Program Director, Professor Joe Murray
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 in Education (MSED) is offered in 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. The degree will be offered in school psychology, only for those accepted into the program prior to fall 2012. Detailed information about each of these programs can be obtained by contacting the education department.)
Students desiring to pursue graduate work in education are required to meet the University's general admission requirements and regulations for graduate study at the University. 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.
Candidates for the Master of Science in Education must complete a master's thesis or treatise. 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 the thesis option, an oral defense will substitute for the comprehensive written examination.
601. Applied Behavioral Psychology (AII; 3, 1)
Strategies for problem solving in educational institutions, mental health facilities, and industry with an emphasis on data-driven decision-making and positive intervention. Problems considered will focus on motivation, design of instructional systems, and human communication. Field experience required.
605. Cognitive Learning in Multiple Contexts (AI; 3, 0)
Both the theories and practical applications of cognitive psychology and development are emphasized. How theories connect to the field of cognitive neuroscience is also addressed. Prerequisite: permission of the instructor.
608. Advanced Educational Foundations: Democracy and Education (II; 3, 0)
This course employs a multidisciplinary approach to explore the special 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 or II; 3, 4)
This course provides an introduction to counseling theory and training in 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. School Psychological Services (I or II; 3, 0)
An overview of school psychological services in public K-12 settings, and the theory and practice of collaborative consultation in the school environment. Field experience required.
617. Problems in Education (I or II; R; 2-4, 0) Half to full course.
Research on a problem not involved in a student thesis. Prerequisites: 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.
620. Academic Interventions (I or II; 3, 0) half credit
seminar focuses on the discussion of empirically supported intervention practices to help students who are having academic difficulties.
622. Psychology of the Exceptional Child (AI; 3, 0)
Understanding the psychology of the exceptional child from childhood through adolescence. Focused involvement in building an understanding of the diverse ways cognitive disabilities are manifested in children and adolescents with an emphasis on prevention, intervention and remediation. Optional fieldwork.
623. Education of Young Children (II; 3, 4)
A conceptual-developmental overview of the social, emotional, cognitive, and physical characteristics of the early childhood years (to age 9) stressing extrapolation from developmental theory to educational practice for teachers and parents who function as the earliest educators.
625. Career Development (S; 6, 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.
628. Tests and Measurement (AII; 3, 0)
Introduction to the fundamental concepts of measurement and testing theory with emphasis on the application of those concepts in a variety of educational, psychological, and employment settings.
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.
631. K-12 Administrative Internship (I, II, S) One course credit
633. Superintendents Internship (I, II, S) One course credit
634. Later Childhood and Adolescence (I and II; 3, 0)
Uses theory, case studies, and field experience to illustrate early and later adolescent development. Required fieldwork. Not open to students who have taken EDUC 635.
635. Child and Adolescent Development (I; 3, 0)
Social, emotional, cognitive, and physical development from age 5 to 18 in relation to the educational environment, including the interaction of the child with family, adults, and peers. Required fieldwork. Not open to students who have taken EDUC 634.
639. Inclusive Practices (I; 3, 4)
Students will explore the unique instructional needs of L2 learners and students with disabilities and learn how to modify and adjust content, process, and product to enhance their development in inclusive classrooms. Required fieldwork.
641. Early Literacy (II; 3, 4)
A study of the strategies and techniques involved in teaching children to read and to write (Pre-K-4 level). Contemporary theories of reading behavior. Required fieldwork.
642. Differentiation and Diversity in Education (II; 3, 4)
Differential instruction and cultural awareness to foster the learning of all students in inclusive classrooms. Adaptations for reading, writing, spelling, and mathematics included. Required field work. Prerequisite: permission of the instructor.
643. Culture and Community (II; 3, 0)
Consideration of special problems arising in teaching social studies in elementary and secondary schools. Influences determining course content, including state and national standards.
644. Science as Inquiry (I; 3, 4)
This course reflects best practices for the teaching of science as outlined in the National Science Education Standards and the Pennsylvania State Standards. This course provides students with instructional methods and curricular materials appropriate for teaching science concepts, processes, and skills to young children. Teaching science as inquiry will serve as the foundation for the course.
646. Literacy Across Contexts (II; 3, 4)
Principles of creating a developmentally appropriate elementary learning environment. Emphasis is placed on the process of designing instruction appropriate for learners at various levels of cognitive, emotional, and social development. Language arts and its domains will be used to illustrate, explain, and extend course concepts. Issues related to student motivation and classroom management also will be examined. Required fieldwork.
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 (I and II; 0, 35) Three courses.
Supervised practice in the design and implementation of instruction in elementary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: permission of the instructor. Corequisite: EDUC 648.
650. Higher Education in the United States (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 Postsecondary 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; 3, 4)
Principles and practices of teaching art in grades K-12. Prerequisites: permission of the instructor.
655. Teaching of Science in Secondary School (II; 3, 4)
Principles and practices of teaching biology, chemistry, physics, earth and space science, and environmental science in grades 7-12.
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 (I and II; 0, 35) Three courses.
Supervised practice in design and implementation of instruction in secondary school classrooms. Emphasis on professional conduct and use of theory to inform practice. Prerequisites: senior status and permission of the instructor. Corequisite: EDUC 658.
662. Quantitative Research Methods (II or S; 3, 0)
This course emphasizes the design of experimental research and the development of skills in analyzing and interpreting data. Experimental research in education and psychology is critiqued in terms of theory, past research, hypothesis generation, and research design. Data analysis involves the use of the statistical packages such as SPSS, which are broadly applicable to the social and psychological sciences.
664. Qualitative Methods in Education (I or II; 3, 0)
This is an introduction to the foundations of qualitative design in education, including: history, philosophy, nature, types, examples, and the challenges associated with data collection and its interpretation.
665. Psychodiagnostics (AI; 3, 1)
An overview of developmental psychopathology and the issues affecting the child's adjustment and learning. Administration and interpretation of measures of socio-emotional functioning, and development of recommendations.
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.
675. Methods of Teaching English as a Second Language (II; 3, 0)
This course focuses on preparing to teach students for whom English is their second language (ESL). It focuses on three primary areas: instructional materials development for ESL; assessment and support of ESL students; and cultural awareness and sensitivity.
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.
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.
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: permission of the instructor.