May 01, 2024  
2020-21 Graduate Catalog 
    
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2020-21 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Computer Science
  

  • CS 476 Organization of Programming Languages

    This is a study of programming languages specification and analysis, comparing their features and limitations.

    Prerequisite: CS 408 , CS 409 .
  

  • CS 487 Special Topics in Computer Science

    This seminar in advanced topics of computer science may be repeated for credit.

    Prerequisite: CS 408 , CS 409 .
  

  • CS 490 Capstone Course I

    This study of system analysis and design leads to a significant computer project to be implemented in CS 491 .

    Prerequisite: CS 354; or permission of the Chair.
  

  • CS 491 Capstone Course II

    This course focuses on application of state-of the- art techniques in software design and development. Includes implementation of capstone project designed in CS 490 .

    Prerequisite: CS 490 .
  

  • CS 589 Independent Research

    Directed research or project in an advanced area of computer science.

    Prerequisite: Three advanced courses in computer science and approval of the Department Chair.
  

  • PH 202 Physics II

Education
  

  • ED 5XX Certification Area Methods Course

    (3 credits)
    To be selected with academic adviser - content specific to area of PA instructional certification.

    Biology, Chemistry and General Science - ED553 Issues in Science for Secondary Teachers

    English - ED605 Writing to Improve Literacy

    Math - ED526B Learning and Assessment in Secondary Math

    Social Studies - ED562B Teaching Citizenship and Social Studies

    Lecture
  

  • ED 470 Graduate Student Teaching Practicum, Early Childhood Education, PreK-4

    (6 credits)
    A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited Early Childhood/Elementary school or Early Childhood center. Students attend mandatory weekly student teaching seminars on Arcadia’s campus.   All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching  for information, forms and deadlines.

    Course credit not applicable to a master’s degree.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Completion of all required coursework and 3.0 GPA
  

  • ED 471 Graduate Student Teaching, Secondary

    (6 credits)
    A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited secondary school (7–12). Students attend mandatory weekly student teaching seminars on Arcadia’s campus.   All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching  for information, forms and deadlines.

    Course credit not applicable to a master’s degree.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Completion of all required coursework and 3.0 GPA
  

  • ED 474 Graduate Student Teaching Practicum, Art Education (K–12)

    (6 credits)
    A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited secondary school (7–12). Students attend mandatory weekly student teaching seminars on Arcadia’s campus.   All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching  for information, forms and deadlines.

    Course credit not applicable to a master’s degree.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Completion of all required coursework and 3.0 GPA
  

  • ED 503 General Foundations of Education in the U.S.

    (3 credits)
    This socio-cultural introduction to the educational studies is designed for secondary teachers. Ethnographic research, historical, and philosophical approaches are used to explore how youth cultures, institutional organization, disciplinary contexts, and categories of difference frame youth experiences and the enactment of curriculum. 

    Course is Exempt from School of Education Background/clearances check policy.

     
  

  • ED 505 Cultural Foundations of Education

    (3 credits)
    In this course, students will examine the ways in which educational institutions and the teachers within them structure learning experiences for various students depending in part on their interpretations of these students’ “differences.” Educators must be aware of issues that may arise due to at least two factors: (1) differences between teachers’ and students’ backgrounds and how institutions and individual teachers create learning environments to engage with these differences; and (2) how aspects of identity are framed and understood by teachers, parents, students and school administrators. In order to deepen our awareness of these issues, throughout this semester students will explore the formation, meanings and implications of various ideologies and beliefs specifically as they relate to teaching and learning. We will challenge common beliefs about our educational system as well as the society in which it has been shaped.

    Course is Exempt from School of Education Background/clearances check policy.
  

  • ED 505B Cultural Foundations of Education: Gender and Sexuality Focus

    (3 credits)
    Examination of educational institutions and concerns through concepts drawn from fields of sociology, anthropology, linguistics and folklore. This cultural foundations course will offer a specialized focus on issues of critical sexuality and gender studies as they relate to education. The course will also look at a range of issues around children’s culture, school as a cultural setting and ways of understanding classroom performance of culturally different students.

     

    Course is Exempt from School of Education Background/clearances check policy.
  

  • ED 510 Interpreting Educational Research

    (3 credits)
    This overview of educational research develops skill in comprehending and critically evaluating research reports. It focuses on interpretation and application of recent research findings in education and the social sciences.

    Course is Exempt from School of Education Background/clearances check policy.
  

  • ED 510B Arts-based Educational Research

    What does it mean to approach educational research through the multiple lenses of artist, researcher, and teacher? How might creativity and living inquiry inform educational research? This course examines arts-based educational research as an innovative strand of qualitative research methodologies. Students will develop skills in comprehending and critically evaluating a/r/tographic research, contrast this approach to inquiry with others in the field of education, and develop their own a/r/tographic research project. 

    Course is Exempt from School of Education Background/clearances check policy.
  

  • ED 511 Stage 3 Fieldwork

    In this fieldwork, students will work in a K-12 classroom for a minimum of a half to full day per week for a minimum of 10 weeks. This course is designed to meet the required Pennsylvania Department of Education Stage 3 fieldwork competencies. Integral to this experience will be that students will work in their classroom under the mentorship of a certified classroom teacher. Each student will be supervised by an Arcadia University faculty member. This course is taken the semester prior to student teaching.

    Students earn a grade of S or U.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 512 Differentiated Instruction in the Inclusion Classroom

    (3 credits)
    This class is pedagogy that goes above and beyond “teaching down the middle,” with tiered instruction for motivating, educating and assessing a variety of learners in today’s inclusive classroom. IEPs are discussed and analyzed to help better tailor the classroom community. A variety of perspectives and tools for the differentiated environment are analyzed and utilized in this hands-on course.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

     
  

  • ED 514 Assessment in the Classroom

    (3 credits)
    Explore the uses of various traditional and alternative assessment techniques in the classroom. This course includes choosing, administering and interpreting standardized tests; grading and marking, and using tests to evaluate and improve instruction. Curriculum-based assessment and alternative assessment techniques are included as well as issues related to evaluating students in today’s curriculum.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 517 Human Development: The School Years, K–12

    (3 credits)
    In this course, we will engage in a collaborative dialogue to understand physical, cognitive, social, and emotional development in children and adolescence with a special attention to developing a cultural perspective to understanding human development. We will examine child and adolescent growth and development within their contextual influences (family, school, peer group, culture, and race, ethnicity & social class) and look for similarities and differences in development across cultural communities as a result of their participation in cultural practices.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 521 The Teacher and the Classroom, Elementary

    (3 credits)
    This course is designed to teach future teachers to facilitate classroom processes for effective learning. First, students engage in proactive strategies from the basic (routines, rules, attention, consistency) to the instructional (chunking work, grouping, marking corrects). In addition, the course focuses on designing, planning and implementing learning with an emphasis on group, small groups, and the individual student. Finally, students learn to use a problem-solving approach with particular focus on observations, interactions, progress monitoring, and teaching social skills.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 523 The Teacher and the Classroom, Secondary

    (3 credits)
    This is a required course for secondary certification students not previously certified to teach. (Not required for certified teachers now seeking an additional certification.) Investigates the development of curricula, classroom management and effective teaching models. Must be completed before enrolling in ED383.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 526A Learning and Assessment in Elementary Mathematics

    (3 credits)
    This Seminar/Workshop emphasizes the use of a variety of instructional materials in the teaching of mathematics, grades K–8, including manipulatives, calculators, and other non-textbook resources.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 526B Learning and Assessment in Secondary Mathematics

    (3 credits)
    This course focuses on teaching mathematics through a problem-solving approach and with connections among topics. Emphasis is on recommendations of the National Council of Teachers of Mathematics. A variety of instructional strategies are used with appropriate manipulative and technology integration. Alternative forms of assessment in mathematics are examined.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 552 Issues and Methods in Elementary School Science

    (3 credits)
    This course is an introduction to a wide variety of instructional techniques and materials available to facilitate science learning in elementary classroom and laboratory settings. It examines current issues and trends in science and science education as they relate to the elementary curriculum and classroom. It emphasizes the integration of content, techniques and materials into a program adaptable to teaching conditions unique to each classroom.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Two semesters of laboratory science 
  

  • ED 553 Issues in Science for Secondary Teachers

    (3 credits)
    This course is an introduction of a wide variety of instructional techniques and materials to facilitate science learning in the secondary classroom and laboratory settings. It addresses controversial issues, safety in the laboratory and storage areas, meeting the needs of diverse students, use of technology in the classroom, integration of environmental and social issues and a variety of other issues relevant to the secondary school setting.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 560 Public History

    (3 credits)
    Public history is the history that belongs to the public—history that is seen, heard, read, and interpreted by popular audiences.  In this course students will work with cultural institutions, National History Day (NHD) program, and/or public schools to help shape public history. Students will learn both historical and educational skills through field experiences, readings, class discussions, and projects that address the following questions: What is public history? How do educational institutions help shape the story of We the People?  What narratives do young people have? Whereas some students’ fieldwork will be mentoring a middle or high school student competing in National History Day (the science-fair of history), others’ projects will be working on public history to be published on cultural institutions’ websites, PhilaPlace, or National Constitution Center’s The Constitution Happened Here.  By supporting cultural institutions education departments and NHD, students contribute to the creation of new stories about our past to be shared with the public.  This course is required for students seeking certification in secondary social studies education.
  

  • ED 561 Workshops

    (3 credits)
    This is an opportunity to work at individual teaching levels and teaching fields on a curriculum development project and/or development of a specific set of teaching skills. It is designed for elementary and secondary teachers.

    Note: No more than two workshops may be counted toward a master’s degree except by special permission of the Education Department Chair.
  

  • ED 562A Teaching Citizenship and Social Science, K-6

    (3 credits)
    This course is an examination of Social Studies curriculum resources and methodology with an emphasis on applications for classroom teaching at the K–6 level.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 562B Teaching Citizenship and Social Science, 7-12

    (3 credits)
    This course is an examination of Social Studies curriculum resources and methodology with an emphasis on applications for classroom teaching at the 7–12 level.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: ED 523.
  

  • ED 563 Reading Specialist Professional Seminar

    (3 credits)
    In this course, students explore their own reading and writing processes, explore the ways that literacy is changing in relation to technology, understand the current role(s) of reading specialists and literacy coaches in schools, learn about professional organizations and professional journals in the field (both locally and nationally), explore reading/language arts standards, and understand the goals of the Arcadia program. Emphasis is on helping students to see themselves as potential leaders in the field who know how to ask the right questions, analyze assessment data, and respond to the particular needs of teachers and students in the schools where they work. Arcadia’s emphasis on working with diverse learners also is emphasized. 

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 564 Creative Expression

    (3 credits)
    This investigation of teaching strategies and assessment techniques for art, movement and drama in the classroom includes theoretical aspects of the creative process, identification of the creative child and use of creative expression activities throughout the curriculum. It features participation in “hands-on” activities.

     

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 565 Introduction to Instructional Technology

    (3 credits)
    An introduction to instructional technology, this course examines fundamental technologies from a problem-based learning perspective. Students learn to integrate technology through real-world scenarios.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 566D Instructional and Assistive Technologies

    (3 credits)
    This course is designed to provide prospective teachers with computer skills and experiences necessary for successfully incorporating technology into the classrooms. Students learn to use, examine, and develop teaching and learning materials through the use of technology. In addition, this course addresses the use of assistive technology for individuals with disabilities. Includes online field experiences.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 568A Digital Tools for Data-Driven Decision Making

    (3 credits)
    Data collection, analysis, and reporting are critical components for teaching professionals in today’s educational environment. This course is a survey of various digital tools that can be utilized to transform teaching and learning through student assessment data.
  

  • ED 568B Web-Based Resources for Teaching and Learning

    (3 credits)
    Formerly ED 565 A,B,C
  

  • ED 568C Using Technology in the Design of Global Collaboration

    (3 credits)
    K12 educators explore online participatory communities that are available and analyze them with a critical eye to their pedagogical value. Participants learn about the instructional implications and possibilities of online community building tools such as blogs, forums, and wikis through project-oriented, collaborative activities.

    Formerly ED 565 A,B,C
  

  • ED 569 Multimedia and Information Technologies in Education

    (3 credits)
    This course is a study of how teachers can facilitate instructional design through the use of technology and computers. The focus is on problem-solving, inquiry, classroom management, assessment and the integration of computers, multimedia interactive technologies and learning theory into the classroom. Students create instructional units and design computer laboratories using multimedia and information technologies.

    Prerequisite: ED 568 ; or permission of the instructor.
  

  • ED 569A Designing Collaborative Internet Activities for Today’s Class

    (3 credits)
    This course focuses on various ways that educators can construct and integrate Internetbased interactive activities into the learning experiences of their students, both inside and outside of the classroom. From designing a Web home page, a starting off point, to the ground up construction of hot-lists, Web quests and collaborative multidisciplinary Web units.

    Replaces part 2 of ED 566C
  

  • ED 569B Technology Leadership I

    (3 credits)
    This is an online, problem-based education course focusing on the skills required to serve as a certified Pennsylvania Department of Education Instructional Technology Specialist in a K-12 school environment. This course examines the day-to-day facilitation, management, and technology skills needed by school technology leaders. The course focuses on the development of one’s vision of technology integration and the culture and environment needed to realize this vision. Students assess teacher utilization of technology, create and implement a staff development program, and evaluate existing and new technologies.

    Prerequisite: ED 565 , ED 566 , ED 567 

    Formerly ED 569
  

  • ED 569C Technology Leadership II

    (3 credits)
    This online course is recommended for school administrators wishing to increase their technology leadership abilities through the examination of the skills required to serve as a district technology manager. It is recommended for teachers, principals and supervisors considering a change to the role of a Director of Technology/District Technology Coordinator. Throughout this course, students examine the many aspects of the role of a district-wide technology manager. Students examine network and system administration, current legal issues, and budget, facility and operations planning. The skills examined throughout this course prepare students to serve at the local, regional and state levels as technology directors, coordinators and specialists.

    Prerequisite: ED 565 , ED 566 , ED 567 
  

  • ED 580 Introduction to Inclusive Education

    (3 credits)
    An introductory course in special education with an emphasis on inclusion and diversity, this course provides an overview of the complex issues surrounding inclusive and heterogeneous schooling. Through a variety of learning strategies and experiences, students become familiar with current special education theory, practice, advocacy and legislation, and gain expertise on best practices to ensure access equity and quality education for every student. It includes field experience and case study.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 581 Disability Studies and Special Education Law

    (3 credits)
    The main purpose of this course is to review current issues, trends, and policies that affect the lives of individuals with disabilities, including the education of students with disabilities. This course examines these issues through a Disabilities Studies framework. Specifically, students will engage in learning experiences which serve to build understanding of the ways in which disability rights exists under the umbrella of the civil rights movement.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 582 Supporting Students with High Incidence Disabilities

    (3 credits)
    Strategies for supporting students with high-incidence disabilities including effective and authentic assessment and instruction, goal and objective setting, IEP and ITP writing, lesson planning, and accommodations. This course is designed to focus on persons with learning, behavior, speech and communication, and/or mild cognitive disabilities. It includes field experience and intervention-based case study.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: ED 580  or equivalent.
  

  • ED 583B Fieldwork

    (3 credits)
    This course is designed to meet the needs of the students who are currently certificated and are seeking a second certification. Students observe in various classrooms that are related to their second certification area. In some cases, this course may be substituted for the Student Teaching Practicum.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Pennsylvania Instructional I or II certificate and permission of the instructor; credits not applicable to the master’s degree.
  

  • ED 583E Fieldwork in Special Education

    (3 credits)
    This course is designed to meet the needs of students who are currently certified (PA Instructional I or II) and who are seeking an additional certification in special education. Over the semester, students will complete their field experiences in a special education setting in a public school, charter school or APS with students who have IEPs. The course is designed as a hybrid course composed of classroom meetings and on line participation in discussions. Student completion of experiences in the field and reflecting on those experiences (including teaching a minimum of 4 lessons to be critiqued by the host teacher and a minimum of 2 additional lessons observed and critiqued by the instructor) is the primary component of the course.

    Students seeking PreK-8 Special Education certification should register for ED583E

    Students seeking 7-12 Special Education certification should register for ED 583S .

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Prerequisite: Approval of Director of Field Experiences and Outreach; academic adviser; and completion of all general and specific course requirements necessary for certification.

    Credits not applicable to graduate degree or culminating activity.
  

  • ED 583S Fieldwork in Special Education

    (3 credits)
    This course is designed to meet the needs of students who are currently certified (PA Instructional I or II) and who are seeking an additional certification in special education. Over the semester, students will complete their field experiences in a special education setting in a public school, charter school or APS with students who have IEPs. The course is designed as a hybrid course composed of classroom meetings and on line participation in discussions. Student completion of experiences in the field and reflecting on those experiences (including teaching a minimum of 4 lessons to be critiqued by the host teacher and a minimum of 2 additional lessons observed and critiqued by the instructor) is the primary component of the course.

    Students seeking Special Education PreK-8 certification should register for ED 583E  

    Students seeking Special Education 7-12 certification should register for ED 583S

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Approval required from the Director of Field Experiences and Outreach; academic adviser; and completion of all special education certification coursework.  Credits are not applicable to the master’s degree.
  

  • ED 584 Supporting Students with Low Incidence Disabilities

    (3 credits)
    Strategies for supporting students with low-incidence disabilities including effective and authentic assessment and instruction, goal and objective setting, IEP writing, lesson planning, and accommodations. This course is designed to focus on persons with severe and moderate cognitive, sensory, physical and health disabilities, traumatic brain injury, autism and pervasive developmental disorders, and disabilities covered under Section 504. It also addresses Individual Transition planning and post-secondary options. It includes field experience and intervention-based case study.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: ED 580  or equivalent.
  

  • ED 585 Positive Behavioral Approaches

    (3 credits)
    This course is designed to provide students with expertise in positive behavioral approaches including school-wide systems of support, effective classroom management, and individual behavioral support. This course uses both instructional and functional approaches to behavior to encourage schools to be systems of support for students and professionals. The teaching of prosocial skills is also addressed. It includes field experience and intervention-based study.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: ED 580  
  

  • ED 589 Independent Research

    (3 credits)
    An independent research project designed in consultation with a faculty member, possibly including limited empirical studies, philosophical hermeneutic research, arts-based educational research, and other experimental formats determined to be suitable to the goals of the project.

    Prerequisite: Students must obtain approval from a supervising adviser, with an initial research plan and related bibliography before registering for this course.
  

  • ED 591 The Profession of Special Education

    (3 credits)
    This capstone course in special education is designed to further integrate and expand students’ implementation of best practices by incorporating change into their own teaching practice. Students refine their abilities to self-assess and to assess resources and situations, to pose critical questions resulting in creative solutions to real life opportunities, and to advance significant change in the field of special education. An emphasis is placed on collaboration and consultation. In addition this course addresses professional standards delineated by special education professional organizations and ethical considerations of the profession. It includes collaborative field experience and practicum activities.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Completion of all coursework required for the master’s degree and/or certification.
  

  • ED 592 Graduate Student Teaching Dual Practicum: PreK-4/Special Ed

    (6 credits)
    A student teaching practicum supervised by Arcadia University faculty member for 14 weeks with full-time teaching in an accredited early childhood/elementary ( 7 weeks) and special education/ inclusive classroom (7 weeks). Students attend mandatory weekly student teaching seminars on Arcadia’s campus.   All students enrolling in the course are to submit a student teaching practicum placement request form one semester prior to practicum course registration. See our website, Student Teaching  for information, forms and deadlines.

    Course credit not applicable to a master’s degree.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Completion of all required coursework and 3.0 GPA
  

  • ED 595 Literacy Seminar/Language and Literacy Project (LLP)

    (6 credits)
    This is practical experience in a clinical setting under the supervision of a university instructor. It requires conducting an extensive educational assessment of a student with a reading problem and, on the basis of the results, planning and carrying out a program of instruction using a variety of appropriate instructional strategies. All clinical experiences reflect mastery of graduate-level competencies incorporated in the roles of the reading specialist.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: Permission of the Reading Program Coordinator must be obtained before registration.
  

  • ED 599 Culminating Masters’ Project

    (3 credits)
    An action research project that enables the student to synthesize and apply master’s degree coursework in a way that supports the student’s personal and professional goals. The project must be approved by the adviser in order to meet program expectations, and includes review of relevant literature, interaction with critical friends as consultants, taking action to inform an audience outside of Arcadia and the student’s current work environment, and a plan for continued professional growth beyond the degree.

    Course is Exempt from School of Education Background/clearances check policy.
  

  • ED 601 Literacy Foundations

    (3 credits)
    This hands-on introductory course investigates all facets of literacy processes based on the latest research. There is 20-hour fieldwork requirement for the course, and all students registering must have their fieldwork clearances on file in the School of Education office by the third week of class. This course will equip students with practical and theoretical knowledge about teaching literacy to early and emergent readers and writers. The course will review historical and contemporary frameworks, theories and models for teaching literacy, authentic literacy assessment practices and strategic reading and writing instruction.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 605 Writing to Improve Literacy

    (3 credits)
    This class offers an innovative, field-based exploration of reading-writing connections in the middle and high school curriculum. Active engagement in the process of writing includes: 1) How to teach writing as a process in order to improve students’ reading and language abilities. 2) How to develop students’ perceptions of themselves as writers. 3) How to integrate the modes and functions of writing within the school curriculum. There is 30-hour fieldwork requirement for the course (3 hours of fieldwork/week). Students not currently teaching will be partnered with a mentor teacher at local School District middle and high schools.

     

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 606 Strategic Instruction for Emergent and Content Literacy, K-6

    (3 credits)
    This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to K-6 learners, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with disabilities in reading). Strategic literacy instruction through the content areas of social studies and science, particularly in relation to post-elementary learners, also is emphasized. Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) also are addressed, with an emphasis on assessments and progress monitoring that communicate the student’s progress most clearly to parents, teachers, and the students themselves.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 606S Strategic Instruction for Emergent and Content Literacy, 7–12

    (3 credits)
    This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to 7-12 learners, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with disabilities in reading). Strategic literacy instruction through the content areas of social studies and science, particularly in relation to post-elementary learners, also is emphasized. Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) also are addressed, with an emphasis on assessments and progress monitoring that communicate the student’s progress most clearly to parents, teachers, and the students themselves.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 607 Strategic Instruction for Adolescent Readers and Writers, 7-12

    (3 credits)
    This course is designed to teach future Reading Specialists how to create a repertoire of teaching strategies to address the needs of adolescent readers. An examination of developmental, socio-cultural and multi-literacy aspects of instruction is included. An emphasis toward assessment procedures linked to effective instructional practice, addressing the literacy needs of all learners is explored. Topics include strategies to facilitate comprehension in the content area subjects, writing across the curriculum, word study, structural analysis, classic and contemporary literature selection and study skills for the adolescent learners.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Prerequisite: ED 601  or an equivalent reading course.
  

  • ED 608 Literature for Children

    (3 credits)
    This is a study of the literary, educational and theoretical issues related to children’s literature and book illustrations. Critical reading of a range of children’s literature, including: picture books, oral tradition literature, fantasy, historical fiction and realistic children’s literature is included. The use of children’s literature throughout the curriculum is examined. Students will also be engaged in investigators of the uses of multi-modal texts and digital media in literacy instruction.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 610 Seminar in Children’s Literature

    (3 credits)
    Designed for elementary and middle/junior high school educators this course discusses: 1) trends and issues in children’s and young adult literature and multi-modal texts; 2) ways to receive and interpret information from children on how they respond to the literature; 3) literary theories and ways to utilize this information in designing lessons and units in children’s literature. Students will also be engaged in investigations of the uses of multi-modal texts and digital media in literacy instruction.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 613A Infant Toddler Growth and Development

    (3 credits)
    This course is designed to provide participants with in-depth knowledge about the typical and atypical development of children, birth through age 3, across all domains (social, emotional, physical and cognitive). Theoretical concepts related to ITMH are reviewed. Family and cultural influences and attitudes are explored and emphasized.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 613B Infant Toddler Assessment

    (3 credits)
    This course is designed to provide participants with in-depth knowledge about the design, implementation and evaluation of ITMH needs. Students explore and use various developmental assessments including DC0-3R and DECA. Applications and reflections of the assessments with evidence-based practices are emphasized.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 613C Infant Toddler Mental Health Prevention and Intervention

    (3 credits)
    This course focuses on prevention, early identification and intervention across developmental domains and is designed to provide students with essential knowledge and skills regarding attachment relationships, environments and variables that foster healthy development of children from birth to 3. Students will evaluate evidence-based models of prevention and intervention. 

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 613D Communication, Consultation and Collaboration in Infant-Toddler Mental Health

    (3 credits)
    This course is designed to provide students with essential skills and knowledge to become effective communicators and consultants for families, caregivers and other professionals who work with children from birth to age 3. Students learn how to promote the socio-emotional development of infants and toddlers through the collaboration with adult caregivers and professionals.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 618 Instructional Strategies in Early Childhood

    (3 credits)
    This is a study of activity and environmental planning for young children, incorporating play theories, socialization theories and developmental theories. It considers the selection and purchase of developmentally appropriate educational materials. It emphasizes the role of the teacher in presenting and guiding activities.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 620 Planning of Early Childhood Programs

    (3 credits)
    This examination of those components necessary for planning, operating and evaluating programs dealing with young children emphasizes the practical application of administrative theory.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 621 Communication Strategies for Effective Early Childhood Programs

    (3 credits)
    This exploration of a variety of communication and interpersonal techniques focuses on consulting, collaboration, intervention and problem-solving between professionals, parents and agencies. Includes human ecosystem theory, family-oriented approaches and family process and communication theories. Communication between children and adults also is addressed.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 622 ESL: Teaching Multilingual and Multicultural Literacies

    (3 credits)
    This course focuses on the academic language needed for multilingual students to be successful in U.S. schools. Students spend time investigating reading and writing standards and curricula for students in a particular context and the ways that materials might be adapted for English Language Learners (ELLs) and ELLs with disabilities. A variety of models for providing services to ELLs are addressed with particular attention placed on the kinds of collaboration needed to address the literacy needs of all students across the content areas and the benefits of knowing more than one language.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 623 ESL Multilingual and Multicultural Assessments

    (3 credits)
    This course focuses on multiple forms of assessment utilized with multilingual students and the role of the context and the purpose of communication in linguistic performance. It focuses both on large-scale assessments as well as classroom-based assessments. It addresses assessments that focus on evaluating language as well as those that look at academic achievement and content knowledge. In particular, the course addresses the often-posed question of distinguishing between language issues and learning issues in assessment.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 624 ESL: Understanding Language Learning

    (3 credits)
    This course addresses the processes of language learning from a variety of perspectives and engages students in an understanding of the structure and sound systems of English in relation to other languages and in relation to a variety of teaching strategies. By focusing both on a comparison of language structures and sound systems as well as theories of second language acquisition and development, this course allows students to learn about differences between learning a first and a second language and the influences of these processes on instructional principles and strategies. This course includes an intensive language learning component for students in the course that will allow them to reflect on their own learning processes in relation to language learning theories and to compare English to another language.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 625 ESL: Language, Diversity and Schooling

    (3 credits)
    This course focuses on the ways that U.S. schools have addressed linguistic diversity, highlighting current policies and program models as well as practices at various points in our history. It also looks at the ways that linguistic diversity is portrayed in the media, the “funds of knowledge” that linguistically diverse families bring with them to school as well as cross-cultural perspectives on education, home/school relationships and disabilities. Notions of linguistic power and discrimination are addressed, particularly in relation to local, national, and international language policy and use. Finally, in this course students analyze the potential of multicultural education curricula for addressing these types of issues in U.S. schools. This course includes a service-learning component where students do community service in an agency that addresses the needs of a local immigrant group or groups.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)
  

  • ED 626 Designing and Leading K-12 ESL Programs in the 21st Century

    (3 credits)
    This course is an advanced course for those who already have completed the ESL Program Specialist Certificate as well as ED 502 , ED 630  and ED 635  and are interested in thinking about how to design and lead ESL programs in a variety of K-12 contexts. Students have opportunities to analyze and critique national and local ESL curriculum models, the ways that high-incidence and low-incidence schools and districts organize personnel, curriculum and technology resources, and utilize grant-writing for special projects for English Language Learners. Students have opportunities to design a curriculum for a district with particular needs and resources, and to imagine what kinds of personnel structures might best facilitate the implementation and oversight of such a program. Students also have opportunities to discuss these issues with local ESL leaders working in a variety of contexts through course projects and invited speakers.

    IMPORTANT: This course requires fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)

    Prerequisite: ED 622 , ED 623 , ED 624 , ED 625  or equivalent and ED 502 , ED 630  and ED 635 .
  

  • ED 627 Approaches to Computer Assisted Language Learning (CALL)

    (3 credits)
    This course gives students an understanding of the history of computer-assisted language learning, research on the impact of particular technologies on the processes of learning another language, and opportunities to utilize and critique current modalities for using technology to assist students in learning an additional language. In addition, students develop an ability to think about theories of learning and of language learning in relation to particular instructional technologies and their uses. Students also have opportunities to investigate the CALL resources available in local K-12 schools and to plan units that make technology central to language teaching and learning.
  

  • ED 628 TESOL and Technology Culminating Project

    (3 credits)
    This is the culminating project for students who are completing an M.Ed. in TESOL and Technology or TESOL Leadership and Technology. The structure of the course prepares students to design and conduct an action research project on a particular TESOL and Technology question and setting. In addition to learning how to pose researchable questions and do action research to answer those questions, students are expected to draw on their previous coursework in the design and implementation of their culminating project.

    Prerequisite: Completion of all coursework for the degree.
  

  • ED 629 Theory and Practice of TESOL

    (3 credits)
    This course is the final course of the 5-course sequence for the ESL Program Specialist Certificate in the State of Pennsylvania. All students who receive the ESL Program Specialist Certificate must first obtain Instructional I Certification. This course should be taken in the last semester of a student’s ESL certificate program. The course offers a chance for students to synthesize their learning about ELLs, to fine tune a philosophy of education for English Language Learners, and to plan and implement lessons that are differentiated, integrated across language skills and content areas, and that include meaningful assessment. Meaningful collaboration with other educational professionals, advocacy and a deep understanding of current local, state and federal mandates regarding the education of English Language Learners are also a critical component of this culminating course. As in all ESL Program Specialist courses, there is a minimum of 12 hours of fieldwork. In this course, there is a formal observation of students’ teaching of English Language Learners.

    IMPORTANT: Students must have current background checks on file with the School of Education using online platform, Castle Branch. (See Background Checks)

    Corequisite: ED 622 , ED 623 , ED 624 , and/or ED 625  
  

  • ED 633 School Law

    (3 credits)
    This course examines federal and state court cases, statutes and regulations that affect students, teachers, administrators and other community members involved with schools. There is a special emphasis on developing conflict resolution techniques, including negotiation and mediation, so that legally based disputes are resolved by building relationships rather than adversarial methods, such as litigation.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 634 Managing Organization and Change

    (3 credits)
    This course provides students with the resources, experiences and knowledge that will equip them to begin to understand the principles, theories and realities of managing educational organizations and effectively leading an educational organization through change. Strategic planning, developing a vision and mission, and promoting continuous and sustained school improvement are highlighted in this course. Strategies for employing data-driven decision making and monitoring and evaluating school progress are also included. The course also covers the study of organizational charts as well as management and operational systems within a school and school district.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 635 Supervision: Principles and Theories

    (3 credits)
    This course examines the components of educational leadership that relate to the supervisory process. Both theory and practice are emphasized. The clinical supervision process is highlighted along with a variety of different “walk-through” models of supervision. Diagnosing teacher needs, instructional improvement plans and identification of supervisory behaviors are also discussed.  An emphasis on interpersonal skills, organizational skills and the knowledge base needed to be an effective school administrator is an integral part of the course.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 637 Instructional Leadership

    (3 credits)
    This course focuses on current principles and practices that are used to establish a creative climate for instruction. There is a special emphasis on developing relations between faculty and administrators, so that they may work in an atmosphere of trust.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 638 School Finance

    (3 credits)
    This course examines the school business office roles and functions and how they impact the fiscal management, instructional and non-instructional programs and services of schools and school districts. The course includes a study of revenues, expenses, local taxation, tax bases, and federal and state formulas, subsidies and equity issues surrounding the school budgeting process. The construction of district and school budgets is covered as well as how enrollment projections, physical facilities, accounting, payroll, insurance and liabilities impact the budget. The process for preliminary and final budget adoption by school boards is also highlighted.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 639 A,B,C Practicum: Principal K-12

    (1 credit each semester)
    Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Principal PreK-12 certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. NOTE: The following three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester. (Certification credit only; not applicable to the master’s degree.)

    Prerequisite: Completion of all required coursework and permission of the Educational Leadership Program Coordinator.
  

  • ED 645 Negotiations and Dispute Resolution

    (3 credits)
    This course examines the impact that labor relations and negotiations have on the leadership responsibilities of the principal and superintendent Special emphasis is placed on the selection of staff, examination of employee rights, negotiation strategies, salary cost analysis, mediation, the grievance and arbitration process and the benefits of building positive relationships among all members of the school community.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 647 Leading Schools with Data-Driven Decision Making

    (3 credits)
    This course provides students with the knowledge and skills to analyze student and school-based data for the purpose of creating an organizational vision and instructional environment that focuses on teaching and learning. The role data plays in standards-based reform also is discussed along with how data can guide the development of a strategic plan that focuses on higher student achievement. The course covers the school leader’s role in data-based decision making as well as the teacher’s role and student’s role. Data tools for improving teaching and learning are studied as well as techniques and strategies for collecting and assessing data. Multiple measures of data are identified along with the Pennsylvania Department of Education’s tools for collecting, analyzing and utilizing data. Using data-based decisions to design instruction and assessments that maximize student achievement results is also covered.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 648 The Superintendency

    (3 credits)
    https://www.arcadia.edu/school-education/current-students/background-checksThis course examines the role characterization of the superintendent and the leadership he/she provides in each role. It includes an analysis of the organizational dimensions of a school district and how the superintendent must effectively communicate with all stakeholders and members of the school community. Managing superintendent-school board relationships are studied as well as how to create positive district and community relations while engaging the community in school district activities and initiatives. The course also focuses on the superintendent’s role as an instructional leader and how he/she can provide leadership in both regular and special education initiatives. The supervision, development and evaluation of school district administrators are also discussed as well as the ethical behaviors a superintendent must exhibit. The challenges and frustrations surrounding the position of a superintendent are also included in the course as well as how to initiate the application process for a superintendent’s position. Course topics will be presented and discussed through case studies included in the primary course text as well as case studies that are related to issues and problems that students are experiencing in their own districts.

    Prerequisite: Students registering for this graduate level course must currently serve as a school administrator in a K-12 school setting and also hold a valid Pennsylvania certificate for the administrative position in which he/she is serving. No permission of the instructor is required.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 649 A,B,C Practicum: The Superintendency

    (1 credit each semester)
    A one-semester apprenticeship under the supervision of a practicing superintendent in Pennsylvania, this course requires participation in a 90-hour internship. Prior to the internship, candidates are required to participate in 90 hours of authentic simulations and field experiences including:

    • Completion of identified role expectations.
    • Performance at diverse settings and educational levels.
    • Completion of customized projects that address identified needs of the candidates.
    • Use of current research and best practices.
    • Review and evaluation of the portfolio, begun at the beginning of the program, will take place upon completion of the practicum.

    The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester

    (Certification credit only; not applicable to the master’s degree.)

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)

    Prerequisite: Completion of all required coursework and permission of program coordinator.
  

  • ED 652 Pathways to Proficient Reading

    3
    The “Pathways to Proficient Reading” course directly addresses the relevant research base in emergent-through-secondary reading, and its translation to instructional practice. It explores theoretical models, including the Simple View of Reading (Gough & Tunmer, 1986) and the Reading Rope (Scarborough, 2003), and connections to classrooms. Recognizing the role of informed educators in designing and delivering instruction, this professional development opportunity also aligns with the Center for Effective Reading Instruction Knowledge & Practice Standards for Teachers of Reading (K-PEERI). Those who participate will learn about the relationships between language & literacy, contributors to proficient reading, the structure of language, effective instructional approaches and the use of data for decisionmaking. Most importantly, they will gain knowledge and skills that will benefit all of their students, including those at risk for or with language-based learning disabilities.
  

  • ED 653 Pathways to Literacy Leadership

    3 credits

    “Pathways to Literacy Leadership” is designed by AIM Institute for Learning and Research for educational leaders who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarborough’s Reading rope, and best practices for language and literacy instruction that benefit all students. Participants will learn how to create a culture of research-based literacy instruction by setting a strategic organizational vision around student literacy proficiency and taking action to enact that vision within their educational organization.


  

  • ED 660 Character Students with Autism Spectrum Disorders

    (3 credits)
    This seminar provides students with introductory knowledge regarding children diagnosed with autism. Topics addressed include characteristics of students with Autism Spectrum Disorders; considerations in school and home programming; family, community and legal issues; and life transitions.

    IMPORTANT: This course requires fieldwork. Students must have current required clearances on file with the School of Education. (See Obtaining Clearances)
  

  • ED 661A Concepts and Principles of Applied Behavior Analysis

    ( 3 credits)
    This course is designed to provide students with an introductory understanding of the history of ABA, principles of behavior analysis, including reinforcement, extinction and punishment, direct observation, generalization, and maintenance of skills. Such information will prepare participants to understand scientific and applied literature that addresses research-based teaching procedures. Students will acquire tools to evaluate information that will impact their professional work with children and youth. In addition to the basic theoretical principles, participants will also learn how to apply them in their daily work with children, and how to utilize and analyze data-based protocols. This class will reflect on ethical issues when using such principles. The course will focus on theory as well as practice, and challenge you through real-world problem-based scenarios. Please try to make connections between what is taking place in your professional work and the content being discussed. If you are not currently teaching or working in a related field, I would like you to address issues as if you were actually teaching in a classroom or working with an individual.

    Course is Exempt from School of Education Background/clearances check policy.

     
  

  • ED 662 Teaching Methods for Students with Autism

    (3 credits)
    This seminar provides students with knowledge of current research-based teaching strategies for students in the autism spectrum. Participants gain experience in assessing and planning meaningful learning goals, developing effective teaching plans and evaluating student outcomes. Topics addressed include teaching complex behaviors, analyzing challenging behaviors and collaborating with families.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)

    Prerequisite: ED 661A  
  

  • ED 663 Special Topics in Autism

    (3 credits)
    This seminar provides students with knowledge of relevant language, social, community and sensory characteristics of students in the autism spectrum. Participants examine assessment tools and intervention strategies to support students with autism. Other topics covered include family, sibling and emotional issues in relation to cultural context, as well as transition issues and “next environment” planning.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)

    Prerequisite: ED 661
  

  • ED 665 A,B,C Internship: Supervisory Curriculum and Instruction

    (1 credit each semester)
    Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Supervisor of Curriculum and Instruction certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.

    Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 666 A,B,C Internship: Supervisory Special Education

    (1 credit each semester)
    Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Supervisor of Special Education certification includes both Elementary and Secondary. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.

    Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 667 A,B,C Internship: Pupil Personnel Services

    (1 credit each semester)
    Culmination activity for those persons seeking administrative certification for the position of public school in Pennsylvania. Pupil Personnel Services certification includes the entire school district. Certification credit only; not applicable to the degree. Prerequisite: completion of all required course work and permission of the Educational Leadership program coordinator.

    Note: The three internship semesters must be taken consecutively; however, they may be taken in any order. The leadership portfolio must be submitted after completing the third consecutive semester.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 670 Transition Planning and Services

    (3 credits)
    The purpose of this course is to provide an understanding of the transition processes and procedures integral to comprehensive secondary educational programming. Transition-focused education is an outcomes oriented approach to helping students plan and prepare for life after high school in the areas of post-secondary education, employment and independent living. This course examines transition related legislation and planning requirements and explores the various services and instructional methods in transition and career development that support students as they move from middle school through high school and into early adulthood. The course emphasizes evidence-based best practices with a focus on self-determination and self-advocacy, on-going student-centered transition and career assessments, inclusive community-based instruction, aligning transition instruction with standards based curriculum and interagency and family collaboration. Students will participate in Stage 1, 2 and 3 fieldwork experiences. They will have the opportunity to interview school and community based transition professionals and transition-aged youth. Along with observing transition-focused education, students will develop and teach a lesson on self-determination.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 676 Teacher Practice in a Connected World

    (3 credits)
    This course will focus on what it means to be a connected educator. It will equip students with both practical and conscientious connectivity through habits of mind such as reflection, questioning, and learning continuously. This means that they will not only add new tools in their toolbox as thoughtful practitioners in present day but will be able to empower their students as well. Through hands-on experiences throughout the course, students thinking around what they believe to be true about teaching and learning will become visible and transformed through our interactions.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 677 Seeking Equity in Connected Learning and Teaching

    (3 credits)
    This course is meant to support participants in exploring a range of ideas related to a connected learning framework of connected learning: an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth. With a specific emphasis on thinking about issues of equity, this course is designed to part of current discussion in the field about how to support all youth in having connected learning experiences. This course then has been explicitly designed to be both to support a community of learning among participants as well as connect with a much larger community.

    This course will explore a range of ideas related to a framework of twenty-first century design and learning principles called Connected Learning and support all participants in designing their own Connected Learning environment/opportunity for others based on these principles. Connected Learning is an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth in today’s digitally connected society. It encourages a production-centered approach in digital and face-to-face openly networked environments. This course then, with a specific emphasis on equity, has been explicitly designed to support participants in exploring connected learning by engaging in a range of inquiry activities, particularly using connected technologies, in which learners engage in making, sharing and reflecting with professional colleagues in and beyond the class. And the course will culminate with personalized inquiry project that supports connecting learning in contexts and communities beyond the life of this course.

    This course is open to classroom educators and non-classroom educators alike.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 678 MakerEd and Project Based Learning

    ( 3 credits)
    This course is an introduction to maker education and project-based learning. Classes will consist of a combination of lecture, discussion, and maker lab. This course is about learning to create and teach others how to make. Students will explore a variety of techniques including basic circuitry, sewing, architecture, and design while seeking a balance between free exploration and discovery within parameters. We will study the history of the modern maker movement, from William Morris to present day Fab Labs.

    IMPORTANT: Students must have current background checks documents on file with the School of Education. (See Background Checks)
  

  • ED 680A Intro to ABA Studies

    (1 credit)
    This course provides a focus on Applied Behavior Analysis and the procedures involved in obtaining board certification.  While a wide application of ABA principles is possible, the application of ABA to the field of education will be highlighted. This course should be taken during the first semester of enrollment in the ABA Certificate or Masters Program with a concentration in Applied Behavior Analysis.

    Course is Exempt from School of Education Background/clearances check policy.

     
  

  • ED 681A Educational Research & Experimental Design

    (3 credits)
    The goal of this course is for students to understand, interpret, and apply single subject research methodology, through critically evaluating the effectiveness of behavioral interventions in published studies as well as designing an original study.

    Course is Exempt from School of Education Background/clearances check policy.

     
 

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