Education (EDUC)
Graduate Studies
570-577-1324
www.bucknell.edu/Education
Associate Professors: Abra N. Feuerstein, Ph.D. Virginia. Amy G. Golightly, Ph.D. Iowa. Sue Ellen Henry, Ph.D. Virginia. Lynn Hoffman (chair), Ed.D. Maryland. Robert M. Midkiff Jr., Ph.D. Arizona State. Joseph L. Murray, Ph.D. Michigan State. Katharyn E. Nottis, Ph.D. SUNY-Buffalo. Candice R. Stefanou, Ph.D. Pennsylvania State.
Assistant Professors: Richard Henne-Ochoa, Ph.D. Illinois. Sarah MacKenzie, Ph.D. Pennsylvania State. Lakeisha Meyer, Ph.D. Indiana. Lori Smolleck, Ph.D. Pennsylvania State.
The education department seeks to cultivate citizens who are broadly educated, thoughtful, and committed to lifelong learning as a means to better themselves and society. Our blend of social sciences and professional preparation coursework is theoretically grounded and presents issues within social contexts that are diverse and evolving. The Master of Science degree in education (MSED) is offered in school psychology and college student personnel. The MSED will be offered in administration, with certification as a K-12 principal, only for students enrolled prior to fall 2009. Detailed information about each of these programs can be obtained by contacting the education department, or accessing the department webpage.
Admission Requirements
In addition to meeting the University's general admission requirements and regulations for graduate study at the University, the student desiring to pursue graduate work in education may be expected to complete specific courses in education prior to enrollment or as a condition of enrollment. A candidate's undergraduate and/or graduate work, application essay, GRE scores, and letters of recommendation will be appraised in relation to graduate objectives in professional education. Students seeking entry into a certification program who do not already possess a Pennsylvania educator's certification must have an undergraduate cumulative GPA of 3.0. All new certificate holders must show evidence of two undergraduate mathematics courses, one undergraduate course in English literature, and one in English composition.
Graduate Requirements
Candidates for the Master of Science in education (MSED) must complete a master's thesis, master's treatise, or case study, depending upon the area of specialization. Candidates seeking state certification must take and pass all required Praxis exams to be recommended for certification. Students in school psychology must successfully complete an oral examination; students in the college student personnel program who elect to write a master's treatise must also complete a written comprehensive exam. For those who elect a thesis option, an oral defense will substitute for the comprehensive written examination. Candidates for the K-12 principalship certification must complete a standards-based portfolio.
Certification
Recommendations for Pennsylvania certification in school psychology, K-12 principalship, and the superintendent's letter of eligibility can be made when all designated coursework and requirements are complete. Completion of a master's degree does not assure certification or recommendation for certification to the Commonwealth of Pennsylvania.
Courses Offered
601. Applied Behavioral Psychology (AII; 3, 1)
An exploration of human behavior in educational institutions, mental health facilities, and industry with an emphasis on understanding the determinants of behavior and designing interventions that result from data-driven decision making. Problems considered will focus on motivation, design of instructional systems, and human communications.
605. Cognitive Learning in Multiple Contexts (AI; 3, 0)
Both the theories and practical applications of psychology applied to cognitive, social, and emotional learning are emphasized. Additionally, the research process used to study learning is a major focus of attention.
608. Advanced Social Foundations; Democracy and Education (II; 3, 0)
This course employs a multidisciplinary approach to explore the relationship between education and democracy in "free" societies such as the United States. Students will critically examine the American educational system and its contemporary problems through the lenses of history, philosophy, sociology, and anthropology.
612. Counseling Techniques (I; 3, 1)
This course provides an introduction to counseling theory and training in the micro-skills of counseling and interviewing. Students have an opportunity to practice a wide range of counseling techniques with videotaping. Required field placement or service learning experience.
614. Introduction to School Psychological Services (I; 3, 1)
An overview of psychological services as provided by school psychologists and counselors. This course specifically addresses theory and practice of collaborative consultation and problem-solving in the school environment on individual and systems levels. Field experience required.
617. Problems in Education (I or II or S; R; 2-4, 0) Half or full course
Research on a problem not involved in a student's thesis. Prerequisite: permission of the instructor.
618. Multiculturalism and Education (II; 3, 0)
This course combines social science and educational research with narrative accounts to explore the historical, philosophical, sociological, and political foundations of the multicultural movement in American education. The course will examine and critique contemporary issues, such as the educational experiences
of minority groups, inclusive pedagogy, and bilingual education.
622. Psychology of the Exceptional Child (AI; 3, 1)
An examination of the neuropsychological theories and applications of brain behavior research related to the identification of and the provisions of services for learning disabled, emotionally and behaviorally disordered, and mentally retarded children. Prerequisite: permission of the instructor.
623. Education of Young Children (I; 3, 1)
A conceptual-developmental overview of the social, emotional, cognitive, and physical characteristics of the early childhood years (to age 7) stressing extrapolation from developmental theory to educational practice for teachers and parents who function as the earliest educators. Field experience required.
625. Career Development (S; 3, 0)
An examination of career decision-making and career choices within the context of cognitive, social, emotional, and physical development, with emphasis on both theory and practice. Prerequisite: permission of the instructor.
628. Advanced Tests and Measurements (AII; 3, 1)
Introduction to the fundamental concepts of measurement and testing theory with emphasis on the application of those concepts in a variety of educational and clinical settings. Field experience may be required.
629. Cognitive Assessment (II; 3, 16)
Development of the ability to administer and interpret individualized tests, including Binet, Woodcock-Johnson, and Wechsler. Limitations with respect to generating hypotheses related to the modification of learner behavior are discussed. Field experience required. Prerequisite: permission of the instructor.
634. Later Childhood and Adolescence: (I or II or S; 3, 1)
Later childhood and adolescence is viewed as a period of change. These changes are investigated by studying multiple contexts. Knowledge application is fostered in a tutoring experience. Field experience required.
635. Child and Adolescent Development (I or II; 3, 1)
Theoretical and research frameworks, as well as case studies, for exploring physical, cognitive, psychosocial, and literacy development, ages 5-22, and contexts for development, such as families, peer relationships, schools, cultures. Implications for teaching, counseling, coaching, parenting, and policy-making. Field experience required.
640. Literacy and Learning (II; 3, 0)
This course focuses on the development of secondary school teacher's knowledge and skills related to the development of literacy skills in various content areas.
641. The Teaching of Reading (I; 3, 1)
A study of the learning problems involved in acquiring skills in reading and writing. Contemporary theories of reading behavior. Field experience required. Prerequisite: Permission of the instructor.
642. Inclusive Practices (I; 3, 1)
This course is focused on planning, instruction, and assessment strategies to enable educators to differentiate instruction in a variety of subject areas. Educational needs of elementary level students with disabilities, varied cultural and language backgrounds, as well as the gifted are addressed. Knowledge application is fostered in a tutoring experience. Field experience required.
643. Supervision and Teaching of Social Studies (I or II; 3, 0)
Consideration of special problems arising in teaching social studies in elementary and secondary schools. Also examines influences determining course content, objectives, means of realizing objectives, and materials and methods.
644. Teaching Science in Elementary Schools (I; 3, 1)
Science content, process skills, and attitudes are addressed in order to help elementary educators develop knowledge frameworks necessary for effective science teaching. Frequent connections to national and state standards for science and environmental education are made. A lab component allows for exploration of hands-on learning activities.
646. Developmentally Appropriate Practice in Elementary Education (II; 3, 1)
Overview of children's development and implications for classroom instruction. Examination of ways to create a developmentally appropriate elementary learning environment. Other topics include classroom management, conflict resolution, and motivation. Field experience required.
648. Professional Seminar - Elementary
This is a co-requisite with 649. Students will have the opportunity to reflect and analyze their student teaching experience. Prerequisite: GPA restrictions; see department chair.
649. Student Teaching - Elementary
Prerequisites will vary as a function of certification area. Students must consult with the education department to determine eligibility for student teaching. Prerequisites: GPA restrictions; see department chair.
650. Higher Education in the U.S. (I; 3, 0)
Overview of historical and contemporary trends in post-secondary education: systematic examination of selected social, political, economic, and educational forces and problems affecting contemporary higher education.
651. Learning and Development in Post Secondary Education (I; 3, 0)
Investigation of contemporary theories pertaining to the processes of learning and development that occur from later adolescence through old age.
654. Teaching of Art (I or II; 3, 4)
Principles and practices of teaching art in grades K-12. Prerequisite: permission of the instructor.
655. Teaching of Science: Secondary (S; 3, 0)
Considerations of issues in the teaching of science. Focuses on instructional methods, resources, and safe laboratory management.
658. Professional Seminar - Secondary
This is a co-requisite with 659. Students will have the opportunity to reflect and analyze their student teaching experience. Prerequisite: GPA restrictions; see department chair.
659. Student Teaching - Secondary
Prerequisites will vary as a function of the student's background. Students must consult with the education department to determine eligibility for student teaching. Prerequisites: GPA restrictions; see department chair.
662. Research Methods I (II or S; 3, 0)
This course is designed to develop the skills needed to understand, evaluate, and do educational and psychological research. Both quantitative and qualitative methodologies are presented. Data analysis involves the use of the statistical package SPSS, which is broadly applicable to the social and psychological sciences.
665. Psychodiagnostics (AI; 3, 1)
An overview of developmental psychopathology, educational exceptionality and the issues affecting the child's adjustment to learning.
669. Local Educational Politics (AI; 3, 0)
This course focuses on the political nature of decisions in education and the influence of national or state politics on local policy actors, such as superintendents and school board members.
676. Graduate Research (I or II or S; R; 0, 6-24) One-half to two course credit
May be taken for credit more than once.
698. Student Affairs Programs in Higher Education (II; 3, 0)
The study of historical and philosophical foundations of the student affairs profession, and the roles and functions of student affairs professionals in contemporary collegiate institutions. Prerequisite: EDUC 651 or permission of the instructor. Other Courses Open to Graduate Students
631. K-12 Administrative Internship (I, II, S) One course credit
633. Superintendents Internship (I, II, S) One course credit
677. School Psychology Practicum (I) One course credit
678. School Psychology Internship (I, II) 1.5 course credit
680. Thesis (I or II or S)
681. Master's Treatise (I or II or S) One course credit
691. Case Study (I or II or S) One course credit
697. College Student Personnel Internship (I, II) One course credit Supervised practice in student affairs, together with structured reflection. Prerequisites: EDUC 698 and EDUC 651.
