15-week evening classes - August 28-December 15, 2017
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME
M.Ed. in Reading
Educ 500
Educational Research for Teachers
Drazdowski 17/FA
Wed
5:30-8:15 p.m.
Educ 501
Foundations of Instructional Coaching
Jacobs
17/FA
Tues
5:00-7:45 p.m.
Educ 510
Developmental Nature of Reading
*BLENDED: Meeting every other week*
Ayre
17/FA
Thurs
6:00-8:45 p.m.
Educ 517

Literacy Leadership & Instructional Coaching

Carr
17/FA
Wed
5:00-7:45 p.m.

Educ 520

The Writing Process K-12
Yurko
17/GF
see below, Weekend Schedule
Educ 575
Reading Research Project
Yurko
17/FA
Mon
6:00-8:45 p.m.
M.Ed. in Curriculum and Instruction
Educ 535 Master’s Project in Excellence in Teaching
Carr
17/FA
Thurs.
5:00-7:45 p.m.
Educ 580Curriculum Theory and Design
Carr
17/FA
Tues.
5:00-7:45 p.m.
Educ 582Current Issues and Trends in Education
Tosh
17/GG
see below, Weekend Schedule
Educ 584Interactive Learning
Pryor
17/GH
see below, Weekend Schedule
Educ 586 Inclusionary Practices
Pryor
17/GG
see below, Weekend Schedule
Educ 590

Educational Research Design

Drazdowski
17/FA

Wed.

5:30-8:15 p.m.
Educ 601ESL Clinical Field Practicum
Smith
17/FA
t.b.a.
Educ 605ESL Instruction: Theory and Practice
Carr
17/GF
see below, Weekend Schedule
Educ 610ESL Assessment: Theory and Practice
White
17/GG
see below, Weekend Schedule
Educ 615 ESL: Dimensions of Culture
Conston
17/GH
see below, Weekend Schedule
Educ 620ESL Master's Project
Carr
17/FA
Thurs.
5:00-7:45 p.m.
Educ 635 Master's Project in Pk-4 Elem. Educ.
Yurko
17/FA
Mon.
6:00-8:45 p.m.
Educ 640Math Curriculum & Instruction
Elias
17/FA
Thurs.
5:00-7:45 p.m.
Educ 647Assessment in Mathematics
Covert
17/FA
Mon.
6:00-8:45 p.m.
Educ 650Master's Project in Mathematics Educ.
Reboli
17/FA
t.b.a.; permission required
Educ 670Master's Project in Science Education
Weiland
17/FA
t.b.a.; permission required
M.Ed. in Special Education
Educ 584 Interactive Learning
Pryor
17/GH
see below, Weekend Schedule
Educ 586 Inclusionary Practices
Pryor
17/GG
see below, Weekend Schedule
Educ 720 Special Education School Law
Evans
17/FA Tues.
5:00-7:45 p.m.
M.S. in Health Care Administration
HCA 500 Intro to Health Services Systems
McGowan
17/A1
see below, Accelerated Session
HCA 511 Quantitative Business Methods Marchese 17/FA Wed. 6:15-9:00 p.m.
HCA 531 Organizational Ethics Prusak 17/A2 see below, Accelerated Session
HCA 541Managerial Accounting for Health Care
Saymaz
17/FA
Tues.
6:15-9:00 p.m.
HCA 571 Healthcare Marketing and Branding McGowan 17/FA Thurs. 6:15-9:00 p.m.
HCA 571 Healthcare Marketing and Branding McGowan
17/A1
see below, Accelerated Session
HCA 573 Health Care Information Systems Moran
17/A2
see below, Accelerated Session
HCA 595 Leadership and Innovation Management Beer
17/A2
see below, Accelerated Session
HCA 597 Strategic Management in Healthcare McGowan 17/FA Tues. 6:15-9:00 p.m.
HCA 598 Capstone Project Akinci/McGowan/Marchese 17/FA t.b.a.
HCA 599 Internship Lettieri 17/FA t.b.a.
Autism Spectrum Disorder (ASD) Endorsement
Educ 710 ASD: Assessment
Strunk
17/GG
see below, Weekend Schedule
Science, Technology, Engineering, & Mathematics (STEM) Education Endorsement
Educ 674 STEM: Methods
Ernst
17/GG see below, Weekend Schedule
ESL Program Specialist Certificate
Educ 601 ESL Clinical Field Practicum
Smith
17/FA t.b.a.
Educ 605 ESL Instruction: Theory and Practice
Carr
17/GF
see below, Weekend Schedule
Educ 610 ESL Assessment: Theory and Practice
White
17/GG
see below, Weekend Schedule
Educ 615 ESL: Dimensions of Culture
Conston
17/GH
see below, Weekend Schedule

 

Education Programs Weekend Accelerated Scheduling: Two weekends, Fri., 5-9 p.m.; Sat. and Sun., 9 a.m.-5 p.m.

M.Ed. in Reading; M.Ed. in Curriculum and Instruction; M. Ed. In Special Education; ESL Program Specialist Certification Program; ASD Endorsement, STEM Endorsement (blended & special scheduling)
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 520
The Writing Process K-12
Yurko
17/GF
Sept. 8-10 and Sept. 22-24
Educ 582
Current Issues and Trends in Education
Tosh
17/GG Oct. 13-15 and 27-29
Educ 584
Interactive Learning
Pryor
17/GH Nov. 3-5 and Nov. 17-19
Educ 586
Inclusionary Practices
Pryor
17/GG Sept. 29-30, Oct. 1 and Oct. 13-15
Educ 605
ESL Instruction: Theory and Practice
Carr
17/GF Sept. 15-17 and Sept. 29-Oct. 1
Educ 610
ESL Assessment: Theory and Practice
White
17/GG Oct. 20-22 and Nov. 3-5
Educ 615
ESL:  Dimensions of Culture
Conston
17/GH Nov. 17-19 and Dec. 1-3
Educ 674
STEM: Methods
Ernst
17/GG Sat., 8:00 a.m. -12:00 p.m. Oct. 7, 14, 21, 28, Nov 4, 11, 18 (Blended)
Educ 710
ASD: Assessment
Strunk
17/GG Oct 6-8 and Nov. 10-12

 

HCA First accelerated session - August 26 - October 14, 2017
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME
HCA 500
Intro to Health Services Systems
McGowan
17/A1
Moodle online course
HCA 571
Healthcare Marketing and Branding
McGowan
17/A1
Moodle online course

 

HCA Second accelerated session -October 21 - December 16, 2017
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME

HCA 531

Understanding Organizational Ethics
Prusak
17/A2
Moodle online course

HCA 573

Health Care Information Systems
Moran
17/A2
Moodle online course

HCA 595

Leadership and Innovation Management
Beer
17/A2
Moodle online course

 

Professional Development Courses
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 5842
Education and Government
**CANCELED**
Keating
17/GF

Sat/Sun, Sept. 16, 30: 8:00 a.m.-5:00 p.m. (Blended)

Educ 6002
Mental Illness: The Hidden Classroom Challenge
Yanuzzi
17/GH
Sat/Sun, Nov. 4-5 and Nov. 18-19; 8:00 a.m.-5:00 p.m.
Educ 6015
There's More (Google) Apps for That!
McGee
17/GF

Sat/Sun, Sept. 9-10, 23-24: 8:00 a.m.–noon (Blended)

Course Descriptions

Educ 500 - Educational Research for Teachers. This course deals with understanding, developing, and utilizing data as applied to educational problems.  The course will include an overview of quantitative and qualitative educational research.  The major emphasis of the course will be teacher involvement in the action research process.  This course is normally taken just before undertaking the Reading Research Project (Educ 575).  Permission required.  (3 credits)

Educ 501 – Foundations of Instructional Coaching. This course is designed for all educators at all levels and roles to focus on the foundational knowledge of instructional coaching.   Throughout this course, participants will gain experience with the research and theory of coaching, key components of coaching, coaching approaches, coaching cycles, coaching instructional practices, and strategies to improve communication skills. The end goal is for participants to become empowered with the knowledge to create an environment to facilitate change, improve teacher practice, and transform school culture to increase student achievement. (3 credits)

Educ 510 – Developmental Nature of Reading.  The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning. The reading-writing relationship and authentic assessment procedures are stressed. (3 credits)

Educ 517 – Literacy Leadership.  The effectiveness of managing reading and general instructional programs will be explored and defined. Emphasis will be on communication within the process of school improvement, instructional initiatives, national professional standards, and change. The organizational framework of actual settings and leadership styles will be analyzed to prepare the literacy and instructional professional for their evolving roles and challenges as reading specialists and/or literacy/instructional coaches. (3 credits)

Educ 520 – The Writing Process K-12.  This course examines writing as a means of facilitating language development and learning.  Practical means of implementing writing and the writing process into all aspects of the curriculum are examined, along with the reading-writing connection and writer's workshop. The goal of the course is to develop an understanding of the purpose for writing in K-12 classrooms.  (3 credits)

Educ 535 – Master’s Project in Excellence in Teaching.  A topic relevant to excellence in teaching in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 575 – Reading Research Project.  Each student will engage in a reading research project in an area of special interest.  Upon completion of the project, students will write a professional-quality academic paper.  Prerequisite: Educ 500. Permission required.  (3 credits)

Educ 580 – Curriculum Theory and Design.  This course is designed to explore the developmental nature of curriculum in the elementary, middle and secondary school settings.  Distinct theories will be explored as they relate to public, charter, private, and magnet schools.  The interrelated nature of curriculum is stressed.  In addition, the concepts of goals and objectives as they relate to the curriculum will be investigated.  Current curricular trends will be studied, analyzed and evaluated using the principles of curriculum development discussed in the course.  (3 credits)

Educ 582 – Current Issues and Trends in Education.  This course will focus on an examination of contemporary issues in education and their historical perspectives.  The development of school organizations and higher education; instructional programs and curricula; and the delivery systems and functions of education will be examined in light of contemporary issues.  (3 credits)

Educ 584 – Interactive Learning.  This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities.  Students will focus on the identification, design and development of classroom materials and lessons that involve technology.  Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored.  Students will apply learning theory principles to develop model lessons using emerging technologies.  (3 credits)

Educ 586 – Inclusionary Classroom Practices. This course will address the development, implementation, and monitoring of individualized management, instructional, curricular, and environmental strategies and adaptations for all students within a heterogeneous classroom, based upon the curriculum of the school. Pedagogical recommendations and research-based effective instruction methodology is emphasized on a needs-based model incorporating the cognitive, language, attentional, affective, physical and sensory needs of children. (3 credits)

Educ 590 – Research Design in Education.  This course introduces students to the process of planning, designing, and conducting educational research.  Upon presenting an overview of common quantitative, qualitative, mixed methods, and action research methods, the course focuses on taking students through the process of writing a complete master's Research Project Proposal.  Students will also be able to locate, read, understand, and critique educational research in order to become intelligent consumers of the results of research and make effective educational decisions.   (3 credits)

Educ 601 – ESL Clinical Field Practicum.  This course is a clinical field practicum for 15 weeks to meet the 60 hours of field experience required for the Pennsylvania ESL Program Specialist Certificate. This 60 hours of field experience (Educ 601) includes experience with a certified ESL Program specialist in a public school setting as well as community activities to meet the ESL Program Specialist competencies.  Activities will be documented in a portfolio format and monitored by a King's College supervisor who holds an ESL Program Specialist certificate.  The semester-long field experience will underscore the coursework by providing opportunities for practical application of theory and feedback from the practicing ESL Program Specialist as well as the King's College supervisor. (3 credits)

Educ 605 – ESL Instruction: Theory and Practice.  This course is designed to explore the methods, strategies, research and resources that enable the student to develop and implement ESL programs to support English Language Learners' acquisition of the English language and academic cognitive understandings and skills.  The students design resources and teaching materials, implement them with their field experiences and provide reports to the class.  The students learn, observe, and practice standards-based language proficiency leveled expectations of content lessons and assessments.  Emphasis is placed on working with colleagues in their schools to develop resources and trainings facilitating collaboration from school to community to enable ESL students to develop social and academic cognitive.

Educ 610 – ESL Assessment: Theory and Practice.  This course emphasizes techniques for multiple formative and summative assessment administration, interpretation, and management. Testing accommodations and testing aligned with instruction, data, and English Language Proficiency level expectations to achieve benchmarks as required for annual measurable achievement objectives will be developed.  Strategies for sharing student progress and appropriate assessment practices with families and colleagues will be reviewed.

Educ 615 – Dimensions of Culture. In this course, cultural and linguistic dimensions of culture are addressed within the mosaic of groups immigrating to the United States analyzing the “melting pot” and “salad bowl” perspectives of assimilation and acculturation. The analyses focus on the view of culture as a dynamic and multilayered system of symbolic resources impacting individuals’ identify, values, and behaviors in varying degrees. Participants will develop an awareness of their own cultural identify and its impact on cultural and educational expectations. Participants will develop strategies to collaborate with colleagues and culturally and linguistically diverse families to better understand the deep and invisible dimensions of culture in the classroom and the target language community. (3 credits)        

Educ 620 – ESL Master’s Project.  A topic relevant to the teaching of English as a Second Language in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research should be well documented in professional journals and studies. Upon completion of the project, the student will write a professional quality academic paper.   Prerequisite: Educ 590. Permission required.  (3 credits)

Educ 635 – Master’s Project in PK-4 Elementary Education.  A topic relevant to the teaching of elementary education in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 640 – Mathematics Curriculum and Instruction.  This course will focus on curriculum development and implementation using the National and Pennsylvania Standards.  Students will learn to plan, execute and evaluate standards-driven mathematics experiences in the classroom.  Students will work together to explore the way children develop mathematical ideas.  Current developments in mathematics education will be addressed.  (3 credits)

Educ 647 – Assessment in Mathematics.  A variety of assessment techniques, especially applicable to hands-on, mind-on will be presented that will assist in the evaluation of the student and the curriculum. The focus will be on developing and adapting authentic assessment for all learners of mathematics. The statistical portion of this course will introduce commonly used statistical methods that a teacher may employ to analyze instructional, local and state assessments for differentiation of instruction and improved student performance. Topics will include data analysis, calculation and interpreting data for use in decisions about the cause-and-effect relationships of instruction. (3 credits)

Educ 650 – Master’s Project in Mathematics Education.  A topic relevant to the teaching of mathematics in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  (3 credits)                

Educ 670 – Master’s Project in Science Education.  A topic relevant to the teaching of science in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 674 – STEM Methods. This course will explore the implementation of differentiated methods/pedagogies for implementation in courses integrating STEM.  Participants will experience model STEM lessons, participate in problem-based learning scenarios, research components for STEM integration, investigate community resources to advance STEM Education, and create a portfolio of resources, lessons and project-based activities. Emphasis will be on the designing and facilitating lessons implementing a learning cycle model for student-centered inquiry learning for collaborative multidisciplinary, interdisciplinary, and transdisciplinary environments. (3 credits)

Educ 710 – ASD: Assessment. This course will create a framework for understanding and implementing effective interventions for children and adolescents with ASD in consideration of their cultural values and beliefs.  The role of the families and collaborative, interdisciplinary models of service delivery will be examined.   Effective research-based assessment and interventions will be reviewed utilizing current research regarding neuro-developmental issues in autism.  This course requires a 20 hour practicum consisting of a field experience in a school and community based agency setting providing direct clinical, instructional, and social interaction with individuals with ASD. These experiences will take place in regular and specialized settings in order to ensure the student an opportunity to observe and participate in the assessment and instructional levels. (3 credits)

Educ 720 - Special Education School Law and Regulations.  This course will give teachers the information necessary to remain in compliance with federal and state law affecting special educators in regular education, gifted education, and special education. Topics will include Individual Disabilities in Education Act/State Regulations and the relation to Individual Education Plan, constitutional rights, curriculum law, social media, student records, disciplinary policies, and policy making. Inclusionary practices, the IEP process, teacher participation in the IEP process, and educational liability will also be discussed. This course will use a case-study and case law approach to explore, debate and apply content to everyday workplace settings. (3 credits)

Educ 5842 – Education and Government.  Public education is controlled by government through legislation and litigation, often without the say of those in the field of education.  This course will focus on the political side of education.  It will start with a historical review of education reform, culminating in an examination of the current system of government via local school boards, and state and national departments of education.  This course will address what is specifically controlled by each level of government and the impact on public schools. It will address the reauthorization of ESEA and implications of ESSA. Moreover, it will address the state of litigation in education, especially defining case law.  Lastly, the course will look at unionization and the political ramifications of contemporary unions in education.  This course will be taught by Erin Keating, Chief of Leadership Development and School Operations for the Scranton School District.  (3 credits)

Educ 6002 – Mental Illness:  the Hidden Classroom Challenge. This course will address the state of mental health issues that are present in our schools - concerns and controversies.  It will address behavioral problems and social and emotional learning. Challenges and opportunities in the classroom will be highlighted. Evidence based practices will be investigated to address barriers to learning and teaching and re-engaging disconnected students as an essential facet of ensuring all students have an equal opportunity to succeed at school. The instructor is Debra Yanuzzi, the Acting Director of Special Education for the Hazleton Area School District. (3 credits)

Educ 6015 – There's More (Google) Apps for That! This course will accommodate beginners and advanced Apps users.  It is for Eementary/Middle School teachers who want to or are incorporating technology into their curriculum. Class will focus on what is available utilizing Google and free websites.  Google Documents, Investopedia, Wikispaces, Wikipedia, One True Media, and Prezi will be introduced. Instruction will include how to collaborate and simultaneously edit documents with others. The course will be taught in a blended format by John McGee who is a technology instructor & Elementary teacher for the Weatherly Area School District.  (3 credits)

HCA 500 – Introduction to Health Services Systems. This course is designed as a comprehensive introduction to the organization of the U.S. health care “system.”  It examines the major institutions, professions, and political forces that influence the provision of health care services in the United States.  Students explore the development of each major component of the medical care system from an historical perspective by examining the changes in their organization and role over time.  They also consider the major problems presently confronting each aspect of health care and discuss alternative means of resolving these issues for the future.  (3 credits)

HCA 511 – Quantitative Business Methods for Healthcare. This course will provide a comprehensive overview of selected research and quantitative methods used in conducting health services research. The course will address all phases of the research process, from generating research questions and hypotheses, to study design, sampling, measurement, data collection, and data analyses. Proper use of statistical methods and computer applications for secondary data analysis will also be covered. (3 credits)

HCA 531 – Understanding Organizational Ethics. This course is designed to expose graduate students to the kinds of moral problems they will encounter as professionals in their functional areas. The focus of the course is policy formulation and implementation, with emphasis placed on the ethical dimensions and ramifications of that process. A series of current corporate case problems is reviewed and discussed in order to raise some of the major ethical issues involved in managing the organization's relationships with its many publics. (3 credits)

HCA 541 – Managerial Accounting for Healthcare Administration. This course is intended to provide an overview of the subject of accounting. Students will learn financial and managerial accounting concepts with an emphasis on contemporary management control theory as applied in the health services industry. The course begins with the characteristics of the management control function. It then examines the nature and purpose of financial statements and introduces fund accounting. The course concludes with coverage of full cost accounting, the measurement and use of differential costs, and pricing decisions. It is strongly recommended that students take HCA 507 – Healthcare Financial Management prior to this course. (3 credits)

HCA 571 – Healthcare Marketing and Branding. This course provides a survey of marketing concepts as applied to health services organizations. An examination of marketing strategies useful in the delivery of health care services is provided to students. Special attention will be focused on market research, pricing, targeting a market, new product development, innovation, and the development of a marketing plan. (3 credits)

HCA 573 – Healthcare Information Systems. This course explores the theory, technical requirements and applications of information systems in the health care field. It is essential that health care professionals understand the scope and role of information in today's health care system and the opportunity that better management of information offers to improve the effectiveness and efficiency of health care services. Students will develop and demonstrate a fundamental working understanding of key attributes of healthcare information systems in contemporary and evolving health services environments, emphasizing clinical applications, health information management and decision support, and policy implications of health information technology. (3 credits)

HCA 595 – Leadership and Executive Skills for Health Care Managers. This course focuses on a value-added and process-centered method of goal attainment. Topics include leadership theories, culture, human resources management, contingency and transformational theories, communication skills, mentorship, and team building and change theories. (3 credits)

HCA 597 – Strategic Management in Healthcare. This course will examine strategic planning processes and issues with an emphasis on environmental scanning, competitive analysis, strategic decision making, plan making and implementation in health care settings. Additional topics include ethical concerns in plan development and implementation with especial emphasis on social justice and managing the dual tracks of strategic and operational planning. (3 credits)

HCA 598 – Capstone Project. Designed to assist students in the transition from theory to practice. Emphasis on sharpening analytical and intuitive leadership practices through the use of interactive case studies, team building exercises and field projects. (1 credit)

HCA 599 – Health Care Administration Internship. An internship provides students with administrative experience in a health service agency. Internships with a health-care facility may be substituted for one elective course.  The internship is coordinated through the Career Planning and Placement Office.  Permission of the director of the Health Care Administrative Program is required.  (3 credits)

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