Course Descriptions - Master's in Reading

Educ 500 - Educational Research for Teachers. This course deals with understanding, developing, and utilizing data as applied to educational problems. The course will include an overview of quantitative and qualitative educational research. The major emphasis of the course will be teacher involvement in the action research process. This course is normally taken just before undertaking the Reading Research Project (Educ 575). Permission required. (3 credits)

Educ 505 - ELL Adaptations. This course is designed to instruct reading specialists in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student. It will introduce the prospec-tive reading specialist to the current need for reading assistance for the E.L.L. student. Participants will explore the methods, strategies, research and resources to develop and implement ESL programs to help English Language Learners acquire both the English language and academic cognitive understandings and skills. Participants will design resource and teaching materials, implement them with their students, and provide reports to the class. (3 credits)

Educ 515 - Reading in the Content Area. This course emphasizes strategies that enhance a student's ability to understand content-area reading. Understanding the complexity of expository texts will be reviewed, along with techniques for improving vocabulary, comprehension, and study skills. (3 credits)

Educ 516 - Reading Disabilities: Diagnosis and Prescription. This course will review strategies for improving reading, writing, and study skills. Intervention based on assessment results to provide effective instruction will also be discussed. This course is the first half of the Reading practicum experience, which concludes with Educ 550. Educ 550 will be offered in Summer 2013. (3 credits)

Educ 517 - Literacy Leadership. (Formerly entitled The Organization, Administration and Supervision of Reading Programs.) The effectiveness of managing reading programs will be explored. The human resources, structural, economic, political, and symbolic relationships impacting on instruction will be examined. The organizational framework of actual settings and leadership styles will be analyzed. (3 cr.)

Educ 520 - The Writing Process K-12. This course examines writing as a means of facilitating language development and learning. Practical means of implementing writing and the writing process into all aspects of the curriculum are examined, along with the reading-writing connection and writer's workshop. The goal of the course is to develop an understanding of the purpose for writing in K-12 classrooms. (3 cr.)

Educ 575 - Reading Research Project. Each student will engage in a reading research project in an area of special interest. Upon completion of the project, students will write a professional-quality academic paper. Prerequisite: Educ 500. Permission required. (3 credits)

Course Descriptions - M.Ed. in Curriculum and Education

Educ 580 - Curriculum Theory and Design. This course is designed to explore the developmental nature of curriculum in the elementary, middle and secondary school settings. Distinct theories will be explored as they relate to public, charter, private, and magnet schools. The interrelated nature of curriculum is stressed. In addition, the concepts of goals and objectives as they relate to the curriculum will be investigated. Current curricular trends will be studied, analyzed and evaluated using the principles of curriculum development discussed in the course. (3 credits)

Educ 586 - Inclusionary Classroom Practices. This course will address the development, imple-mentation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for all students within a heterogeneous classroom, based upon the curriculum of the school. Pedagogical recommendations and research-based effective instruction methodology is emphasized on a needs-based model incorporating the cognitive, language, attentional, affective, physical and sensory needs of children. (3 credits)

Educ 590 - Educational Research and Statistics. This course deals with the process of conceptualizing and conducting educational research. Quantitative, qualitative, mixed methods, and action research methods will be explored. Students will be able to locate, read, understand, and critique educational research in order to become intelligent consumers of the results of research and make effective educational decisions. Students will also write a Master's Research Project Proposal as part of this course. (3 credits)

Educ 600- Second Language Acquisition see below, Graduate Certificate in ESL

Educ 605- ESL Instruction: Theory and Practice see below, Graduate Certificate in ESL

Educ 610- ESL Assessment: Theory and Practice see below, Graduate Certificate in ESL

Educ 615 - Dimensions of Culture see below, Graduate Certificate in ESL

Educ 620 - ESL Master's Project. A topic relevant to the teaching of English as a Second Language in the classroom will be researched and/or conducted with the approval of the instructor. The topic of the research should be well documented in professional journals and studies. Upon completion of the project, the student will write a professional quality academic paper. Prerequisite: Educ 590. Permission required. (3 credits)

Educ 630 - Elementary Mathematics and Science Instruction. This course involves the study of the development of the elementary school child, the relationship between theory and practice, balancing traditional expectations with current concerns, and the selection and implementation of successful learning experiences in mathematics and science instruction. The curriculum within this area will concentrate on national and state standards as they apply to what is actually taught in the schools. (3 credits)

Educ 635 - PK-4 Elementary Education Master's Project. A topic relevant to the teaching of elementary education in the classroom will be researched and/or conducted with the approval of the instructor. The topic of the research must be well documented in professional journals and studies. Upon completion of the project, the student will write a professional quality academic paper. Prerequisite: Educ 590. Permission required. (3 credits)

Educ 642 - Mathematics Instructional Materials. This course is designed around the mathematics methods, strategies, research and resources that enable students to develop and implement mathematics programs, to assist students in the language of and academic cognitive understanding and skills within the content area while understanding its impact upon the mathematics curriculum. Graduate students design resource and teaching materials, implement them with their students, and provide reports to the class. Students also learn and practice adaptations of lesson content and present actual lesson activities within the structure of the course. (3 credits)

Educ 650 - Mathematics Master's Project. A topic relevant to the teaching of mathematics in the classroom will be researched and/or conducted with the approval of the instructor. The topic of the research must be well documented in professional journals and studies. Upon completion of the project, the student will write a professional quality academic paper. Prerequisite: Educ 590. Permission required. (3 credits)

Educ 662 - Science Instructional Materials. This course is designed around the science methods, strategies, research and resources that enable students to develop and implement science programs, to assist students in the language of and academic cognitive understanding and skills within the content area while understanding its impact upon the science curriculum. Graduate students design resource and teaching materials, implement them with their students, and provide reports to the class. Students also learn and practice adaptations of lesson content and present actual lesson activities within the structure of the course. (3 credits)

Course Descriptions - Graduate Certificate in English as a Second Language (ESL)

These courses are offered through the ESL graduate certificate program, but they may also be taken as part of the ESL concentration area in the Curriculum and Instruction program.

Educ 600 - Second Language Acquisition. This course focuses on the grammar and structure of the English language including the components: phonology, morphology, syntax, semantics, language function and discourse, and dialects. Theoretical perspectives of first and second language acquisition are examined with a pragmatic and sociolinguistic views relating relationships among language, culture, accent, identify, and public perceptions. Through an understanding of applied linguistics, linguistic challenges for language minority students are identified and research-based instructional strategies are reviewed and applied. Professional resources will be developed to foster collaboration with colleagues and the school/community. Fifteen (15) hours of field experience is required with this course. (3 credits)

Educ 605 -ESL Instruction: Theory and Practice. This course is designed to explore the methods, strategies, research and resources that enable the student to develop and implement ESL programs to support English Language Learners' acquisition of the English language and academic cognitive under-standings and skills. The students design resources and teaching materials, implement them with their field experiences and provide reports to the class. The students learn, observe, and practice standards-based language proficiency leveled expectations of content lessons and assessments. Emphasis is placed on working with colleagues in their schools to develop resources and trainings facilitating collaboration from school to community to enable ESL students to develop social and academic cognitive English. Fifteen (15) hours of field experience is required with this course. (3 credits)

Educ 610 -ESL Assessment: Theory and Practice. This course emphasizes techniques for multiple formative and summative assessment administration, interpretation, and management. Testing accommodations and testing aligned with instruction, data, and English Language Proficiency level expectations to achieve benchmarks as required for annual measurable achievement objectives will be developed. Strategies for sharing student progress and appropriate assessment practices with families and colleagues will be reviewed. Fifteen (15) hours of field experience is required. (3 credits)

Educ 615 -Dimensions of Culture. In this course, cultural and linguistic dimensions of culture are addressed within the mosaic of groups immigrating to the United States analyzing the "melting pot" and "salad bowl" perspectives of assimilation and acculturation. The analyses focus on the view of culture as a dynamic and multilayered system of symbolic resources impacting individuals' identify, values, and behaviors in varying degrees. Participants will develop an awareness of their own cultural identify and its impact on cultural and educational expectations. Participants will develop strategies to collaborate with colleagues and culturally and linguistically diverse families to better understand the deep and invisible dimensions of culture in the classroom and the target language community. Fifteen (15) hours of field experience is required with this course. (3 credits)

Course Descriptions - Graduate Certificate in Excellence in Teaching

The following courses are offered for non-degree credit through the Professional Development Center at a special tuition rate of $670, but they may be taken as a degree course in the graduate certificate program in Excellence in Teaching or as a degree course in the Excellence in Teaching concentration in the Curriculum and Instruction (C&I) program. They may not be taken for degree credit in the M.Ed. in Reading program or for any other concentration within the C&I program.

Educ 5883 - SAS: What PDE Now Requires Every Teacher to Know. This course will focus on the Pennsylvania Standards Aligned System (SAS) curriculum alignment framework. Each of the six SAS circles will be examined: Clear Standards, Curriculum Framework, Fair Assessments, Interventions, Instruction, and Materials/Resources. Class participants will learn how the six circles of SAS relate to student achievement in their classrooms, interacting with the SAS website to realign curriculum, understand the impact and uses of the Classroom Diagnostic Tests, and the free interactive curriculum mapping tools embedded in the website. Other topics will include the "Understanding by Design" curriculum framework and the relationship between SAS and the resiliency model. This course will be taught by Anthony P. Grieco, Executive Director, Luzerne Intermediate Unit (LIU). (3 credits)

Educ 5887 - Brain-Based Learning. This course, designed for educators teaching grades K-12, is about how people think and learn. The course will explore how thinking and learning are enhanced in brain-compatible learning environments. Topics will include the four components of brain compatible learning as well as strategies for their application to the classroom. Participants will read and discuss current research relating to the brain and learning. This course will be taught by Brooke Merring, M.S., Abington Heights School District (32 years, retired). (3 credits)

Educ 5822 - Classroom Management. This course will develop organization and essential management skills for classroom teachers. It will be presented in a blended format including online and classroom interaction. It will focus on minimizing disruptive behavior and increasing student learning in the classroom. Effective classroom management strategies that meet the needs of all students will be examined. Practical methods for altering unproductive student behavior will be stressed. Participants will identify ways of creating a positive learning environment that will enable them to effectively solve problems and correct misbehavior. They will also develop an individual behavior plan that can be used to develop new behavioral skills. This course will be taught by Michael Caprari, Wilkes-Barre Area Intervention Specialist. (3 credits)

Educ 5900- Let's Get Them Fired Up. Learn to celebrate the little successes. Boost morale and create a positive environment to ensure that you "feed the teachers before they eat the students". Raise above the school improvement pressures with motivating strategies to boost your morale and the morale of others to build phenomenal teams, which will ignite powerful school climate. Instructors will be Jocelyn Podlesney and Tammy Skotek. Jocelyn Podlesney is Principal of the West Hazleton Elementary/Middle School. Tammy Skotek is Coordinator of Alternative Education for the Hazleton Area School District. (3 credits)

Educ 5901 - Common Core Literacy Foundations: Grades K-5. This course will focus on the cross discipline literacy components of the Common Core for K-5 educators. Participants will actively engage in the research and strategies that are the foundation of the Common Core. Throughout these sessions, participants will build knowledge, gain insights, explore possibilities, and broaden their perspective of integrating classic/contemporary literature and challenging informational texts while incorporating writing, speaking/listening and language throughout the teaching/learning process. Instructors will be Jessica Jacobs and Suzanne McCabe, Luzerne Intermediate Unit (LIU18) Curriculum Specialists. (3 cr.)

Educ 5902 - Pathway to Tenure: Know Your Rights. The purpose of this course is to provide support and information for non-tenured teachers entering the profession of education. Topics will address the technical and legal aspects of teacher responsibilities and rights as related to compliance with district and state mandates, social media policies, classroom management, salary, benefits, union membership, and the collective bargaining. This course will be taught by Dave Tosh, Director of Secondary Schools, Wyoming Valley West School District. (3 credits)

Educ 5903 - Teaching Effective and Efficient Thinking Skills. This course will focus on teaching students effective habits and thinking skills sets to prepare them to be college ready. Participants will investigate current curricula and best practices utilized by educators in transmitting these skills to their K-12 classrooms. Special emphasis will be given to the work of Art Costa who identified16 dispositions believed to be skillfully and mindfully employed by successful people when they are confronted with problems. Participants will learn how to transfer these successful dispositions to their students. Joe DeLucca, Director of Federal, State & Nonpublic Program at the Luzerne Intermediate Unit 18. (3 cr.)

Educ 5904 - The Art of Juggling: Interventions and Acceleration. Classroom teachers face difficult challenges as small group interventions are established to support struggling readers in the regular education setting. This course will help participants develop strategies to manage flexible intervention groups and various intervention techniques. Participants will evaluate and create learning centers to facilitate interventions. The instructor will be Jane Mencer, Second Grade Teacher and Reading Specialist at Freeland Elementary/Middle School. (3 credits)

Educ 5905 - There's a (Google) App for That! This introductory level course will be ideal for Middle School teachers who want to or are incorporating technology into their curriculum. Class will focus on what is available utilizing Google and free websites. Google Documents, Investopedia, Wikispaces, Wikipedia, One True Media, and Prezi will be introduced. Instruction will include how to collaborate and simultaneously edit documents with others. The course will be taught in a blended format by John McGee who is a technology instructor for the Weatherly Area School District. (3 credits)

Educ 5906 - Common Core Literacy Foundations: Grades 6-12. This course will focus on the literacy components of the Common Core for English/Language Arts, History, Science, and Technical Subject educators in grades 6 through 12. Participants will actively engage in the research and strategies that are the foundation of the Common Core. Throughout the course, participants will build knowledge, gain insights, explore possibilities, and broaden their perspective of integrating classic/contemporary literature and challenging informational texts while integrating the writing, speaking/listening, and language processes to build specific content knowledge. Instructors will be Jessica Jacobs and Suzanne McCabe, Luzerne Intermediate Unit (LIU18) Curriculum Specialists. (3 credits)

Course Descriptions - Master's in Health Care Administration

HCA 500 - Introduction to Health Services Systems. This course is designed as a comprehensive introduction to the organization of the U.S. health care "system." It examines the major institutions, professions, and political forces that influence the provision of health care services in the United States. Students explore the development of each major component of the medical care system from an historical perspective by examining the changes in their organization and role over time. They also consider the major problems presently confronting each aspect of health care and discuss alternative means of resolving these issues for the future. (3 credits)

HCA 505 - Epidemiology for Health Care Managers. This course is an in-depth study of the distribution and determinants of health, disease, and disability in human populations. Specific topics include: descriptive and analytical epidemiology, community assessment, and study design. Case studies that involve all of the tools of epidemiology are utilized. The student becomes aware of the uses of epidemiology in population-based medicine and managerial decision making. Offered on-line, via the internet. (3 credits)

HCA 507 - Health Care Financial Management. This course introduces both the theory and concepts behind financial decision making in the health services industry. The primary goal of this course is to provide an operational knowledge of financial management theory and concepts. Students will be given the opportunity to apply these ideas to real-world healthcare business settings and to use spreadsheet analyses to help make better financial decisions. It is strongly recommended that students take HCA 541 before taking this course. (3 credits)

HCA 511 - Quantitative Business Methods for Health Care. This course focuses on the development and use of statistical analysis in health care. Students are introduced to the essential definitions, concepts, and tools of statistical analysis and Excel statistical functions. Students will use their knowledge of statistics and Excel to identify and run appropriate statistical tests based on the goal(s) of the analysis and data availability. Statistical tests covered include chi-square, t-test, analysis of variance, regression, and Logit. The goal of the course is to improve policy and administrative decision-making in health care settings using statistical techniques. (3 credits)

HCA 570 - Comparative Health Care Systems. This course examines both global health issues and health systems from a comparative perspective with a focus on assessing performance of diverse health systems. Fist, a conceptual framework for benchmarking among health systems will be introduced. Students will then study the configuration of health systems, alternative delivery, financing, coverage, and allocation of resources for selected developed and developing countries. Recent health reform initiatives of each country will also be discussed to appraise the effects of reforms on system-wide outcomes and to identify possible lessons for the United States. Offered on-line, via the internet. (3 credits)

HCA 572 - Health Law. This course will explore the legal aspects of the health care environment. Particular emphasis will be placed on the court system's effect on the health care executive. Topics to be discussed include the following: medical negligence, employment/agency relationships, prolongation of life, patients' rights, and corporate liability. Offered on-line, via the internet. (3 credits)

HCA 573 - Health Care Information Systems. An introduction to information and its key role in the effective functioning and management of health care organizations. The course provides students with sufficient background on fundamental terminology pertaining to computer hardware and operating systems to communicate effectively with technical personnel. It explores clinical-care and administrative application of the computers in health services delivery. (3 credits)

HCA 575 - Health Promotion. This course explores the various methods of delivering messages related to good health habits. The development, implementation, and evaluation of health messages will be discussed. Health education and promotional strategies will be outlined, in addition to the evaluation of various case studies of successful health communication programs. Offered on-line. (3 credits)

HCA 576 - Operations Management. This course provides an in-depth understanding of the essential concepts, tools, and strategies in operations research and their application to health care. It focuses on the use of quantitative methods to address complex operational issues and realistic problems, with the ultimate goal of ensuring improved system effectiveness and efficiency. Main topics covered include break-even analysis, demand forecasting, linear programming, and project and inventory management, and quality control. (3 credits)

HCA 596 - Leadership for Quality Management in Health Care. This course integrates all of the major components covered in the core courses. Students will take the various competencies they have acquired and learn how to apply them to real-life cases involving applications of leadership and quality total management in health care delivery systems. Topics include: leadership theories, culture building, relationship management, contingency and transformational theories, communication skills, change management, conflict management, mentorship, and team building. This is the capstone course; it is usually taken as the final course in the program. (3 credits)

HCA 599 - Health Care Administration Internship. Aninternship provides students with administra-tive experience in a health service agency. Internships with a health-care facility may be substituted for one elective course. The internship is coordinated through the Career Planning and Placement Office. Permission of the director of the Health Care Administrative Program is required. (3 credits)

Course Descriptions - Autism Spectrum Disorder (ASD) Endorsement

Educ 700 – ASD: Etiology. This course is an introduction and overview of characteristics and learning traits of autism spectrum disorders (ASD). The course is an examination of the common manifestations of ASD including the psychological, physiological, behavioral, social, communication, and educational characteristics of individuals who have been identified on the spectrum as having Autism, Pervasive Developmental disorder, Rhett's disorder, Asperger’s syndrome and Childhood Disintegrative Disorder. The classification system, assessment strategies / issues, approaches, and interventions related to individuals with ASD will be explored.  Focus will be on causes, diagnosis and intervention. The theoretical, prevalence, and scientific hypothesis related to the etiology of ASD will be researched and explored.

Educ 710 – ASD: Assessment. This course will create a framework for understanding and implementing effective interventions for children and adolescents with ASD in consideration of their cultural values and beliefs.  The role of the families and collaborative, interdisciplinary models of service delivery will be examined.   Effective research-based assessment and interventions will be reviewed utilizing current research regarding neuro-developmental issues in autism.  This course requires a 20 hour practicum consisting of a field experience in a school and community based agency setting providing direct clinical, instructional, and social interaction with individuals with ASD. These experiences will take place in regular and specialized settings in order to ensure the student an opportunity to observe and participate in the assessment and instructional levels.

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