Master of Education
Master of Education at Waynesburg University
Education is changing at all levels, and the demand is high for dedicated teachers and administrators. The Graduate Education Program strives to prepare teachers who embrace learning and dedicate themselves to service and leadership in the profession. The Graduate Education Program includes a number of options
Concentration in Athletic Administration
M.Ed. in Athletic Administration
M.Ed in Athletic Administration with Principal Certification
For your convenience, Waynesburg offers these exciting degree and non-degree programs at three suburban Pittsburgh locations (Southpointe, Monroeville, and Seven Fields). Classes meet one night per week (6:00pm.-10:00pm) every eight weeks.
Waynesburg University offers students in all of our programs the practical experience, small classes, and personalized instruction from our professors.
In order to be admitted to ALL Graduate Education Programs, the student must have met the following criteria:
- B.A. or B.S. degree from an accredited institution of higher education
- Formal application
- Official college transcripts
- Additional Program requirements must also be met. Please see specific programs.
Students seeking admission into a graduate education program may be admitted on a regular or a conditional basis. Regularly admitted students are students who the admissions committee determines have the preparation to successfully complete the program. Students who do not meet the above admission criteria may be considered for conditional admission after a personal interview with the program director.
Conditionally admitted students may enroll in a maximum of four courses (12 credits). Upon completion of the four courses and fulfillment of any specified conditions, the student's record and admissions criteria will be reviewed to determine the student's potential for successfully completing the program. If the evaluation of all relevant admission criteria is positive, the student's admission status will be changed to reflect a regular admission.
EDU 505. Introduction to Educational Technologies 3 credits
A survey of the applications of traditional and emerging technologies related to curriculum, research, online learning environments, distance learning, teacher professional development and school reform. Students will have firsthand experience with the utilization of a wide range of technologies and Web resources. Examination of issues of technology related to the present and future concerns in education will be addressed.
EDU 507. Curriculum and Instruction Leadership 3 credits
This course focuses upon the curriculum development process and the role of the principal in that process. Students will explore contemporary trends and challenges in the development of curriculum and academic standards in the 21st century school and will develop a strategic plan to enhance student achievement.
EDU 508. Contemporary Issues in Technology 3 credits
An exploration of the current trends and issues facing K-12 educators in providing educational and information technology to staff and students. The course also provides a broad overview of current instructional websites and equipment that can be used in traditional, as well as online school settings. Ethical guidelines, federal and state laws and regulations, including copyright, censorship, local board policies and professional organization guidelines for technology in education will also be addressed. Students will collaborate with classmates to design a working district technology policy and will conduct independent research on current educational technology topics of interest.
EDU 509. Integrating Technology with Teaching and Learning 3 credits
An application of technology tools to the teaching and learning environment. Students will prepare web-based units of study that addresses the approved Pennsylvania State Academic Standards for a selected discipline and the NETS standards for technology usage by students. These units will require K-12 students to use technology for research and problem solving. The projects will also be applicable to distance learning and / or online learning environments.
EDU 515. Educational Assessment 3 credits
An analysis of assessments that utilize technology applications and involve multiple indicators of academic progress. Students in this course will formulate technology based performance outcomes and develop rubrics with clear criteria for assessing achievement. This course will explore the many practices, strategies and tools that can be used to assess K-Adult students authentically via portfolios.
EDU 516. Assessment, Data Collection and Technology 3 credits
This course emphasizes data-based instructional decision-making. Students will learn to use various technologies to access and analyze student performance data, compile performance reports, and make long term, strategic leadership decisions.
EDU 517. Instructional Leadership and Program Evaluation 3 credits
The Instructional Leadership and Program Evaluation course is for school leaders at all levels who want to develop effective programs through assessment, evaluation, and sound leadership in order to tailor structural change that meet the needs of an educational community. Students will explore the current state of American education with a historical view, examine and question an array of concepts and theories used in the process of program/curriculum development, create a needs assessment to identify their educational needs, analyze their particular educational system, and evaluate programs. A major requirement of the course will be the development of a project in which students will design an educational program with its curricular components, analyze data, evaluate it, identify needs and changes, and design a plan. The plan will include strategies that effective educational leaders must use to create effective systemic change.
EDU 518. Online Course Design and Instructional Strategies 3 credits
In this overview of online pedagogy and online course creation, the participant will develop effective online content for their subject area that actively engages the student learner by using student collaboration, inquiry-based learning, and other student-centered classroom techniques. Participant will integrate the tools, techniques and technologies introduced in the other courses in this program into an online course management system to create a complete online unit. In addition to course creation, participant will explore best practices for online instruction such as facilitating online discussion participation, providing digital feedback, developing an online voice, managing accommodations, creating appropriate grouping, and designing effective assessments. Participant will model compliance with acceptable use guidelines, copyright and other issues relevant to 21st century teaching and learning technologies.
EDU 519. Practicum 3 credits
A structured practical working experience for a minimum of 75 clock hours in an educational setting under the supervision of an Instructional Technology Specialist. Students will consult with administrators, faculty, school-age students (K-12) and parents to evaluate available technology and to put into practice those resources that meet student needs. The emphasis will be placed on collaboration and leadership skills for technology integration.
EDU 521. Introduction to Multimedia 3 credits
An introduction to multimedia production techniques using image software, video software, scanners, digital cameras and digital video cameras. Strategies for teaching and managing a classroom with 2-3 computers and multimedia equipment will be explored. All of the techniques used in this class are applicable to either standard classroom activities or may also be utilized for online or distance learning environments as well.
EDU 522. Advanced Multimedia 3 credits
An opportunity to learn about the design and implementation issues involved in the utilization of software applications for education and training purposes. It is a hands-on-course that requires the completion of several different educational software projects. While the project can take any form, it is assumed that each student will produce projects that will be multimedia, digital audio/video and /or web-based.
EDU 525. Project 3 credits
An independent study, culminating activity for students in the Master of Education in Instructional Technology Program. The student will develop a comprehensive faculty training package related to an area of interest approved by the course instructor. The project will provide a six to ten hour training experience that is project based. The final project will be archived on a CD and submitted to the Program Director.
EDU 527. Telecommunications and Networking 3 credits
A course to prepare students to plan, design, construct and evaluate computer and telecommunications networks. It is designed to be useful for teachers, librarians, and administrators considering potential applications of computer, network and telecommunications technologies. By applying both theoretical and practical knowledge, the course will facilitate examination of telecommunications networks and their impact upon the educational process.
EDU 529. Thesis (Independent study) 6 credits
An individual systematic study of a current issue or problem related to educational technology. Methodologies may be either qualitative or action research.
EDU 535. Foundations and Social Determinants of Education 3 credits
A study of the current issues and trends in education and their historical, sociological, and philosophical backgrounds. This course provides a critical overview of historical, intellectual, social and political foundation of American education emphasizing the analysis of differing views regarding the relationship of public schools and American society.
EDU 536. Educational Psychology: Developing Learners 3 credits
A study of psychological concepts and principles that impact the teaching and learning process for middle and secondary students. This course will focus upon the application and integration of psychological principles and developmental theory in the classroom including: physical, cognitive, social and affective development. Prerequisite: Introduction to Psychology at the undergraduate level.
EDU 537. Exceptional Individuals 3 credits
An introduction to the philosophical, legal and historical foundations of the education of exceptional students including individuals with disabilities and/or giftedness. The models and theories of typical/atypical growth, behaviors and the current identification criteria used to describe the characteristics of exceptional learners will be emphasized. A field experience is required.
EDU 538. Instructional Design and Curriculum Development 3 credits
An examination of instructional design theories applicable to both training and educational environments. Students will investigate the factors influencing curriculum and instruction and apply appropriate instructional design to the development of educational materials for adult learners or students in the K-12 classroom.
EDU 539. Reading, Writing and Speaking in Content Areas 3 credits
This course will focus on the methods, theories and materials of teaching the reading process and utilizing writing and speaking in the content fields of Biology, Chemistry, English General Science, Math, and Social Studies. A field experience is required. EDU 545. Teaching Methods for Secondary Content Areas 3 credits A study of the concepts, theories, and methods for teaching at the secondary level. The course explores instructional planning, teaching strategies, classroom management, and assessment in the context of the secondary classroom. A field experience is required.
EDU 546. Student Teaching 5 credits
Student teaching in a secondary school setting under the sponsorship of a general education classroom teacher with supervision shared by the sponsoring teacher and Waynesburg University faculty.
EDU 547. Seminar in Secondary Student Teaching 1 credit
This course will reflect the contemporary issues a beginning educator will face. These issues will include but not be limited to: school law, alternative assessments, classroom management, learning styles, technology, teacher certification, and portfolio review. Course taken concurrently with EDU 546.
EDU 548. Advanced Studies in Special Education 3 credits
This course will explore current legislation, litigation, issues and trends in the field of special education. Contemporary topics in the field will be critically examined and evaluated.
EDU 549. Teaching in the Inclusive Setting (cross-listed as SPE 547) 3 credits
This course is designed to provide the teacher with essential collaboration skills. Various collaboration techniques and procedures will be explored. The use of the skills in the collaborative and consultative teaching models will be emphasized.
EDU 555. The Adult Learner 3 credits
This course serves as an introduction to the major issues and concerns in the field of adult education as both a formal field of study and a context for professional practice.
EDU 556. Behavioral Intervention 3 credits
This course is designed to prepare prospective special education teachers to manage the classroom using applied behavior analysis, positive behavioral support methods and problem-solving strategies. Students will learn to implement behavioral interventions based on functional analyses of behaviors. A field experience is required.
EDU 557. Instructional Intervention – 3 credits
Elementary Students with Disabilities This course is designed to prepare prospective special education teachers to plan, organize, adapt, and present instruction in several curricula areas. The use of consultative and collaborative approaches known to facilitate success of PreK-6 students with disabilities in inclusive education programs is emphasized. A field experience is required.
EDU 558. Instructional Intervention – Secondary Students with Disabilities 3 credits
This course is designed to prepare prospective special education teachers to use strategy-based interventions to plan and present instruction for at-risk adolescents in grades 7-12 that take place in strategic environments that incorporate goals, expectations, resources, materials and active learning. The course focuses on how to effectively apply instruction and strategy learning in several curricular areas when teaching students at risk. A field experience is required.
EDU 559. Assessment—General and Special Education 3 credits
This course is designed to prepare general and special education teachers to select and administer formal and informal assessment instruments and to evaluate and interpret assessment data including special education evaluation reports, statewide assessment reports, and informal assessment reports for the purpose of planning instruction and evaluating instructional strategies. Legal provisions, regulations and ethical considerations regarding biases in formal and informal assessments of students from culturally and/or diverse backgrounds are addressed. A field placement is required for completion of class.
EDU 565. Literacy Remediation 3 credits
This course provides a study of theory, research, assessment, and instructional strategies specific to literacy remediation. The emphasis will be upon providing a framework for assessing and teaching students who struggle with the literacy skills of reading and writing. A field experience is required.
EDU 566. Faith and the Christian Teacher 3 credits
This course provides a study of the role that a Christian teacher plays in our public schools. There exists much confusion over whether or not teachers must leave their faith outside the classroom. Current and prospective educators will explore their legal rights and responsibilities as they relate to faith.
EDU 567. The English Language Learner 3 credits
This course is designed to prepare teachers to address the instructional needs of English Language Learners. The emphasis will be upon increasing awareness of the impact of culture and language skills upon the student learning experience and the acquisition of knowledge and skills to enhance the literacy and academic experiences of students in grades K-12 who are classified as English Language Learners. A field experience is required.
EDU 568. Internship 3 credits
A minimum of 180 clock hour, onsite, faculty supervised and principal mentored field internship that is aligned with the Pennsylvania Leadership Standards. The internship is designed to provide students with a structured, practical experience with the day to day activities of the school principal. The course will be taken in conjunction with EDU 585.
EDU 575. Special Education Leadership 3 credits
This course focuses upon the role of the principal as the building level leader in the area of special education and diversity awareness. Students will become familiar with special education legislation, policies and procedures as well as instructional strategies for students with learning differences.
EDU 576. Management Information Systems 3 credits
An introductory management information systems course providing the student with a broad exposure to information systems theory and practice. The focus of the course is upon key managerial issues concerned with the role of information systems in organizations. Although the course will examine the functions of technical areas within organizational systems, there is no assumption that the students bring a background of technical expertise in computer programming, network management or telecommunications.
EDU 577. Supervision and Management 3 credits
This course focuses upon theory and practice specific to the role of the principal as the building level manager and supervisor. Topics addressed will include strategic planning, school reform, financial analysis and decision making, school safety, personnel recruitment, selection, mentoring and retention, and professional development.
EDU 578. School, Community Relations 3 credits
This course focuses upon the role of the principal in the development of positive school-community interactions and the development of a learning community dedicated to fostering student achievement. Topics addressed will include consensus building, communications strategies, family involvement, advocacy, and professional integrity.
EDU 579. Leadership Field Experience 1 credit
A minimum thirty six clock hour, onsite, faculty supervised and principal mentored field experience that is aligned with Pennsylvania Leadership Standards. The student will engage in project-based activities that will require application of skills and knowledge specific to the role of the principal in the school setting. Students will register for one credit hour of Leadership Field Experience at the same time they register for EDU 507, 516, 575, 577, and 578. Three credits of Leadership Field Experience may be applied toward the MEd in Educational Leadership.
EDU 585. Seminar in Educational Leadership 1 credit
This course will be based upon the Pennsylvania Leadership Standards and will address issues and concerns faced by the beginning principal. The course will be taken concurrently with EDU 568. Pass-Fail grade.
EDU 595. Special Topics 3 credits
Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the Director of Graduate Programs in Education.
EDU 597. Independent Study 1-6 Credits
Independent research on topics specific to the field of education. Prerequisite: Permission of the Director of Graduate Programs in Education
EDU 599. Educational Research 3 credits
A study of research through the investigation of current research practices in the field of education. Students will examine the methodology and interpretation of both qualitative and quantitative research and the writing skills and processes needed to develop a research proposal.
GRD 999. Graduate Advisement 1 credit
Registration for this course allows for continuous enrollment in a graduate program, and provides the student with ongoing faculty guidance, supervision, and use of University resources as the final program requirements are being implemented and evaluated. Prerequisite: completion of all required courses. Pass-fail grade.
SPE 505. Teaching Students with High Incidence Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with high incidence disabilities. The emphasis will be upon increasing the awareness of general, high incidence disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the high incidence disability population.
SPE 506. Teaching Students with Low Incidence Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with low incidence disabilities. The emphasis will be upon increasing the awareness of general, low incidence disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the low incidence disability population.
SPE 507. Special Education Processes and Procedures 3 credits
This course is designed to provide the knowledge and skills required to implement federal and state mandates for the provision of special education services. The emphasis will be placed upon an examination of the evaluation tools and assessment techniques used in the evaluation, identification and ongoing assessment of students with special needs, the development of the Individualized Education Program (IEP), and the use of the IEP as a guide for individualized instruction.
SPE 508. Technology to Support Instruction 3 credits
This course provides a comprehensive look at the range of technologies available to support students with special needs in the school setting. The emphasis will be upon the selection and utilization of appropriate technologies to enhance the student learning experience.
SPE 509. Content Area Instructional Strategies 3 credits
This course is designed to prepare educators to support students with learning disabilities in content area classes. The course emphasizes organization, adaptation, and utilization of effective instructional techniques and student-centered learning strategies to meet the individual learning needs of the student with a learning disability across the content areas.
SPE 515. Teaching Students with Autism Spectrum Disorders 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with autism spectrum disorders. The emphasis will be upon increasing the awareness of general, autism spectrum disorder-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the autism spectrum disorder population
SPE 516. Teaching Students with Behavior and Emotional Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with behavior and emotional disabilities. The emphasis will be upon increasing the awareness of general, behavior and emotional disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the behavior and emotional disabilities population.
SPE 517. Practicum 3-6 credits
An on-site special education teaching experience working directly with students with special needs under the direction of a highly qualified special educator with shared supervision by the host teacher and Waynesburg University faculty. Student is required to complete a six, consecutive week placement.
SPE 525. Autism Etiology and Characteristics of ASD 3 credits
This course provides class participants are provided with an overview of the characteristics, etiology, and prevalence of autism spectrum disorders (ASD). Emphasis will be placed on collaborative strategies to develop and implement comprehensive individual educational programs based on meeting the unique needs of learners with autism in inclusive environments. The course will highlight evidencebased practices and enhancing collaboration among individuals with ASD, their families, and supporting professionals. 20 hour field experience required.
SPE 526. Behavioral Analysis and Interventions for Students with ASD 3 credits
This course provides class participants with the knowledge and skills necessary to develop, implement and evaluate the impact of positive behavior support and applied behavior analysis. Emphasis will be placed on understanding the function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors. The course will include functional behavior assessment and positive behavior support as foundations of appropriate behavioral intervention in keeping with the Individuals with Disabilities Education Act. 20 hours field experience required.
SPE 527. Communication and Social Competence for Students with ASD 3 credits
This course provides students with an overview of typical language acquisition and development as compared with students with Autism Spectrum Disorders. The course emphasizes the visual aspects of language learning as well as the notion of "communication as behavior" and addresses the role of alternative and augmentative communication technologies to support individuals with ASD. Additionally, this course introduces students to the common sensory integration issues often associated with Autism. The course provides techniques used for language development and collaboration with families and related service providers, as well as focusing on the importance of teaching skill-generalization across multiple settings and situations.
SPE 547. Teaching in the Inclusive Setting (cross-listed as EDU 549) 3 credits
This course is designed to provide the teacher with essential collaboration skills. Various collaboration techniques and procedures will be explored. The use of the skills in the collaborative and consultative teaching models will be emphasized.
SPE 548. Advanced Special Education Processes, Procedures 3 credits
and Instructional Strategies This course builds upon information provided in SPE 507. Separate sections will be offered for students in the PreK-8 and 7-12 Special Education certification programs. PreK-8 certification candidates will focus upon the development of the individualized Family Services Plan (IFSP) as well as effective instructional practices for students with special needs across the PreK-8 grade band. 7-12 certification candidates will focus upon secondary transition processes and procedures as well as effective instructional practices for students with special needs across the 7-12 grade band. Prerequisite: SPE 507.