15-week evening classes run from August 27 to December 14, 2018
COURSE / INSTRUCTOR FORMAT TERM DATES
Reading
Educ 510 - Developmental Nature of Reading (Yurko) Blended 18/FA Thurs. - Sept. 6, 20; Oct 4, 25; Nov. 8, 29; Dec 13 (6:00-8:45 p.m.)
Educ 517 - Literacy Leadership & Instruc Coaching (Carr) Blended 18/FA Thurs. -  Aug. 30, Sept. 13, 27; Oct. 18, Nov. 1, 15; Dec 6 (5:00-7:45 p.m.)
Educ 520 - The Writing Process K-12 (Carr) Blended 18/GF Fri., Sept 14 (6:00–8:00 p.m.); Sat., Sept. 15 & 29 (9:00 a.m. –3:00 p.m.) and Sun., Sept. 16 & 30 (9:00 a.m. – noon)
Educ 575 - Literacy Master's Capstone Project (Yurko) Face-to-Face 18/FA Independent Study
Special Education
Educ 730 – Early Intervention in Special Education (Shemansky) Weekend 18/GF Oct. 19-21 and Nov. 2-4 (Fri. 5:00– 9:00 p.m. and Sat. and Sun. 9:00 a.m.–5:00 p.m.)
Educ 740 - Universal Design for Learning and Response to Intervention (Shedlarski) Blended 18/FA Tues. -  Aug. 28; Sept. 11, 25; Oct. 9, 23; Nov. 6, 27, Dec. 4 (5:00-7:45 p.m.)
Instructional Coaching
Educ 501 - Foundations of Instructional Coaching (Jacobs) Blended 18/A1 Mon. -  Aug. 27, Sept. 10, 24; Oct. 8, 22; Nov. 5, 19, Dec. 3 (5:00-7:45 p.m.)
Educ 517 - Literacy Leadership & Instruc Coaching (Carr) Blended 18/FA Select Wednesdays, 5:00-7:45 p.m.  (starting Jan. 17)
STEM / Curriculum and Instruction

Educ 674 - STEM Methods (Ernst)

Blended 18/GG Tue., Oct. 23 (5:00 – 7:45 p.m.) Sat., Oct. 27 (9:00 a.m. – 1:00 p.m.); Tue., 30 (5:00 -7:45 p.m.); Sat., Nov. 3 (9:00 a.m. – 1:00 p.m.); Tues., Nov. 6 (5:00 – 7:45 p.m.)

Educ 678 - STEM Practicum (Weiland)

Blended 18/GF Wed., Sept 5 (5:00 – 8:00 p.m.) Sat., Sept. 8 (9:00 a.m. – noon); Wed., Sept. 26 (5:00 -8:00 p.m.); Sat., Sept. 29 (9:00 a.m. – noon); Wed., Oct. 10 (5:00 – 8:00 p.m.); Sat., Oct. 13 (9:00 a.m. – noon)
ESL / Curriculum and Instruction
Educ 600 - Second Language Acquisition (Smith) Blended 18/GF Fri. Sept 14 (6:00- 8:00 p.m.) Sat.: Sept. 15 & 29 (9:00 a.m. –3:00 p.m.); Sun.: Sept. 16 & 30 (9:00 a.m. - noon)
Educ 601 - Clinical Field Practicum (Smith) Field 18/FA Independent Study
Educ 605 - ESL Instruction: Theory and Practice (Carr) Blended 18/GG Fri. Oct. 19 (6:00- 8:00 p.m.) Sat.: Oct. 20 & Nov. 3 (9:00 a.m.–3:00 p.m.); Sun.: Oct. 21 & Nov. 4 (9:00 a.m. - noon)
Curriculum and Instruction
Educ 535 - Excellence in Teaching Master's Capstone Project (Carr) Face-to-Face 18/FA Thurs. 5:00-7:45 p.m.
Educ 580 - Curriculum Theory and Design (Carr) Blended 18/FA Tues. - Aug. 28; Sept. 11, 18; Oct. 9, 23; Nov. 6, 20; Dec. 4; (5:00–7:45 p.m.)
Educ 582 - Current Issues and Trends in Education (Tosh) Weekend 18/GG Oct. 5-7 & 19-21 (Fri. 5:00– 9:00 p.m. and Sat. and Sun. 9:00 a.m.–5:00 p.m.)
Educ 584 – Interactive Learning (Pryor) Weekend 18/GG Sept. 28-30 and Oct. 12-14 (Fri. 5:00–9:00 p.m. and Sat. and Sun. 9:00 a.m.–5:00 p.m.)
Educ 586 - Inclusionary Practices (Pryor) Weekend 18/GH Nov. 2-4 and 16-18 (Fri. 5:00– 9:00 p.m. and Sat. and Sun. 9:00 a.m.–5:00 p.m.)
Educ 590 - Practical Research for Educators (Carr) Face-to-Face 18/FA Wednesdays 5:30-8:15 p.m.
Educ 620 - ESL Master's Capstone Project (Carr) Face-to-Face 18/FA Thursdays 5-7:45 p.m.
Educ 630 – Elementary Math and Science (Chismar) Weekend 18/GF Sept. 7-9 and 21-23 (Fri. 5:00– 9:00 p.m. and Sat. and Sun. 9:00 a.m.–5:00 p.m.)
Educ 650 - Mathematics Master's Capstone Project (Reboli) - 18/FA Independent Study
Educ 670 - Science Master's Capstone Project (Weiland) - 18/FA Independent Study
ASD / Special Education
Educ 710 - ASD: Assessment (Staff)      Blended 18/GG Fri. Sept. 28 (6:00-8:00 p.m.) Sat.: Sept. 29 & Oct. 20 (9:00 a.m.–3:00 p.m.); Sun.: Sept. 30 & Oct. 21 (9:00 a.m. - noon)
Educ 715 - ASD: Transition (Yanuzzi) Blended 18/GH Fri. Nov. 2 (6:00- 8:00 p.m.) Sat.: Nov. 3 & Dec. 1 (9:00 a.m.–3:00 p.m.); Sun.: Nov. 4 & Dec. 2 (9:00 a.m. - noon)
Professional Development Center
Educ 6002 - Mental Illness:  the Hidden Classroom Challenge (Yanuzzi) Face-to-Face 18/GG Oct. 6-7 & 20-21 (8:00 a.m.-5:00 p.m.)
Educ 6028 - The Flipped Classroom:  How to Become a Facilitator and Not a Lecturer (McLaughlin) Blended 18/GH Nov. 17-18 and Dec. 1-2 (9:00 a.m.-noon)
Educ 6030 – Opioid Awareness for Educators (DeLucca & Harlen) Blended 18/GH Nov. 3 & 17 (8:00 a.m.-5:00 p.m.)
Educ 6034 - Legal Compliance of the Regular Education Teacher (Keating) Blended 18/GF

Sept. 15 & 29 (8:00 a.m.–5:00 p.m.)


Course Descriptions

Educ 501 – Foundations of Instructional Coaching. 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. (3 credits)

Educ 510 – Developmental Nature of Reading.  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. (3 credits)

Educ 517 – Literacy Leadership & Instructional Coaching. 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. (3 credits) 

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

Educ 521 – Alternative Assessment.  This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.  (3 credits)

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.  (3 credits)

Educ 575 – Literacy Master's Capstone Project.  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.  (3 credits)

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

Educ 582 – Current Issues and Trends in Education.  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 will be examined in light of contemporary issues.  (3 credits)

Educ 584 – Interactive Learning.  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.  (3 credits)

Educ 586 – Inclusionary Classroom Practices.  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. (3 credits)

Educ 590 – Practical Research for Educators.  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.  (3 credits)

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

Educ 601 – ESL Clinical Field Practicum.  This 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. These 60 hours of field experience 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. (3 credits)

Educ 605 – ESL Instruction: Theory and Practice.  This course is designed around the methods, strategies, research and resources that enable students to develop and implement an ESL program, to help English Language Learners acquire English language and academic cognitive understanding and skills.  Students design resource and teaching materials, implement them with their students, and provide reports to the class.  Students also learn and practice adaptations of lesson content and present actual lesson activities to ESL classroom students.  Emphasis is placed on working with colleagues in schools, to help them understand that they, as well as ESL teachers, must adapt and modify content/lessons to enable ESL students to develop social and academic cognitive English.  (3 credits)

Educ 620 – ESL Master's Capstone Project.  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.  (3 credits)

Educ 650 – Mathematics Master's Capstone Project.  Scholarship related to mathematics or STEM 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.  (3 credits)

Educ 670 – Science Master's Capstone Project.  Scholarship related to science of STEM 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.  (3 credits)  

Educ 674 STEM Methods. 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. (3 credits)

Educ 678 – STEM Practicum.  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. (3 credits)

Educ 710 – ASD: Assessment. This course will create a framework for understanding and implementing effective interventions for children and adolescents with ASD in consideration of their cultural values and beliefs.  The role of the families and collaborative, interdisciplinary models of service delivery will be examined.   Effective research-based assessment and interventions will be reviewed utilizing current research regarding neuro-developmental issues in autism.  This course requires a 20-hour practicum consisting of a field experience in a school and community based agency setting providing direct clinical, instructional, and social interaction with individuals with ASD. These experiences will take place in regular and specialized settings in order to ensure the student an opportunity to observe and participate in the assessment and instructional levels. (3 credits)

Educ 715 – ASD: Community Collaboration. 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.  (3 credits)

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 6002 – Mental Illness:  The Hidden Classroom Challenge. This course will address the state of mental health issues that are present in our schools - concerns and controversies.  It will address behavioral problems and social and emotional learning. Challenges and opportunities in the classroom will be highlighted. Evidence based practices will be investigated to address barriers to learning and teaching and re-engaging disconnected students as an essential facet of ensuring all students have an equal opportunity to succeed at school. The instructor is Debra Yanuzzi, Director of Special Education for the Hazleton Area School District. (3 credits)

Educ 6028 – the Flipped Classroom:  How to Become a Facilitator and Not a Lecturer.  The emphasis of this course is learning how to be the facilitator of learning in the flipped classroom approach.  The focus will be on instructional methods to engage students so that they drive their own instruction.   Adapting lessons for advanced as well as Special Education and English Language Learners will be included.  This course will be taught by Sean McLaughlin, Assistant Dean of Students for the Wilkes-Barre Area School District.

Educ 6030 – Opioid Awareness for Educators. Opioid addiction and death as a result, have risen to epidemic portions locally and nationally.  This course is designed increase educators' knowledge and awareness of opioid abuse and its prevention.  The root causes, warning signs, policies and techniques relating to students who may be struggling with opioid use will be explored.  The instructors are Joe DeLucca, Director of Federal, State, and Nonpublic for the Luzerne Intermediate Unit 18 and Jason Harlen, CEO of Wyoming Valley Alcohol and Drug Services. 

Educ 6034 – Legal Compliance for the Regular Education Teacher.  A comprehensive review of the impact of federal and state regulations on the regular education teacher regarding instruction and assessment.  Case law and local policy will be reviewed as will the MTSS process and Universal Design for Learning, and differentiation.   This course will be taught by Erin Keating, Chief of Leadership Development and School Operations for the Scranton School District. (3 credits)

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