Graduate Education Courses

ECE 501 Foundations for Early Childhood Education - 3 credits

This graduate level course provides an in-depth study and analysis of the field of early childhood education with an intense focus on historical, social and philosophical background. The course content includes an exploration of current and future critical issues. The student will discuss and implement developmentally appropriate practices, current teaching trends, and best practices as defined by national professional organization principles and standards. The role of the family in early childhood education is highlighted.

ECE 502 Assessment and Intervention: PreK-4 - 3 credits

Designed for the graduate level student, this course prepares the Early Childhood Educator to develop appropriate assessment tools for grades Pre-K to 4. The student will explore how these assessments evaluate children’s competencies in relation to state standards. The student will also develop an extensive understanding of how assessment guides instruction in the early learning environment. Students will interpret and create both summative and formative assessments. (Prerequisite: EDU 550)

ECE 505 Issues and Advocacy in Early Childhood Education - 3 credits

This course is designed for the graduate level student seeking initial certification or to enhance skills in the early childhood profession.  This course provides an overview of current issues in early childhood education and focuses on the importance of advocacy in  education. Students in this course will develop problem solving strategies and the expertise to become a reflective decision maker and advocate for families of students with and without exceptional learning needs. Focus will be on establishing and sustaining partnerships with families and linking families to appropriate community resources.

ECE 530 Teaching Methods for Early Childhood Education I: Content Areas - 3 credits

This course is designed to meet the needs of graduate level students seeking initial certification in Early Childhood education (Pre-K to 4). Students are exposed to the various methodologies to successfully teach science, and math, social studies. Students will explore the constructivist theory and model for teaching these subjects. Students will learn to  create hands on activities, and teach children through a challenging curriculum. Common Core Standards and PDE standards are used extensively for curriculum and assessment development. Each subject is addressed in the context of best instructional practices for that discipline. (Prerequisite EDU 550 and EDU 511)

ECE 531 Teaching Methods for Early Childhood Education II: A Model for Integration - 3 credits

This course is designed to meet the needs of graduate level students seeking initial certification in Early Childhood education (Pre-K to 4). As an extension to ECE 530, students in this course will continue to examine the early childhood curriculum and develop ways to integrate learning for their students. Students will examine their own philosophy of early childhood education and how it relates to the integration of all subjects.  Students will build on the knowledge gained in earlier coursework to create an integrated teaching unit for the early childhood classroom. (Prerequisite EDU 530)

EDU 505 Law and Policy in Education - 3 credits
EDU 505 is a three credit hybrid course which serves as an introduction to the subject of public school law and school finance. This course provides an analysis of the federal, state, and local legal frameworks within which elementary and secondary education teachers teach. Particular attention is devoted to the legal rights and responsibilities of teachers in their role as both educators and employees. Topics include student discipline, liability issues, special education, contracts and collective bargaining, academic freedom, and workplace discrimination. The course also addresses state and local laws pertaining to the subject of school finance with a particular emphasis upon the concepts of equity and adequacy as they relate to educational funding in Pennsylvania.
EDU 508 Integrating the Arts Across the Curriculum - 3 credits
Students taking this course will gain knowledge about national standards in the arts. They will learn about state and local standards for elementary and secondary-level students. This course is designed to provide students with the opportunity to integrate the art disciplines (i.e. drama, dance, visual art and music) across the academic curriculum. This course will provide the current theories, standards and applications on how to integrate the arts across the curriculum. In addition, students will apply these academic standards to lesson plan design, research development and a final, Arts inspired presentation.
EDU 514 Reading in the Content Areas - 3 credits
Graduate level students in this course will examine best teaching practices for supporting students in the reading of content area texts. Students participating in this course will gain expertise in the strategies that increase comprehension skills for content area reading. In addition, students will learn to extend content area learning through the integration of adolescent literature. A review of research of the current trends in adolescent literacy is a component of this course. (Prerequisite: EDU 550)

EDU 516 Multicultural & Diversity Education - 3 credits

Students will explore instructional and political issues related to race, ethnicity, gender, sexual orientation, age, and religion as they impact student learning and educational experiences towards developing personal sensitivity and will then explore strategies and models for fostering their students’ respect and appreciation for diversity from the perspective of critical pedagogy theory. Analysis of diversity from perspectives of critical pedagogy theorists such as Giroux, McLaren, Kanpol and others will be explored.

EDU 520 Pre-Student Teaching Field and Observation Experience - 1 credit

Graduate students will observe and participate in an elementary or secondary school classroom. Meetings with the instructor during the semester provide the prospective teacher with the opportunity for analysis and synthesis of field experiences. The student will complete 90 observation hours.

EDU 521:  Assessment in Secondary Schools – 3 credits

The course is designed to provide students with the theory, research, and practices associated with assessing students’ achievement and aptitude. The focus of the course provides a base in the area of test/measurement development including scale construction, validity and reliability. The course highlights the areas of classroom based, teacher designed assessments as well as performance measurements, the development and interpretation of norm-referenced standardized achievement tests, and the practical application of such concepts

EDU 525 Research Design and Methodology - 3 credits

Research Methods and Design will provide the opportunity for students to explore the importance and value of research in the field of education. Textbook assignments, self-selected assignments, class discussions, large and small group interactions, presentations, lectures, and guided research reviews will serve as the means of delivering instruction. The course is designed to promote collaborative interactions and support between students and the Instructor toward the completion of the course requirements.

EDU 540 Differentiated Reading Instruction - 3 credits

This course is designed for the graduate level student seeking initial certification or teachers seeking to extend their knowledge in the area of reading instruction. The early childhood educator will learn to differentiate instruction for the PreK through Grade 4 classroom setting. A primary focus is on current intervention strategies that meet the needs of all students in the areas of reading, writing, and assessment. The student will examine how reading research and theory meet to develop strong differentiated instructional strategies. Students are encouraged to participate in national, state and local organizations that promote reading for all learners.  (Prerequisite EDU 150/550 & EDU 311/511; or by professor permission)

EDU 546 Curriculum, Assessment and Learning Experiences for Secondary Science and Mathematics – 3 credits

This course is designed to help prospective science and mathematics teachers develop the skills necessary to plan, implement, and assess effective learning experiences that foster the development of PA Core Standards and other important content and skills.

EDU 547 Curriculum, Assessment and Learning Experiences for Secondary Social Studies – 3 credits

This course is designed to help prospective secondary social studies teachers develop the skills necessary to plan, implement and assess effective learning experiences in history, civics, geography, economics, psychology and sociology, as well as PA Core Standards.

EDU 548 Curriculum, Assessment and Learning Experiences for Secondary English – 3 credits

This course will assist prospective secondary English teachers to plan, implement and assess learning experiences that foster the development of PA Core Standards and other resources for reading, writing, listening, and speaking.

EDU 549 Curriculum, Assessment and Learning Experiences for Secondary World Language– 3 credits

This course will assist prospective World Language teachers to plan, implement and assess learning experiences designed to foster the development of students in recognized national language standards.

EDU 550 Educational Planning and Classroom Management- 3 credits

By participating in this course, the prospective teacher will be involved in planning and designing grade specific lesson plans. These plans will demonstrate the ability to apply and implement strategies and techniques based upon effective teaching methods grounded in research. In addition, the learner will begin to understand the other important factors that will play a role in his/her teaching career, such as: principles of curriculum, instructional strategies, assessment, and classroom management as they relate to teaching and learning.

EDU 559 Curriculum and Instruction for the English Language Learner- 3 credits

This course prepares the  elementary and secondary teacher to meet the needs of culturally and linguistically diverse students in the PreK-12 general education classroom. Students in this class will develop an understanding the challenges of being an English Language Learner in today’s classroom. The student will develop this understanding through the study of second language acquisition and specific teaching techniques. . In addition, intercultural communication skills will be acquired. An emphasis is also placed on the teachers' respect and appreciation for culture and language.

EDU 560 Special Topics in Education - 3 credits

The focus of this course will vary for the purpose of allowing students to study critical issues in the field not covered in detail in other graduate courses.

 EDU 572 Student Teaching: Early Childhood Education- 3 credits

The student will spend 14 weeks in a full-time experience in PreK-4 classrooms under the guidance of a cooperating teacher and a supervisor from the college. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating mentor teacher and weekly feedback from observation by the college supervisor.  (Capstone Experience)

EDU 573 Student Teaching: Secondary Schools - 3 credits

The student will spend 14 weeks in a full-time experience in a grade 7-12 classroom under the guidance of a cooperating teacher and a supervisor from the college. Prospective teachers receive daily feedback on the mastery of professional education competencies from the cooperating  teacher and weekly feedback from observation by the college supervisor.  (Capstone Experience)

EDU 574 Professional Education Seminar (Capstone Experience) - 3 credits

Professional Seminar is taken with EDU 572 or EDU 573 and is designed to cover topics of importance related to the student teaching experience and the issues related to professionalism of the new professional educator. Major topics include: professional portfolio development, interviewing techniques, professionalism and ethics, topics related to teacher professional competencies, as well as other topics of current interest and value.
(Prerequisites: All course requirements for teacher certification)

EDU 581 School and Community Partnerships – 3 credits

This course is designed for the graduate level student. Content of this course focuses on increasing community engagement, developing trust between the school and the community, improving public confidence in public schools, and enhancing communication with the community. The capacity of school personnel to engage the public and build trust with the community is critical to the success of schools.  Students will study public relations issues including effective reporting to parents, acquainting the community with the purposes, methods, accomplishments and needs of the school.

EDU 582 Technology for Educators – 3 credits

This online course for graduate students is designed to provide classroom teachers with informational technology competencies necessary for high quality instruction of early childhood, middle, and secondary school students.  Teachers will gain skills in developing their students’ IT competencies and using technology as a teaching tool.  This is not an introductory computer skills course.  You are expected to have previous experience with technology. This course examines the current programs and ideas to use in the classroom instruction.

EDU 583 Teachers as Leaders – 3 credits

This is a fully online course and is designed for the certified teacher.  This course will provide the teacher with current leadership theory and the various skills needed to take advantage of leadership opportunities. Students will create their own plan to enact change in the field of education.

EDU 586 Creating a Digital Environment – 3 credits

This course is designed for the graduate level student to enhance technology skills in building a digital classroom.  Participants in this course will examine the most current technologies available for both teachers and students.   Topics will include the teacher’s role in the digital environment, creating a digital rich curriculum, differentiation and accessibility using digital tools, and legal policy in the digital world.

EDU 590 Independent Study in Learning or Teaching - 3 credits

This course is designed for a student who wants to pursue an in-depth study of a specific topic in learning or teaching and culminates in a publishable scholarly article or research study.

EDU 599 Graduate Research Project in Education - 3 credits

The purpose the Graduate Research Project in Education course is for participants to reflect on their growth as an educator, to conduct research, and to demonstrate their learning of the following program goals: Plan and implement quality learning experiences for all learners, Investigate critical issues and policies in the field of Education, Analyze and synthesize research in the field of Education, Demonstrate professional and collaborative skills as a leader in the Educational community and Create a learning environment that engages and respects the diversity of all learners in a global society.

The student will register for EDU 599 in his/her final semester. An assigned Project Advisor will guide the student through completion of the project.  Students are required to complete their project prior to graduation. (Prerequisite: EDU 525)

 
ESL 551 English as a Second Language Field Experience I – 1 credit

This course serves as one of two field experience courses for individuals in the ESL Specialist Certification program.  The students will spend a total of 60 hours in the field working with English as a Second Language students.  This is accomplished by successful completion of both ESL 551 and ESL 554.  Emphasis will be placed on the application of the content studied within the program’s core courses. The field participant will use effective teaching strategies, adapt and modify instructional materials, and implement appropriate assessments.  The field participant will be a collaborative member of the instructional team.  A college supervisor will maintain contact with the cooperating teacher and the field student throughout the experience.  (Pre or Co-requisite EDU 559)

ESL 553 Assessing English Language Learners – 3 credits

This course, designed for the graduate level student, focuses on approaches to designing, adapting, implementing and interpreting assessments for the English Language Learner. Students participating in this course will learn to implement multiple formative and summative assessment measures for a variety of purposes. Students will understand how formal and informal assessment guide appropriate instruction.  Assessment concepts will also include discipline specific tests such as the WIDA ACCESS for English Language Learners.  Finally, the learner in this course will understand how assessment can act as a measurement for accountability purposes. (Pre or Co-requisite EDU 559)

ESL 554 English as a Second Language Field Experience II - 1 credit

This course serves as one of two field experience courses for individuals in the ESL Specialist Certification program.  The students will spend a total of 60 hours in the field working with English as a Second Language students.  This is accomplished by successful completion of both ESL 551 and ESL 554.  Emphasis will be placed on the application of the content studied within the program’s core courses. The field participant will use effective teaching strategies, adapt and modify instructional materials, and implement appropriate assessments.  The field participant will be a collaborative member of the instructional team.  A college supervisor will maintain contact with the cooperating teacher and the field student throughout the experience. (Pre or Co-requisite EDU 559)

ESL 555 Developing Cultural Awareness and Sensitivity - 3 credits

This course, designed for the graduate level student, focuses on the relationship between cultures, multicultural education and effective teaching strategies for all students.  Students will explore a dynamic view of culture and the invisible dimensions of culture including worldviews, power and privilege and their impact on student achievement. Students in this course will develop an awareness and sensitivity as they explore the own culture and how it influences their view of teaching, learning, and classroom expectations.

ESL 556 Second Language Acquisition and Language Development - 3 credits

Education practitioners will gain an awareness of the process of second language acquisition both in terms of the theoretical background and   practical application in the classroom. Cognitive stages of language development, including linguistics, psychology and sociocultural aspects of acquisition. Course goals will be achieved through class lecture, discussion, research, presentations, and practical application projects.

ESL 558 Approaches to Educating ELL’s- 3 credits

This course offers educational practitioners a survey of the major approaches to teaching different types of English language learners in terms of method, instructional strategies, assessment. The practical application of research including adapting materials, assessment and evaluation techniques, and access to student/teacher resources will be the primary focus of the course. These topics and other issues faced by ESL teachers and learners will be addressed in a multicultural context with the goal to develop competency in the integration of TESOL and PDE standards in the classroom. This course is designed for master’s level education students and other education practitioners. Course content will be covered through lecture, discussion, student facilitation, practical application projects, and research.

SPE 510 Intensive Reading, Writing, and Mathematics – 3 credits

Students will be provided an overview of research-based practices that offer intensive reading, writing, and math interventions designed for students who do not respond to the core curriculum. This course includes a review of the Response to Intervention (RtI) framework, diagnostic assessment methods, progress monitoring, and research-based instructional strategies that support reading, writing, and math standards. This course will review the neuropsychological causes of dyslexia, dysgraphia, and math disabilities and effective supporting interventions. In addition, the course will address principals and standards of reading and math instruction as identified by the National Reading Panel and the National Council of Teachers of Mathematics (NCTM) respectively.

SPE 515 Pervasive Developmental Disorders – 3 credits

This course will explore the communication and social and relationship issues faced by individuals with Autism Spectrum Disorders (ASD) and investigate the best practices and programs for increasing academic achievement for students on the spectrum. This course will discuss issues of identification, placement, and evidence-based approaches instructional strategies found effective for students with ASD. This course includes the major theoretical perspectives of applied behavior analysis, developmental and social-relational approaches, and the theoretical approach of research-based strategies such as TEACCH and other strategies that demonstrate strong evidence-based findings.

SPE 520 Evidence Based Approaches – 3 credits

This course focuses on the use of PA Academic Core Standards and Anchors, and information from formative, summative, and local assessments to design instruction for students with specific learning disabilities (SLD). This course will explore the diagnostic process and specific evidence and research-based instructional strategies to support all learners, including the SLD learner. Students will apply assessment data to lesson planning, re-teaching, and unit planning.

SPE 533 Screening, Assessment, and IEP Development - 3 credits

This course will emphasize screening, diagnostic and the progress monitoring assessment process. Various approaches to assessment will be explored including: norm–referenced standardized tests; including curriculum-based assessment and measurement, criterion referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews, and conferences.  The process and procedures for special education eligibility determination, including the response to instruction and intervention framework and the secondary transition processes (7th-12th) will be taught.

SPE 542 – The Exceptional Child: Special Education Process - Pre-K- 8th (3 credits)

This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society.  This course will expressly focus on the special education process and the exceptional child at the pre-school and elementary level; including the transition process from early intervention to school age programming. This course is aligned with the Pennsylvania Framework for Special Education, Pre K – 8th grades, Program Guidelines PA Department of Education (PDE). This course will address the student learning outcomes (SLOs) for the Cedar Crest College Education Department Graduate Program.

SPE 543 – The Exceptional Child: Special Education Process and Transition – 7 - 12 (3 credits)

This course provides the prospective teacher with a functional understanding of the various types of exceptional children and legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society.  This course will expressly focus on the special education transition process and the development of IEPs that meet transition requirements, including coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes. This course is aligned with the Pennsylvania Framework for Special Education, 7th -12th grade, Program Guidelines PA Department of Education  This course will address the student learning outcomes (SLOs) for the Cedar Crest College Education Department Graduate Program.

SPE 544 Adaptations, Modifications, and Assistive Technology - 3 credits Today’s educational world is inclusive and diverse. This course will introduce educators to the range of expectations required to accommodate the special education and Section 504 qualifying students. Historical and legal aspects of special education will be reviewed including the evaluation and individual educational plan process. Research-based practices to support students with high and low incidence disabilities will be explored through journal reviews. Students will design, modify lesson plans, and prepare a research review in an area of linked interest to this course.

SPE 546 Collaborative Partnerships- 3 credits

This course explores the collaborative practices of teamwork that facilitates the inclusive classroom through hands-on, interactive activities. Students are introduced to best practice strategies. They will build collaborative skills, models of co-teaching structures, communication patterns and strategic planning. Students will also implement models of collaboration that will enhance the participation of special education students within the general education environment.

SPE 547 Classroom Management - 3 credits

Intrinsic to a well-run classroom is a classroom based on the theoretical constructs of a positive behavior support plan. This course focuses on school-wide, classroom, and individual behavioral approaches appropriate for the regular and special education environments. Emphasis will be placed on a mastery of functional behavioral assessment methods and the development of individual behavioral plans.

SPE 548 Low Incidence Disabilities - 3 credits

This course focuses on evidence-based effective instruction for low incidence disabilities. Students will be provided an overview of classification, learning characteristics, and research-based techniques relevant to the education of students with moderate to severe disabilities. An emphasis will be on examining assessments, planning instruction and implementing curriculum for students with significant cognitive delays and multiple disabilities.  Students will review peer-reviewed, research-based practices to support students with low incidence disabilities. 

SPE 550 Subject Area Content Access - 3 credits

This course will address the skills, knowledge and competencies necessary to meet the needs of students with disabilities in the content area classroom. Students will explore the current theory and practice of working with students with learning, emotional, and behavioral disorders in the Least Restrictive Environment (LRE). Students will learn to plan effectively for possible accommodations and/or modifications which may be necessary to implement effective instructional practices needed to make content accessible to students with learning disabilities.

SPE-575: Student Teaching in Special Education - 3 credits

This is the capstone experience for the candidate seeking the special education certificate.  The candidate must have already earned a general education teaching certificate (PreK-4th, 4th-8th, 7th-12th content area) or a reading specialist certificate.  Or, the candidate can earn the special education certificate concurrently to the general education teaching certificate (dual certificate). The student spends half a semester working under the mentorship of a special education professional.  The college supervisor will observe the candidate weekly and conference with the candidate and mentor teacher with the goal of fostering the development of knowledge, skills and values taught within the special education teacher program.


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