundation so that teachers can develop a critical and analytical stance in evaluating trends and reports in the field to insure that sound, effective instruction is provided for every child. Students will also develop a repertoire of effective methods modeled on research-based best practices.
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EDUC 504 - Assessment and Diagnosis in Reading/Writing
This 3-credit graduate course includes a thorough investigation of assessment in the areas of reading and writing, including formal and informal measures and ongoing monitoring processes. Through this investigation, students will acquire skill in diagnosing reading difficulty and designing appropriate intervention, and well as working with colleagues and parents in addressing reading needs. Students will work with an individual child to apply growing skills in assessment and diagnosis. Students will be expected to select and administer appropriate assessment instruments, design appropriate lessons on the basis of assessment results, monitor student progress, and share information with the student, colleagues and parents in a meaningful manner. Prerequisites: EDUC 502 , EDUC 503 .
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EDUC 505 - Reading in the Content Area
This 3- credit graduate course will provide opportunity to expand knowledge and techniques related to reading instruction to demands outside the reading classroom. In so doing, the teacher will learn to assist students in determining purpose for reading and the appropriate approaches for various task demands. The teacher will be able to widen his/her repertoire in children’s and adolescent’s literature and incorporate it into content instruction. Reading/writing activities will also support growth in reading for information, writing outside of the creative writing realm, and building vocabulary and fluency. Teachers will use class discussion, technology exploration, strategy instruction, and case study application to develop skills. Prerequisites: EDUC 502 , EDUC 503 .
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EDUC 506 - Strategies in Reading and Writing
This 3-credit graduate course examines the issues related to the development of efficient and independent readers. Through a study of cognitive strategies, the teacher will learn how to assist students in monitoring their own performance, utilizing resources/techniques available to them when attempting various kinds of print materials for a variety of purposes. Teachers will also learn to enable students to expand their strategies to a wide range of reading endeavors, especially in content reading and writing. Teachers will evaluate commercial programs to determine how they support growth of independence as well as supplemental materials in print and in the media and determine how to match approaches to the style and need of individual students. This course will also involve the teacher in collegial consultation. Students will be asked to complete critical evaluation of materials, develop a repertoire of strategies in reading and writing, and develop skills in teaching students about strategy use. Prerequisites: EDUC 502 , EDUC 503 .
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EDUC 507 - The Affective Domain: Interest and Motivation to Read
This 3-credit graduate course will enable teachers to experience and evaluate a variety of approaches to enhance student interest and motivation to read. It will examine the many factors which come into play and a variety of approaches to meet different interests, needs, and skill levels, all directed at increasing not only reading skills, but desire to read. Popular media issues will be investigated as well. Teachers will develop a repertoire of in class assessment techniques to monitor these factors and enhance their bibliography of print sources to reach atypical readers; they will add substantially to their professional portfolio of instructional methods and techniques. Students will also engage in an action research project in this course. Prerequisites: EDUC 502 , EDUC 503 .
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EDUC 508 - Clinic I: Practicum in Diagnosis and Remediation
In the 3-credit graduate Clinic I experience, opportunity is provided for an intensive experience in diagnosis and remediation through a tutorial relationship between child and tutor. In addition, candidate tutors collaborate to promote group approaches which facilitate instruction to address diverse abilities and interests. Candidate tutors are expected to complete an extensive case study which documents diagnosis procedures, methods employed for instruction/remediation, evaluation of instructional effectiveness, and student progress as well as the ability to share clear and concise recommendations appropriate for other professionals, parents and the student him/herself in a setting in which they receive intensive supervision and feedback. Prerequisites: EDUC 506 , EDUC 507 .
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EDUC 509 - Clinic II: Literacy Leadership Internship
In the 3-credit graduate class of Clinic II, the candidate is expected to step beyond the more narrow focus of the tutor/child experience of Clinic I to incorporate greater involvement in the school, the school system, and the larger community. In this capacity, the candidate must help foster a culture of literacy through professional growth, collegial interaction within the schools, and liaison with the parents and community. Through this process, the candidate will demonstrate leadership in the implementation of the vision developed and articulated in the Clinic I proposal. The culmination of this experience will be the presentation of the complete Clinical Portfolio and self-evaluation. Prerequisites: EDUC 504 , EDUC 505 , EDUC 506 , EDUC 507 , EDUC 508 .
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EDUC 511 - Educational Psychology
This course is a review of historical antecedents of modern learning theories and a review and critical analysis of modern theories. It is also an analysis of learning processes and an examination of empirically derived principles of learning and their applicability of school learning.
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EDUC 512 - The Social Psychology of Learning
This course examines the nature of complex modern organizations, public and private, and their effect on the emotions, attitudes and actions of the individuals who make them up. The concepts of power, authority, responsibility, and the coordination and conflict encouraged by the corporate structure are also explored. The course additionally considers the psychological aspects of work relationships, of upper and lower level management outlooks and the problems of divisional loyalties and competitiveness.
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EDUC 515 - Curriculum Development and Management
This course explores theories of curriculum development, the process for developing school curricula, the relationships among critical attributes of written, taught, tested curricula, and various guidelines for developing curriculum and planned courses.
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EDUC 516 - Education of the Mentally Gifted in the Regular Classroom
This course encompasses the identification and assessment of mentally gifted children, historical perspectives in educating gifted children, curricular and program modifications that can be made to accommodate individual learning needs, identification of the needs of special groups of gifted children, and legal considerations in educating gifted children.
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EDUC 517 - Professional Practices that Support Inclusion (3 credits)
This course will study the principles and practices of successful inclusion for students with special educational needs into the regular classroom setting. It will emphasize effective, researched based strategies and interventions to be used with all children. It will examine principles, concepts, and successful learning tools for providing successful learning experiences for diverse learners. The Standards Aligned System (SAS) in Pennsylvania will be the focal point of study as school leaders strive to provide schools and districts with continuous enhancement and improvement. Research supports the six common elements that ensure student achievement: Clear Standards; Fair Assessments; Curriculum Framework; Instruction; Materials and Resources; and Interventions. Candidates will manipulate these six elements in a collaborative fashion for the benefit of the inclusionary process in their schools. The course will also provide a sound knowledge base regarding special education issues and legal mandates so candidates can successfully implement the legal requirements of special education. As needed.
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