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Education Graduate Course Offerings

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

This course is designed to prepare teachers to utilize and assess formal as well as informal assessment instruments so as to evaluate and interpret relevant data. Topics include rubrics, portfolios, special education evaluation reports, statewide assessment reports ad informal assessments used for the purposes of planning instruction and/or evaluating instructional strategies. Legalities, regulations ethical considerations, bias and assessments of students from culturally and/ or diverse backgrounds are addressed. A field experience is required.

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. Participants 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 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 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 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 – Elementary Students with Disabilities 3 credits

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 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 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 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 fi eld 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 will prepare teachers to provide effective instruction for individuals with high incidence disabilities within a framework of understanding of exceptional students. First, an understanding of the philosophical, legal and historical foundations of exceptional students will be created. Then, a knowledge base regarding specific learners with high incidence disabilities will be developed and applied to: assess individual student learning needs, design instruction based upon those needs, and implement an appropriate instructional plan using evidence based effective instructional practices. A field experience is required.

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 (undergraduate) to maximum of eight (post-baccalaureate), consecutive week placement.

SPE 525 Autism Etiology and Characteristics of ASD 3 credits

This course provides class participants 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 evidence-based 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 hour fi eld 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 3 credits

(cross-listed as EDU 549)

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 and Instructional Strategies 3 credits

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