Education

This introductory course will help students develop an understanding of Deaf Culture, the historical, philosophical, linguistic, legal, sociological, and educational aspects of the Deaf and Hard-of-Hearing Community. The student will be introduced to IEPs, become familiar with collaboration, write reflections based on current issues/trends in deaf education, and comprehend the special education continuum of services available to the identified students. In the GUIDE program, the pre-student teaching/clinical experience has been incorporated within the apprentice hours and competencies within Apprenticeship I.

THIS COURSE IS TAUGHT BY MINOT STATE UNIVERSITY (SPED552) This course is designed to introduce graduate students to American Sign Language. Students develop basic vocabulary and conversation skills. Fundamental aspects of Deaf Culture are incorporated.

Per the PA Department of Education (PDE), candidates seeking PA teacher certification must successfully complete a pre-student teaching experience. Prestudent teaching is designed to involve the teacher candidate in the various aspects of classroom teaching, methodology, pedagogy, curriculum/standards, and classroom management. In the GUIDE program, the pre-student teaching/clinical experience has been incorporated within the apprentice hours and competencies within Apprenticeship II (633 hours). The field/OTJ hours will be completed at the various educational settings within DePaul School for Hearing & Speech (pre-school, K-8 classrooms, itinerant public school placements PK-12). The candidates/apprentices will have the opportunity to employ reflective decision making when planning, implementing, and assessing learning of students who are deaf/hard of hearing in an actual school environment. In addition, teacher candidates/apprentices will become aware of the managerial, record keeping, and professional aspects of teaching in diverse classroom settings. During pre-student teaching/Apprenticeship II, candidates/apprentices will move through four basic learning experiences: observation, one-to-one tutoring or instruction, small group instruction, and whole class or whole group instruction. Candidates/apprentices meet face-toface/online/virtually weekly in seminars.

Per the PA Department of Education (PDE), candidates seeking PA teacher certification must successfully complete a student teaching/clinical experience (minimum 12 weeks). Student teaching is designed to involve the teacher candidate in the various aspects of classroom teaching, pedagogy, and assessment. In the GUIDE program, the student teaching/clinical experience has been incorporated within the apprenticeship hours and competencies within Apprenticeship III (967 hours). The field/OTJ hours will be completed at the various educational settings within DePaul School for Hearing & Speech (pre-school, K-8 classrooms, itinerant public school placements PK-12). The candidates/apprentices will have the opportunity to employ reflective decision making when planning, implementing, and assessing learning of students who are deaf/hard of hearing in an actual school environment and this is documented through a Teacher Work Sample (TWS). In addition, teacher candidates/apprentices will expand their experiences individualizing instruction for students with hearing loss through experiences with Individual Education Programs (IEPs). Candidates/apprentices work under the supervision of a cooperating teacher/mentor and University supervisor. Candidates/apprentices meet online/virtually weekly in seminars.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (SDIN6045) This course examines policies, trends, educational practices, and societal perspectives related to transition of students with disabilities. This course explores transition planning from school to community living, post-secondary education, and employment. Curriculum and strategies will be investigated in order to maximize academic, social, and functional skills of individuals with disabilities across the life span.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (SDIN0645) This is a co-requisite field experience.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (EDUC6060) This course focuses on the development of effective, practical techniques for establishing curricula for use in a standards-based education environment. The course examines the theoretical dimensions of curriculum development. Topics such as taxonomies, objectives, and lesson planning are addressed to show their connection to curriculum development and outcomes-based educational planning efforts. Assessment related topics such as reliability and validity of assessments, constructing classroom tests, constructing performance tasks and scoring rubrics, formative assessment in the classroom, and the uses and interpretation of test results will be addressed. Major requirements of the course include departmental field experiences and the development of a curriculum proposal that focuses on a topic related to the student's day-today classroom teaching.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (EDUC0606) This is a co-requisite field experience.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (SDIN6070) This course addresses normal language and communication development and the language development of students with exceptional needs. Students will examine the language-literacy connection or the impact of language and language delays in reading and writing. Specific research validated instructional strategies focusing on the assessment and development of social and academic language skills are emphasized. This course explores assistive technology as a research supported tool to improve access to and participation in the general education curriculum. In addition, students will examine assistive technology and secondary transition. Students will integrate assistive technology in lesson planning to meet students' individual needs.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY. Field experience associated with EDDE6070.

COURSE IS TAUGHT AT UTAH STATE UNIVERSITY (COMD6320) Language Learning & Literacy Acquisition in Children with Hearing Loss. Addresses unique process of language learning in children with hearing loss. Explores processes and strategies to facilitate literacy acquisition in these children through an auditory-oral approach.

COURSE IS TAUGHT AT UTAH STATE UNIVERSITY (COMD6340) This course examines developmental processes underpinning audition and spoken language acquisition. Explores specific techniques, strategies, and teaching behaviors for developing listening and spoken language in young children who are deaf or hard of hearing.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY (EDUC6400) This course focuses on research and principles of reading in content area instruction. It examines the importance of reader background knowledge and language acquisition across the curriculum. Specifically, the language and culture of Multi Language Learners will be explored to facilitate the planning and implementation of effective assessment and instruction. This course examines key areas of working with reading for diverse learners (students with special needs and Multi Language Learners), implementing assessment tools in the content areas, and integrating technology to improve reading and literacy. Emphasis is on pre-reading, during reading, and post-reading strategies. Additionally, participants will have the opportunity to design lesson plans that effectively demonstrate reading strategies covered in the course to meet the needs of all students.

COURSE IS TAUGHT AT ROBERT MORRIS UNIVERSITY. Field experience associated with EDDE6400.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course will focus on the foundations of PreK-4 education and explore the different learning environments that are optimal for young children. Students will gain insight into the philosophy and objectives of the PreK-4 curriculum and be introduced to theories and instructional strategies that can be used in teaching the various subject areas. The course will provide an overview of relevant content for educating students from preschool through grade four.

This class will provide the student with the opportunity to work with a teacher in a pre-school setting/classroom. This field work will coincide with the classes of Child Development, Educational Psychology, and Orientation to PreK-4 Education. This will allow the student to connect the theory gained in these classes to practice in the early childhood classroom according to PA learning standards. Field Experience: 36 total hours (6 hours Stage 2 and 30 hours Stage 3 field experience).

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER This course will provide the student with the opportunity to work with a teacher in a kindergarten to fourth grade classroom. This field work will allow the student to connect the theory gained in Child Development, Educational Psychology, and Orientation to PreK-4 Education classes to practice in the classroom according to PA learning standards. Seminars will be in integral part of the class to discuss what the student is observing, provide additional support, and theory to the student. Field Experience: 36 total hours (6 hours Stage 2 and 30 hours Stage 3 field experience).

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER The course will focus on the importance of proper health and physical activities, according to the Pennsylvania early learning standards, for PreK-4th grade students of all ability ranges and from different cultures in an inclusive classroom. Students will be provided with introductory experiences in physical education, health, and assessment of student performance. Students will design and practice teaching methods for physical education/health activities for the PreK-4 grades. An integral part of this course will be a field experience in a variety of classrooms across the PreK-4 grade span to observe teachers presenting physical education/health lessons. Field Experience: 4 hours of Stage 1 Field Experience.

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER This class will present strategies and teaching techniques for integrating art and music across the curriculum, aligned with the Pennsylvania early learning standards, for students in the PreK-4 grades of all ability ranges and from different cultures in an inclusive classroom. Students will be provided with introductory experiences in art and music and assessment of student performance. Students will design and practice teaching methods to incorporate art and music into content areas across the PreK-4 curriculum. An integral part of this course will be a field experience in a variety of classrooms across the PreK-4 grade span to observe teachers who incorporate art and music into their lessons. Field Experience: 4 hours of Stage 1 Field Experience.

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER This course will provide opportunities for you to learn how to teach PreK-4 students to learn to write for a variety of purposes, based on the Pennsylvania academic standards and assessment anchors. You will learn how to use backwards-design to create lessons that focus on student growth areas, and how to assess writing samples to inform further instruction. In this process you will also learn how to improve your own writing so that you can serve as a model for your students. You will be expected to demonstrate model handwriting for printing and cursive.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course provides the foundation for teaching reading according to PA academic standards and assessment anchors for PreK through grade 4, for students with a broad range of abilities and diverse cultural backgrounds. The focus is on research-based instruction around the Five Big Ideas of Reading: fluency, comprehension, vocabulary, phonemic awareness and the alphabetic principle. Strategies for dealing with struggling readers will be emphasized, and you will learn to differentiate your reading instruction for students reading above-, on-, and below-level. This will be exciting, intense, hands-on work that will teach you to understand reading in a whole new way.

This course provides a weekly supervised practicum and seminar. This offers a supportive, scaffolded, first step into teaching. Students will be teaching reading and language arts in a PreK-4th grade level classroom. Instructional topics will be assigned by classroom mentor teachers. Topics will address the grade-level standards for reading, writing, speaking and listening. Practicum students will use assessment information to design lessons, and differentiate instruction to meet student needs. Throughout the practicum, students will be able to demonstrate effective reading and language arts instruction, and promote skill development in early elementary students. The primary objective of this course is for students to practice planning and implementing standards-based reading and language arts instruction that is very interactive, and differentiated for student strengths and needs. Field Experience: 15 hours of Stage 3 Field Experience

This class will provide the pre-service PreK-4 teacher with strategies and techniques for teaching social studies in a heterogeneous inclusive classroom according to PA early learning standards and the National Council for the Social Studies thematic strands, which include the disciplines of geography, history, economics, and civics and government. Emphasis will be on organizing subject matter and translating it to children through a variety of methods which address different learning styles. An integral part of the course will be a field placement experience in a PreK-4 classroom. This field placement will allow the student to connect theory to practice and provide an experience of working with children. Field Experience: 10 hours of Stage 3 field experience (teaching Junior Achievement)

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This class will provide the pre-service PreK-4 teacher with strategies and techniques for teaching science in a heterogeneous inclusive classroom according to PA learning standards and the National Science Teachers Association utilizing a 'hands-on' approach. Emphasis will be on organizing subject matter including environment and ecology, life sciences, physical sciences, and earth and space science, and translating it to children through the students' participation in various methods of learning. The student will present a demonstration lesson utilizing the inquiry lesson plan format to his/her peers. An integral part of this course will be a field experience in a PreK-4 classroom. This field placement will allow the student to connect theory to practice and provide an experience of working with children. Field Experience: 10 hours of Stage 3 field experience

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER This course provides the theoretical base of principles for teaching math according to PA learning standards and the National Council of Teachers of Mathematics to students from infancy through grade 4, inclusive of special needs and gifted children. It will enable the student to learn mathematical concepts, skills, and problem solving methods through the use of manipulatives and be able to demonstrate this knowledge through demonstration lessons to his/her peers. Through the experiences provided, the student will gain knowledge in the various strategies for the use of these manipulatives, the selection of effective materials and techniques, and diagnostic procedures.

PREREQUISITE: EDEL4040, GRADE OF C OR BETTER This course provides a weekly supervised practicum and seminar based on the Methods of Teaching Math course. The student will be assigned a class or a small group of students where he/she will diagnose the students' needs and then create and implement lessons weekly according to PA learning standards that focus on the diagnosis found. The student will be able to demonstrate and promote effective strategies for teaching children of all ability ranges in his/her lessons plans and teaching. The student will spend one period a week in a classroom teaching and this will be accompanied with a seminar focusing on the plans and teaching that is implemented weekly. Field Experience: 15 hours of Stage 3 Field Experience

PREREQUISITE: EDEL2000, GRADE OF C OR BETTER In the final stages of preparing participants to enter the teaching profession, this class acts as the capstone of the program prior to student teaching. This course will offer the participants opportunities to connect the various methods courses and strategies learned. Participants will learn and practice ways to integrate different subject areas into a cohesive unit using projects, and to provide cognitively engaging instruction for students of many ability levels and learning styles in an inclusive setting. As always, instruction will be planned according to PA learning standards. The course will also address the duties of the teaching profession that extend beyond daily instruction, which includes providing opportunities to learn and practice strategies for working with families and keeping them engaged in their children's education. Participants will invest significant professional development hours in preparing the assignments of this course, including some materials useful during student teaching.

PREREQUISITE: EDUC4005, GRADE OF C OR BETTER This course provides PreK-4 teacher candidates with the opportunity to incorporate various strategies and techniques learned from the methods courses to implement effective instruction for all learners during an eight-week supervised student teaching placement in a PreK-4th grade classroom. Under the direct supervision of a cooperating teacher and a university supervisor, the student teacher will have the opportunity to teach in all the subject areas and demonstrate the instructional practices and methods related to the developmental level of their students, based on a standards aligned system. The student teacher will reflect on their experiences and participate in student teaching seminars.

Student teaching experience.

This course will provide an overview of the rationale and characteristics of developmentally responsive middle schools that serve fourth through eighth grade students. Specific structures and strategies that support the unique needs of adolescent learners will be discussed, such as transition practices, exploratory curriculum, advocacy, and interdisciplinary teaming.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course is required for all middle level education majors. The course will focus on how to use an inquiry approach to teach science in the 4th-6th grade levels, with an emphasis on how to address the Pennsylvania Academic Standards and Assessment Anchors for Science & Technology and Environment & Ecology. A field experience is a required component of this course.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course is required for all middle level education majors. The course will focus on how to use a learner based approach to teach math in the 4th-6th grade levels, with an emphasis on how to address the Pennsylvania Academic Standards and Assessment Anchors for Mathematics. A field experience is a required component of this course.

This course engages students in a study of the relationship between literacy and community by examining a range of "reading communities," including historical, school-based, professional, neighborhood, workplace, and recreational communities. Key issues will include: how communities use literacy and literacy practices, how literacy practices define and shape communities, how literacy practices draw and transcend boundaries between communities, and how new literacies transform older communities and create new kinds of communities.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course is required for all middle level education majors. The course will focus on how to present social studies concepts in a hands-on manner to 4th-6th grade students, with an emphasis on how to address the Pennsylvania Academic Standards for Geography, History, Economics, and Civics & Government. A field experience is a required component of this course.

Reading and Writing Across the Disciplines introduces a wide variety of effective instructional methods for middle level and secondary teachers to present reading and writing skills in any content area.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course is required for all middle level education majors, in order to prepare for student teaching. Future middle level teachers will explore ways to engage students in the learning process, with a focus in the content areas at the 7th and 8th grade level. Future teachers will plan lessons and units based on content standards and assessment anchors. The use of technology will also be explored as a way to enhance instruction and assessment. A field experience is a required component of this course.

PREREQUISITE: EDML4010 AND EDUC4005, GRADE OF C OR BETTER During this portion of student teaching, middle level education majors will be placed in a 4th-6th grade setting, and may be expected to teach any subject area (science, mathematics, language arts, or social studies) for approximately seven weeks. Student teachers will be expected to demonstrate instructional strategies that capitalize on the developmental characteristics of young adolescents and to design successful interventions responsive to the needs of individual middle level students. Student teachers will be supervised by a cooperating teacher and a LRU supervisor, and will be expected to participate in collaborative team building opportunities. Part of the student teaching experience will also include an on campus student teaching seminar, where topics such as certification requirements, school law, and interviewing strategies will be presented.

PREREQUISITE: EDML4010 AND EDUC4005, GRADE OF C OR BETTER During this portion of student teaching, middle level education majors will be placed in a 7th-8th grade setting within their content specialty (science, mathematics, language arts, or social studies) for approximately seven weeks. Student teachers will be expected to demonstrate their deep content knowledge as they apply instructional strategies that capitalize on the developmental characteristics of young adolescents and to design successful interventions responsive to the needs of individual middle level students. Student teachers will be supervised by a cooperating teacher and a LRU supervisor, and will be expected to participate in collaborative team building opportunities. Part of the student teaching experience will also include an on campus student teaching seminar, where topics such as certification requirements, school law, and interviewing strategies will be presented.

Independent study on a topic not otherwise covered at La Roche University. For Middle-Level Education majors.

This course provides students an opportunity to explore foundations of special education in the United States including: characteristics of each disability category, legislation, over-representation of diverse students, academic and functional needs of students with disabilities, individual learning differences, least restrictive environment, implications for a Standards Aligned System, collaboration and transition. Students will develop an understanding of Accommodations and Adaptations for inclusive environments.

PREREQUISITE: EDSP2015, GRADE OF C OR BETTER This course will introduce students to behavior and misbehaviors of students in the school setting, types of misbehavior roles, establish a classroom management plan that will reflect their consideration of students with disabilities, problem solving, conflict resolution, assessing appropriate and problematic behaviors while establishing opportunities for students with diverse backgrounds to interact and share in cooperative learning groups, problem solving to achieve common goals. "Application Models" will be the framework used to demonstrate the approaches used by pioneers as well as 21st century researchers and educators.

This course provides the foundation for teaching reading according to PA learning standards for students with a broad range of abilities and diverse cultural backgrounds. The course emphasizes research-based instructional approaches and interventions for Middle and Secondary level students including word level instruction, text level comprehension, reading-writing connection, and assessment. A field experience is a required component of this course.

This course is designed to prepare students with the skills necessary to effectively teach individuals with severe disabilities, identify the relationships of organizations to school systems, laws and policies that are related to the implementation of specialized health care in the educational setting, and demonstrate the knowledge and understanding of individuals so as to develop effective instructional plans that will contribute to effective programs.

PREREQUISITE: EDSP2015, GRADE OF C OR BETTER The Instructional Strategies Course identifies and implements instructional strategies for all individuals with disabilities by evidenced-based methods, specialized resources, multiple instructional approaches, appropriate adaptations and technology, integrating student initiated learning opportunities and experiences into ongoing instruction. Teach learning strategies and modify the pace of instruction within and across curricula, demonstrate efficient differentiated instruction, efficient planning, coordination, and delivery for effective instruction required for inclusive settings.

PREREQUISITE: EDSP2015, GRADE OF C OR BETTER This course provides a special education field experience placement and seminar based on the Effective Instructional Strategies course. The student will be assigned a class or a small group of students where he/she will create and implement lessons weekly according to the students’ IEP, learning needs, and PA learning standards. The student will demonstrate and promote effective strategies for teaching children of all ability ranges in his/her lessons plans and teaching. The student will spend one period a week teaching in a classroom. This will be accompanied with a seminar focusing on the plans and teaching that is implemented weekly.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This required course for all education majors will explore the instructional purposes for a variety of assessment strategies, such as: authentic, screening, diagnostic, formative, benchmark, and summative assessments. Future teachers will learn how to interpret assessment data, such as standardized test scores and norms, and will practice how to communicate assessment results to educational stakeholders, while considering legal and ethical issues related to assessment data, such as maintaining confidentiality. Future teachers will also create sample assessments that target academic standards and assessment anchors within subject areas, in order to measure mastery of the curriculum in more than one way.

The focus of this course is to prepare the Special Education Teacher Candidate with an authentic overview of the transition process for secondary students with disabilities through field experience, informational sessions, and interactive online coursework. The course emphasizes evidence-based best practices with a focus on self-determination and self-advocacy to help students plan and prepare for life after high school in the areas of post-secondary education, employment and independent living.

PREREQUISITE: EDSP2015, GRADE OF C OR BETTER The focus of this culminating course is to prepare the student teacher with a realistic overview of teaching special education in Pennsylvania. The student will create an IEP, become familiar with Inclusion and collaboration, write reflections based on current issues/trends in special education, participate in discussions, create useful artifacts, discuss significant court cases, and understand Transition. The student will also comprehend the special education continuum of services available to the identified student.

PREREQUISITES: EDSP2015 & EDSP3015. This course is designed to provide school nurses with the knowledge and skills to support the development and well- being of students, particularly those with disabilities, through ethical, data-driven practices. Special emphasis will be placed on culturally relevant pedagogy, with participants reflecting on their own cultural biases to develop asset-based perspectives of student differences. Through the study of professional standards such as the PA Code of Professional Practice, PA Educator Discipline Act, and the PA State Professional Nurse Law, participants will develop a deep understanding of the ethical and legal responsibilities related to student welfare. The course will also address how to recognize and challenge microaggressions in diverse learning environments, and foster collaboration through effective communication among all stakeholders.

PREREQUISITE: EDSP4015, GRADE OF C OR BETTER The Special Education Student Teaching Course is designed to allow teacher candidates an opportunity to apply skills learned in professional practice, human development, learning environments, instructional strategies, instructional planning, diversity, adaptations and accommodations, collaboration, behavior management, and assessment in a PreK-6th grade special education placement. Under the supervision of a school district cooperating teacher(s) and a La Roche University supervisor, the teacher candidate will design, implement and evaluate lessons that appropriately address the IEP goals and meet the PA Academic Standards and Assessment Anchors. Student teachers will demonstrate skills that include, but are not be limited to: differentiated instruction, universal design, collaborative teaching, transition planning and research based data driven instruction to meet the needs of all students.

PREREQUISITE: EDSP4015, GRADE OF C OR BETTER The Special Education Student Teaching Course is designed to allow teacher candidates an opportunity to apply skills learned in professional practice, human development, learning environments, instructional strategies, instructional planning, diversity, adaptations and accommodations, collaboration, behavior management, assessment, and transition in a 7-12 grade special education placement. Under the supervision of a school district cooperating teacher(s) and a La Roche University supervisor, the teacher candidate will design, implement and evaluate lessons that appropriately address the IEP goals and meet the PA Academic Standards and Assessment Anchors. Student teachers will demonstrate skills that include, but are not be limited to: differentiated instruction, universal design, collaborative teaching, transition planning and research based data driven instruction to meet the needs of all students.

The purpose of this graduate course is to prepare MAT candidates to be well-informed educators by investigating current trends and issues in education. A core set of topics will be explored in depth, including developments in curriculum and instruction, legal policies, new technology, ethical principles, and standards for practice. Additional content may be added in response to new issues or student expressed interests. MAT candidates will prepare to become informed consumers of eductional research by learning to evaluate the strength of the research articles and analyzing research trends to identify effective practices for working with all young adolescents.

The purpose of this graduate level course is to prepare Masters Degree candidates to be well-informed special educators by investigating current trends and issues in special education, and some of their historical roots. A core set of topics will be explored in depth that could build toward leadership in the field, including developments in curriculum and instruction, legal policies, new technology, ethical principles, and standards for practice. Additional content may be added in response to new issues or student-expressed interests. Students will prepare to become informed consumers of educational research by learning to evaluate the strength of the research articles describing trends and issues. Students will learn to analyze research and trends to identify effective practices for working with individuals with exceptionalities and their families.

The purpose of this graduate course is to prepare MAT candidates to use data to guide their instruction, with valid and reliable assessment practices to promote equitable learning environments for all students. This course will focus on designing and implementing assessments to evaluate the effectiveness of instructional practices and programs, including the procedure for creating and maintaining Individualized Education Plans (IEPs).

The purpose of this graduate level course is to prepare Master's Degree Candidates to collaborate with all stakeholders to enhance educational opportunities for students with special needs. This course will focus on effective communication skills and culturally responsive practices that can be used to interact in a professional and ethical manner with families and community agencies.

The purpose of this graduate level course is to prepare Masters Degree candidates to understand how processing differences effect reading, and how to provide the explicit, systematic instruction needed by students with high-incidence exceptionalities. The course will provide research-based recommendations for both instruction in the five essential skill areas of reading and measures to assess and monitor students' progress. Participants will also learn how to evaluate instructional effectiveness and adapt instruction, differentiate instruction for diverse groups of students, and provide differentiated instruction through a Response to Intervention and Instruction (RTII) model. Practice opportunities will be provided for application of course concepts. The course will maintain a strong emphasis on helping participants to establish best practices for effective reading instruction for students with exceptionalities.

PREREQUISITE: EDSP5015, GRADE OF B OR BETTER The purpose of this graduate level course is to prepare Masters Degree candidates to become critical consumers of educational research, and to conduct research projects. The course is highly interactive, designed to help participants apply many of the examined quantitative and qualitative practices by analyzing research reports and planning research projects. Emphasis will be placed on exposure to the breadth of research possible in the educational field.

This introductory course fulfills part of the requirements for those wishing to obtain an ASD Endorsement from the Pennsylvania Department of Education. It is designed to provide students with an overview of characteristics and learning traits, classification systems, assessment strategies/issues, approaches, and interventions related to individuals with autism spectrum disorders (ASD). Special emphasis is placed on collaboration, adapting instruction and use of evidence based interventions. Specific attention will be devoted to review of the Comprehensive Autism Assessment Planning System and principles of Applied Behavior Analysis. Field experiences are embedded in this course.

This course fulfills part of the requirements for those wishing to obtain an ASD Endorsement from the Pennsylvania Department of Education. This course provides an in-depth review of applied behavior analytic techniques including: conducting behavioral assessments, completing environmental assessments and making adaptations, designing effective behavior change programs, and applying behavioral procedures consonant with ethical standards. Teachers will learn to apply behavior analytic principles toward the improvement of socially significant behaviors in a wide range of settings as well as to evaluate the effects of behavioral procedures. Functional Behavior Assessments (FBA), behavior supports, antecedent management, and encouraging positive alternative behaviors and crisis management will be addressed. Evidence-based prevention and intervention strategies will be emphasized. This course will equip teachers to design instruction and supports in order to encourage positive changes in classroom behavior. Field Experiences are embedded in this course.

PREREQUISITE: EDSP5040, GRADE OF B OR BETTER This course on communication and social skills instruction fulfills part of the requirements for those wishing to obtain an ASD Endorsement from the Pennsylvania Department of Education. It addresses normal language and communication development and the language development of students with Autism Spectrum Disorder. Teachers will examine the language-behavior connection, how language delays can lead to social incompetence, and how language can be supplemented with augmentative and alternative interventions. Specific research validated instructional strategies focusing on the assessment and development of social and academic language skills are emphasized. This course explores assistive technology as a research supported tool to improve access to and participation in the general education curriculum. In addition, students will integrate assistive technology in lesson planning to meet students' individual needs. Field experiences are embedded in this course.

PREREQUISITE: EDSP5045, GRADE OF B OR BETTER This course on advanced issues related to autism fulfills part of the requirements for those wishing to obtain an ASD Endorsement from the Pennsylvania Department of Education. In addition to completing a field experience upon completion of this course students will be able to demonstrate knowledge of the variety of programming options available to children and families, discuss non-traditional methods and interventions related to past and present etiologies and treatments of autism including efficacy research; complete research on social skills programs for students with an ASD in order to be able to advocate for social skills programming; complete an intervention assessment tool and create specially designed instruction for a student on the spectrum, and additionally reflect on issues that affect both children with the diagnosis and their families. Field experiences are embedded in this course.

PREREQUISITE: EDSP5020, GRADE OF C OR BETTER This graduate course focuses on how processing differences affect literacy, and how to provide the explicit, systematic instruction needed by diverse learners. The course will provide research-based recommendations for instruction in writing and the five essential components of reading as well as measures to assess and monitor students' progress. MAT candidates will learn to evaluate instructional effectiveness and adapt instruction, how to differentiate instruction for diverse groups of students, and how to provide differentiated instruction through a Response to Intervention and Instruction (RTII) model. Practice opportunities will be provided for application of course concepts.

The purpose of this graduate level course is to prepare Master's Degree Candidates to provide evidenced-based instructional techniques to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction including: modifications and adaptations of materials, co-teaching models, learning strategies, lesson planning, assessment, and transitioning. The purpose and use of assistive technology will also be highlighted.

PREREQUISITE: EDSP5035, GRADE OF B OR BETTER The purpose of this graduate level course is to prepare Master's Degree Candidates to use valid and reliable assessment practices to improve their instruction and to minimize bias. This course will focus on designing and implementing assessments to evaluate the effectiveness of practices and programs for individuals with exceptionalities. In addition, this is the capstone course for the Master's Degree in Special Education program, so Master's Degree Candidates will present their original research projects as a culminating activity.

This course is designed to deepen understanding of the professional world of education and recognize the responsibilities of an effective and ethical educator. Students will become familiar with the teacher expectations outlined in the PA Code of Professional Practice and Conduct for Educators and the PA Educator Discipline Act. Completing observations in diverse classrooms and school settings will provide students the opportunity to connect course topics to real-world teaching. Throughout the course, students will be encouraged to reflect upon their decision to become a teacher by explaining how their learning will impact their future pedagogy

This course is intended for students seeking Pennsylvania teaching certification. The course focuses on the skills and competencies required to effectively communicate, teach, and advocate for students whose first language is not English. Teacher candidates will examine the role of culture in the learning process and apply second language acquisition research to best practices for instruction and assessment. Furthermore, teacher candidates will identify issues and resources for best supporting multilingual students and their families within the school setting.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This initial field experience course will provide students with the opportunity to observe and reflect on elements within various classroom environments. This experience will allow the student to interact with the learners in a variety of ways, develop knowledge of effective educational practices, and demonstrate professionalism in an educational setting. Seminars will be included with this course in which students will assess, evaluate, and discuss the field experience.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course will present strategies and teaching techniques for integrating the arts throughout the curriculum. Students will develop an understanding of elements and principles of the arts. Students will consider how a classroom environment can support the arts and humanities.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This class focuses on effective instructional strategies for teaching social studies in an inclusive classroom. Students will become familiar with the learning standards and thematic strands of social studies identified by the National Council for the Social Studies, which include the disciplines of geography, history, economics, and civics and government. Emphasis will be on organizing subject matter and translating it to children through a variety of instructional methods. Seminars are included in this course to help future teachers reflect on their own cultural lens and facilitate culturally relevant earning experiences.

This course is designed to give the student a broad background in literature for children from pre-school through seventh grade, to explore assumptions that form the basis of what is the best literature for children, to practice creative projects designed to encourage and enrich reading, and to evaluate children's literature as an image-maker and means of transmitting values.

PREREQUISITE: EDUC1010, GRADE OF C OR BETTER This course will present strategies and teaching techniques for integrating health, safety and physical activity throughout the curriculum. Students will develop an understanding of the elements and principles of health and wellness. Students will consider how a classroom environment can support the physical, motor and social-emotional development of children.

This course provides the foundation for teaching literacy aligned with the Pennsylvania Standards for students in the primary grades with a broad range of abilities and cultural backgrounds. The focus is on evidence-based literacy instruction around the essential components of literacy: oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. An integral part of this course will include a practicum in a primary grade (PreK-2nd grade) classroom.

This course provides an exploration of the principles for teaching primary math concepts according to guidelines provided in the Pennsylvania Standards and by the National Council of Teachers of Mathematics. Teacher candidates will become proficient in using math manipulatives to help students learn mathematical concepts. An integral part of this course will be a practicum, where teacher candidates will be placed in a primary classroom (PreK-2nd grade) in order to connect theory with practice.

This course provides the foundation for teaching literacy aligned with the Pennsylvania Core Standards for students in the intermediate grades with a broad range of abilities and cultural backgrounds. The focus is on evidence-based literacy instruction around the following essential components of literacy: phonics, fluency, vocabulary, comprehension, and writing. An integral part of this course will be a practicum, where teacher candidates will be placed in an intermediate classroom (3rd-6th grade) in order to connect theory with practice.

This course provides an exploration of the principles for teaching intermediate math concepts according to guidelines provided in the Pennsylvania Math Standards and Assessment Anchors and by the National Council of Teachers of Mathematics. Teacher candidates will become proficient in using math manipulatives to help students learn mathematical concepts. An integral part of this course will be a practicum, where teacher candidates will be placed in an intermediate classroom (3rd-6th grade) in order to connect theory with practice.

The goal of this course is to prepare teacher candidates with an understanding of science content related to the Pennsylvania Science Standards and provide experience with using an inquiry-based approach to plan and teach science lessons. An integral part of this course will be a practicum, where teacher candidates will be placed in a classroom within their certification grade span in order to connect theory with practice.

This course is designed to prepare teacher candidates for student teaching and employment in the field of education. Teacher candidates will finalize professional documents, engage in professional development, identify school, district, and community resources, participate in service learning, and research best practices to set professional goals. Assignments will provide an opportunity to share information with multiple stakeholders to support families and children in meaningful and culturally responsive ways. Teacher candidates will demonstrate aspects as outlined in the PA Code of Professional Practice and Conduct for Educators, the PA Educator Discipline Act and the MCEE Code of Ethics.

An independent study is an in-depth examination of a particular topic, under the supervision of a qualified instructor. Independent study is not a substitute for a formal course or graduation requirement. The course is limited to those few students who have demonstrated an unusual level of ability and an intense commitment to a particular area.

This graduate course provides an overview of the philosophy of middle level education and the characteristics of developmentally responsive instruction. This course will critically examine specific structures and practices that support the unique needs of adolescent learners.

The purpose of this graduate course is to prepare MAT candidates to create and maintain supportive learning environments that promote the healthy development of all adolescents. This course will focus on effective adolescent behavior strategies and appropriate organizational techniques for the classroom. Diversity seminars are included in this course to help future teachers reflect on their own cultural lens and facilitate culturally relevant learning experiences.

PREREQUISITE: EDSP5020, GRADE OF C OR BETTER This graduate course provides an in-depth exploration of evidence-based instructional strategies, including the use of technology and other classroom materials, across the core disciplines of language arts, mathematics, science, and social studies. MAT candidates will design lessons to motivate students within the context of each subject and will create learning opportunities that reflect an understanding of adolescent development.

COREQUISITE: EDUC6050 This graduate course is intended as a co-requisite for student teaching in teh MAT program, so that teacher candidates can utilize research and data-based decision making to fully participate in collaborative school structures as a professional educator.

PREREQUISITE: EDUC6000, GRADE OR C OR BETTER This culminating graduate course provides MAT candidates with the opportunity to implement the middle level curriculum for all learners during a twelve week supervised student teaching placement in a 4th-8th grade classroom. Under the direct supervision of a cooperating teacher and a university supervisor, the student teacher will demonstrate the pedagogical cycle of planning, managing, instructing, assessing, and reflecting on student growth within the content areas.

This interdisciplinary course introduces students from all majors to the rapidly evolving field of Artificial Intelligence (AI). Students will examine what AI is, how it functions in everyday life, and the ethical, social, and professional implications of its use. Through guided inquiry, students will evaluate AI’s role in shaping the future of work, communication, creativity, and human decision-making. The course culminates in a final project in which students analyze their chosen career path and propose how AI tools and ethical considerations will shape their profession.