Graduate Course Descriptions

AT 400 Foundations of Athletic Training (3 credits)

This course provides students with foundational clinical athletic training knowledge, skills, and
abilities. Students will be able to apply bracing, taping, and ambulatory aids with patients.
Students will use skills needed in medical emergencies. Topics include spine boarding, protective
equipment removal, vacuum splints, oxygen use and various emergency care techniques.

AT 405 Pharmacology & General Medicine (2 credits)

This course provides students with the ability to use pharmacological agents to manage medical conditions in an effective, legal, and ethical manner. Students will learn how to educate patients about medications, including effects, proper use, and the risks of misuse and abuse. Students will learn and be able to follow best practices in pharmaceutical management. Students will also learn about general medical conditions and how disease and injury affect the various systems of the body. Students will also learn how to develop and implement strategies to mitigate the risk for long-term health conditions across the lifespan. 

AT 410 Evidence Based Medicine 1 (2 credits)

In this course the student will learn and apply the key concepts of evidence-based practice including how to formulate appropriate clinical inquiries, search the relevant medical literature, and find and analyze research to answer a specific question. Basic statistical analysis and interpretation relevant to Athletic Training will be presented including an analysis of measures of variability. Additionally, students will investigate common disablement models and apply key concepts related to diagnostic accuracy, epidemiology, and patient-oriented outcome assessments.

AT 415 Athletic Training Procedures (2 credits)

This course provides students with an understanding of the evaluation process, chart documentation, and medical terminology. Time will be devoted to using an electronic medical record system for patient-file management, insurance issues such as filing/tracking claims and third-party reimbursement. The student will learn evaluation techniques including manual muscle testing, soft tissue palpation, bone palpation, and special joint integrity testing techniques.

AT 420 Athletic Training Practicum 1 (3 credits)

Students complete multi-week clinical experiences in a variety of settings, performing direct client/patient care guided by a preceptor who is an athletic trainer or physician. Clinical experiences typically begin prior to the first day of the semester and may extend beyond the last day of the semester.

AT 425 Athletic Training Practicum 2 (3 credits)

Students complete multi-week clinical experiences in a variety of settings, performing direct client/patient care guided by a preceptor who is an athletic trainer or physician. Clinical experiences typically begin prior to the first day of the semester and may extend beyond the last day of the semester.

AT 430 Prevention, Evaluation, and Diagnosis 1 (4 credits)

In this course the student will learn background, mechanisms of injury, common signs and symptoms, and treatments for common orthopedic injuries in the upper and lower quarters as well as the thorax and spine. The student will learn and apply psychomotor skills involving various palpation skills, range of motion assessments, manual muscle testing techniques, orthopedic special testing techniques, and neurovascular testing pertaining to musculoskeletal evaluation of these areas. Additionally, this course will cover an analysis of posture, gait, and functional movement patterns.

AT 435 Prevention, Evaluation, and Diagnosis 2 (4 credits)

In this course the student will learn to recognize, assess, interpret, and manage conditions related to environmental conditions as well as common congenital and acquired general medical conditions in the gastrointestinal, genitourinary, cardiovascular, endocrine, pulmonary, and integumentary systems. In-depth evaluations of the abdomen and thorax as well as sudden death will also take place in the course.

AT 450 Therapeutic Interventions 1 (4 credits)

The student will be introduced to theory and techniques of therapeutic interventions. The student will learn how to critically think through application and development of intervention protocols.

AT 455 Therapeutic Interventions 2 (4 credits)

This course provides students with the ability to build upon their foundational knowledge and use current evidence to develop therapeutic intervention protocols which include corrective exercises, special considerations, and a whole-body approach to movement to promote a healthy return to function.

AT 470 Advanced Human Anatomy (3 credits)

This course provides students with the knowledge of functional human anatomy through cadaveric dissection and classroom instruction. Students will develop an appreciation of human anatomy from regional and systems approaches with the intent of practical application. Special focus is placed on the musculoskeletal, cardiovascular, respiratory, and nervous systems. The relationship between structure and function will continually be stressed, emphasizing implications for athletic injury mechanisms and human performance.

AT 475 Head, Neck, and Spine (3 credits)

In this course the student will learn background, pathomechanics, pathophysiology, signs and symptoms, and treatments for brain, spinal, and facial pathologies. The student will learn and apply psychomotor skills involving various palpation skills, range of motion assessments, manual muscle testing techniques, orthopedic special testing techniques, and neurovascular testing pertaining to musculoskeletal evaluation of these areas. Additionally, this course will cover an analysis of legal considerations surrounding the recognition and management of these conditions.

AT 520 Athletic Training Practicum 3 (4 credits)

Students complete multi-week, immersive clinical experiences in a variety of settings, performing direct client/patient care guided by a preceptor who is an athletic trainer or physician. Immersive clinical experiences are practice-intensive experiences that allow students to experience the totality of care provided by athletic trainers. Clinical experiences typically begin prior to the first day of the semester and may extend beyond the last day of the semester.

AT 525 Athletic Training Practicum 4 (4 credits)

Students complete multi-week, immersive clinical experiences in a variety of settings, performing direct client/patient care guided by a preceptor who is an athletic trainer or physician. Immersive clinical experiences are practice-intensive experiences that allow students to experience the totality of care provided by athletic trainers. Clinical experiences typically begin prior to the first day of the semester and may extend beyond the last day of the semester.

AT 530 Advanced Therapeutic Interventions (3 credits)

This course will expand on the student’s foundational therapeutic intervention knowledge. The student will learn various advanced intervention techniques and be able to incorporate them into clinical practice to supplement patient care.

AT 540 Psychosocial & Professional Issues (3 credits)

This course provides students with the ability to identify, support, and counsel patients who have a variety of psychosocial issues, including mental health and behavioral health conditions. Students will learn how to make appropriate referrals to other health care professionals and to effectively communicate and collaborate with them to optimize patient care and outcomes. Students will also learn techniques for the promotion of psychosocial health and for patient advocacy. Additionally, students will explore ethical and legal issues related to professional practice, self-assess their professional competence, and create and carry out professional growth plans.

AT 550 Evidence-Based Medicine 2 (3 credits)

This course will allow the student to expand upon and apply techniques learned in AT 410 to synthesize an original critically appraised topic manuscript and presentation. Additionally, this course will focus on advancing topics in both qualitative and quantitative research design, higherlevel research statistical concepts, application of epidemiology concepts, disablement model coding, and healthcare informatics.

AT 570 Management & Leadership Strategies (3 credits)

This course provides students with the ability to perform a variety of administrative duties, including medical facility management, human resource management, financial management, and policy development and implementation. Students will learn how be effective leaders when engaging in strategic planning, quality assurance and improvement, crisis management, risk management, delivery of health care services, and advocacy for athletic training.

AT 580 Nutrition and Wellness (3 credits)

This course provides students with and understanding of the relationship between physical fitness, physical performance, injury prevention, and nutritional intake. Students will understand how to conduct a nutritional analysis and how to evaluate various diets to provide appropriate dietary recommendations. Students will develop an understanding of how to improve physical performance through proper utilization of food, how to identify improper eating habits, the effects of food supplements, techniques and effectiveness of carbohydrate loading, and the construction of pre-event and post event meals. Students will also learn about dietary planning for disease/disorder prevention and management.

HCA 500 - Introduction to Healthcare Management and Practice (3 credits)

Students will learn the foundational theories, concepts, and frameworks that shape healthcare systems in the United States to provide students with tools to identify and create solutions to complex health problems. In addition, this course will introduce the main themes of healthcare management and practice, including leadership, care delivery, professional roles and responsibilities, healthcare reform, finance, operations, insurance, and quality. Knowledge from this course will prepare students for critical thinking and analysis of healthcare issues throughout other courses in the Healthcare Administration program.

HCA 501 - Health Policy, Law, and Justice (3 credits)

This course provides a basic understanding of the foundational areas of health policy, law, and justice. Key areas include policymaking and advocacy, the role of government in creating health laws and policies, and individual rights and protections that influence access to services and goods. Students will examine and analyze how law and policy structure injustices that harm health and drive population health inequities. Students will review current literature, data, laws, policies, and case studies to identify and develop solutions for addressing structural and political barriers to health-promoting opportunities.

HCA 502 - Human Resources Management (3 credits)

This course surveys the activities and decision-making functions of the human resources manager, including personnel planning, recruitment, interviewing, training and development, compensation practices, benefits administration, maintaining personnel records, employee communication, labor relations and succession planning, with an emphasis on the legal dimensions of these various activities. Attention is also drawn to the professional and legal responsibilities of the individual manager or team leader in matters such as employee rights, privacy, sexual harassment, discrimination in the workplace, employee evaluations, workers' compensation and recruitment of personnel. This comprehensive review occurs from the unique perspective of the health services organization.

HCA 504 - Healthcare Economics (3 credits)

This course is designed as an in-depth study of the major topics in health care economics. We will study the production, cost, and financing of health care services, delivery mechanisms and their effects, health labor markets and professional training, and use of economic evaluation tools (cost-effectiveness and cost-benefit analyses) in making decisions about allocation of scarce resources. The overall goal of HCA 504 is to teach the students to understand how the framework of economics can be applied to health care markets.

HCA 505 - Foundations of Social Epidemiology (3 credits)

This course presents foundational theories and applications of social epidemiology. Students will learn to identify and describe how social and structural drivers contribute to disease etiology, course, and the distribution of health states in populations. Students will explore socioeconomic status, race/ethnicity, neighborhood environment, human behavior, and the criminal justice system to understand the theoretical concepts and underpinnings of their influence on population health outcomes. Students will develop successful interventions leading to improved health behaviors, reinforce social control, and create opportunities for improved health and coping strategies.

HCA 507 - Healthcare Financial Management (3 credits)

This course is designed as a comprehensive introduction to the financial management function in the context of health care organizations. In addition to basic finance and accounting concepts, topics covered include the concepts of health insurance and third-party reimbursement, cost concepts and decision analysis, budgeting requirements, long-term financing, capital budgeting and risk, and financial and operating analyses. The course will integrate corporate finance and accounting theories, institutional knowledge of health care finance, and applications to specific real-world problems. Students will work toward earning the Healthcare Financial Management Association (HFMA) Business of Health Care® Certificate.

HCA 511 - Quantitative Business Methods for Healthcare (3 credits)

This course will provide a comprehensive overview of selected research and quantitative methods used in conducting health services research. The course will address all phases of the research process, from generating research questions and hypotheses, to study design, sampling, measurement, data collection, and data analyses. Proper use of statistical methods and computer applications for secondary data analysis will also be covered.

HCA 531 - Understanding Organizational Ethics (3 credits)

This course is designed to expose students to the kinds of ethical issues and problems they will encounter as healthcare administrators, in particular issues and problems involved in managing a healthcare organization’s relationships with its many publics. The course focuses on concrete cases as well as theory and emphasizes policy formulation. The course also attends to the principal process for coming to terms with ethical issues and problems in a healthcare context: namely, consultation with an ethics committee, which students will be charged with devising and simulating at the semester’s end.

HCA 570 - Essentials of Population Health Management (3 credits)

The course provides students a foundation in population health management, including addressing how health access, health disparities, social determinants of health, and cultural competency contribute to beneficial and adverse effects on population, community, and family and individual health. Students will explore the principles of population health management that guide health care professionals and policymakers to analyze current healthcare challenges and design possible solutions to improving and/or managing the health of the populations they serve.

HCA 571 - Health Marketing and Promotion (3 credits)

This course introduces students to traditional marketing principles applied to planning, developing, implementing, and evaluating social marketing campaigns and strategies that simultaneously focus on creating business and societal value. Through developing a social marketing plan, the course provides an in-depth understanding of how marketing principles can be applied to bring about behavioral change for the social good.

HCA 576 - Operations Management in Healthcare (3 credits)

This course emphases the development of skills around managing the operational processes in the field of health primarily directed to improving the effectiveness, efficiency, and quality of health care services. The course focuses on the use of quantitative methods to address complex operational issues and realistic problems. The quantitative approach to decision making is balanced with discussions of qualitative issues such as the role of values, beliefs, power, and other aspects of decision-making.

HCA 595 - Leadership and Executive Skills for Healthcare Managers (3 credits)

This course focuses on a value-added and process-centered method of goal attainment. Topics include leadership theories, culture, human resources management, contingency and transformational theories, communication skills, mentorship, and team building and change theories.

HCA 596 - Leadership for Quality Management in Healthcare (3 credits)

This course introduces health care quality tools and concepts. Students will review the current population health tools, measures, and applications to assess health care quality and improvement. This course will provide students with foundational tools and knowledge to assess quality measures, interpret quality improvement data, lead quality improvement processes, and understand the impact of quality measurements and indicator settings on areas such as safety, patient experience, and accreditation.

HCA 598 - Capstone Project (1 credit)

Designed to assist students in the transition from theory to practice. Emphasis on sharpening analytical and intuitive leadership practices through the use of interactive case studies, team building exercises and field projects.

HCA 599 - Health Care Administration Internship (3 or 6 credits)

An internship provides students with administrative 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.

ND 601 - Physiological Basis for Nutrition I (3 credits)

Students will explore the human body and its systems with special focus on systems physiology, all studied through the lens of human nutrition. Topics include cell physiology, muscle physiology, heart and circulatory physiology, kidney physiology, immune physiology, and respiratory physiology.

ND 602 - Physiological Basis for Nutrition II (3 credits)

Students will continue to explore the human body and its systems with special focus on systems physiology, all studied through the lens of human nutrition. Topics include neural physiology, gastro-intestinal physiology, metabolism and temperature regulation, and endocrinology.

ND 603 - Biochemistry of Nutrition I (3 credits)

Students will explore the biochemical processes as they related to general metabolism and biochemistry, gene expression and protein synthesis, carbohydrate metabolism and ATP synthesis, lipid metabolism, and nitrogen metabolism. This is the study of the digestion, absorption, and transport of the macronutrients (carbohydrates, proteins, fats), as well as alcohol as consumed by humans.

ND 604 - Biochemistry of Nutrition II (3 credits)

Students will explore the biochemical processes as they relate to cellular and tissue metabolism, including enzymes, pathways, cofactors, etc. This is the study of the digestion, absorption, and transport of the micronutrients (vitamins and minerals), as consumed by humans.

ND 605 - Nutrition Through the Life Cycle (3 credits)

Students will explore the many complex ways nutrition impacts growth, development, and “normal” functioning across the human lifespan. Additionally, common nutrition-related issues (clinical and non-clinical) will be discussed for each stage of life.

ND 606 - Sport Nutrition and Exercise Metabolism w/ Lab (3 credits)

This course is centered around the application of biochemistry, nutrition and food science to sports and physical activity. Working and critically thinking from an evidence-based frame of mind, students will discuss various aspects of sports and nutrition (organized by nutrient and Athlete Life Stage or Occupation Group) from several perspectives.

ND 607 – Advanced Leadership and Management in Allied Healthcare Careers (3 credits)

Prepares students for leadership roles in healthcare. Covers leadership characteristics, roles and responsibilities in healthcare. Topics include leadership theories, responsibilities, and skills. Principles and skills of nutrition leadership roles for a variety of health care, public health and food and nutrition organizations will be covered. Mentoring and coaching will emphasize ethical and creative leadership and organizational politics and change. Addresses the unique role of leaders in managing transformational change in healthcare. Students will assess their own leadership skills and develop plans for lifelong learning as leaders in healthcare.

ND 608 – Principles of Foods and Management w/Lab (3 credits)

In this class and virtual lab, we will explore general guidelines of food preparation and meal planning. Food safety regulations, common regulatory practices, as well as various means of food preparation will be discussed. Topics include, food selection, food evaluation, composition of food, food safety, food preparation, meal preparation, and analysis of different foods.  We will also explore the chemical composition of food, physical and chemical changes in food associated with household preparation techniques, and appropriate assessment techniques for judging food quality, chemical, physical, sensory, and nutritional properties of foods.

ND 609 – Medical Nutrition Therapy (3 credits)

This course builds on scientific foundations of nutrient metabolism (macro and micro), biochemistry, anatomy, physiology for the application of nutrition and diet to the health and disease and individuals and populations. Pathophysiology of cardiometabolic, malnutrition, obesity, liver, pancreas and gastrointestinal tract diseases and surgeries for these diseases are covered along with appropriate medical nutrition therapies to prevent and manage these conditions. Using the Nutrition Care Process (NCP) the principles of nutrition assessment, diagnosis, intervention, and monitoring for the diseases are covered. This course prepares students for their RWPE SEL in clinical sites.

ND 610 - Nutrition Communication and Counseling (3 credits)

This is an advanced course that emphasizes counseling as a supportive process, characterized by a collaborative counselor-patient/client relationship that involves behavior and attitudinal change. It will focus on the conceptual foundations and philosophy of behavior change theories, with an emphasis on motivational interviewing, including application in practice to provide the learner with a collection of evidence-based strategies and counseling skills to promote behavior change in patients/clients.

ND 611 - Food Systems and Health w/Lab (3 credits)

This course includes a study of food systems and cultures of various regional, national, and ethnic groups throughout the world.  Students will explore the complex interconnections of food systems, culture and public health and nutrition needs. The goal of this course is to provide students with an understanding of connections between food systems, culture and health. This course will focus on nutrition as a cultural issue, how culture affects nutrition and health, the role of women in culture and food procurement, the meaning of food and implications for behavior change, poverty reduction and public health.  This encompasses ethnic food patterns (foods used, preparation techniques), nutritional adequacy, and meal patterns of different cultures.  

ND 612 - Nutritional Research Trends & Methods (3 credits)

Students will learn typical methods in analyzing and interpreting biomedical data and research design. This course will help the graduate student in developing research studies, conducting statistical analyses, and reading/evaluating current nutrition literature.

ND 615 – Community Nutrition RWPE SEL (1 credit)

A Community Nutrition RWPE SEL site can include organizations that work with food systems, food access, nutrition communication and education, such as Supplemental Nutrition Assistance Program Education (SNAP-Ed), Women, Infants and Childr3en (WIC) and the Dairy or Beef Council. These sites can also include Eating Disorder Treatment, Homeless Shelters, Sports Nutrition Centers, Schools.

ND 616 – Food Systems Management RWPE SEL (1 credit)

A Food Service Management or Nutrition Management RWPE SEL site can include for-profit or non-profit organizations that offer meal planning programs such as K-12 public schools, college or university dining, hospitals, long term care facilities, or other residential-type places of care that serve meals and snacks to a variety of populations.

ND 617 – Clinical Nutrition RWPE SEL (1 credit)

A Clinical Nutrition RWPE SEL site can include Hospitals or medical /acute care/ long-term care centers with in-patient facilities, as well as outpatient facilities and private clinical settings where Medical Nutrition Therapy (MNT) is practiced.

ND 691 – Nutrition Thesis, part 1 (1 credit)

This is the thesis Proposal and Outline phase. You will choose a Mentor, work with her/him to develop a research question and timeline to complete your thesis. Your proposal needs to be “defended” in front of a Committee of your Mentor and two other Faculty or Technical Experts. During this Phase you are also gathering the relevant literature.

ND 692 – Nutrition Thesis, part 2 (1 credit)

This is the Data Collection Phase. After your committee has approved your proposal and you submit that approved proposal to the Institutional Review Board (IRB), you will have formal approval to begin your study after that clearance from the IRB. You will conduct your study as you had proposed, taking notes of what went well, and what did not go well. The data you collect will then be analyzed, as you had proposed to do in Chapter 3. Your results will be described (without interpretation), using tables, graphs, charts, etc.

ND 693 – Nutrition Thesis, part 3 (1 credit)

This is the interpretation and evaluation phase. Here, you discuss your findings and compare and contrast with the relevant Literature collected in Phase 1. This is also the place where you can discuss what went well, what did NOT go well, what you would do differently if you conducted the study again, as well as clinical vs. statistical significance of your findings. Who are these results important for and why? Ultimately, what did you learn from this study, and what should others take away from it?

OT 401 Foundations of OT Practice (3 credits)

This course introduces students to the occupational therapy discipline. Students will examine concepts including professionalism, ethics, certification and licensure, employment opportunities and scientific foundations of the various sub-disciplines. History, philosophy, and foundations of OT will be addressed. This course will address the following concepts as foundations to OT practice. Discuss and apply the transition to becoming an ethical and professional practitioner using the OT Code of Ethics, standards of professional practice. Students will also learn about therapeutic use of self, therapeutic rapport, understanding the process and application of self-reflection, communication, and the beginnings of interprofessional and intraprofessional relationships. It will also cover basic medical terminology along with the professional language used in the profession of occupational therapy that is explained in the OT practice Framework (OTFP-4). Finally, this course will introduce students to the concepts of diversity, equity, inclusion, social justice, health disparities and cultural dynamics throughout the world.

OT 410 Foundations for Professional Practice: Documentation (1 credit)

This course will give an overview of documentation practices common in occupational therapy practice. Learning to observe and document the occupational profile, evaluation, intervention plan, and discharge plan will be addressed in both pencil and paper formats as well as virtual formats.

OT 415 Occupational Science and Occupational Analysis w/Lab (4 credits)

This course will apply the Occupational Therapy Practice Framework: Domain and Process (OTPF) to individuals’, groups’, and populations’ engagement in meaningful occupations. Client factors, performance skills, performance patterns and contexts and environments that impact performance in occupations will be addressed. Occupational science concepts will be applied throughout the course and will facilitate the development of individual occupational configurations as a foundation for understanding the importance of engagement in meaningful occupations.

OT 419 Occupational Engagement and Theories of Practice (3 credits)

Students will engage in the investigation of theories and frames of reference related to occupational therapy practice. They will relate them to different cases across the life span to better understand their support of OT interventions.

OT 420 Neuroscience and Medical Studies (3 credits)

Introduction to the biological basis of behavior. Emphasis is placed on an understanding of the neural substrates that underlie human behavior. Topics include neuroanatomy and neural communication; alterations in neurochemistry due to drug interactions; sensation and perception; movement and disorders of movement; Biology of mood disorders, schizophrenia, and autism.

OT 421 Neurological Assessment (3 credits)

The primary goal of this course is to introduce senior-level Neuroscience students to the major classifications of neurological pathology. Students will explore the spectrum of specific neurological diseases and disorders through assigned readings from the text, current published research, and class discussions. Students will be presented with a review of the major aspects of neurological examinations, including the most current technological assessments. Topics to be discussed include dementing and degenerative disorders, demyelinating diseases, neuromuscular diseases and movement disorders, and neoplastic and systemic diseases. Seminar format; writing intensive. Prerequisite: NEUR 212 or permission of instructor

OT 425 Advanced Human Anatomy (3 credits)

This course provides students with the knowledge of functional human anatomy through cadaveric dissection and classroom instruction. Students will develop an appreciation of human anatomy from regional and systems approaches with the intent of practical application. Special focus is placed on the musculoskeletal, cardiovascular, respiratory, and nervous systems. The relationship between structure and function will continually be stressed, emphasizing implications for athletic injury mechanisms and human performance.

OT 440 Environments and Technologies (3 credits)

This course will address the environments and contexts that support or inhibit human performance. Assistive technologies that are common in occupational therapy practice will be demonstrated and taught through an occupation-based lens.

OT 441 Conditions and Pathology, Assessment, & Clinical Skills w/Lab (5 credits)

This course will introduce common clinical skills and techniques needed in occupational therapy practice. Mobility, splinting, transfers, physical agent modalities, and positioning will be discussed and demonstrated. Assessment techniques like range of motion, manual muscle testing and other common assessments will be addressed while exploring conditions and pathologies commonly seen in practice.

OT 442 Evaluations & Interventions for Occupational Performance in Rehabilitation I w/Lab (5 credits)

Students will understand and apply intervention techniques in clients related to musculoskeletal disorders and their impact on occupational performance by integrating practice setting, theories of practice, evidence-based techniques, clinical reasoning for a range of conditions. Assessment, intervention, discharge planning across multiple settings will be addressed.

OT 445 Mental Health, Psychosocial and Community Based Practice Development & Application (3 credits)

This course will ask students to learn and apply components of psychosocial and community-based practice where mental health and the application of the occupational profile will be heavily discussed. Perspectives on the impact of mental health and psychosocial practice within the community across the life span will also be addressed.

OT 450 Level 1A FW I Psychosocial Impacts on Occupational Performance (2 credits)

This is a faculty led fieldwork level one experience. Students will be placed with a faculty and other students to observe, organize and/ or implement occupational therapy with a psychosocial focus.

OT 510

OT 530 Clinical Leadership, Management, Supervision and Ethics (3 credits)

This course will engage students in the understanding of topics related to management and supervision in OT practice as well as leadership and ethics that are interrelated. Development of a business plan is expected.

OT 535 Leadership, Mentoring Program (1 credit)

Students will engage in a semester long program where they will be assigned mentors in the field of occupational therapy practice within an array of settings, skills, and job titles.

OT 536

OT 537

OT 540 Evaluation and Interventions for Occupational Performance in Rehabilitation II w/Lab (5 credits)

Students will understand and apply intervention techniques for clients with neurological disorders and consider the impact on occupational performance by integrating practice setting, theories of practice, evidence-based techniques, clinical reasoning for a range of conditions within this age group. Assessment, intervention, discharge planning across multiple settings will be addressed.

OT 541L Culminating Practical (P/F; 0 credits)

Students will engage in a culminating practical that will encompass course work from all OT courses and require integration and application of knowledge and skill. Students must pass this practical to move onto Level II fieldwork.

OT 545 Evaluation and Interventions for Occupational Performance for Children, Adolescents, and Families and Laboratory (6 credits)

This course will address occupational therapy practice for infants, children, adolescents, and young adults focusing on the integration of practice settings, theories of practice, evidence-based techniques, and clinical reasoning for a range of conditions within this age group. The impact on families will also be accounted for and addressed.

OT 550 Health, Wellness & Trends in Occupational Science and OT Practice (3 credits)

Students will engage in the understanding of health and wellness across the lifespan. Topics relevant to occupational science, current occupational therapy practice and health literacy will also be addressed.

OT 555 Foundations for Professional Practice 2: Competencies, Practical and Clinical Reasoning for Level II (2 credits)

Students will engage in a recap of skills essential to occupational therapy practice. Clinical reasoning, professionalism and skill competence are required to pass this course and move onto level II fieldwork.

OT 560 Level 2A FW I (4 credits)

OT 561 A FW Level 2B (1 credit)

This 12-week in-depth experience allows students to deliver Occupational Therapy services to clients applying their knowledge of occupation, evidence-based practice, and therapeutic use of self, providing the practice experience to assist in getting the student ready for entry level practice.

Students also gain exposure and understanding of organizational structure, management and supervision, and to the management and administration of occupational therapy programs. Students will be assigned a specific site and fieldwork educator and practice occupational therapy in site-specific areas of practice under the supervision of an occupational therapy fieldwork educator.

OT 565 Field Work Practice Reflections (0 credits)

Students will engage in discussion related to what they are seeing in their level II fieldwork placements related to supervision, evaluation, intervention, discharge planning, professionalism, ethics, and service delivery.

OT 570 Research and Evidence Based Practice (3 credits)

This course will introduce the process of identifying, understanding, assessing, and implementing evidence-based practice. The development of a clinical question, gathering current evidence, completion of a critical appraisal, summarizing and presenting the results related to clinical practice will be the main topics emphasized.

OT 575 Doctoral Capstone Proposal and Preparation (3 credits)

This course facilitates the development of the doctoral capstone project via the synthesis of clinical and professional knowledge. Professional writing, levels of expectation, examples of individual capstone work, and reflection of self will be emphasized in this course.

OT 590 Program Development and Evaluation (3 credits)

Students will engage in researching and understanding how to build a program related to occupational therapy practice. Grants, budgets, funding, quality assessment, and strategic planning will be studied and applied.

OT 59X Advanced Practice Electives (3 credits)

This course will provide specialized hands-on therapeutic skills in an environment that engages the student in application of prior knowledge in a specialized area of practice.

OT 610 Exam Prep (3 credits)

This course provides students with experience and structured study guides designed to help prepare them for the NBCOT board exam required to become a practicing occupational therapist. This allows for practice, application, and organization of curriculum content and resources for the preparation of this board exam.

OT 630 Advanced Theory, Advocacy and Leadership (3 credits)

Students will take an in-depth look at health disparities, social justice, advocacy, and leadership related to occupational therapy and create ideas they will be able to implement to be a change agent within the OT profession.

OT 635 Advanced Leadership, Mentoring, and Application Program (1 credit)

Students will engage in a semester long program where they will be assigned mentors in the field of occupational therapy practice within an array of settings, skills, and job titles.

OT 636 Advanced Leadership, Mentoring, and Application Program (1 credit)

Students will engage in a semester long program where they will be assigned mentors in the field of occupational therapy practice within an array of settings, skills, and job titles.

OT 660

OT 665

OT 670 Capstone: Development (2 credits)

In this course the student will develop a capstone project in a specialized setting or topic that supports specialized knowledge and skills in a focused area of practice and contributes to occupational therapy profession at large.

OT 671 Capstone Experience and Implementation (6 credits)

The doctoral experiential component is an individualized, structured, specialized, and in-depth 560-hour (14 week) experience that prepares practitioners to apply occupation and evidence-based programing in a variety of contexts, environments, and formats. Application of knowledge, skill, and professionalism beyond the entry level practitioner is expected and may include leadership, scholarship, administration, clinical practice, program development, education, policy development or advocacy.

OT 672 Doctoral Portfolio (2 credits)

This culmination of the capstone experience and project will allow students to organize, present, and disseminate findings and experiences to their faculty and peers in a final presentation before they receive their doctoral degree.

OT 675 Advanced Clinical Scholarship, Dissemination, and Outcomes (3 credits)

This course will look in depth at scholarship, dissemination and outcomes related to clinical research. Application of prior knowledge and skill will be required in assignments related to this course.

OT 690 Advanced Teaching & Learning (3 credits)

In this course the foundational components of teaching and learning and the pedagogy to support it will be assessed in depth. Curriculum design, educational philosophy, personal teaching philosophy will be analyzed and developed. Instructional design strategies, including traditional and online will be discussed as will the role of the OT as an educator and learner within clinical and academic environments.

Academia, Leadership, and Diversity (ALD) track

OT 675 Advanced Clinical Scholarship, Dissemination, and Outcomes (3 credits)

This course will look in depth at scholarship, dissemination and outcomes related to clinical research. Application of prior knowledge and skill will be required in assignments related to this course.

OT 680 Advanced Advocacy and Leadership (3 credits)

OT 681 Program Evaluation and Development (3 credits)

OT 683 Diversity, Equity, Inclusion and Cultural Dynamics (3 credits)

OT 684 Adv. Leadership & Mentoring Program (1 credit)

OT 685 Leadership Program Lead (3 credits)

OT 690 Advanced Teaching & Learning (3 credits)

In this course the foundational components of teaching and learning and the pedagogy to support it will be assessed in depth. Curriculum design, educational philosophy, personal teaching philosophy will be analyzed and developed. Instructional design strategies, including traditional and online will be discussed as will the role of the OT as an educator and learner within clinical and academic environments

OT 785 Doctoral Capstone Proposal and Preparation (3 credits)

OT 786 Capstone: Implementation (2 credits)

OT 787 Doctoral Dissemination and Portfolio (2 credits)

Clinical Leadership Track

OT 675 Advanced Clinical Scholarship, Dissemination, and Outcomes (3 credits)

This course will look in depth at scholarship, dissemination and outcomes related to clinical research. Application of prior knowledge and skill will be required in assignments related to this course.

OT 680 Advanced Advocacy and Leadership (3 credits)

OT 681 Program Evaluation and Development (3 credits)

OT 684 Adv. Leadership & Mentoring Program (1 credit)

OT 69X Advanced Practice Elective (3 credits)

This course will provide specialized hands-on therapeutic skills in an environment that engages the student in application of prior knowledge in a specialized area of practice.

OT 785 Doctoral Capstone Proposal and Preparation (3 credits)

OT 786 Capstone: Implementation (2 credits)

OT 787 Doctoral Dissemination and Portfolio (2 credits)

CPSS 501: Advanced Weight Training Concepts (3 credits)

This course delves into advanced principles and methodologies of weight training, exploring progressive resistance techniques and advanced exercise programming.

CPSS 502: Advanced Weight Training Concepts II (3 credits)

Building upon CPSS 501, this course further refines understanding of advanced weight training principles, including exercise selection and specialized training modalities.

CPSS 503: Advanced Conditioning Concepts (3 credits)

This course covers advanced conditioning strategies for athletes, including high-intensity interval training and metabolic conditioning. 

CPSS 504: Needs Analysis and Training Theory (3 credits)

This course emphasizes individualized program design through needs analysis methodologies for diverse populations. Students will learn to assess biomechanical, physiological, and psychological factors to create effective, evidence-based training programs.

CPSS 505: Data Preparation and Data Collection I (3 credits)

This course introduces students to the fundamentals of data preparation and collection in strength and conditioning. Topics include selecting measurement tools, data recording techniques, and ethical considerations, with practical exercises using common data collection devices. 

CPSS 506: Data Preparation and Data Collection II (3 credits)

Building on CPSS 505, this course expands students' proficiency in advanced measurement techniques and real-time monitoring technologies. Students will design and implement data collection protocols for specific training scenarios.

CPSS 507: Biostatistics (3 credits)

This course provides an introduction to biostatistical methods relevant to strength and conditioning research, including descriptive statistics, hypothesis testing, and regression analysis. Students will engage in practical exercises using statistical software to analyze data sets. 

CPSS 508: Data Analysis and Delivery (3 credits)

Focused on transforming raw data into actionable insights, this course covers advanced statistical analyses and effective communication of findings. Students will present results visually and deliver evidence-based recommendations to various stakeholders.

CPSS 509: Special Topics in Strength and Conditioning (3 credits)

This course explores emerging trends and specialized areas within strength and conditioning, including nutritional considerations and recovery strategies. Course content is regularly updated to reflect the evolving nature of the discipline.

CPSS 510: New and Emerging Technologies in S/C (3 credits)

This course examines the latest technologies impacting strength and conditioning, including wearable devices and virtual reality applications in training and performance monitoring. Students will engage in hands-on experiences with current technologies. 

CPSS 511: Internship & Thesis I (3 credits)

This integrated course provides students with experiential learning opportunities in strength and conditioning. Students will complete a structured internship of at least 250 hours while initiating their thesis research, identifying a topic, and formulating a research question.

CPSS 512: Internship & Thesis II (3 credits)

Building on CPSS 511, this course allows students to complete the remaining 250 hours of their internship while finalizing their thesis research. Students will analyze data, prepare a comprehensive written document, and integrate practical experience with research findings.

PA 450 - DIAGNOSTIC METHODS I (4 credits)

Students are taught how to elicit a complete medical history. Students are then taught how to perform a complete physical examination and how to integrate and interpret findings in such a way that they may determine the next diagnostic and therapeutic step. Communication skills including proper documentation and professionalism are also addressed. Students are instructed how to order and interpret diagnostic tests used in evaluating medical problems. 

PA 554 - CLINICAL MEDICINE I (5.5 credits)

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical conditions. Topics include EENT, endocrinology and pediatrics. 

PA 556 - CLINICAL MEDICINE II (5.5 credits)

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical conditions. Topics include dermatology, infectious disease, orthopedics and behavioral health. 

PA 475 - BASIC MEDICAL SCIENCES I (3 credits)

This course encompasses topics that are essential aspects to the practice of medicine. Areas of study include pharmacology and anatomy and physiology including gross anatomy lab. Seminar topics examples include: Issues of child abuse and neglect, domestic violence and sexual assault are addressed, as are issues of rehabilitation, provider and student burnout. Medical terminology is a self-study learning module on medical terms and vocabulary. Students are required to complete the programmed text prior to the beginning of the fall semester of the professional phase. Seminar and medical terminology are pass/fail components of PA 475 – Basic Medical Sciences I in the fall semester.  

PA 455 - DIAGNOSTIC METHODS II (4.5 credits)

This course is a continuation of Diagnostic Methods I and includes electrocardiology, diagnostics and the completion of the physical assessment. 

PA 557 - CLINICAL MEDICINE III (4.5 credits)

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical subspecialty areas. Topics include: gastroenterology, neurology and cardiology. 

PA 558 - CLINICAL MEDICINE IV (6 credits)

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical subspecialty areas.  Topics include: pulmonology, urology/renal, hematology and gynecology/obstetrics. 

PA 476 - BASIC MEDICAL SCIENCES II (3 credits)

A continuation of Basic Medical Sciences I with the addition of pharmacology II, gross anatomy lab II, anatomy and physiology II, objective structured clinical examinations (OSCEs), and a continuation of seminar topic including the following examples: obesity and weight management, vitamin disorders and tobacco cessation. Seminar and OSCEs are pass/fail components of PA 476 – Basic Medical Sciences II in the spring semester.  

PA 559 - CLINICAL MEDICINE V (6 credits)

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical subspecialty areas. Topics include: emergency medicine, general surgery, cardiology II/clinical application, rheumatology and a continuation of seminar which addresses surgical/operating room skills including suturing, scrubbing, gowning, and sterile technique. Seminar is a pass/fail component of PA 559 – Clinical Medicine V in the summer semester.  

PA 565 - CLINICAL MEDICINE VI (3 credits)

This course allows students to expand on their clinical reasoning skills requiring students to refine their ability to develop a differential diagnosis, select and interpret appropriate diagnostics and develop a comprehensive treatment plan. Students will learn to develop a patient centered care plan which considers the social determinants of health and preventive care. The course will also further develop the care of patients in the in-patient setting. 

PA 510 - FOUNDATIONS OF CLINICAL PRACTICE (3 credits)

Students are taught the basic methodologies related to research and how to critically evaluate medical literature. Students will also learn the basic principles of evidence-based medicine and how to utilize current medical research to justify the treatment of medical conditions. Students receive instruction in the history of the PA profession and health care policies as they relate to PA practice. Students have training in medical ethics and medical anthropology as they prepare to enter clinical education. Students also learn to apply genetics to various medical diseases. 

PA 515 - EMERGENCY MEDICINE (6 credits)

Students complete 6- week rotations in Emergency Medicine. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 520 - INTERNAL MEDICINE (6 credits)

Students complete 6- week rotations in Internal Medicine. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 525 - OBSTETRICS AND GYNECOLOGY (OB/GYN) (6 credits)

Students complete 6- week rotations in Obstetrics and Gynecology. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 530 - PEDIATRICS (6 credits)

Students complete 6- week rotations in Pediatrics. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 535 - PSYCHIATRY (6 credits)

Students complete 6- week rotations in Psychiatry. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 540 - GENERAL SURGERY (6 credits)

Students complete 6- week rotations in General Surgery. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 545 - FAMILY PRACTICE (6 credits)

Students complete 6- week rotations in Family Medicine. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 555 - ELECTIVE ROTATION (6 credits)

Students complete 6- week rotations in an elective rotation. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice. 

PA 560 - CAPSTONE COURSE (4 credits)

Students will complete a master’s project using up-to-date medical research. They must also pass a computer-based and practical summative examinations. 

COMM 501 – Survey of Strategic Communications (3 credits)

Students explore the roles of communications and identify how the media influence and are influenced by culture across the globe. Special emphasis is placed on media literacy through a critical process framework that will enable students to analyze the media and culture within a deliberate, informed context.

COMM 502 - Executive Communications (3 credits)

Students will explore the theory and practice of influential strategic communications, developing and implementing executive-level presentations while utilizing tools for audience analysis. Rhetorical theory is also explored.

COMM 503 - Media Relations in the Digital Ecosystem (3 credits)

Students will analyze, develop, and communicate messages, reaching a target audience while utilizing an appropriate writing style. Students will also investigate the ethical and legal considerations of communications practitioners.

COMM 504 - Strategic Communications (3 credits)

Students will identify processes and utilize techniques for leading major change in organizations and will explore processes and practices for leading others. Students will also analyze the leadership and communications function in organizations, developing a personal viewpoint of leadership.

COMM 505 - Global Perspectives in Communications (3 credits)

Students will critically analyze communications through the context of the global community, exploring social issues that reflect and are reflected in the media. Students will also explore the cultural influence of communications with emphasis on politics, race, gender, and nationalism.

COMM 506 - Emerging Media (3 credits)

This course explores new forms of technology and their influence on communication. Students will explore how emerging media can enable meaningful interaction, connection, and collaboration and can promote diversity, equity, and inclusion across cultures and the world. Special emphasis is placed on social media and mobile technology.

COMM 507 - Crisis Communications (3 credits)

Students will explore the theory and practice of preventing and responding to organizational crises. Students will uncover potential crises in organizations and investigate related ethical dimensions. Students will also develop, implement, and measure the success of crisis communication plans.

COMM 508 - Advanced Topics (3 credits)

This seminar explores contemporary content, issues, technology, and theories in strategic communications. Specific course themes vary. Runs at the discretion of the program director.

COMM 509 - Strategic Communications Internship (6 credits)

Students gain practical experience in their area of interest while working with a current employer or other organization. Daily field work with a site supervisor, as well as weekly journals and other written assignments, and conferences with a faculty coordinator to monitor the achievement of learning objectives are required.

COMM 510 - Strategic Communications Capstone (3 credits)

In association with a faculty supervisor, students may elect the Graduate Project or Thesis Option to satisfy degree requirements. The Graduate Project Option provides students with an opportunity to apply scholarly knowledge to a real-world problem, and the Thesis Option provides students with the opportunity to explore a topic of interest through an in-depth research project.

EDUC 580 - Curriculum Theory and Design (3 credits)

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.

EDUC 582 - Current Issues and Trends in Education (3 credits)

This course will focus on an examination of contemporary issues in education and their historical perspectives. The development of school organizations and higher education; instructional programs and curricula; and the delivery systems and functions of education considering contemporary issues. The course will also offer numerous simulations, problem solving/critical thinking and best practice strategies.

EDUC 584 - Interactive Learning (3 credits)

This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities. Students will focus on the identification, design and development of classroom materials and lessons that involve technology. Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored. Students will apply learning theory principles to develop model lessons using emerging technologies.

EDUC 586 - Inclusionary Classroom Practices (3 credits)

This course will address the development, implementation, 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.

EDUC 590 - Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course.   Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 600 - Second Language Acquisition - Theory & Practice (3 credits)

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 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.

EDUC 605 – ESL Instruction:  Theory and Practice (3 credits)

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 understandings 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.

EDUC 610 - ESL Assessment: Theory and Practice (3 credits)

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.

EDUC 615 - Dimensions of Culture (3 credits)

In this course, cultural and linguistic dimensions of culture are addressed within the mosaic of groups immigrating to the United States. The analyses focus on the view of culture as a dynamic and multilayered system of symbolic resources impacting individuals’ identity, values, and behaviors in varying degrees. Participants will develop an awareness of their own cultural identity 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.

EDUC 620 – ESL Master’s Capstone Project (3 credits; prerequisite: EDUC 590)

Scholarship related to English as a Second Language will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

EDUC 535 - Excellence in Teaching Master’s Capstone Project

Scholarship related to excellence in teaching will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation.  The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590.  Permission required.

EDUC 501 – Foundations of Instructional Coaching (3 credits)

This course is designed for all educators at all levels and roles to focus on the foundational knowledge of instructional coaching. Throughout this course, participants will gain experience with the research and theory of coaching, key components of coaching, coaching approaches, coaching cycles, coaching instructional practices, and strategies to improve communication skills. The end goal is for participants to become empowered with the knowledge to create an environment to facilitate change, improve teacher practice, and transform school culture to increase student achievement.

EDUC 517 – Literacy Leadership & Instructional Coaching (3 credits)

The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.

EDUC 521 – Alternative Assessment (3 credits)

This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.

EDUC 525 Instructional Coaching Practicum (3 credits)

The course is a clinic to implement the assessment and instructional strategies that assist in improving an instructional coach’s abilities. The course provides for the application of strategies, theories, and methodologies of an instructional coach. Students will have the opportunity to participate in an authentic clinic setting with children in grades 2-5. Students will work with teachers in this setting, write a report outlining what was observed and recommendations for implementation in instructional planning, description of instruction, and recommended procedures for further assistance will be written.

EDUC 595 – Instructional Leadership Capstone (3 credits)

EDUC 900 The Principalship (3 credits)

This course is designed to present an overview of the principal’s role in relation to leadership, supervision, organizational management, and community interaction. In addition, it will highlight the role of the school principal as the instructional leader, with an emphasis on key components that focus on leadership skills and management abilities necessary to create a school atmosphere conducive to learning. Candidates will view the principal’s responsibilities, job functions and priorities that evolve on a daily basis. Evidenced based strategic planning that further expands the responsibility for leading school reform with the objective of raising student achievement will be established. Culture, climate, and resources for improving internal and external home-school-community relations will be identified. Through scenarios and case studies, participants will consider and discuss issues faced by school principals in twenty first century. Course activities, based on theory as well as practical application, will enable candidates to internalize the PA Leadership Core and Corollary Standards and adopt strategies and practices reflective of them.

EDUC 905 - Principles of Instructional Supervision (3 credits)

This course will study the ways in which principals can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Students will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process. Students will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies. This course addresses the components of effective school and teaching theories that lead to school improvement. Participants will develop professional development plans for individuals and schools. Various supervisory styles studied will include clinical supervision, the Charlotte Danielson model, and differentiated supervision. By the end of this course, participants should be able to distinguish between supervision, evaluation, and professional development.

EDUC 910 - School Improvement (3 credits)

The School Improvement course focuses on the principal as Instructional Leader. Students will evaluate data from a variety of sources such as the Pennsylvania System of School Assessment (PSSA’s), Keystone Exams, PVAAS, DIBELS, PA Future Ready Index, as well as other standards based / common core data to create a school improvement plan using the school improvement template available through the Pennsylvania Department of Education. They will develop strategies to lead a school as a building principal through the school improvement process. Prior to writing a school improvement plan, students will learn various strategies for improving student achievement such as the implementation of Professional Learning Communities, teacher collaboration approaches, coaching strategies, co-teaching, co-planning, and scheduling strategies to optimize student growth. Students will also examine high-performing educational systems globally and implement strategies locally.

EDUC 915 - Law and Education (3 credits)

Focus is on developing an ability to make educationally sound decisions within the legal framework as related to school instruction, management, and finance

Federal state and local authority as each pertains to educational policy; students’ rights, teachers’ rights, liability, and the implications of social media/networking in an ever-changing world.

EDUC 920 - School Resource Management: Finances and Human Resources (3 credits)

This course explores administrative functions related to the management of school finance, facilities, and human resources in contemporary schools. Topics studied include developing a school budget, resource (human, capital, technology, fiscal, facilities) management, strategic budget development and implementation, and human resource management. Principals confront the reality of managing budgets, whereby resource allocation must be distributed to meet state and federal mandates, as well as the diverse needs of the school population. Successful principals must formulate a framework to govern decisions ensuring fiscal solvency and remain in compliance with local practices and state and federal regulations.

EDUC 925 - Practicum (1 credit)

The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses

EDUC 926 - Practicum (1 credit)

The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses

EDUC 927 - Practicum (1 credit)

The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses

EDUC 990 School Leadership Master’s Capstone Project (3 credits)

Scholarship related to school leadership will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

EDUC 700 – ASD: Etiology (3 credits)

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 705 – ASD: Instruction & Intervention (3 credits)

This course is designed to focus upon the various methodologies and intervention strategies that are currently being used to instruct students with ASD. The positive features and the limitations of each research-based method will be examined for integrity and validity. In addition to methodology, classroom management, intervention strategies, accommodations, and adaptations that are successful in the general education setting will be introduced. These accommodations are used to ensure to provide for least restrictive environments in education and the community settings along with the use of augmentative and alternative communication.

EDUC 710 – ASD: Assessment (3 credits)

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 to ensure the student an opportunity to observe and participate in the assessment and instructional levels.

EDUC 715 – ASD: Community Collaboration (3 credits)

This course is designed to promote the collaboration process between, schools, family, and community. Schools can no longer rely on just the educational system to deliver the services needed to the diverse student populations in our schools. Advocacy reaches out not only to the educational community but also to officials involved with law enforcement, health care (including first responders) and individual groups that connect with the family needs. The course will also emphasis the importance of the transition process in the schools in identifying instructional programs to meet the unique individual needs of each student for school to work partnerships. Legal mandates and requirements will be examined.

EDUC 790 – Special Education Master’s Capstone Project (3 credits)

EDUC 650 – Mathematics Master’s Capstone Project (3 credits)

EDUC 670 – Science Master’s Capstone Project (3 credits)

EDUC 672 – STEM Design (3 credits)

By examining the conceptual development of STEM programs and courses, the goal of this course will be to design learning organizations and environments that support collaborative practice for multidisciplinary integration, interdisciplinary, and transdisciplinary experiences and real-world problem-solving. Global perspectives will be discussed along with a focus on Next Generation Science Standards, PA Core Mathematics Standards, PA Science and Technology Standards. Emphasis will also be placed on the development of teacher and student leadership in a STEM meta-discipline.

EDUC 674 – STEM Methods (3 credits)

This course will explore the implementation of differentiated methods/pedagogies for implementation in courses integrating STEM. Participants will experience model STEM lessons, participate in Problem Based Learning Scenarios, Research components for STEM integration, investigate community resources to advance STEM Education, and create a portfolio of resources, lessons and project-based activities. Emphasis will be on the designing and facilitating lessons implementing a learning cycle model for student-centered inquiry learning for collaborative multidisciplinary, interdisciplinary, and transdisciplinary environments.

EDUC 676 – STEM Assessment (3 credits)

This course will review the design of formative and summative assessment in regards to the implementation of differentiated instructional methods utilized in effective STEM instruction. Participants will review competency expectations and testing requirements for PA Common Core and Next Generation Science Standards. Emphasis will be on the development of authentic assessment for individual, group, project-based, and self-assessment in multi- disciplinary, interdisciplinary, and transdisciplinary learning environments.

EDUC 678 – STEM Practicum (3 credits)

An experiential real-life problem-solving laboratory experience utilizing STEM materials. This course will be a hands-on experience with students learning how to use current technology to create solutions to engineering tasks. Integral to this course will be developing the mindset of an engineer, problem-solving, working collaboratively in a group, and effective communication of work done in the laboratory. This course should provide students with experiences that can be used as inspiration for creating opportunities for their students to experience STEM and STEM projects in the K-12 classroom.

EDUC 505 - ELL Adaptations (3 credits)

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 prospective 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.

EDUC 510 - Developmental Nature of Reading (3 credits)

The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed.

EDUC 515 - Reading in the Content Area (3 credits)

The 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.

EDUC 516 - Reading Disabilities: Diagnosis and Prescription (3 credits)

The 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 517 - Literacy Leadership and Instructional Coaching  (3 credits)

The effectiveness of managing reading programs will be explored and defined.  The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the reading professional for their evolving professional roles and challenges as reading specialists and literacy coaches.

EDUC 518 - Computer Applications for Reading Instruction (3 credits)

This course explores how computer technology can be effectively used to support various theories of literacy instruction and learning. The course will provide hands-on opportunities to use and critique computer programs for use in reading programs. The course emphasizes effective integration of technology into teaching.

EDUC 519 - Reading Instruction for the Exceptional Child (3 credits)

This course is designed to familiarize K-12 classroom teachers and reading specialists with children of varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, ADD/ADHD, and physical disabilities. While a theoretical base will be presented, the course will center around gathering useful pedagogical information from various sources that develop the literacy ability of these children and enhance instruction in all subject areas.

EDUC 520 - The Writing Process K-12 (3 credits)

The 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.

EDUC 521 - Alternative Assessment (3 credits)

This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.

EDUC 522 - Curriculum Development K-12 (3 credits)

This course examines the developmental nature of curriculum through elementary, middle, and secondary schools. Basic principles of curricular design are studied, as well as current curricular trends.

EDUC 524 - Seminar in Topics of Reading (3 credits)

This course examines current issues and trends in reading and literacy.

EDUC 525 - Instructional Coaching Practicum (3 credits)

The course is a clinic to implement the assessment and instructional strategies that assist in improving an instructional coach’s abilities. The course provides for the application of strategies, theories, and methodologies of an instructional coach. Students will have the opportunity to participate in an authentic clinic setting with children in grades 2-5. Students will work with teachers in this setting, write a report outlining what was observed and recommendations for implementation in instructional planning, description of instruction, and recommended procedures for further assistance will be written.

EDUC 527 - Special Topics in Education (3 credits)

This course examines current issues in the field of education.

EDUC 550 - Reading Clinic Practicum (3 credits)

The course is a clinic to implement instruction to improve a child's literacy abilities. The course provides for the application of the assessment and strategies discussed in EDUC 516 and concludes the two-part Reading practicum experience. After working with a client, each student will write a report of the child's literacy ability, with a description of instruction, and recommend procedures for further assistance. Permission required.

EDUC 575 - Literacy Master’s Capstone Project (3 credits)

Scholarship related to literacy will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation.  The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590.  Permission required.

EDUC 590 Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 605 - ESL Instruction: Theory and Practice (3 credits)

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 understandings 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.

EDUC 505 - ELL Adaptations (3 credits)

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 prospective 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.

EDUC 510 - Developmental Nature of Reading (3 credits)

The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed.

EDUC 515 - Reading in the Content Area (3 credits)

The 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.

EDUC 517 - Literacy Leadership & Instructional Coaching (3 credits)

The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.

EDUC 520 - The Writing Process K-12 (3 credits)

The 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.

EDUC 523 - Children’s and Adolescent Literature in Reading Instruction (3 credits)

Students will survey the selection, evaluation, and utilization of literacy materials for children and adolescents. The course will focus upon the study of different literary genres, aesthetic and efferent responses to literature, and integrating literature into all curriculum areas.

EDUC 575 - Literacy Master’s Capstone Project (3 credits)

Scholarship related to literacy will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

EDUC 590 – Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional

contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 800: Multisensory Structured Language Education (MSLE) Initial Course 1 and Initial Practicum 1

Initial Course 1 will consist of Lecture hours to develop an understanding of dyslexia and the MSLE remediation approach. Participants will learn the research, history, definition, and characteristics of dyslexia, as well as effective remediation techniques using a systematic multisensory approach. A simultaneous Supervised Practicum composed of two teaching situations with students will be required. Completion of this course lecture with practicum may lead to Initial Course 2: EDUC 801

EDUC 801: Multisensory Structured Language Education (MSLE) Initial Course 2 and Initial Practicum 2

Initial Course 2 will consist of Lecture hours to address a continuation of the structure of the English language with emphasis on morphology, orthography and multi-syllabic words and upper-level principles of instruction with students. Continuation of the simultaneous Supervised Practicum with two students, using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Teacher Level Certification in an IMSLEC Accredited MSLE program.

EDUC 802: Multisensory Structured Language Education (MSLE) Advanced Course 1 and Advanced Practicum 1

Prerequisite Courses: Candidates must be certified in an IMSLEC accredited Teacher Level Training MSLE  course (EDUC 800 and EDUC 801). Advanced Course 1 will consist of Lecture hours with an emphasis on a deeper understanding of the upper levels 3, 4, and 5 of MSLE . Course topics will include morphology, capital cursive, grammar, paragraph writing skills, reading fluency and comprehension. A simultaneous Supervised Practicum, composed of two teaching situations with students, will be required. At least one of the teaching situations must be in the upper levels of OG. Completion of this course lecture with practicum may lead to Advanced Course 2.

EDUC 803. EDUC 803: Multisensory Structured Language Education (MSLE) Advanced Course 2 and Advanced Practicum 2

Advanced Course 2 will consist of Lecture hours with a continued emphasis on a deeper understanding of the upper levels of MSLE  and of basic written English language, phonology, morphology and orthography. Continuation of the simultaneous Supervised Practicum with two teaching situations (1-1 or small group) using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Advanced Level Certification in an IMSLEC Accredited MSLE Program.

EDUC 516 - Reading Disabilities: Diagnosis and Prescription (3 credits)

The 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 584 - Interactive Learning (3 credits)

This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities. Students will focus on the identification, design and development of classroom materials and lessons that involve technology. Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored. Students will apply learning theory principles to develop model lessons using emerging technologies.

EDUC 586 - Inclusionary Classroom Practices (3 credits)

This course will address the development, implementation, 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.

EDUC 590 - Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course.   Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 720 - Special Education School Law and Regulations (3 credits)

This course will give teachers the information necessary to remain in compliance with federal and state law affecting special educators in regular education, gifted education, and special education. Topics will include Individual Disabilities in Education Act/State Regulations and the relation to Individual Education Plan, constitutional rights, curriculum law, social media, student records, disciplinary policies, and policy making. Inclusionary practices, the IEP process, teacher participation in the IEP process, and educational liability will also be discussed. This course will use a case-study and case law approach to explore, debate and apply content to everyday workplace settings.

EDUC 730 - Early Intervention Infant/Preschool (3 credits)

This course will enhance the students' knowledge of Early Intervention supports and services designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child's development in one or more of the following areas, physical development, including vision and hearing, Cognitive development, Communication development, Social or emotional development and adaptive development.

EDUC 740 - Universal Design for Learning and Response to Intervention (3 credits)

This course provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. This course is designed with the objective to assist the graduate student in connecting core standards to acceptable accommodations, adaptations, and viable modifications to adjust the curriculum of the teaching/learning process for individualized learning.

EDUC 750 - School-wide Behavior Support and Behavior Management (3 credits)

Techniques in the teaching, management, and intervention of students with behavior disorders, school wide behavior support encompassing universal design, applied behavior analyses, cognitive behavior modification, and social skills training will be the focus of the course work.

EDUC 760 - Transition Systems from School to Adult (3 credits)

This course is has a two-fold objective that will concentrate on strategies and techniques used to assist IEPs of children in Early Intervention who are within one year of transition to a school age program, to include goals and objectives which address the transition process and strategies used in and out of the classroom transitioning students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.

EDUC 770 - Special Education Master’s Capstone Project (3 credits)

Scholarship related to special education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation.  The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590.  Permission required.

EDUC 505 - ELL Adaptations (3 credits)

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 prospective 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.

EDUC 510 - Developmental Nature of Reading (3 credits)

The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed.

EDUC 515 - Reading in the Content Area (3 credits)

The 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.

EDUC 516 - Reading Disabilities: Diagnosis and Prescription (3 credits)

The 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 517 - Literacy Leadership & Instructional Coaching (3 credits)

The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.

EDUC 520 - The Writing Process K-12 (3 credits)

The 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.

EDUC 521 - Alternative Assessment (3 credits)

This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.

EDUC 523 - Children’s and Adolescent Literature in Reading Instruction (3 credits)

Students will survey the selection, evaluation, and utilization of literacy materials for children and adolescents. The course will focus upon the study of different literary genres, aesthetic and efferent responses to literature, and integrating literature into all curriculum areas.

EDUC 584 - Interactive Learning (3 credits)

This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities. Students will focus on the identification, design and development of classroom materials and lessons that involve technology. Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored. Students will apply learning theory principles to develop model lessons using emerging technologies.

EDUC 586 - Inclusionary Classroom Practices (3 credits)

This course will address the development, implementation, 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.

EDUC 590 - Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 720 - Special Education School Law and Regulations (3 credits)

This course will give teachers the information necessary to remain in compliance with federal and state law affecting special educators in regular education, gifted education, and special education. Topics will include Individual Disabilities in Education Act/ State Regulations and the relation to Individual Education Plan, constitutional rights, curriculum law, social media, student records, disciplinary policies, and policy making. Inclusionary practices, the IEP process, teacher participation in the IEP process, and educational liability will also be discussed. This course will use a case-study and case law approach to explore, debate and apply content to everyday workplace settings.

EDUC 730 - Early Intervention Infant/Preschool (3 credits)

This course will enhance the students’ knowledge of Early Intervention supports and services designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child’s development in one or more of the following areas, physical development, including vision and hearing, Cognitive development, Communication development, Social or emotional development and adaptive development.

EDUC 740 - Universal Design for Learning and Response to Intervention (3 credits)

This course provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. This course is designed with the objective to assist the graduate student in connecting core standards to acceptable accommodations, adaptations, and viable modifications to adjust the curriculum of the teaching/learning process for individualized learning.

EDUC 750 - School-wide Behavior Support and Behavior Management (3 credits)

Techniques in the teaching, management, and intervention of students with behavior disorders, school wide behavior support encompassing universal design, applied behavior analyses, cognitive behavior modification, and social skills training will be the focus of the course work.

EDUC 760 - Transition Systems from School to Adult (3 credits)

This course is has a two-fold objective that will concentrate on strategies and techniques used to assist IEPs of children in Early Intervention who are within one year of transition to a school age program, to include goals and objectives which address the transition process and strategies used in and out of the classroom transitioning students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.

EDUC 770 - Special Education Master’s Capstone Project (3 credits)

Scholarship related to special education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

EDUC 800: Multisensory Structured Language Education (MSLE) Initial Course 1 and Initial Practicum 1

Initial Course 1 will consist of Lecture hours to develop an understanding of dyslexia and the MSLE remediation approach. Participants will learn the research, history, definition, and characteristics of dyslexia, as well as effective remediation techniques using a systematic multisensory approach. A simultaneous Supervised Practicum composed of two teaching situations with students will be required. Completion of this course lecture with practicum may lead to Initial Course 2: EDUC 801

EDUC 801: Multisensory Structured Language Education (MSLE) Initial Course 2 and Initial Practicum 2

Initial Course 2 will consist of Lecture hours to address a continuation of the structure of the English language with emphasis on morphology, orthography and multi-syllabic words and upper-level principles of instruction with students. Continuation of the simultaneous Supervised Practicum with two students, using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Teacher Level Certification in an IMSLEC Accredited MSLE program.

EDUC 802: Multisensory Structured Language Education (MSLE) Advanced Course 1 and Advanced Practicum 1

Prerequisite Courses: Candidates must be certified in an IMSLEC accredited Teacher Level Training MSLE course (EDUC 800 and EDUC 801). Advanced Course 1 will consist of Lecture hours with an emphasis on a deeper understanding of the upper levels 3, 4, and 5 of MSLE. Course topics will include morphology, capital cursive, grammar, paragraph writing skills, reading fluency and comprehension. A simultaneous Supervised Practicum, composed of two teaching situations with students, will be required. At least one of the teaching situations must be in the upper levels of OG. Completion of this course lecture with practicum may lead to Advanced Course 2:

EDUC 803: Multisensory Structured Language Education (MSLE) Advanced Course 2 and Advanced Practicum 2

Advanced Course 2 will consist of Lecture hours with a continued emphasis on a deeper understanding of the upper levels of MSLE and of basic written English language, phonology, morphology and orthography. Continuation of the simultaneous Supervised Practicum with two teaching situations (1-1 or small group) using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Advanced Level Certification in an IMSLEC Accredited MSLE Program

EDUC 700 – Characteristics and Etiology of Autism (3 credits)

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 705 – Instructional Interventions & Methods for Autism Spectrum Disorder (3 credits)

This course is designed to focus upon the various methodologies and intervention strategies that are currently being used to instruct students with ASD. The positive features and the limitations of each research-based method will be examined for integrity and validity. In addition to methodology, classroom management, intervention strategies, accommodations, and adaptations that are successful in the general education setting will be introduced. These accommodations are used to ensure providing for least restrictive environments in education and the community settings along with the use of augmentative and alternative communication.

EDUC 710 – Autism Assessment for Instructional Planning (3 credits)

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 neurodevelopmental 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 to ensure the student an opportunity to observe and participate in the assessment and instructional levels.

EDUC 715 – Collaboration with Families, Agencies, and Community (3 credits)

This course is designed to promote the collaboration process between, schools, family, and community. Schools can no longer rely on just the educational system to deliver the services needed to the diverse student populations in our schools. Advocacy reaches out not only to the educational community but also to officials involved with law enforcement, health care (including first responders) and individual groups that connect with the family needs. The course will also emphasis the importance of the transition process in the schools in identifying instructional programs to meet the unique individual needs of each student for school to work partnerships. Legal mandates and requirements will be examined.

EDUC 501 - Foundations of Instructional Coaching (3 credits)

This course is designed for all educators at all levels and roles to focus on the foundational knowledge of instructional coaching. Throughout this course, participants will gain experience with the research and theory of coaching, key components of coaching, coaching approaches, coaching cycles, coaching instructional practices, and strategies to improve communication skills. The end goal is for participants to become empowered with the knowledge to create an environment to facilitate change, improve teacher practice, and transform school culture to increase student achievement.

EDUC 517 - Literacy Leadership and Instructional Coaching (also in Reading Program) (3 credits)

The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.

EDUC 521 - Alternative Assessment (3 credits)

This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.

Educ 525 - Instructional Coaching Practicum

The course is a clinic to implement the assessment and instructional strategies that assist in improving an instructional coach’s abilities. The course provides for the application of strategies, theories, and methodologies of an instructional coach. Students will have the opportunity to participate in an authentic clinic setting with children in grades 2-5. Students will work with teachers in this setting, write a report outlining what was observed and recommendations for implementation in instructional planning, description of instruction, and recommended procedures for further assistance will be written.

EDUC 672 STEM Design (3 credits)

By examining the conceptual development of STEM programs and courses, the goal of this course will be to design learning organizations and environments that support collaborative practice for multidisciplinary integration, interdisciplinary, and transdisciplinary experiences and real-world problem-solving. Global perspectives will be discussed along with a focus on Next Generation Science Standards, PA Core Mathematics Standards, PA Science and Technology Standards. Emphasis will also be placed on the development of teacher and student leadership in a STEM meta-discipline.

EDUC 674 STEM Methods (3 credits)

This course will explore the implementation of differentiated methods/pedagogies for implementation in courses integrating STEM. Participants will experience model STEM lessons, participate in Problem Based Learning Scenarios, Research components for STEM integration, investigate community resources to advance STEM Education, and create a portfolio of resources, lessons and project-based activities. Emphasis will be on the designing and facilitating lessons implementing a learning cycle model for student-centered inquiry learning for collaborative multidisciplinary, interdisciplinary, and transdisciplinary environments.

EDUC 676 STEM Assessment (3 credits)

This course will review the design of formative and summative assessment in regards to the implementation of differentiated instructional methods utilized in effective STEM instruction. Participants will review competency expectations and testing requirements for PA Common Core and Next Generation Science Standards. Emphasis will be on the development of authentic assessment for individual, group, project-based, and self-assessment in multi- disciplinary, interdisciplinary, and transdisciplinary learning environments.

EDUC 678 STEM Practicum (3 credits)

An experiential real-life problem solving laboratory experience utilizing the engineering laboratory at King's College. This course will be a hands-on experience with students learning how to use current technology to create solutions to engineering tasks. Integral to this course will be developing the mindset of an engineer, problem-solving, working collaboratively in a group, and effective communication of work done in the laboratory. This course should provide students with experiences that can be used as inspiration for creating opportunities for their students to experience STEM and STEM projects in the K-12 classroom.

EDUC 600 - Second Language Acquisition (3 credits)

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 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.

EDUC 601 - ESL Clinical Field Practicum (3 credits)

The course is a clinical field practicum for 15 weeks to meet the 60 hours of field experience required for the Pennsylvania ESL Program Specialist Certificate. This 60 hours of field experience (Educ 601) includes experience with a certified ESL Program specialist in a public school setting as well as community activities to meet the ESL Program Specialist competencies. Activities will be documented in a portfolio format and monitored by a King's College supervisor who holds an ESL Program Specialist certificate. The semester long field experience will underscore the coursework by providing opportunities for practical application of theory and feedback from the practicing ESL Program Specialist as well as the King's College supervisor.

EDUC 605 - ESL Instruction: Theory and Practice (3 credits)

This course is designed around the methods, strategies, research and resources that enable students to develop and implement an ESL programs to support English Language Learners’ acquisition of the English language and academic cognitive understanding and skills. Students design resource 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.

EDUC 610 - ESL Assessment: Theory and Practice (3 credits)

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.

EDUC 615 - Cultural and Linguistic Diversities, Approaches and Collaborative Methods for Developing Cultural Awareness (3 credits)

In this course, cultural and linguistic dimensions of culture are addressed within the mosaic of groups immigrating to the United States. The analyses focus on the view of culture as a dynamic and multilayered system of symbolic resources impacting individuals identity, values, and behaviors in varying degrees.  Participants will develop an awareness of their own cultural identity and its impact on cultural and educational expectations.  Participants will develop strategies to collaboarate 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.

Educ 620 - ESL Master’s Capstone Project (3 credits)

Scholarship related to English as a Second Language will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation.  The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590.  Permission required.

EDUC 900 - The Principalship (3 credits)

This course is designed to present an overview of the principal’s role in relation to leadership, supervision, organizational management, and community interaction. In addition, it will highlight the role of the school principal as the instructional leader, with an emphasis on key components that focus on leadership skills and management abilities necessary to create a school atmosphere conducive to learning. Candidates will view the principal’s responsibilities, job functions and priorities that evolve on a daily basis. Evidenced based strategic planning that further expands the responsibility for leading school reform with the objective of raising student achievement will be established. Culture, climate, and resources for improving internal and external home-school-community relations will be identified. Through scenarios and case studies, participants will consider and discuss issues faced by school principals in twenty first century. Course activities, based on theory as well as practical application, will enable candidates to internalize the PA Leadership Core and Corollary Standards and adopt strategies and practices reflective of them.

EDUC 905 - Principles of Instructional Supervision (3 credits)

This course will study the ways in which principals can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Students will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process. Students will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies. This course addresses the components of effective school and teaching theories that lead to school improvement. Participants will develop professional development plans for individuals and schools. Various supervisory styles studied will include clinical supervision, the Charlotte Danielson model, and differentiated supervision. By the end of this course, participants should be able to distinguish between supervision, evaluation, and professional development.

EDUC 910 - School Improvement (3 credits)

The School Improvement course focuses on the principal as Instructional Leader. Students will evaluate data from a variety of sources such as the Pennsylvania System of School Assessment (PSSA’s), Keystone Exams, PVAAS, DIBELS, PA Future Ready Index, as well as other standards based / common core data to create a school improvement plan using the school improvement template available through the Pennsylvania Department of Education. They will develop strategies to lead a school as a building principal through the school improvement process. Prior to writing a school improvement plan, students will learn various strategies for improving student achievement such as the implementation of Professional Learning Communities, teacher collaboration approaches, coaching strategies, co-teaching, co-planning, and scheduling strategies to optimize student growth. Students will also examine high-performing educational systems globally and implement strategies locally.

EDUC 915 Law and Education (3 credits)

Focus is on developing an ability to make educationally sound decisions within the legal framework as related to school instruction, management, and finances. Emphasis will be given to Federal state and local authority as each pertains to educational policy; students’ rights, teachers’ rights, liability and the implications of social media/networking in an ever-changing world.

EDUC 920 School Resource Management: Finances and Human Resources (3 credits)

This course explores administrative functions related to the management of school finance, facilities, and human resources in contemporary schools. Topics studied include developing a school budget, resource (human, capital, technology, fiscal, facilities) management, strategic budget development and implementation, and human resource management. Principals confront the reality of managing budgets, whereby resource allocation must be distributed to meet state and federal mandates, as well as the diverse needs of the school population. Successful principals must formulate a framework to govern decisions ensuring fiscal solvency and remain in compliance with local practices and state and federal regulations.

EDUC 925, 926, 927 Practicum (1 credit each practicum)

The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses.

EDUC 505/605 - ELL Adaptations or ESL Instruction: Theory and Practice (3 credits)

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 prospective 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.

EDUC 510 – Developmental Nature of Reading (3 credits)

The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed.

EDUC 515 Reading in the Content Area (3 credits)      

The 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.

EDUC 516 – Reading Disabilities: Diagnosis & Prescription (3 credits)

The 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 517 – Literacy Leadership & Instructional Coaching (3 credits)

The effectiveness of managing reading and general instructional programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches.

EDUC 520 – The Writing Process K-12 (3 credits)

The 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.

EDUC 523 – Children’s & Adolescent Literature in Reading Instruction (3 credits)

Students will survey the selection, evaluation, and utilization of literacy materials for children and adolescents. The course will focus upon the study of different literary genres, aesthetic, and efferent responses to literature, and integrating literature into all curriculum areas.

EDUC 550 – Reading Clinical Practicum (3 credits)

The course is a clinic to implement instruction to improve a child’s literacy abilities. The course provides for the application of the assessment and strategies discussed in EDUC 516 and concludes the two-part Reading practicum experience. After working with a client, each student will write a report of the child’s literacy ability, with a description of instruction, and recommend procedures for further assistance. Permission required.