Special Summer Scheduling: Health Care Administration Program
1st Accelerated Summer Session - May 15-June 28, 2017
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME
HCA 511
Quantitative Business Methods
Akinci
17/S1 Moodle on-line course

 

2nd Accelerated Summer Session - July 5-August 16, 2017
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME
HCA 501
Health Policy
Evans
17/S2
Mon. July 10 - Wed. Aug. 16, 6:15-9:00 p.m.
HCA 504 Healthcare Economics Akinci 17/S2 Moodle on-line course
HCA 575 Health Promotion Healey 17/S2 Moodle on-line course

 

Special Summer Scheduling: Reading Program
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
TIME

Educ 515

Reading in the Content Area
Yurko
17/S1
Tue. 6:00-9 p.m, May 16, 23, 30, June 6, 13, 27 (Blended)

Educ 550

Reading Practicum
Yurko
17/S1
Tue.-Th., June 20-22, 6:00-9 p.m. and Mon.-Fri., June 26-30, 9 a.m.-2 p.m.

 

Special Summer Scheduling: Curriculum & Instruction Program
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 535 Exc. in Teaching Master's Project
**CLOSED**
Carr 17/SS May 20 - June 29
Educ 584
Interactive Learning
Pryor
17/S2
Fri. 5-9 p.m.; Sat./Sun., 9 a.m.-5 p.m., July 14-16 and July 28-30
Educ 620 ESL Master's Project
**CLOSED**
Carr 17/SS May 20-June 29
Educ 625
PK-4 Instructional Methods
Knaub
17/SS

May 20-June 29

Educ 650
Math Master's Project
Reboli
17/SS

May 20-June 29

 

Special Summer Scheduling: ESL Certificate Program
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 600
Second Language Acquisition
Smith
17/S1

Fri. 5-9 p.m.; Sat./Sun., 9 a.m.-5 p.m. June 9-11 and June 23-25

Educ 601
ESL Clinic Field Experience
Smith
17/SS
t.b.a. only with permission, Clearances, and existing placement
Educ 615
Dimensions of Culture
Conston
17/S2
Fri. 5-9 p.m.; Sat./Sun., 9 a.m.-5 p.m. July 14-16 and Aug 4-6

 

Special Summer Scheduling: Autism Endorsement Program
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 700
ASD: Etiology
Shedlarski
17/S1

Fri. 5-9 p.m.; Sat./Sun., 9 a.m.-5p.m., June 16-18 and June 30-July 2

 

Special Summer Scheduling: STEM Endorsement Program
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 672
STEM: Design
Ernst
17/S1

Sat, May 20, 9:00 a.m. –noon; Tue, May 30, 5-7:45 p.m.; Saturdays, June 3 & 10, 9 a.m.-noon; Tue, June 6. 5:00 -7:45p.m.; Thur, June 8, 5:00 -7:45 p.m.

Educ 678
STEM: Practicum
Lamore
17/S2

Mon.-Thurs. Aug 7-10; Thurs. Aug. 17 9:00 a.m. – 5:00 p.m.

 

Special Summer Scheduling: Professional Development Courses
COURSE
COURSE NAME
INSTRUCTOR
TERM
DAY
Educ 5827 Gangs and School Violence I Mr. David Tosh 17/S1 Saturday/Sunday, June 3-4 and June 17-18, 8:00 am.-5:00 p.m.
Educ 5897 Exploring the Uses of Graphic Novels Mr. Brian Stiles 17/S2 Saturdays, July 15 and August 5, 8:00 am.-5:00 p.m. (Blended)
Educ 5937 Creative Strategies for a Standards-Based Classroom Ms. Gina Peperno 17/S2 Mon-Thurs., July 17-20, 8:00 a.m.-5:00 p.m.
Educ 6015 There's More (Google) Apps for That! Mr. John McGee 17/S1

Saturday/Sunday, May 20-21 and June 3-4, 8:00 a.m.-noon (Blended)

Educ 6020 Interactive Notebooks AnnMarie Chismar 17/S1 Saturday/Sunday, May 20-21 and June 10-11, 8:00 a.m.-noon (Blended)
Educ 6021 Removing the Barriers to Achievement Ms. Erin Keating 17/S1 Sunday/Sunday, June 11 and 25, 8:00 am.-5:00 p.m. (Blended)
Educ 6022 Project-Based Instruction Mr. Sam Elias 17/S1 Mon-Thurs., June 19-22, 8:00 a.m.-noon (Blended)
Educ 6023 Creative Teacher Resources PK-4
**CANCELED**
Mrs. Marlene Knaub 17/S1 Sunday/Sunday, June 3-4 and 24-25: 8:00 a.m.-noon (Blended)
Educ 6024 Elementary Writing Ms. Jane Mencer/ Ms. Ashley Kutchi 17/S1 On-Site at Hazleton Area School District Kids' U: June 21-22, 26-29, 8:00 am.-4:00 p.m.


Course Descriptions

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 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.  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 550 – Reading Clinic Practicum.  This course is a clinic to implement instruction to improve a child's literacy abilities.  The course provides for the application of the assessment and strategies discussed in Educ 516 and concludes the two-part Reading practicum experience.  After working with a client, each student will write a report of the child's literacy ability, with a description of instruction, and recommend procedures for further assistance.  Prerequisite: Educ 516.  Permission required.  (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 600 – Second Language Acquisition.  This course focuses on the grammar and structure of the English language including the components: lexical, syntactical, phonological and morphological.  Theoretical perspectives of first and second language acquisition are examined. Also covered: literacy development, and pedagogical or instructional teaching.  Students develop activities to demonstrate selected instructional strategies and theoretical acquisition perspectives.  (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 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.  Upon completion of the project, the student will write a professional quality academic paper.   Prerequisite: Educ 590. Permission required.  (3 credits)

Educ 625 – PK-4 Instructional Methods.  This course is designed around the methods, strategies, research and resources that enable students to develop and implement programs to assist students in the language of and academic cognitive understanding and skills within the content area while understanding its impact upon the elementary 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 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.  Upon completion of the project, the student will write a professional quality academic paper.   Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 672 - STEM Design.  By examining the conceptual development of STEM programs and courses, the goal of this course will be to design learning organizations and environments that support collaborative practice for multidisciplinary integration, interdisciplinary, and transdisciplinary experiences and real-world problem-solving.   Global perspectives will be discussed along with a focus on Next Generation Science Standards, PA Core Mathematics Standards, PA Science and Technology Standards.  Emphasis will also be placed on the development of teacher and student leadership in a STEM meta-discipline. (3 credits)

Educ 678 - STEM.  An experiential real-life problem solving laboratory experience utilizing the engineering laboratory at King's College. This course will be a hands-on experience with students learning how to use current technology to create solutions to engineering tasks.  Integral to this course will be developing the mindset of an engineer, problem-solving, working collaboratively in a group, and effective communication of work done in the laboratory. This course should provide students with experiences that can be used as inspiration for creating opportunities for their students to experience STEM and STEM projects in the K-12 classroom. (3 credits)

Educ 700 – ASD: Etiology. This course is an introduction and overview of characteristics and learning traits of autism spectrum disorders (ASD). The course is an examination of the common manifestations of ASD including the psychological, physiological, behavioral, social, communication, and educational characteristics of individuals who have been identified on the spectrum as having Autism, Pervasive Developmental disorder, Rhett's disorder, Asperger's syndrome and Childhood Disintegrative Disorder. The classification system, assessment strategies / issues, approaches, and interventions related to individuals with ASD will be explored.  Focus will be on causes, diagnosis and intervention. The theoretical, prevalence, and scientific hypothesis related to the etiology of ASD will be researched and explored. (3 credits)

Educ 5827 – Gangs and School Violence I.  This course will examine gang-related behavior in schools today.  Climate, culture, membership, symbols and graffiti will be discussed.  The course will also explore gang theory, including street gang structure and organization.  Participants will learn and research reasons why gangs exist, how they are formed, and the impact gang crime has on the safety and security of schools today.  They will also review policies and procedures that are designed so that a school district can prevent or respond effectively and appropriately to criminal activity on school property.  The class will be taught by David Tosh, Director of Secondary Education, Wyoming Valley West School District.  (3 credits)

Educ 5897 – Graphic Novels. Comic books and graphic novels are an effective classroom tool to promote literacy.  They are especially useful to promote literacy for reluctant readers and ELLs.  By reviewing research and graphic novels, the course will offer insights and strategies to utilize these resources with middle and high school students.  It will be taught by Brian Stiles, an instructor of English at King's College and ESL Teacher with the Luzerne Intermediate Unit. (3 credits)

Educ 5937 – Creative Strategies for a Standards-Based Classroom.  This course is designed to foster understanding and appreciation of the art of teaching the PA Core Standards. Instructional strategies will be emphasized which will demonstrate the autonomy educators possess to lead students to mastery.  Gina Peperno, an elementary teacher and reading specialist from the Abington Heights School District will instruct this course.  (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)

Educ 6020 – Interactive Student Notebooks. What are they and why should you use them?  This course will examine the purpose behind interactive student notebooks (ISN).  Instructional strategies and benefits will be investigated and discussed.  Participants will research how interactive student notebooks improve student learning, how they are created, and how to measure the impact.  The instructor will be AnnMarie Chismar, Second Grade Teacher at Height-Terrace Elementary/Middle School in the Hazleton Area School District. (3 credits)

Educ 6021 – Removing the Barriers to Achievement. After compiling the assessment and evaluation information – now what?  Targeting instruction to reach struggling students with interventions, remediation, and acceleration will be emphasized.   This course will be taught by Erin Keating, Chief of Leadership Development and School Operations for the Scranton School District. (3 credits)

Educ 6022 – Project-Based Instruction.  This hands-on, hybrid course will enable participants to understand the principles of Project-Based Learning (PBL) and to create and implement PBL projects in their classrooms.  The course consists of four sessions during which participants actively explore and develop engaging, student-centered projects that promote high-quality learning of content. Participants investigate designing assessments with the end product in mind and will actively take part in the development of authentic assessments.  Students will be expected to navigate Moodle for the online portion of the course.  Sam Elias is Mathematics Curriculum Coordinator for the Wilkes-Barre Area School District and Mathematics Teacher at the district's STEM Academy. (3 credits)

Educ 6023 Creative Teacher Resources PreK-4.  As teachers are expected to do more with less, this course will provide teachers with low cost cross-curricular integrated activities for their classrooms.  Teachers will research, create, and share activities that will enhance hybrid learning and develop student's critical and aesthetical understanding of the creative arts.   Emphasis will be on the use of appropriate materials, content and delivery of instruction including production, performance, exhibition of dance, music, theater and visual arts. Marlene Knaub, a King's College instructor, will teach this course. (3 credits)

Educ 6024 – Writing in the Elementary School.  This course will be on-site at the Hazleton Area School District Kids' University.  The Kids' University TMTP (Theory-Model-Team-Practice) The Kids' University TMTP (Theory-Model-Team-Practice) staff development training model will be utilized to familiarize K-3 teachers with effective writing strategies.  Participating teachers will research and implement a variety of writing types related to informative/explanatory, opinion/argumentative, and narrative stressing purpose and audience.  Participants will create and implement hands-on learning activities with students.     Jane Mencer and Ashley Kutchi are both certified reading specialists and primary teachers at the Freeland Elementary/Middle School in the Hazleton Area School District. (3 credits)  

HCA 501 – Health Policy.  This course introduces the student to current major issues in health policy. This course discusses the politics of health policy in terms of legislation at both the state and federal level. Key forces such as power development, special interest groups, economics and cost benefit analysis are discussed. Major policy issues that are reviewed include managed care, public health, Medicare and Medicaid, technology assessment, and population-based medicine. (3 credits)

HCA 504 – Healthcare Economics.  This course is an in-depth study of the major topics in health care economics. The course examines the production, cost, and financing of health care services, delivery mechanisms and their effects, health labor markets and professional training, and use of economic evaluation tools (cost-effectiveness and cost-benefit analyses) in making decisions about allocation of scarce resources. Students comprehend the essential economic concepts, critically review relevant research evidence, and consider the policy implications for the various interest groups in both private and public sector.  (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 575 – Health Promotion.  This course explores the various methods of delivering messages related to good health habits. The development, implementation, and evaluation of health messages will be discussed. Health education and promotional strategies will be outlined, in addition to the evaluation of various case studies of successful health communication programs.  (3 credits)

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