Course Descriptions
MED 500: Curriculum Innovations (3 credits)Curriculum innovations that have emerged during school reform efforts of recent decades are examined. Topics include: cooperative learning, constructivism, multi-cultural education, character education, special education and the use of technology. These innovations are examined to evaluate their potential for improving the achievement of students from diverse cultural backgrounds and of various ability levels.
MED 501: Foundations of Teaching, Curriculum Design and Assessment (3 credits)
In MED 501, students will learn to plan effective instructional strategies and create valid assessments to evaluate student achievement. Daily and unit planning will be covered as well as the techniques for preparing teacher-made tests and interpreting standardized tests. Course content will acquaint the student with the relationship between lesson planning and assessment and its relation to the teaching process.
MED 505: Introduction to Special Needs Students (3 credits)
This course surveys current knowledge of individuals with disabilities within the context of human growth and development across the lifespan. Content includes historical factors, legislation, etiology, characteristics, and learning needs, including existing and emerging technologies, assessment, and service delivery models for individuals with mild to severe disabilities.
MED 508: Advanced Educational Psychology (3 credits)
This course will focus on theories and research in educational psychology that will provide foundations for educational practice. Emphasis will be placed on learning, development and motivation, with implications for educational settings. Students will examine current research on learner-centered psychological principles (McCombs, 1998) and make relevant applications including planning for instruction, instructional delivery, assessment, and creating optimal learning environments.
MED 510: Assessment and Evaluation (3 credits)
Traditional and innovative instruments and procedures for assessing and evaluating student achievement are examined. Topics include: the use of standardized tests, authentic assessment, performance assessment, portfolios, and the use of technology. Strategies for evaluating the progress of students from diverse cultural backgrounds and of various ability levels are explored. A summary of the learning characteristics and instructional needs of students with mild disabilities are also provided. Learning theory, effective teaching strategies, classroom management, and interaction with parents, paraprofessionals and professionals are discussed.
MED 515: Strategies for the Special Education/Inclusive Classroom (3 credits)
This course targets the educational strategies required by learners with special needs in inclusive and self-contained classrooms. The use of adapted planning along with technology to support differentiated instruction and positive behavior management are addressed in this course, and applied during a concurrent Practicum experience. Required pre-requisite: MED 505: Introduction to Special Needs Students.
MED 518: Quantitative Research Methods (3 credits)
This course is designed to familiarize the student with the use of mathematical and statistical methodology used in educational research. Topics will include descriptive statistics, introduction to inferential statistics, t-tests, one-way analysis of variance, multiple comparison procedures, research design and the use of SPSS software.
MED 520: Educators as Researchers (3 credits)
This course is designed to assist students in becoming reflective practitioners - to understand the scope and range of educational research, to develop their own abilities for researching information and using information and using various research methodologies, to acquire knowledge about issues and trends in education, and to view and think critically regarding their own pedagogues. Students will complete a research proposal. Research will be conducted and presented in MED 680, the Research Seminar.
MED 522: Practicum I (1 credit)
This experience is an introduction to the teaching profession. Students will have the opportunity to observe a practicing teacher in action and work with students in the classroom. As described in the Practicum I and II Handbook, this Experience is the first developmental phase which provides active observation and participation.
MED 523: Practicum II (1 credit)
This experience provides the candidate with the opportunity to apply theory to practice in learning, motivation and development through lesson plans, assessment and management. There will be supervised observation and teaching in local school sites with an emphasis on teaching individual lessons.
MED 535: Issues Concerning Special Education Programs (3 credits)
The course, designed for prospective special education classroom teachers, has students review, analyze and discuss current trends and issues in special education. Topics include, but are not be limited to: inclusive classrooms, early interventions, state-wide assessment programs, collaborative and co-teaching models of instruction. The semester to semester topics under discussion vary and evolve as issues in the field change to newer and more current conditions.
MED 540: Curriculum, Instruction and Assessment for Adolescents (3 credits)
This course explores the physical, cognitive, social and moral development of the adolescent learner. Theories and practical strategies for addressing the diverse needs of today’s middle/junior high school and high school students are analyzed. The focus on creating classroom and school environments that promote a love of learning and provides solutions for the problems faced by teachers of adolescents.
MED 545: Classroom Management for the Inclusive Classroom (3 credits)
This course will prepare teachers to be educational leaders who effectively manage their classrooms. It will focus on taking a proactive approach to create a positive learning environment for all students. In addition, the course will operate from a prospective that it is the teacher’s responsibility to bring an enhanced level of professionalism and strong sense of ethical behavior to the classroom. Special attention will be given to the recognition that today’s classrooms are inclusive and contain students with a variety of needs and learning styles that need to be accommodated. A successful learning environment requires effective lesson plans and appropriate communication with students, parents, administration and community resources.
MED 550: Introduction to Educational Administration (3 credits)
This course will analyze various theories of leadership and their applicability to the educational environment. In addition, students will explore the responsibilities and challenges of leadership within today’s increasingly complex educational institution. Special emphasis is placed on examining the role of the administrator as an instructional leader within the organizational structure.
MED 553: The School Administrator (3 credits)
A technical course emphasizing the principal’s role in the organization and administration of the elementary, middle and secondary schools.
MED 555: Teaching the Arts in Cross-cultural Settings (3 credits)
The purpose of this course is to look at the role integrating the arts into children’s imaginative and creative moments, and creating a learning community committed to educational equity. The course will focus on enhancing the curriculum content areas: language arts, math, science, and social studies through arts-based activities. Topics will include teaching methods, planning and implementing fine arts, drama, music, movement, and how to include collaborative art projects in the community.
MED 560: Human Resource Management for Leaders (3 credits)
This course is designed to build understanding in compensation and benefit administration utilized in today’s business and government agencies. Emphasis is placed on understanding human resource wage scales, placement development, administrative requirements and remedies, and benefit administration. The impact of legislative issues, mandates and discipline practice is identified and reviewed.
MED 565: Teaching Social Studies in a Cross-Cultural Setting (2 credits)
This course is designed to prepare elementary teacher candidates to plan and deliver effective instruction in social studies at the elementary level for diverse populations of students. The course will include activities and assignments to promote and enhance effective instructional decision-making regarding social studies content, resources, and instructional approaches.
MED 575: Teaching Health/Physical Education/Safety in a Cross Cultural Setting (2 credits)
Study of topics related to health & safety issues in cross cultural elementary school settings. Activities representative of the elementary physical education program and appropriate methods for teaching them will also be focused on. Recent findings and reports in medicine, exercise, diet and nutrition will be discussed.
MED 600: Language and Literacy in Cross-Cultural Settings (3 credits)
This course examines theories and approaches for promoting language and literacy development of children and youth in cross-cultural settings. Methods for teaching language and literacy skills used in real-life situations are studied. Strategies for planning interdisciplinary activities and literacy programs that use home and community resources and techniques for evaluating programs are analyzed. The use of technology to foster language and literacy development is also studied.
MED 602: Teaching Children’s Literature in Cross-Cultural Settings (3 credits)
Coursework examines various theories and strategies for using children’s literature across the curriculum. The concepts and values found in traditional and contemporary literature are explored. Students discover ways to use children’s literature to promote learning in the elementary and secondary classroom.
MED 605: Enhancing Literacy for the Special Needs Student (3 credits)
The course, designed for prospective special education classroom teachers, develops skills for the development, teaching, and enhancing of literacy skills: language, reading, and writing. Students review current and developing research and classroom practices that encourage the acquisition and improvement of those skills through learning strategies that can be used in classroom experiences.
MED 610: School Law and Social Advocacy (3 credits)
This course examines the federal and state legislation and court rulings that govern urban education. A review of legal concepts and procedures provides essential knowledge about the rights and responsibilities of educators and the students they serve. The study of legislation and significant court rulings that have promoted equity, educational opportunity and social justice summarizes the contributions of advocates who have worked to transform urban education.
MED 611/MBA 612: School Finance (3 credits)
This course is designed to help the prospective administrator understand how schools function from a financial prospective. Students learn the essentials in school accounting, budgeting, financing, investing, financial regulations and requirements, and computer application. The principals’ role in effective budget performance is emphasized.
MED 613: School Facilities Management (3 credits)
This course is designed to help the prospective administrator understand how school facilities are managed. Students learn the essentials of school plant management, school construction, school building design, school building technology requirements, outdoor facilities, busing and traffic pattern design, and parking requirements. The principal’s role in effective facility design and management is emphasized.
MED 615: Literacy Learning in the Content Areas (3 credits)
This course is a study of the extension and enhancement of reading and writing skills into secondary education. Participants will explore the conceptual ideas underlying the teaching of reading and writing in the content areas, the importance of reading skills to students’ understanding of specific subject matter content, and the reading strategies for the three phases of cognitive processing (preactive, interactive, reflective). The course content will focus on the application and integration of reading and writing strategies into existing curricula.
MED 620: Teaching Science and Mathematics in Cross-Cultural Settings (3 credits)
Theories and effective strategies for teaching science and mathematics are studied. Instructional planning and evaluation methods that address the needs of students from diverse cultural backgrounds and with various ability levels are examined.
MED 650: Functions of School Supervision (3 credits)
This course is designed to provide a framework to help future principals gain the necessary skills to apply the emerging concepts and principles of school supervision to the practical, everyday situations in which administrators, supervisors, coordinators and teachers are working. Interpersonal relationships that lead to the improvement of instruction, data collection for the purpose of analyzing classroom teaching, staff development, in-service program development, and staff selection are discussed. The influence of special needs learners, race, gender and other social issues is analyzed where appropriate for this course.
MED 660: Teaching Strategies for Business, Computer and Information Technology, K-12 (3 credits)
Teaching of Business, Computer, and Information Technology is a comprehensive course designed to present the theory and methodology to develop, teach and evaluate instructional lessons and units relating to business subjects including accounting, business law, career development, communication, computation, economics and personal finance, entrepreneurship, information technology, international business, management, and marketing. Students will also learn about establishing and administering advisory committees, business clubs, and work experiences. Applications are appropriate to the elementary, middle, and high school.
MED 661: Teaching Strategies for Secondary English (3 credits)
This course will focus on the study of research-based teaching methods and the educational measures required satisfying the PDE and NCTE standards for teacher certification. The student will demonstrate the ability to analyze and apply models of instructional approaches and to apply learning assessments in the areas of literature, reading skills, writing, and language development. All instruction will be designed to meet the needs of diverse learners.
MED 662: Teaching Strategies for Secondary Mathematics (3 credits)
This course is a comprehensive study of how to plan and deliver instruction in the areas of mathematics that are taught in today’s secondary schools. Topics include lesson planning and implementation, use of instructional media and materials including mathematical computer software, and learning theories in mathematics education.
MED 663: Teaching Strategies for Secondary Social Studies (3 credits)
Study of research-based teaching methods and education measures required to meet the needs of students in social studies classrooms, including lesson planning and implementation, use of instructional media and materials, and the processes of teacher-student and student-teacher interaction.
MED 664: Teaching Strategies for Secondary Science (3 credits)
This course is a comprehensive study of how to plan and deliver instruction in the areas of science that are taught in today’s secondary schools. Topics include lesson planning and implementation, use of instructional media and materials including science computer software, and learning theories in science education.
MED 670: Student Teaching (7 credits)
This course is designed to provide situations in which student teachers learn and practice varied techniques of teaching while working with “real students” under the direction of a certified teacher in a public or private school. Based on their areas of certification students will be placed in two different seven week placements. A student teacher could be placed in one 14 week placement based on his/her needs or at the request of the school district.
MED 672: Student Teaching Seminar (2 credits)
Seminar meetings are an extension of the student teaching process and are conducted immediately proceeding and on an every other Monday basis throughout the clinical experiences of teacher candidates. The Seminar provides guidance in clinical experiences as well as review of current educational research and issues related to professional development. Students will receive guidance and support in their student teaching assignments as well as direction related to the process of obtaining Pennsylvania Department of Education certification, securing a teaching position, and furthering their professional development in the teaching profession.
MED 680: Research Seminar (3 credits)
This course is a supervised experience culminating in the completion of a research project that was designed in MED 520, Educators as Researchers. The research project is the culminating and integrating effort for Master’s students. It involves the original investigation of a problem of limited scope and contributes to the body of knowledge in the field of education. Through the research process, students become and feel more expert in a focused field of inquiry. Students produce a written product that documents a synthesis of the appropriate literature in the filed, the methodology used, their research findings, and an analysis and discussion of those findings.
MED 685: Principal’s Internship (3 credits)
This is a required seminar and supervised field experience for those individuals seeking principal’s certification. The student submits to an adviser a comprehensive proposal for a unit of work to be done under the supervision of a currently active building principal. The observation and supervision of teachers, along with other selected units of work from such areas as scheduling, budget preparation, staff development, curriculum, community relations, extracurricular activities, etc., comprise the list of acceptable projects for interns to complete. All proposals must be approved by the faculty advisor and sanctioned by the administration of the school where the field experience is to occur. In addition to the field experience, seminar meetings are conducted every other week for a period of two hours for all administrative interns for the duration of the semester.
School Nurse Courses
NUR 410 –Professional Nursing V: School Nursing (5 credits)
The registered nurse will learn the knowledge and skills necessary to protect the school-aged child from health related barriers to the learning process and to improve education outcomes for all school age children through health promotion and illness/injury prevention strategies. The nurse will also learn to access school/community resources to assist students and their families with their physical, emotional, and spiritual health during various stages of their development. The historical, ethical, legal, social, political, economical, transcultural, and philosophical aspects of school nursing will be discussed and analyzed throughout the course. The diverse roles of the school nurse and the models and concepts of practice in the school setting will be researched. NUR 410 includes a one hundred hour clinical practicum. Pre-Requisites: must be taken in the last 8 credits of the RN-BSN Completion Program, PSY, 21, MED 505.
NUR 510: School Nursing (5 credits)
The registered nurse enrolled in graduate studies will learn the knowledge and skills necessary to protect the school-aged child from health related barriers to the learning process and to improve education outcomes for all school age children through health promotion and illness/injury prevention strategies. The nurse will also learn to access school/community resources to assist students and their families with their physical, emotional, and spiritual health during various stages of their development. The historical, ethical, legal, social, political, economical, transcultural, and philosophical aspects of school nursing will be discussed and analyzed throughout the course. The diverse roles of the school nurse and the models and concepts of practice in the school setting will be researched. 100 hour clinical practicum.
NUR 520: Health Assessment: School Population (3 credits)
This course is designed to prepare the professional registered nurse to learn physical assessment skills and apply those skills with clients within the school population. Students have the opportunity to learn and practice taking health histories and completing physical assessments in the school setting. Critical thinking skills are integrated into the course to help the students to learn to work autonomously to assess the physical needs of students and staff members. Transcultural nursing issues are discussed throughout the course to prepare students to assess clients from diverse populations. Prerequisite/Corequisite: A valid license to practice as a Registered Nurse in Pennsylvania, evidence of CPR certification, documentation of a current criminal background and child abuse history clearance (a positive report may result in non-progess in the program; State and Federal guidelines are followed), evidence of professional liability insurance, self-report health record including required immunizations and signed HIPAA compliance form.
NUR 610: Coordinated School Health Program Design (3 credits)
This course is designed to prepare the education professional to implement a Coordinated School Health Program in his or her school district. Students critically examine the interactive components of a Coordinated School Health Program (CSHP) from a variety of perspectives and prepare a CSHP educational and promotional tool suitable for use in a Targeted Awareness Campaign. Using a local school district as a working model, students individually complete a comprehensive school health survey and collaborate with others in the district to set goals and develop a shared vision regarding a CSHP. Although this course is a requirement for those students pursuing an M.Ed. with School Health emphasis, enrollment is open to any post-baccalaureate student.
NUR 620: At Risk School Environments: Emergency Planning and Response (3 credits)
This course equips the student with knowledge and skills to respond appropriately in a variety of emergency situations, including creating action plans which should be followed to protect life and preserve property from the effects of unexpected events within the school community. Legal and ethical considerations and the role of the family/community will be integrated throughout the content. Advances in technology, the increase in school violence, and the threat of terrorism have created the recognition of the need for schools to be prepared for a variety of threatening situations. Although this course is a requirement for those students pursuing an M.Ed. with School Health emphasis, enrollment is open to any post-baccalaureate student.
Interdisciplinary Courses (M.Ed. only)
COR 510: Moral Leadership (3 credits)
This course introduces students to a philosophy of education that provides the skills necessary to assume a prominent place in shaping the vision, mission and activities of their employers and professions. This course is also designed to help students study the importance of systematic reform of political, economic and social services, in remedying the problems that plague urban school systems, social services and society generally. It also helps them understand the importance of openness to new analyses and strategies for change in addressing social problems.
COR 600: Organizational and Professional Ethics (3 credits)
This course explores the ethical dilemmas faced by leaders in nonprofit organizations, business, education, and other professions. It examines the concept of professional ethics applied to an organizational structure. Ethical theories and organizational decision making strategies are discussed. Students are challenged to process ethical dilemmas through thought and actions that promote socially responsible professional behavior, social justice, and the human dignity of each individual involved. Students participate in experiential exercises and analyze case studies to apply theories and concepts to real world situations. (To be taken with the final 12 credits.)
