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2015-2016 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Graduate Education |
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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 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/Higher Ed. Practicum and Field Experience I
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 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 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 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, Evaluation & Development
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 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 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 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 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.
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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 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 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 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 6027 - Reading and Writing Across the Curriculum
This course emphasizes the interdisciplinary approach to all curriculum areas and their related importance to the Reading and Writing process. Students will explore the interconnections of language and literacy to build a knowledge base and understanding of how children learn to read and write in the elementary stages and progress into independent readers and writers in the pper grades. The rationale for this course is two-fold: 1) learning the language arts is important because the elements are powerful tools for learners to create and share personal meaning, and 2) teaching the language arts is critical because the components represent powerful potentials for learners to understand and transform their social worlds. Course content includes a comprehensive approach for educators who are seeking innovative and practical methods targeting best practices for teaching reading and writing across the curriculum spectrum. Students will develop the necessary competencies to understand and implement highly effective strategies that have been thoroughly researched in educational literature pertaining to present day classroom teachers.
3 credits
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GE 6030 - Theory and Application of Educational Administration
A comprehensive and historical overview of the field of educational administration and general supervision are presented within this course. An examination of the tasks, processes, role development, models of behavior, communication and techniques of educational administration, designed to assist the prospective school administrator or supervisor in their respective leadership role, is the course’s primary focus.
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 & Gifted Education, the English Language Learners, Bi-Lingual 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 NCLB 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 6055 - Human Development, Communication and Learning
This course is a comprehensive approach that explores the major theories of learning by tracing their historical development and considers how they relate to modern educational practice. The course describes learning from early childhood through adulthood using the concept of lifelong learning as the intended goal. Major learning theories are applied to the development, implementation and evaluation of program growth as it applies to schools. A companion focus of this course includes individual and group behaviors, communication theory, decision-making, conflict resolution and organizational dynamics as they relate to promoting educational change, staff development, innovation and general school improvement.
3 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. 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 use 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 into 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 6115 - Principles, Methods, Development, and Assessment of Curriculum
This course examines how curriculum is developed, as well as, the approach to design and implementation. Strategies for collaboration with peer educators and colleagues toward the development and modification, scope and sequence, pacing, spiraling, integration, graphic organization, and mapping will all be an integral part of this course. This course is geared towards classroom teachers who are interested in understanding major American curriculum movements and their underlying philosophies. Coverage spans all major curriculum processes such as development, classroom use, and evaluation by emphasizing the importance of a clearly defined purpose of education as a first step in curriculum development or revision, and as a necessity for classroom use and evaluation.
3 credits
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GE 6130 - School and Community Relations
The focus of this course is an investigation and study of the principles, skills, tasks, practices and communication ability of the school administrator to help maintain open communication between the school and the community. This course is designed to help administrators manage information about their schools and to receive or disseminate it properly. The study of various media and constituents, as well as a variety of experiences relating to the public relations function of the school and district, is treated as a function of administrative leadership.
3 credits
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GE 6136 - Educational Trends and Development
This course will focus on the major trends in education, as well as, the successes, best practices and the failures of the educational system. The goal of this course is to help students develop into teachers who become reflective practitioners who are well aware of issues pertaining to the educational profession. The course will explore the social, cultural, political, historical, and philosophical contexts of schools, and use the perspective gained as context to consider present day educational issues. Educational issues are pressing concerns in our society. The course will help students develop an understanding of the background of today’s public debates around schooling and will introduce ways in which educational thought and research address big topics. It introduces the students to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and administrators face in today’s schools. Throughout the course, several aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching standards and expectations. This course provides a foundation for understanding the educational profession while staying abreast of current educational trends and changes.
3 credits
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GE 6140 - School Personnel Administration
A broad, in-depth review of human resources in educational administration is the focus of this course. The quality of a school system’s human resources are given special consideration through the presentation of how members are recruited, selected, inducted, developed, appraised, compensated and protected through justice and bargaining processes. The function of the human resources program as staff developer for programs such as EEOC, affirmative action and the American with Disabilities Act will be the focus of this course.
3 credits
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GE 6155 - Design, Development and Assessment of Instruction
This course is designed to develop a rationale and specific procedures for designing instruction that leads to positive outcomes The course blends current instructional design trends with the latest cognitive psychological research on teaching, testing and assessment. Topics to be considered include current methods of instruction, design and development of teaching, planning tasks, decision-making, testing and assessment and ethical issues that face the evaluator. Sample evaluation criteria will be provided along with real-life examples and a wealth of ideas for implementing the instructional design/assessment process.
3 credits
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GE 6178 - The Special Needs Student
This course will reflect the education standards for special education promulgated by the Pennsylvania Department of Education. Students will learn how to best service students with cognitive, behavioral, and/or physical disabilities. The history and legal aspects of Special Education will be a focus of this course. This course is designed to further develop the attitudes, knowledge, and conceptual and technical skills required by teachers to help them identify the educational goals of students and to select or design and implement relevant, meaningful, and beneficial instructional strategies for effective learning by students with special needs. With a continued increase in the special needs population, educators are legally responsible for understanding and carrying out the duties for all special needs students. This course will inform and lend itself to strengthen the skills of teachers to assure they are meeting the elements prescribed for each individual student. This course prepares teachers to become critical thinking professionals who will be able to demonstrate knowledge and awareness of special populations of children with exceptional needs by modeling best teaching practices.
3 credits
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GE 6220 - School Law
This course focuses on teachers, their legal authority in the classroom, and the essential knowledge of school law needed for public school educators. School law provides an application of facts, attitudes, and skills necessary for effective performances in specific teaching, supervising, school service, or administrative roles. The course includes an analysis of selected general legal principles, cases, and statute laws. Topics will include copyright and software licensing, privacy and confidentiality, censorship, acceptable use of policies, local and State regulations, the legislative process, school governances, church and state, civil rights, student and parent rights and responsibilities, teacher rights and responsibilities, collective negotiations, tort, contracts, legal research as well as general knowledge of teacher boundaries in the legal sense.
3 credits
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GE 6225 - Special Education Law
Special Education Law is a core course required of all students participating in a certification program for Supervisors of Special Education. This course will provide an intense review of the regulations and major court decisions under the Individuals with Disabilities Education Act (IDEA). Special attention will be given to the Pennsylvania regulations and cases in its jurisdiction. It will also include attention to the corresponding legal developments under Section 504 of the Rehabilitation Act and the American Disabilities Act (ADA). Students will become versed in the procedures leading to the evaluation, identification and program development (IEP process) for children found eligible to receive special education and the provision of a free and appropriate public education (FAPE).
3 credits
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GE 6240 - School Finance and Accounting
This course presents a broad overview and treatment of school finance, school finance reform, school accounting and school resource management Budget development and administration processes are given special attention through the study of funding sources, school accounting systems and practices and the concepts of General Accounting Principles (GAP). Students will also explore school resource management as it impacts the economics of school program.
3 credits
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GE 6244 - Learning as a Process
This course will provide an overview of the establishment of human development and the relationship to learning over one’s life span. A careful analysis delving into a range of cognitive learning theories, practices of effecting learning, steps of the assessment process, and appropriate goal setting for specific life learning stages will be the focus of this course. The course will focus on the concepts and principles that are important to educational practitioners by revealing practical implications of developmental theory and research by providing concrete applications for those who teach and work with children and adolescents.
3 credits
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GE 6247 - Action Research I
This course will be the first of two required courses in Action Research. Students will engage in the process of reflection, inquiry, and action in their own professional context. This course will assist the students in the development and planning phases of Chapters 1 and 2 of the action research project. Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about organizational change (Reason & Bradbury, 2001). The various roles and skills necessary to be an effective action researcher in the field of education will be discussed alongside of understanding proper research methodologies regarding the creation of a clear, concise research question, finding an appropriate sample population, researching the topic adequately in a graduate level, providing validity of data findings, and conceptualizing results in a manner that brings forth adequate conclusions. Topics include identifying problems to investigate, selecting appropriate research methods, collecting and analyzing data, and drawing conclusions from the research. The major assignment for the course will be the completion of Chapters 1 and 2 undertaken in an educational setting in which the student is engaged in professional practice.
3 credits
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GE 6350 - Action Research II
This seminar will focus on the research design, methods, tools and measurements of the action research project. Chapters 3 - 5 of the student’s actions research project will be completed during this course. This course will be the second required course in Action Research. It will focus on the research design, methods, tools, and measurements of the action research project. The course will assist the students in the development and planning phases of Chapters 3, 4, and 5 of the action research project. Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about organizational change (Reason & Bradbury, 2001). The various roles and skills necessary to be an effective action researcher in the field of education will be discussed alongside of understanding proper research methodologies regarding the population, sample size, data analyses, results, conclusions, limitations, and future recommendations of the research study which will comprise the final chapters of the action research project. Topics include conducting an actual study, employing quantitative or qualitative measures to analyze the data points, reporting results, testing if one’s hypotheses were correct, and providing a summary of the process by drawing conclusions from the research. The major assignment for the course will be the completion of Chapters 3, 4, and 5 undertaken in an educational setting in which the student is engaged in professional practice.
3 credits
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GE 7020 - Field Experience: Educational Leadership
The Delaware Valley College 360/300 (Pennsylvania/New Jersey) hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience needs to afford the student with sound experiences in accordance with the state competencies established for principal certification.
4 credits
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Graduate Counseling Psychology |
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ES 6040 - Prof & Ethical Issues in Counseling
This course addresses ethical and professional issues in counseling including the history of counseling psychology, the roles and functions of professional counselors and the processes involved in ethical decision making. Other topics to be discussed include: privileged communication, confidentiality, rights of the client and agency, civil commitment, and licensure. Legal, moral and ethical issues in professional counseling, including employing culturally competent interventions, will be examined.
3 Hours Lecture
3 Credits
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GCP 6010 - Career Counseling
This course addresses theories of career choice across the life span, along with cultural and social justice influences that impact experience of work. Career development theories, approaches to career decision-making, personality, assessment, and career exploration techniques are addressed. Theoretical explorations include trait and type approaches, work adjustment, and Myers-Briggs approaches. Culturally competent career counseling across the lifespan is addressed.
3 Hours Lecture
3 Credits
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GCP 6020 - Advanced Life Span Development
This course will address the major processes of human development from conception to death. Discussion will focus on critical examination of traditional and contemporary theories of human development focusing on physical, cognitive, social and emotional development across the human life span. Culturally competent implications for counseling will be addressed.
3 Hours Lecture
3 Credits
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GCP 6030 - Research Methods in Counseling
This course examines counseling research methods used to study human behavior and counseling processes. Research designs including experimental, correlation and surveymethods are examined. Course topics include the design of psychological research, data collection, basic data analysis, data interpretation and preparing an American Psychological Association research report. Students will be introduced to the elemental functions of statistical analysis software.
3 Hours Lecture
3 Credits
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GCP 6040 - Prof & Eth Iss Coun
This course addresses ethical and professional issues in counseling including the history of counseling psychology, the roles and functions of professional counselors and the processes involved in ethical decision making. Other topics to be discussed include: privileged communication, confidentiality, rights of the client and agency, civil commitment, and licensure. Legal, moral and ethical issues in professional counseling, including employing culturally competent interventions, will be examined.
3 Hours Lecture
3 Credits
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GCP 6050 - Concepts of Psychopathology & Wellness
This course will provide an introduction to human mental distress and abnormal behavior with a particular emphasis on cultural and sociopolitical contexts. Symptoms, causes, treatment, assessment, classification and diagnosis of various psychological disorders will be addressed from a strengths-oriented perspective. The biological, psychological, social and sociocultural factors involved in the development of various psychological disorders will be examined. Research related to the etiology of psychological disorders and the efficacy of current treatments, including current trends in psychopharmacology, will be presented. Students will learn how mental health problems are categorized and develop applied skills in diagnostic interviewing.
3 Hours Lecture
3 Credits
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GCP 6060 - Adv Theories Counseling & Intervention
This course addresses the theoretical approaches used in counseling, therapy and intervention. A goal of the course is to allow students with an interest in human services to better understand the options open to both counselors and clients when engaging in counseling and therapeutic processes. Students are encouraged to think about how the various approaches might fit with their personal style and beliefs about counseling. This course provides a foundation of knowledge about the major theories by addressing ethical issues in counseling, counseling terminology, the major contributors, and the culturally appropriate use of theories and interventions in the context of human development.
3 Hours Lecture
3 Credits
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GCP 6070 - Group Counseling
The experiential course addresses various approaches to group counseling and therapy. Students will learn about the theories and practices of group therapy, stages of group development and the therapeutic factors that are effective when utilizing this counseling modality. In addition, students will participate as a group member in an applied classroom group that fosters experiential learning.
3 Hours Lecture
3 Credits
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GCP 6080 - Advanced Counseling Techniques
This experiential lab-based course addresses basic and advanced skills used in counseling and helping relationships. The focus is on developing the core skills necessary to facilitate effective helping relationships while being mindful of culturally appropriate interventions. Students will apply and practice a variety of counseling skills and techniques including active listening, reflection skills, immediacy, verbal and non-verbal attending behavior, encouraging, summarizing and paraphrasing. Training is done through the use of video feedback and in-class practice demonstrations involving personal disclosure, role-play, and group and instructor feedback.
3 Hours Lecture
3 Credits
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GCP 6090 - Advanced Multicultural Counseling
This multicultural counseling course will introduce students to a variety of psychological concepts about intersecting identities and culture and how they affect interactions with others. This course focuses on understanding and working with diverse populations across dimensions including but not limited to ethnicity, race, gender, sexual orientation, socioeconomic status, gender identity, ability status, age, and religion with a particular emphasis on ethnicity. Current theoretical and research literature regarding multiculturally competent counseling practices will be addressed. Students will identify and explore their own unique ethnic and cultural worldviews and see how it affects their counseling approaches. Students are simultaneously encouraged to reflect upon one’s own sense of self, beliefs, assumptions, behaviors and social power in an effort to increase multicultural awareness and competence.
3 Hours Lecture
3 Credits
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GCP 6095 - Assessment in Counseling
This theoretical and applied course addresses the major principles, approaches, and theoretical perspectives utilized in psychological measurement and assessment. This course involves discussion of the theory and application of psychological measures of intellectual functioning, achievement, aptitude, interests, attitudes and personality. Culturally competent approaches to counseling assessment are addressed. Students will have the opportunity to gain first-hand experience administering and taking various assessment instruments. Multiple testing contexts are addressed including educational, psychological research, counseling and guidance.
3 Hours Lecture
3 Credits
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GCP 7010 - Practicum
This course helps students to develop necessary basic culturally-competent counseling skills to prepare for an internship in a variety of counseling settings. Students will engage in a 100-hour practicum placement in order to gain initial clinical experience in an agency setting. Of the 100 hours, 40 hours must be in direct clinical contact. The weekly practicum seminar is designed to provide support and supervision for students in their ongoing development as counseling practitioners. The goal is to increase awareness of the clinical & ethical skills needed to function in a professional role, gain experience with the daily operations of a counseling organization and develop an appreciation of multiculturally competent clinical practices. Students are required to carry malpractice insurance for the duration of the clinical placement.
3 Hours Lecture
3 Credits
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GCP 7020 - Internship with Seminar I
Students are required to engage in 600 clinical internship hours over the course of one year, 300 of which have to be in direct client contact. The weekly internship seminar is designed to provide support and supervision for students in their ongoing development as counseling practitioners. The goal is to continue to develop awareness of the clinical & ethical skills needed to function in a professional role, gain additional experiences with the daily operations of a counseling organization and develop an appreciation of multiculturally competent clinical practices. Students will demonstrate oral and written case conceptualization skills. Students are required to carry malpractice insurance for the duration of the clinical placement. Prerequisite: GP 7010 Practicum
3 Hours Lecture
3 Credits
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GCP 7021 - Intern w/ Seminar II
| Students are required to engage in 600 clinical internship hours over the course of one year, 300 of which have to be in direct client contact. The weekly internship seminar is designed to provide support and supervision for students in their ongoing development as counseling practitioners. The goal is to further awareness of the clinical & ethical skills needed to function in a professional role, gain additional experiences with the daily operations of a counseling organization and develop an appreciation of multiculturally competent clinical practices. Students will demonstrate oral and written case conceptualization skills. Internship with Seminar II serves as a capstone course where students will complete a final project that showcases their clinical, professional and personal development over the course of the program. Students are required to carry mal-practice insurance for the duration of the clinical placement. Prerequisite: GP 7020 Internship with Seminar I |
3 Hours Lecture
3
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GCP 7040 - Child & Adolescent Counseling
This course discusses aspects of children and adolescent development that relate to the counseling experience. Topics to be addressed include: relationships children and adolescents establish with important adults (e.g., parents, teachers, coaches), developmental processes specific to youth; multicultural influences on youth; and intervention models available. Students also will analyze different theoretical approaches to child and adolescent counseling.
3 Hours Lecture
3 Credits
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GCP 7041 - Adv Childhood Psychopathology & Wellness
This course explores the biological, psychological and social/cultural factors in the etiology, course and treatment of childhood disorders. Students will gain familiarity using the most current version of the Diagnostic and Statistical Manual. Special attention will be devoted to understanding societal definitions of normal/abnormal, and applying a developmental perspective.
3 Hours Lecture
3 Credits
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GCP 7042 - Child & Adolescent Research
This course will provide a systematic look at the process of child and adolescent psychology research by critically examining revolutionary studies in the field. Attention also will be given to special ethical considerations when conducting research with children and adolescents.
3 Hours Lecture
3 Credits
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GCP 7043 - Special Topics in Counseling Psychology
Special Topics in Counseling Psychology allows the Counseling Psychology Program to offer courses that investigate areas of inquiry and specialization not otherwise covered by the electives. These courses are offered as demand requires. The course may involve faculty with certain specific expertise or experience, course topics of special interest to students, or methods of inquiry that reflect the latest in current scholarship and practice.
3 Hours Lecture
3 Credits
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GCP 7050 - Psychology of Gender
Students will develop an awareness of the social and cultural basis of gender roles. Diverse gender identities will be examined and the implications for counseling with individuals, couples, families, and groups will be examined. This course will address the scientific literature related to gender in various cultural settings end encourage students to critically evaluate current research findings regarding the psychology of gender. Course topics include the history of gender research, gender role attitudes, theories of gender development across the lifespan, gender socialization and current issues in mental health.
3 Hours Lecture
3 Credits
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GCP 7051 - Advanced Couples & Family Counseling
This course addresses the theoretical approaches used in couples and family counseling. A goal of the course is to allow students with an interest in human services to better understand the options open to both counselors and clients when engaging in the therapeutic process from systems-oriented perspectives. Topics include family development and interventions associated with major family therapy models. Students are encouraged to think about how the various approaches might fit with their personal style and beliefs about counseling when working with families from diverse backgrounds. The course will provide a solid foundation of knowledge about the major family systems theories.
3 Hours Lecture
3 Credits
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GCP 7052 - Sexualities
This course addresses the research about the physiological, psychological, and sociocultural variables associated with sexual behavior, sexual disorders, sexual function and dysfunction, sex roles, sexual identity, gender identity, trauma and abuse, and aging. Topics addressed include the biopsychosocial assessment of sexual dysfunctions, current theoretical models, treatment strategies and ethical and considerations when working with sexuality issues in counseling.
3 Hours Lecture
3 Credits
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GCP 7053 - Advocacy & Social Justice Counseling
This courses addresses working with individuals, couples and families from a systemic lens with a particular emphasis on institutionalized social injustice and the steps necessary to promote community change. This course emphasizes theoretical approaches to social advocacy and an understanding of how social, cultural, political and economic factors influence human development, mental health and psychological well being. Social justice counseling focuses on counselors as change agents and outlines strategies to advocate for clients at the meso and macro level to challenge social inequities. Prerequisite or Co-requisite: GP 6090 Multicultural Counseling
3 Hours Lecture
3 Credits
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GCP 7054 - Independent Research
Students may engage in an independent research project under the supervision of a faculty member. The completed research project should include an extensive literature review that results in a paper or presentation suitable for a professional conference presentation or publication in a peer-reviewed journal article. Students are encouraged to work with faculty members to present their work at conferences and engage in other professional scholarly activities. This option is especially recommended for students planning on pursuing further academic studies, such as admission to a doctoral program. Prerequisite: GP 6030 Research Methods in Counseling
3 Hours Lecture
3 Credits
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GCP 7055 - Foundations of Addictions
This course addresses the research on the complex etiologies, behavioral manifestations and treatment of various addictions including but not limited to substances, eating, internet, shopping, gambling and sex. Utilizing a biopsychosocial perspective, students will explore the research on trauma, family dynamics, environment, and biological predisposition as it relates to addictive behaviors. Identification, diagnosis and various treatment models will be addressed.
3 Hours Lecture
3 Credits
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GCP 7056 - Intro to Autism Spectrum Disorders
This course provides an overview of the current clinical research about Autism Spectrum Disorders in children and adolescents. The transition to adulthood will be discussed as well. Identification, diagnosis, assessment, treatment and various interventions methods will be addressed. Students will apply information to classroom and family cases.
3 Hours Lecture
3 Credits
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GCP 7057 - Trauma Counseling: Awareness, Assessment And Treatment
3 Hours, 3 Credits
3 Hours
3 Credits
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GCP 7060 - Essentials of Private Practice
This seminar-style course is designed to provide practical information for individuals considering starting or joining a private counseling practice. Topics addressed include the pros and cons of private practice versus agency work, realities of managed care and insurance, basic business practices, building a client base, advertising, ethical issues, record keeping, insurance, professional organizations and consultation. Practical business strategies for building or joining a practice will be addressed.
3 Hours Lecture
3 Credits
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Graduate Policy Studies |
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GPS 6010 - Intro to Policy Studies
Cross-Listed As: GPS 4010
This course provides an overview of the study of public policy by exploring three different approaches to policy analysis: the behavioral, economic, and interpretive approaches. It surveys the topics central to the tasks of policy analysis: how problems are defined, how information is collected, how the relative costs and benefits of policy are assessed, how policy solutions are formulated and adopted, how government and the market succeed and fail, how analysis is utilized, and how ethics informs policy analysis. The course also emphasizes the three challenges to those who would analyze public policy: the challenge of partisanship, the challenge of uncertainty, and the challenge of pragmatism.
3 Hours Lecture
3 Credits
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GPS 6020 - Political Economy
Cross-Listed As: GPS 4020
This course is designed for students to become familiar with both the historical evolution of and ongoing developments in the international economy. Students will gain an understanding of the foundational concepts and theories of international political economy which focus on political-economic relations among international actors such as states, global corporations, and international organizations. We will center our discussions on state power and world markets analyzing the political causes and consequences of international economic policies and outcomes on societies.
3 Hours Lecture
3 Credits
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GPS 6030 - Policy Analysis
Cross-Listed As: GPS 4030
This course is an introductory exploration of policy analysis. It assumes that the student already has some familiarity with the basic concepts and terminology of public policy and public administration. This course will provide you with both rapid and more complex methods of public policy analysis. It will cover important considerations in the process of policy analysis such as identifying data sources and weighing the utility of data; establishing criteria for analyzing policies; assessing policy alternatives; choosing among policies; and monitoring policy implementation.
3 Hours Lecture
3 Credits
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GPS 6040 - American Politics
Cross-Listed As: GPS 4040
This course provides student with a broad overview of the nature of politics in the United States. National, state, and local politics are covered, as are the executive, legislative, and judicial branches. Special attention is paid to the bureaucracy, lobbyists, and interest groups and their effect on policy formation.
3 Hours Lecture
3 Credits
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GPS 6051 - Qualitative Research Methods
Cross-Listed As: GPS 4051
This graduate course in qualitative methods is designed to introduce students to the traditions and research design of qualitative methods in the social sciences, and to provide a foundation for understanding them. It presents opportunities to learn, hands-on, the primary techniques of the major data collection methods in qualitative methods. Students taking this course will design their own research project from conceptualization to the finished product and presentation. The project will require data to be collected using qualitative methods. This course is guided by the conviction that in order to make a difference, we need good and useful data derived from sound methodological approaches to research-quantitative or qualitative. Whenever we do research with a community, however, we must have “qualitative” skills regardless of how we do the actual research. This depends on the strength of the relationship between the researcher and the community. All of the skills of good qualitative research–good listening skills, good interviewing skills, good observational skills, are crucial in the design and implementation of even a quantitative survey.
3 Hours Lecture
3 Credits
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GPS 6052 - Quantitative Research Methods
Cross-Listed As: GPS 4052
This is a graduate course that focuses on applying existing quantitative methods to make informed managerial decisions.
3 Hours Lecture
3 Credits
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GPS 6110 - Agriculture, Food & Trade Policies
Cross-Listed As: GPS 4110
Contemporary government economic policies and programs affecting the U.S. agricultural and food sector will be the focus of this course. As a capstone course designation, this course builds upon the student’s understanding of economic tools and concepts as covered in previous course work. More specifically, the course will use these economic tools and concepts in the analysis and evaluation of public policies affecting agriculture and food. The influence of macroeconomic policy, the world economy, and international trade on U.S. agriculture and food sector is also discussed.
3 Hours Lecture
3 Credits
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GPS 6111 - Global Agricultural Ecology
Cross-Listed As: GPS 4111
This course is intended to help students solve the fundamental agricultural question “Why do farmers produce what they produce where they produce it”? Every item discussed in this course is aimed at solving this question.
3 Hours Lecture
3 Credits
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GPS 6112 - Agriculture & Applied Economics
Cross-Listed As: GPS 4112
Agricultural and applied economics (microeconomics) is the study of the behavior of individual economic units, such as consumers and firms, how they make their decisions and how they interact. Since the “real world” is extremely complex, we need to simplify our views of the economic players if we are to make any headway in understanding them. These simplifications are called “microeconomic models.” In this course we will study how economists form and develop these models. We will look at the simplifications economists make and ask how much “realism” is being set aside by our simplifications, and try to determine what, if any, important insights our models may prevent us from making. It is important to remember that this is a course on economic methodology, not on policy. A lot of what you learn here will be applied later in other courses you will take.
3 Hours Lecture
3 Credits
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GPS 6113 - Agricultural Prices
Cross-Listed As: GPS 4113
This course builds upon the student’s understanding of agricultural and applied economics (microeconomics) as covered in previous course work. More specifically, the course will explore the factors affecting prices of agricultural products longtime, cyclical, seasonal, and other price movements sources of information relating to production and demand factors, government activities as they relate to prices of agricultural products, and methods and problems in price analysis and forecasting. Further, the course will integrate the training the student has had in computer methods with economics, making economics a value-added tool that the student can bring to bear on his/her daily and professional life.
3 Hours Lecture
3 Credits
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GPS 6114 - Community Development & Planning
Cross-Listed As: GPS 4114
The purpose of this course is to explore the notion of community development in general, and the notion of sustainable community development more specifically. The course is not designed to give you the answer on how to achieve sustainable community development, but rather to expose you to a variety of elements and viewpoints about it. As future policy makers, part of the skill set you are learning is the capacity to integrate and synthesize a multitude of perspectives into a coherent idea - this class is ideally suited to push you in that direction. This class will hopefully enlarge your conception about what community development is and how it is pursued, as well as push you to look inward, challenge your assumptions and stereotypes about the world, and leave you with a richer (if not more confused) notion of how the world works and what can be done to make things better.
3 Hours Lecture
3 Credits
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GPS 6115 - Contesting Development
Cross-Listed As: GPS 4115
This research seminar will examine the contemporary context of uncertainty that has arisen from environmental, economic and political crises largely fueled by a hypermodern vision of development. Dwindling social gains have caused many to question the promise of development and the certitude of modernity. Through the lens of various social struggles in distinct but related spaces of the global political economy, we will explore both the limiting assumptions of development discourse and practice and the possibilities of alternative visions of progress. Students will choose a particular national, international, or transnational social struggle engaged in both the contestation and rethinking of traditional visions of development to further explore and investigate.
3 Hours Lecture
3 Credits
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GPS 6116 - Contemporary Urban & Regional Planning
Cross-Listed As: GPS 4116
The course builds on the planning basics introduced to the student in the DVC undergraduate course Regional Land Use Planning. The historical underpinnings of planning and the analytical tools of planning are reviewed. Governmental context and regulatory aspects affecting planning at the regional and local levels are addressed. The planning process and the tools and techniques of traditional and innovative land use planning and growth management are presented. The interconnection between environmental protection, infrastructure problems, transportation topics, and economic development is discussed from a planning-for-sustainability perspective. Development theory and practice and how they affect spatial patterns of development of cities and regions as well as urban design are investigated. Preparing a mock local development plan gives the student team planning experience. Independent research on a planning topic or current planning issue helps the student enhance the learning experience in this course. Student prospects on continuing their planning education and possibly entering the planning profession are examined.
3 Hours Lecture
3 Credits
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