15-week evening classes run from January 15 - May 11, 2018
COURSE / INSTRUCTOR FORMAT TERM DATES
Reading
Educ 500 - Research Methods (Drazdowski) Face-to-Face 18/SP Wed. 5:00-7:45 p.m.
Educ 515 - Reading in the Content Areas (Ayre) Blended 18/SP Select Mondays 6:00-8:45 p.m.(starting Jan. 15)
Educ 516 - Reading Disabilities: Diagn. & Presc. (Yurko) Blended 18/SP Jan. 18, Feb. 1, 15, Mar. 1, 15, Apr. 5, 12, 26 - 6:00-8:45 p.m.
Educ 517 - Literacy Leadership & Instruc Coaching (Carr) Blended 18/SP Select Wednesdays, 5:00-7:45 p.m.  (starting Jan. 17)
Educ 521 - Alternative Assessment (Yurko) Online 18/SP Organizational Meeting: Wed. Jan.17 at 6:30 p.m.
Educ 523 - Children's & Adolescent Literature (Yurko) Blended 18/SP Jan.22, Feb. 5, 19, Mar. 12, 26, Apr. 9, 23 - 6:00-8:45 p.m.
Educ 575 - Reading Research Project (Yurko) Face-to-Face 18/SP Wed. 6:00-8:45 p.m.
Reading / Special Education
Educ 516 - Reading Disabilities: Diagn. & Presc. (Yurko) Blended 18/SP Jan. 18, Feb. 1, 15, Mar. 1, 15, Apr. 5, 12, 26 - 6:00-8:45 p.m.
Special Education
Educ 750 - School-wide Behaviors (Shedlarski) Blended 18/GB Feb. 10-11 and 24-25: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Instructional Coaching
Educ 517 - Literacy Leadership & Instruc Coaching (Carr) Blended 18/SP Select Wednesdays, 5:00-7:45 p.m.  (starting Jan. 17)
Educ 525 - Instructional Coaching Practicum (Jacobs) Blended 18/SP Select Tuesdays, 5:00-7:45 p.m. (starting Jan. 16)
STEM / Curriculum and Instruction
Educ 676 - STEM Assessment (Weiland) Blended 18/GD Wed. Mar. 21, Apr. 11, 25 (5:00-7:45 p.m.)
Sat. Mar. 24, Apr. 14 & 28 (9:00 a.m.–noon)
ESL / Curriculum and Instruction
Educ 600 - Second Language Acquisition (Smith) Blended 18/GB Feb. 17-18 and Mar. 3-4: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Educ 601 - Clinical Field Practicum (Smith) Field 18/SP Independent Study
Educ 605 - ESL Instruction: Theory and Practice (Carr) Blended 18/GA Jan. 20-21 and Feb. 3-4: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Educ 610 - ESL Assessment: Theory and Practice (White) Blended 18/GD Apr. 21-22 and May 5-6: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Educ 615 - ESL: Dimensions of Culture (Conston) Blended 18/GC Mar. 24-25 and Apr. 7-8: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Curriculum and Instruction
Educ 535 - Excellence in Teaching Master's Project (Carr) Face-to-Face 18/SP Thurs. 5:00-7:45 p.m.
Educ 580 - Curriculum Theory and Design (Carr) Blended 18/SP Select Tues. 5-7:45 p.m. (starting Jan. 16)
Educ 582 - Current Issues and Trends in Education (Tosh) Weekend 18/GC Mar. 9-11 and 23-25: Friday 5-9:00 p.m., Saturday and Sunday 9:00 a.m.-5:00 p.m.
Educ 586 - Inclusionary Practices (Pryor) Weekend 18/GC Mar. 9-11 and 23-25: Friday 5-9:00 p.m., Saturday and Sunday 9:00 a.m.-5:00 p.m.
Educ 590 - Educational Research Design (Drazdowski) Face-to-Face 18/SP Wed. 5:30-8:15 p.m.
Educ 620 - ESL Master's Project (Carr) Face-to-Face 18/SP Thurs. 5-7:45 p.m.
Educ 635 - PK-4 Master's Project (Yurko) Face-to-Face 18/SP Mon. 6-8:45 p.m.
Educ 642 - Mathematics Instructional Materials (Elias) Face-to-Face 18/SP Thurs. 5-7:45 p.m.
Educ 644 - Advanced Topics in Mathematics (Reboli) Online 18/SP Independent Study
Educ 650 - Math Master's Project (Reboli) - 18/SP Independent Study
Educ 670 - Science Master's Project (Weiland) - 18/SP Independent Study
ASD / Special Education
Educ 705 - ASD: Instructional Interventions (Pryor)      Blended 18/GA Jan. 20-21 and Feb. 10-11: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Educ 715 - ASD: Collaboration (Yanuzzi) Blended 18/GD Apr. 7-8 and 28-29: Saturday 9:00 a.m.-5:00 p.m., Sunday 9:00 a.m.-noon
Professional Development Center
Educ 6027 - Hybrid Learning Model: Differentiation with Practical Application (Latella) Face-to-Face 18/GA Jan. 13-14 and 27-28; 8:00 a.m.-5:00 p.m.
Educ 6028 - The Flipped Classroom:  How to Become a Facilitator and Not a Lecturer (McLaughlin) Blended 18/GB Feb. 17-18 and 24-25; 9:00 a.m.-noon
Educ 5944 - Content Connections (Mencer) Blended 18/GC Mar. 10-11 and 24-25; 9:00 a.m.-noon
Educ 6030 - Opioid Awareness for Educators (DeLucca & Harlen) Blended 18/GD Apr. 14 & 28; 8:00 a.m.-5:00 p.m.


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 515 – Reading in the Content Area. The course emphasizes strategies that enhance a student's ability to understand content-area reading. Understanding the complexity of expository texts will be reviewed, along with techniques for improving vocabulary, comprehension, and study skills. (3 credits)

Educ 516 – Reading Disabilities: Diagnosis and Prescription.  This course will review strategies for improving reading, writing, and study skills.  Intervention based on assessment results to provide effective instruction will also be discussed.  This course is the first half of the Reading practicum experience, which concludes with Educ 550.  Educ 550 will be offered in Summer 2017.  (3 credits)

Educ 517 – Literacy Leadership & Instructional Coaching. The effectiveness of managing reading and general instructional programs will be explored and defined.  The human resources, structural, economic, political, and symbolic relationships impacting instruction will be examined. 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 521 – Alternative Assessment.  This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.  (3 credits)

Educ 523 – Children’s and Adolescent Literature.  Students will survey the selection, evaluation, and utilization of literacy materials for children and adolescents.  The course will focus upon the study of different literary genres, aesthetic and efferent responses to literature, and integrating literature into all curriculum areas.  (3 credits)

Educ 525 – Instructional Coaching Practicum. The course is a clinic to implement the assessment and instructional strategies that assist in improving an instructional coach’s abilities. The course provides for the application of strategies, theories, and methodologies of an instructional coach. Students will have the opportunity to participate in authentic clinic setting with children in grades 2-5. Students will work with teachers in this setting, write a report outlining what was observed and recommendations for implementation in instructional planning, description of instruction, and recommended procedures for further assistance will be written. (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 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 – Educational Research Design.  This course deals with the process of conceptualizing and conducting educational research.  Quantitative, qualitative, mixed methods, and action research methods will be explored.  Students will 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.  Students will also write a Master’s Research Project Proposal as part of this course.  (3 credits)

Educ 600 – Second Language Acquisition.  This course focuses on the grammar and structure of the English language including the components: phonology, morphology, syntax, semantics, language function and discourse, and dialects. Theoretical perspectives of first and second language acquisition are examined with a pragmatic and sociolinguistic views relating relationships among language, culture, accent, identify, and public perceptions. Through an understanding of applied linguistics, linguistic challenges for language minority students are identified and research-based instructional strategies are reviewed and applied. Professional resources will be developed to foster collaboration with colleagues and the school/community. Fifteen (15) hours of field experience is required with this course. (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. These 60 hours of field experience 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 around the methods, strategies, research and resources that enable students to develop and implement an ESL program, to help English Language Learners acquire English language and academic cognitive understanding and skills.  Students design resource and teaching materials, implement them with their students, and provide reports to the class.  Students also learn and practice adaptations of lesson content and present actual lesson activities to ESL classroom students.  Emphasis is placed on working with colleagues in schools, to help them understand that they, as well as ESL teachers, must adapt and modify content/lessons to enable ESL students to develop social and academic cognitive English.  (3 credits)

Educ 610 – ESL Assessment: Theory and Practice.  This course emphasizes multiple assessment models to determine English language performance and proficiency.  Emphasis is placed on linking instruction with assessment results using individual and small group activities.   As a culminating project, students develop and present a performance unit either for ESL students in a particular grade or for an ESL program across multiple grades.  Finally, the WIDA assessment mandated by the Pennsylvania Department of Education (PDE) is examined.  (3 credits) 

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 – PK-4 Elementary Education Master’s Project.  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 642 – Mathematics Instructional Materials.  This course is designed around the mathematics methods, strategies, research and resources that enable students to develop and implement mathematics programs, to assist students in the language of and academic cognitive understanding and skills within the content area while understanding its impact upon the mathematics curriculum.  Graduate students design resource and teaching materials, implement them with their students, and provide reports to the class.  Students also learn and practice adaptations of lesson content and present actual lesson activities within the structure of the course.  (3 credits)

Educ 644 – Advanced Studies in Mathematics.  This course is designed to further the skills of the student in the field of mathematics curriculum.  Students will explore contemporary models and in particular the newest advancements within mathematics through books, news magazines, newspapers, and the internet.  Emphasis will be placed on a mathematics literate population who are able to solve problems, and can function as critical thinkers.  Ethical issues involving mathematics and technology will be discussed.  (3 credits)

Educ 650 – Mathematics Master’s Project.  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 676 – STEM Assessment. This course will review the design of formative and summative assessment in regards to the implementation of differentiated instructional methods utilized in effective STEM instruction. Participants will review competency expectations and testing requirements for PA Common Core and Next Generation Science Standards. Emphasis will be on the development of authentic assessment for individual, group, project-based, and self-assessment in multi- disciplinary, interdisciplinary, and transdisciplinary learning environments. (3 credits)

Educ 705 – ASD: Instruction & Intervention.  This course is designed to focus upon the various methodologies and intervention strategies that are currently being used to instruct students with ASD. The positive features and the limitations of each research-based method will be examined for integrity and validity.  In addition to methodology, classroom management, intervention strategies, accommodations, and adaptations that are successful in the general education setting will be introduced. These accommodations are used to ensure to provide for least restrictive environments in education and the community settings along with the use of augmentative and alternative communication. (3 credits)

Educ 715 – ASD: Community Collaboration. This course is designed to promote the collaboration process between, schools, family, and community. Schools can no longer rely on just the educational system to deliver the services needed to the diverse student populations in our schools. Advocacy reaches out not only to the educational community but also to officials involved with law enforcement, health care (including first responders) and individual groups that connect with the family needs. The course will also emphasis the importance of the transition process in the schools in identifying  instructional programs to meet the unique individual needs of each student for school to work partnerships. Legal mandates and requirements will be examined.  (3 credits)

Educ 750 – School-wide Behavior Support and Behavior Management. Techniques in the teaching, management, and intervention of students with behavior disorders, school wide behavior support encompassing universal design, applied behavior analyses, cognitive behavior modification, and social skills training will be the focus of the course work. (3 credits)

Educ 5944 – Content Connections.   Literacy instruction is the responsibility of all educators and it is important for teachers to connect literacy and learning across the curriculum.  Participants will familiarize themselves with the PA Core and ELA Standards.  They will deepen their repertoire of vocabulary acquisition activities, review methods to activate prior knowledge, and examine ways they can incorporate writing into their lessons.  Teachers will research instructional practices and strategies to engage and motivate students with their content area texts.  This course will be taught by Jane Mencer, a second grade teacher and reading specialist at the Freeland Elementary/Middle School. (3 credits)

Educ 6027 – Hybrid Learning Model:  Differentiation with Practical Application.  This course will give educators the necessary tools to implement a true model of differentiation.  Teachers will learn how to teach in a station rotation model that is flexible and allows for enrichment and remediation.  This Hybrid Learning Model incorporates three models of instruction – independent, collaborative, and direction instruction groups.  An in-depth analysis and application model will be critical components of this course.  This course will be taught by Phil Latella, the principal of the Hazleton Area School District’s Early Learning Center. 

Educ 6028 – the Flipped Classroom:  How to Become a Facilitator and Not a Lecturer.  The emphasis of this course is learning how to be the facilitator of learning in the flipped classroom approach.  The focus will be on instructional methods to engage students so that they drive their own instruction.   Adapting lessons for advanced as well as Special Education and English Language Learners will be included. This course will be taught by Sean McLaughlin, Social Studies instructor Wilkes Barre Area STEM Academy.

Educ 6030 – Opioid Awareness for Educators. Opioid addiction and death as a result, have risen to epidemic portions locally and nationally.  This course is designed increase educators’ knowledge and awareness of opioid abuse and its prevention.  The root causes, warning signs, policies and techniques relating to students who may be struggling with opioid use will be explored.  The instructors are Joe DeLucca, Director of Federal, State, and Nonpublic for the Luzerne Intermediate Unit 18 and Jason Harlen, CEO of Wyoming Valley Alcohol and Drug Services. 

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