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Food Science, Nutrition, and Management |
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FS 4222 - Food Service Operations
In this course, the student is introduced to the principles and practices of production management. Students perform all aspects of meals, including planning, ordering, preparing and presenting. Quality control is stressed.
Prerequisite(s): FS 1205 Principles of Professional Cooking.
2 hours Lecture and 3 hours Laboratory
3 credits
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FS 4223 - Seminar (Food Science)
A review and discussion of the literature concerned with advancements in the food industry are features in this course.
Prerequisite(s): Senior standing or permission of instructor.
1 hour Lecture and Discussion
1 credit
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FS 4224 - Food Product Development
Criteria considered in the development and production of a food product are the topics of this course. The format of the course is designed to draw upon and expand by application material from the Food Science areas of chemistry, nutrition, microbiology, statistics, and engineering. Sensory evaluation, packaging, and engineering economics will also be introduced.
Prerequisite(s): Senior status in Food Science or Food Technology specializations or permission of instructor.
2 hours Lecture and 3 hours Laboratory
3 credits
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FS 4228 - Meat and Meat Products
A study of slaughtering, post mortem handling, meat fabrication, and further process and package systems. The microstructure and microbiology of meats is covered in conjunction with meat inspection, safety systems and quality evaluation.
2 hours Lecture and 3 hours Laboratory
3 credits
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FS 4229 - Food Service Marketing Strategy
This course surveys the history and basic principles of marketing and advertising as they relate to the restaurant industry. Past and current trends and the arc of the restaurant in America and consumer behavior, product branding, promotion, menu writing and design, food photography, social media, crowd sourced criticism, influence and influencers, and the instagram effect.
Prerequisite(s): BA 2017 - Principles of Marketing or permission of Instructor.
3 hours Lecture
3 credits
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FS 4232 - Legal Aspects of Foodservice Management
This course is designed to help food service managers and owners prevent legal problems, or minimize the harmful effects of legal situations. Federal, state, and local laws and regulations are discussed on topics including liability, patron civil rights, employee relation, contracts, and security. How to choose and work with an attorney will also be discussed.
3 hours Lecture
3 credits
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FS 9918 - Sports Nutrition
Sports nutrition is the study and practice of nutrition and diet with regards to improving anyone’s athletic performance. Nutrition is an important part of many sports training regimens, being popular in strength sports and endurance sports. 1 hour lecture, 1 credit
1.00
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FS 9920 - Org Insp Trng Processing
This is an experimental course; please contact the department chair for additional information.
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FS 9922L - Food Preservation & Processing
A lab for Food Preservation and Processing.
0.00
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SR 4041 - Student Research
This course is designed for students of all majors who are of sophomore status and above with a minimum cumulative GPA of 2.7 and who have a serious desire and potential to undertake a research project. After obtaining the approval of a faculty mentor, students intending to register for Student Research will need to submit a 1-2 page proposal to the Student Research Committee for approval. Proposals should include an abstract, project timeline, budget, and any funding requests. For registration in the fall semester, a proposal should be submitted no later than April 20 and for registration in the spring semester, a proposal should be submitted no later than Nov. 20. Once approved, registration is through the student’s departmental chair. Students, mentors and committee members will meet throughout the semester, with student presentations at the end of the semester.
Contact hours dependent on number of credits registered for this course
1-3 credits
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Graduate Education |
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EDU 8005 - Educational Leadership and Change Theory
This course focuses on organizational and leadership theories as they relate to K-12 and higher education institutions. The course will also reference the impact of diversity, culture, and change on educational institutions. Through linking theory to practice, future leaders will be empowered to make decisions utilizing data, plan strategically, and engage stakeholders in comprehensive strategic planning.
3 credits
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EDU 8010 - Using & Integrating Learning Techniques
This course is designed to ensure that future educational leaders will have strong knowledge and use of current and emerging technologies to assist with the teaching and learning process and to facilitate the management of complex organizations. Students will demonstrate strategies for using and implementing multimedia, hypermedia, and electronic networking to implement in their own school settings.
3 credits
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EDU 8011 - Superintendent Leadership, Policy And Politics
This course will focus on the current issues in education policy. Students will explore the role of participants and the procedures used in the development of public policies effecting educational organizations. The content focuses on the complex political, societal, economic, and global issues that impact schools and districts. Students will examine issues and case studies on topics including federal accountability, federal and state legislation, diversity, inclusion, gender equity, social justice, and equal opportunity. Other topics include the role of unions, growth of charter schools, school reform movements and the educational leader’s role and application of the PA Leadership Standards.
In addition, this course focuses on organizational and leadership theories as they relate to K-12 institutions. The course will also address the impact of diversity and culture in respect to change in educational institutions. The key competencies for change begin with leadership built on competence and character. This course will help leaders think strategically about promoting and supporting organizational change that leads to improvements in instruction, learning and student achievement. Change, even in the smallest increment, often meets with resistance. Throughout this course, leaders will explore strategies to support teachers and principals in making and sustaining significant changes in practice.
This course will survey a variety of the leaders in respect to Education Policy, Change Theory and overall Education Leadership to help aspiring leaders develop their own definition of Leadership. By linking theory to practice, leaders will be empowered to make decisions to plan strategically, communicate effectively, build culture and community, and engage stakeholders. Each person’s background experiences will influence the way the leader defines and implements a leadership persona.
The course will be highly interactive. As such, the quality of the class experience will be a function of engagement in class activities. The course will rely heavily on interactive lecture, group discussion, and leadership scenarios.
3.00
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EDU 8012 - Planning & Managing Financial Resources
This course is designed to prepare educational leaders to understand and prepare a system-wide budget plan that allocates resources aligned with the system’s needs. Topics include budget planning related to facilities management, curriculum, and personnel as well as school finance issues related to capital projects, borrowing, and debt. Additional topics include strategic planning approaches, building assessment, energy, and community development.
3 credits
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EDU 8013 - Plan and Manage Fin Res for H.E.
This course is designed to prepare educational leaders to understand and prepare a system-wide budget plan that allocates resources aligned with the system’s needs. Topics include budget planning related to facilities management, curriculum, and personnel as well as school finance issues related to capital projects, borrowing, and debt. Additional topics include strategic planning approaches, building assessment, energy, and community development.
3 Hours Lecture
3
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EDU 8014 - Superintendent Management of Financial Resources and Negotiations
Superintendent Management of Financial Resources and Negotiations
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EDU 8015 - Introduction to Educational Research
This course focuses on major methods and techniques of educational research and provides students with the knowledge and skills for the critical evaluation of research. Students will become familiar with the dissertation format and begin the process to outline possible research topics and design methodologies.
3 credits
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EDU 8016 - Superintendent Legal & Ethical Leadership and Diversity
Superintendent Legal & Ethical Leadership and Diversity
3.00
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EDU 8023 - Qualitative Research Methods
This course focuses on the major methods and techniques of educational research and provides the skills for the critical evaluation of educational research. There is an emphasis on qualitative research focusing on designs and methodologies, theoretical and interpretive frameworks, ethical considerations, standards of validation, and introductory data collection, analysis, and reporting. Students will design a sample project incorporating qualitative research methodologies.
3 credits
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EDU 8025 - Research Methods
This course will study educational research methodology.
3 Credits
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EDU 8026 - Quantitative Research Methods
This course will study educational research methodology from the more quantitative viewpoint with an emphasis on univariate and multivariate analyses, correlational studies, multiple regression analysis, analysis of covariance and various factorial analysis designs. Focus will be placed on understanding these approaches and how to implement them for individual research questions. Students will design a sample project incorporating quantitative research methodologies.
3 credits
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EDU 8030 - Legal and Ethical Leadership
This course focuses on the most current laws at both the state and federal levels and their impact on the operation of educational institutions for leaders. Both state and federal statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation, and court decisions that may impact the rights and responsibilities of faculty, students, and parents will be studied and analyzed. The course is structured to assist educational leaders in acquiring the knowledge and skills necessary to ensure that the management of their educational institution through adherence to the law produces a safe, efficient and effective learning environment for all students, while consistently advocating for children and maintaining professional integrity.
3 credits
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EDU 8035 - Leadership, Diversity & Societal Change
This course studies the impact of diversity, culture, ethnic origin and societal change on educational institutions and the emerging leadership styles resulting from these factors. Leaders will be prepared to meet the challenges of cultural diversity and rapid societal change in organizations. There is a focus on how language, gender, race, tradition, education, economic structure and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of all of these factors on leader’s behavior will be studied.
3 credits
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EDU 8042 - Practicum & Field Exp Hi-Ed I
This course will prepare future leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year.
3 Hours Lecture
3
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EDU 8043 - Superintendent Practicum and Field Experience I
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent intern supervised by a certified school superintendent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year.
3 credits
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EDU 8044 - Superintendent Practicum and Field Experience I
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations.
This course requires a student to complete a practicum with a minimum of 120 hours supervised by a certified school superintendent or the equivalent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and strategies for substantial improvement in teaching and learning.
1.00
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EDU 8045 - Practicum & Field Exp Hi-Ed II
This course will prepare future leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year.
3 Hours Lecture
3
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EDU 8046 - Superintendent/Higher Ed. Practicum and Field Experience II
This course will prepare future school district leaders and leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year.
3 credits
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EDU 8047 - Contemporary Topics in Higher Education
This course explores theories, policies and approaches for conducting purposeful negotiations and resolving conflicts. The context includes legislation, legal issues, and alternatives to litigation. Current research findings are integrated with support for various approaches in conflict resolution.
3 Credits
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EDU 8048 - Practicum & Field Exp Hi E III
| This course will prepare future leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. |
3 Hours Lecture
3
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EDU 8049 - Superintendent/Higher Ed. Practicum and Field Experience III
This course will prepare future school district leaders and leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year.
3 credits
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EDU 8050 - Superintendent Practicum & Field Experience III
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations.
This course requires a student to complete a practicum with a minimum of 120 hours supervised by a certified school superintendent or the equivalent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and strategies for substantial improvement in teaching and learning.
1.00
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EDU 8051 - Professional Development and Supervision
This course examines the components of educational leadership that relate to the supervising process and professional growth. Both theory and practice are emphasized. The clinical supervision model is highlighted along with the model of supervision as mandated by ACT82. Best practices in staff development are discussed and students will engage in ways to design, implement and evaluate staff development programs, manage resources and create a culture of teaching and learning with an emphasis on learning.
3 credits
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EDU 8053 - School and Community Partnerships and Public Relations
This course is designed to assist future leaders with communication skills in the context of large, complex systems and personal one-on-one or small groups, successful strategies for responding to the politics associated with schools and navigating the waters of elected boards are discussed and simulated through role play and case studies. Students will study concepts of public relations and develop a site-based plan to promote and event, activity, or concept and solicit feedback for evaluation.
3 credits
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EDU 8054 - Program Design, Development, and Evaluation
This course is designed to assist practicing school leaders to implement, analyze and monitor the various processes and components of a comprehensive curriculum, instruction and assessment system in a school district. Current methods of curriculum and program design, development, and evaluation will be studied. Implications for supporting and sustaining high quality instruction and learning will be addressed through the relationships and importance of coherence among curriculum, instruction, and assessment. This course will introduce students to the tools and resources available to fully analyze and utilize data-driven decision-making. The role of structures for school improvement will be examined, including standards-based reform, professional learning communities, supervision and professional development and communication. Students will develop and submit an applied research project in the form of an Action Plan for School Improvement based on the current research and evidence of best practices.
3 credits
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EDU 8055 - Legal and Ethical Leadership, Diversity, and Societal Change
Legal and Ethical Leadership, Diversity, and Societal Change
1.00
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EDU 8056 - Leading Comprehensive Student Support Services
This course prepares students for district-wide responsibilities related to the coordination of the various functions included in pupil personnel services. Emphasis is placed on the management and supervision of school counseling, child accounting, health services, school psychology and special education within a school district. The responsibilities for coordinating student services within a school district are outlined and studied, including, but not limited to, over-representation of diverse learning in special education, prevention and early intervention, and effective instructional strategies for students with disabilities in inclusive settings. Program and staff development functions as well as curricular and administrative duties of the student services department are highlighted. Policies and procedures related to the delivery of pupil services as related to community, state, federal and local social agencies are examined.
3 credits
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EDU 8057 - Negotiations & Conflict Resolution
This course explores theories, policies and approaches for conducting purposeful negotiations and resolving conflicts in the educational arena. The context includes legislation, legal issues, and alternatives to litigation. Students will learn about the use of resource management, including labor laws, labor negotiation protocols, recruitment, personnel assistance and development, and evaluation procedures. Current research findings are integrated with support for various approaches in conflict resolution.
3 credits
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EDU 8058 - Negotiations & Conflict Management/Managing Financial Resources
TBA approaches for conducting purposeful negotiations and resolving conflicts in the educational arena. The context includes legislation, legal issues, and alternatives to litigation. Students will learn about the use of resource management, including labor laws, labor negotiation protocols, recruitment, personnel assistance and development, and evaluation procedures. Current research findings are integrated with support for various approaches in conflict resolution.
3.00
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EDU 8059 - Educational Policy, Politics & Current Issues
This course will examine the current issues in education policy. Students explore the role of participants and the procedures used in the development of public policies effecting educational organizations. The content focuses on the complex political, societal, economic, and global issues that impact schools and districts. Students will study issues including diversity, federal accountability, legislation, inclusion, unions, gender equity, social justice, and equal opportunity.
3 credits
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EDU 8060 - Instructional Design Theory
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This course will examine instructional design systems with the intent of designing instruction for use in a variety of instructional formats. An emphasis will be placed on learner analysis, instructional goals and objectives, assessment and evaluation, and instructional strategies. Students will apply theories and best practices to create pedagogically sound learning experiences.
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3.00
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EDU 8061 - Economic Development of Higher Education Organizations
This course explores the application of economic principles to the study of policy and to the solution of economic problems in complex organizations. Included are discussions of major economic theories and their relationship to leadership decision making in the corporate, not for profit, and public policy arenas. This course is designed to identify and analyze factors that contribute to the successful economic development of organizations. Topics will include risk assessment and management, leadership skills, sources of funding and successful economic policies. Case studies of both successful and unsuccessful economic development will be analyzed.
3 credits
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EDU 8062 - Paradigms in Instructional Assessment
This course will explore the different paradigms of assessment and the ways in which assessment of student learning in the classroom informs instructional design. Students will consider the nature of classroom assessment information (summative, formative, and ipsative) through the framework of how it impact student achievement, how teachers interpret and work with assessment results, and evaluate emerging issues in assessment such as digital technology and ethics and equity.
3.00
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EDU 8063 - Philanthropy & Resource Development in Higher Education
This course will study the historical, economic, political, social, and psychological foundations of philanthropy in our society as well as the ethical, legal, and financial aspects of organizational resource development. The role of leadership strategies for acquisition, maintenance, and stewardship of resources will be explored. Students will review successful fund raising campaigns and develop a prototype fund raising campaign.
3.00
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EDU 8064 - Innovation & Entrepreneurship in Higher Education
This course will introduce students to the role institutions of higher ed play in fostering innovative discoveries. A focus will be applied to financial, budgetary and economic development practices as they pertain to institutions of higher education. Students will develop skills and knowledge to recognize effective leadership in a dynamic, ever-changing higher education environment.
3 credits
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EDU 8065 - Education Across Cultures
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In a world that is increasingly interconnected, this course will examine the concepts of Dimensions of Multicultural Education to build an understanding and appreciation for the history, culture and traditions of others that lead to preparing students to function as effective citizens in a global world. The course will focus on dimensions, history, and goals of multicultural education and examine issues of gender equity, race, disability, giftedness and language diversity involved in curriculum and instruction.
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3.00
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EDU 8066 - Student Services & Co-Curricular Activities in Higher Education
This course examines the comprehensive nature of student issues as a vital component in the evolving learner-centered environments of higher education. Theory and practice are used to guide the discussion, investigate the issues, and generate solutions. Students investigate and seek potential solutions to authentic problems facing leaders in student affairs such as enrollment management, diversity, safety, student induction, advising and counseling, placement testing, career development, residential life, health services, student activities, etc.
3 credits
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EDU 8067 - Faculty and Academic Governance in Higher Education
The purpose of this course is to provide an intensive introduction to the organization and governance of colleges and universities. It is designed to familiarize students with the faculty, academic and administrative contexts and organizational cultures within which they may be employed. Theoretical underpinnings of organizational behavior relating to individuals and groups and organizational theory relating to the organization itself will be studied.
3 credits
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EDU 8068 - Curriculum Design for Exceptional Learner
This course will examine Universal Design for Learning (UDL) as an instructional design model that helps ALL students learn by accommodating their difference. Students will consider the foundations of teaching and learning in an inclusive classroom; how to plan and implement effective curricula and pedagogy; examine evidence-based behavioral, cognitive, and social strategies in instructional practices; and consider leadership and administrative support of inclusive practices.
3.00
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EDU 8069 - Policy Development and Analysis in Higher Education
This course will examine current issues of higher education and analyze future trends. Various approaches to policy development and their applications are studied from institutional, state, federal, legislative, and international perspectives. Students will refine their knowledge and skills needed to plan and execute sound and innovative approaches to advance the institution’s mission to key publics.
3 credits
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EDU 8070 - Design Thinking, Creativity and Problem Solving
This course will explore the components of the design thinking process for problem solving. It will review the historical and current application of design thinking; examine several design processes in education that include but are not limited to human-centered design, and design for authentic inquiry. The concepts explored in this course will build insight into how design-based processes, principles, and mind-sets can be integrated in teaching and learning.
3.00
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EDU 8071 - Online Learning Instruction and Asssesment
This course will examine the various modalities of on-line instruction and learning. Synchronous and asynchronous instruction strategies and techniques will be reviewed. Various software platforms which enhance the online instructional and assessment process will be researched. An in-depth understanding of the challenges and rewards of using an on-line learning model will be developed. Various avenues and resources for conducting assessment of students’ work and progress will be studied. Support systems for assisting students in need of accommodations and remediation will be researched.
3.00
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EDU 8072 - Networking & Infrastructure
The Networking and Infrastructure course will take an in-depth look at the hardware and software needed to successfully implement an online instructional program. Hardware requirements for instruction, assessment and remediation will be examined. System design, implementation, network backup options, security risks and safeguards will be researched. Financial requirements and restraints will be explored along with purchase and lease options.
3.00
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EDU 8073 - Media Literacy & Equity
This course will examine the 21-century learning skill which supports social justice and equity. Providing students from different backgrounds with equitable on-line instructional programs/models will be explored. The challenges of providing hardware, software and connectivity to an array of students will be examined. The need for various media options within the same organization will be examined and reinforced through designed research activities.
3.00
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EDU 8074 - Digital Media Design
This course will offer the participants the opportunity to examine various opportunities for students to implement their technical and creative skills in areas such as video gaming, websites design, art medias and the performing art arena. Hardware and software applications that enhance such learning opportunities will be reviewed and tested. Safeguards for working in such an environment will be discussed. Instructional programs implementing digital media design as the core instructional focus (cyber arts) will be studied.
3.00
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EDU 8075 - Object-Oriented Programming
This course will examine object-oriented programming - a programming paradigm based on the concept of objects - objects in the form of data and code. Data in the form of fields, and code in the form of procedures. The course will examine the ever evolving world of robotics and the opportunity to enhance instructional practices across curricular avenues with the utilization of such a platform. The vast array of programming options from simplistic to complicated, inexpensive to costly, individualized to team building, and short-term to long-term production requirements will be researched.
3.00
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EDU 8076 - Business Operations
This course will discuss the general business operations performed in a school district. In addition, traditional procedures and processes along with short and long-term financial and functional planning will be examined. The Pennsylvania Department of Education (PDE) Account Code Requirements and applications will be reviewed. Debt structure/service, borrowing and new revenue resources will be discussed. Techniques, timeline requirements and the utilization of social media will be studied in respect to the budget presentation process to the Board of Education and Community.
3.00
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EDU 8077 - Facility Management
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This course will focus on various components of facility management in school districts. General operational functions including custodial, maintenance, safety and security and facility usage will be reviewed. Staff management, recruitment, retention and trends in collective bargaining agreements will be explored. Short-term and long-term capital project designs will be examined and created in addition to the various processes to prioritize capital project needs and upgrades of a district. Software applications to assist with budgeting, facility usage and staff management in relationship to addressing the work load/order will be researched. Finally, budget management in respect to staffing, materials, capital projects from a short-term and long-term lens will be reviewed.
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3.00
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EDU 8078 - Food Service/Athletic Ops
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This course will examine the components of a food service program in a school district. Federal and State regulations/mandates will be researched. The development food offerings based on such guidelines will be explored. Operations from an in-house structure and a contracted service option will be compared and contrasted. Contracts for a contracted service option and collective bargaining agreements will be examined. Strategies and guidelines for procurement of product will be reviewed. Various preparation and serving designs will be examined. Finally, operational cost from the perspectives of product, staffing, and contractors will be investigated.
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3.00
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EDU 8079 - Information Technology
The course in Information Technology will focus on the non-instructional side of technology. Infrastructure planning from the lens of a district-wide perspective down to individualized building designs will be examined. The general operation requirements of a technology support network will be discussed. Finance - purchasing vs. leasing - will be explored in conjunction with product life-span and utilization. The overall budgetary impact of a technology network will be investigated in respect to the budget process with regard to short-term and long-term issues and challenges.
3.00
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EDU 8080 - Transportation Management
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This course will focus on the various components of a K-12 transportation system. General operating procedures in conjunction with State and Federal mandates will be explored. Routing software systems will be examined. The oversight of personnel and driver requirements will be reviewed. Course participants will compare and contract in-house systems vs. contracted services and determine the strengths and challenges of each option. Financial constraints and parameters will be researched including reimbursement formulas, subsidies, fuel cost options, capital investments and personnel costs.
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3.00
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EDU 8081 - Art & Science of Leadership
This course will introduce students to art of leadership and discuss the positive and negative issues regarding leadership at the highest levels in today’s society. Debate and examination of topics will occur around questions such as do you really want to be a leader in today’s everchanging world? What blend of Management and Leadership mindsets best fit the culture and personalities of today’s educators? Why is it important to develop a system that allows leadership conversations to occur inside an administrative team, and where do you stand as an individual on the leadership ladder? This course will describe relationship building and how effective relationship building builds trust and unite individuals to work toward a common goal.
1.00
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EDU 8082 - Acquisition and Development of a Strong Leadership Team
This course will discuss the challenge of acquiring and developing a talented leadership team that allows your organization to flourish and move in a positive direction. The challenge of honing one’s judgement skills, leading other high-potential individuals, and removing obstacles to allow a leadership team to lead will be primary topics of consideration. In addition, being curious and knowing when to ask the right questions of your team, knowing how and when to change when circumstances dictate change is necessary are topics that will be debated during this second in the seminar series.
1.00
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EDU 8083 - Academic Writing for Dissertation
This seminar is designed to orient the doctoral candidate to the specific level of scholarly writing required for the dissertation. Topics will include: overview of essential grammar and mechanics, word choice and usage, developing the scholarly persona in written work, and documenting assertions. Writing for a specific purpose and the four types of academic writing will be reviewed, discussed, and identified in writing samples. The knowledge and skills acquired in this seminar will then be applied to students’ own writing.
1.00
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EDU 8084 - Strategic Planning & Organizational Success
This course will discuss the benefits of comprehensive, strategic, and tactical planning. This includes the importance of sharing the vision, mission, and goals of the organization with boards of education, administrative teams, instructional and support staffs, students, and the community and the importance transparency holds in this regard. The students will demonstrate how planning is able to cohesively bring stakeholders with different views together in an effort to work toward common goals. The class will discuss learning from successes as well as failures, inspiring people during turbulent times, and creating personal goal setting criteria, which will move individuals as well as the district as a whole, to success.
1.00
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EDU 8085 - Writing Process for the Dissertation
This seminar continues the Writing for the Dissertation series of seminars. The focus of this seminar is on the actual process of conceptualizing and writing the dissertation document, chapter by chapter. The focus will not be on specific content critique, but rather on the process of achieving chapters that meet dissertation criteria and style. Workspace, time management, writing habits, research strategies, proofing tools in word processing to be used systematically during the process, specific writing strategies for chapters will be discussed and practiced.
1.00
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EDU 8086 - Technical Writing for the Dissertation
In this final of three sequenced writing seminars, doctoral candidates will demonstrate proficiency in formatting in accordance with the Delaware Valley University Dissertation Manual. They will use Microsoft Word tools for layout, editing, creating figures and tables in accordance with the most current edition of the APA Publication Manual (currently the 7th edition). The most basic elements will be reviewing and setting Proofing elements in Word. Also included will be: levels of headings auto-generation of Table of Contents, Lists of Figures and Tables, and page numbering.
1.00
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EDU 8090 - Dissertation Preparation
This seminar will provide doctoral students with information on the dissertation process and proposal format and enable them to develop and refine ideas for potential research. This course will assist students with topic development and offer consideration for qualitative/quantitative methodologies.
3 credits
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EDU 8092 - Dissertation Design I
This seminar will provide doctoral students with information and guidance on the dissertation process and proposal format in order to guide the development of chapters one and three of the dissertation.
3 credits
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EDU 8094 - Dissertation Design II
This seminar will provide doctoral students with information and guidance on the dissertation process and proposal format in order to guide the development of chapter two of the dissertation.
3 Hours Lecture
3
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EDU 8096 - Dissertation Data Analysis
This seminar will provide doctoral students with information and guidance required to analyze, interpret and format research data as part of the dissertation process.
3 credits
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EDU 8098 - Dissertation Maintenance Seminar
Students requiring additional time to complete the dissertation may register for billable/zero credit seminars as necessary.
3 credits
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EDU 8099 - Dissertation Defense
3 Hours Lecture
0
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GE 6005 - Connecting Students Career Goals WithyCore Subjects: Technology Education
This course is designed for master level teachers K-12. It is mean to support continuing education for teachers who are interested in learning how to incorporate Technology Education topics in the courses they teach in order for their students to learn how to apply tools, materials, processes, and systems to solve problems and provide benefits as a contributing member of society. Teachers will demonstrate knowledge of content, process and skills to provide students with a holistic approach to learning and to offer unique opportunities to apply numerous academic concepts through practical, hands-on applications.
3 Hours
3 Credits
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GE 6006 - Connecting Students Career Goals WithyCore Subjects: Communications
This course is designed for master level teachers K-12. It is mean to support continuing education for teachers who are interested in learning how to incorporate communication skills in the courses they teach in so K-12 students can practically apply these skills in their future professions and/or everyday life. Communications is a diverse area of study with many applicable skills. These skills give teachers several options and connect students and their career goals.
3 Hours
3 Credits
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GE 6007 - Creating a Brain Compatible ClassroomyDifferently
This course will explore the ways brains work with regard to learning.
3 Hours
3 Credits
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GE 6008 - Connecting Student Career Goals WithyCore Subjects: Civics and Government
This course is designed for K-12 master level teachers. It is meant to support graduate education for teachers who are interested in learning how to incorporate Civics and Government topics into the courses they teach.
3 Hours
3 Credits
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GE 6009 - Connecting Students Career GoalsyWith Core Subjects: Arts & Humanities
This course is designed to support continuing education for teachers who are interested in learning how to incorporate real-world arts and humanities themes in the courses they teach in order for their students to learn how to practically apply these skills in their future professions and/or everyday life. Students will demonstrate an understanding of various aspects of arts and humanities in accordance with weekly topics on how arts and humanities content supports core standards.
3 Hours
3 Credits
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GE 6011 - Connecting Students Career GoalsyWith Core Subjects: Mathematics
This course is designed to support continuing education for teachers who are interested in learning how to incorporate real-world mathematical skills in the courses they teach in order for their students to learn how to practically apply these skills in their future professions and/or everyday life. Students will demonstrate an understanding of various aspects of mathematics in accordance with weekly topics on how mathematical content supports core standards.
3 Hours
3 Credits
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GE 6012 - Creating Meaningful Experiences toyAchieve Classroom Success
This course will show educators how to design compelling learning activities that engage students in their own learning by helping them develop practical life skills as well as critical thinking skills. Teachers will learn to apply the SCORE model which has five sets of specific criteria that are characteristic of highly effective, brain-compatible activities. These criteria will be used to analyze the activities in which they participate as well as those they plan, ensuring that each includes relevant life skills, meets curriculum requirements, addresses organizational issues, plans ahead for desired results, and assesses effectiveness. Teachers will learn how to infuse lessons from the entire learning process - introductory, informational, practice, review and culminating - with the kind of highly active learning that transforms both student and subject matter.
3 Hours
3 Credits
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GE 6013 - Differentiated Instruction
This course will provide educators with the essential knowledge and skills to implement differentiated instruction (DI) successfully in their own classrooms. DI, a widely respected, research-based instructional approach, provides teachers with effective, manageable strategies for meeting the needs of an increasingly diverse student population within the context of today’s challenging standards based curriculum. Teachers will gain expertise in understanding and implementing a broad range of strategies associated with three essential, distinguishing components of differentiated instruction. First, the teacher’s role as guide and facilitator in a classroom environment specifically designed to support self-directed student learning and student teacher collaboration. Second, the interdependent nature of flexible grouping and assessment in a DI classroom. Third, the adaptation of curriculum content, processes and products to provide students with entry points to learning that match their readiness, interests and/or learning profiles.
3 Hours
3 Credits
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GE 6014 - Cooperative Learning in the Classroom
This course will help educators teach students to work effectively in groups to achieve subject-matter mastery and develop interpersonal skills. In-class activities are paired with site-based action research to provide teachers with the opportunity first to observe and experience these strategies as learners, then to use their insight and expertise as they apply these strategies in their own classrooms and subject-matter areas. Teachers will be equipped to guide their students not only to academic success in the short term, but also to long-term success through the development of the critical skills: collaborative problem-solving, teamwork, self-evaluation, effective communication, and shared decision making.
3 Hours
3 Credits
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GE 6015 - Introduction to Statistical Data and Research
This course is a comprehensive approach for students needing to conduct qualitative or quantitative research. The course will focus on the practical problems encountered in research beginning with the formulation of the research question and continuing through the preparation of the final research document. This course is designed to examine the theories, techniques, and methodologies of research currently employed for the analysis of educational and social sciences initiatives and investigations. Emphasis will be placed on applying knowledge of research techniques and methodologies to the critical analysis of published research. Students will be exposed to research methodologies as they investigate various statistical designs and test measurements.
3 credits
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GE 6016 - Why and How Boys and Girls Learn Differently
This course will first focus on examining and discussing various research articles available outlining the differences in the ways males and females learn in the classroom.
3 Hours
3 Credits
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GE 6030 - Theory and Application of Educational Administration
This course offers a comprehensive and historical overview of the field of educational administration. Students will examine the processes, foci, models of behavior, and techniques for problem solving in the field of educational administration. Primary foci of the course are theories of educational leadership including: leadership styles and decision-making models, staff supervision and evaluation, staff support, mentoring, and development, team building and cultivation of school culture that promotes learning.
3 credits
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GE 6035 - Teaching and Supervising Diverse Student Populations
This course is designed to enhance instructional skills essential to working with special needs populations, talented and gifted learners, English language learners, varying cultures and unique student populations based on the emerging aspects of a diverse society. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully teach school students who have connections with topics related to special education, talented and gifted education, the English language learners, bilingual education, economically disadvantaged, gender issues, and racial diversity by understanding their relationship to student achievement and school climate. Graduate students will study the history, programs and legislation of each program as they relate to school and its daily operation. State requirements will be examined as will program requirements falling under the ESSA legislation. Program design will be presented as will its impact upon the school and the process of meeting the educational needs of students. Case studies and practical application of program specifications will be utilized in the study of this course.
3 credits
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GE 6041 - Leading a Comprehensive Literacy Curriculum: Design and Implementation
This course is the first of 7 courses that comprise the University’s Reading Specialist Program. Designing a comprehensive literacy curriculum is critical to establishing the fundamental skills in reading and writing. The course will begin with the research of the science of reading, the “Big Six” components of reading, and the underlying processes for reading, and progress into teaching and developing a comprehensive literacy model at all levels. At the conclusion of the program, students will be able to lead the design and implementation of a research-based comprehensive literacy curriculum in their school. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators.
3 Hours Lecture
3 Credits
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GE 6042 - Literacy Curriculum, Instruction, and Assessment: K-3
This course is the second of seven courses that comprise the University’s Reading Specialist Program. This course focuses on the identification, analysis, and correction of reading problems using current standards, research-based strategies and materials used in the language arts PreK-3 educational setting. This course examines various language arts curricular programs, concepts, instructional techniques and assessments that positively impact student learning and success.
3 Hours Lecture
3 Credits
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GE 6043 - Literacy Curriculum, Instruction, and Assessment: 4-12
This course is the third of seven courses that comprise the University’s Reading Specialist Program. The course will begin with an overview of assessments that impact literacy success through multiple measures of data. The course will continue through researching ways to use data to improve literacy outcomes, followed by effective alignment to the PA Core Standards and instructional practices to support success. At the conclusion of the course, teachers will have created lesson plans that are PA Core aligned, rigorous and meeting the needs of all students. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators.
3 Hours Lecture
3 Credits
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GE 6044 - Pedagogy and Methodology based on Orton-Gillingham
This course is the fourth of seven courses that comprise the University’s Reading Specialist Program. The focus of this course is on the research-based Orton-Gillingham methodology. It will address the essential research-based components of reading instruction and strategies that support effective reading and writing instruction. This course will address the multisensory approach to decoding, spelling, English Orthography, and grammar. Students will be required to connect the components of a multi-sensory structured lesson plan and design instruction that reflects an understanding of relevant content. This course is essential for any educator who is responsible for the teaching of reading and writing and provides specific interventions for at-risk learners.
3 Hours Lecture
3 Credits
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GE 6045 - Reading Difficulties: Special Education and Interventions
This course is the fifth of seven courses that comprise the University’s Reading Specialist Program. This course will examine Special Education laws and disabilities, focusing primarily on reading disabilities. The variety of assessments that are used to identify reading disabilities and the research that supports those assessments and strategies will also be examined. Creating Individual Education Program (IEP) goals and interventions to support those goals will be developed through the use of case studies and practical situations.
3 Hours Lecture
3 Credits
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GE 6046 - Reading across the Curriculum/English Learner (EL)
This course is the sixth of seven courses that comprise the University’s Reading Specialist Program. The course will begin with the development of a definition of disciplinary literacy and its criticalness. The course will continue through exploring strategies that are effective within specific disciplines, followed by effective alignment to the PA Core Standards. Educators will learn how to embed culturally responsive practices into instruction and how to involve families in the learning. At the conclusion of the course, teachers will have created lesson plans that are PA Core aligned, rigorous and meeting the needs of all students. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators.
3 Hours Lecture
3 Credits
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GE 6047 - Reading Practicum based on Orton-Gillingham
This course is a supervised, field-based practicum in which students focus on addressing the needs of children who struggle with literacy. Implementation of literacy lessons will be prescriptive in nature based on the needs of the class, small group, or individual student. Students will be required to develop lessons that follow the format of and include the components of the Orton-Gillingham research-based methodology. This course builds on the knowledge, skills, and experiences gained in the previous six prerequisite courses. This course provides an opportunity to apply what was learned while working directly with children in a real-world setting.
6 Hours Lecture
6 Credits
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GE 6060 - Organizational Development, Change Theory and Staff Development
An examination and study of individual and group behaviors as they relate to structuring and managing educational organizations are made. The student will focus on issues and challenges of organizational dynamics, leadership, system theories, governance and decision-making, communication, change, problem-solving, conflict management and information systems. The concept of staff development will be presented as essential to the forward progress of the organization, in the school setting and as part of the school improvement processes.
3 credits
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GE 6065 - Leadership and Management of Special Education Programs
This course examines research and practice related to the development and administration of Special Education programs. It will provide a common language and knowledge of the leadership competencies needed as well as the theory development as it relates to individuals and organizations. The student will analyze existing approaches in schools/organizations with a special emphasis on leadership, decision-making, motivation and creating change. The student will also become familiar with the types and levels of support to address the varying needs of children with disabilities.
3 credits
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GE 6070 - Instructional Leadership and Supervision
Roles of contemporary administrative leadership and supervision, with respect to educational program design and management, quality assessment, interpersonal relations, staff effectiveness and the leadership role and process are examined and studied. Through the process of case studies, this course will focus on the skills of leadership decision-making that will help meet the challenges that schools encounter at all levels of leadership.
3 credits
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GE 6080 - Foundations of Instructional Technology for Teaching and Learning
This course will provide a hands-on approach to the selected methods of instructional technology within the classroom. Students will engage in computer work and instructional software to facilitate the learning process. Students will examine and study various methods of instructional technology for classroom teaching and learning. This course will focus on popular technology related issues in current educational settings. Students will explore web and computer based instructional design software. Students will examine the integration of educational technology in classroom settings through job experiences, web-based resources, video case studies, and in-class discussions. The goal of the course is to help students achieve a greater understanding of issues and techniques related to the integration of educational technology in K-12 educational settings.
3 credits
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GE 6091 - Assessment Theory and Design to Support 21st Century Learners
This course will provide teachers with the research behind effective assessment practices.From knowing what to assess to when to assess to how to assess, students will learn how to design effective assessments to meet student and teacher needs. Students will learn about design features of various types of assessments, including multiple-choice tests, constructed-response tests, portfolio tasks, and performance assessments. One of the key principles discussed in this course is the essential alignment of assessment with curriculum and instruction.
3 Hours Lecture
3
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GE 6092 - Problem Based Learning Design for 21st Century Learners
This course is designed to provide an in-depth review of Project-Based Learning. The course will focus on the essential elements of PBL and the correlation between its instructional design and the research of how the brain learns. Students in the course will develop a PBL unit that incorporates all of the design elements of a driving question, entry event, alignment to curriculum and 21st century standards, and assessment. PBL units will be presented as a final project.
3 Hours Lecture
3
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GE 6093 - Teaching Math for Success in the 21st Century Elementary Classroom Policy
In the 21st century, students not only need an in-depth understanding of mathematics but an enthusiasm for using math to innovate and solve real world problems. This course is designed to provide teachers opportunities to deepen their own understanding while exploring the research regarding how students develop the practices necessary to use mathematics flexibly. Students will examine both the rationale and intentions of the Common Core Standards as well as NCTM’s Principles and Standards as a foundation for our work. Translating their learning into an instructional planning process that purposefully connects the practice and content standards to ensure mathematical reasoning and communication are a means for developing mathematical understanding as well as sharing solutions is the overarching goal. Formative assessment techniques, models for differentiation, and various practices for promoting thoughtful discourse will be studied throughout to ensure that teachers gain the skills necessary to make mathematical understanding accessible to all learners in their communities.
3 Hours Lecture
3
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