Graduate Course Descriptions

Autism Spectrum Disorder (ASD) Endorsement Requirements

Educ 700 – ASD: Etiology (3 credits)
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.

Educ 705 – ASD: Instruction & Intervention (3 credits)
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.

Educ 710 – ASD: Assessment (3 credits)
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 neurodevelopmental 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.

Educ 715 – ASD: Community Collaboration (3 credits)
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.

Curriculum and Instruction Program Core Requirements

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.

Credits: 3

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 (3 credits)

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.

Educ 586 - Inclusionary Classroom Practices (3 credits)

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.

Educ 590 - Practical Research for Educators (3 credits)

Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

Curriculum and Instruction Program Requirements for Concentration in English as a Second Language (ESL)

Educ 600 - ESL: Second Language Acquisition: Theory & Practice (3 credits)

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.

Educ 601 - ESL: Clinical Field Practicum (3 credits)

The 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.

Educ 605 – ESL Instruction: Theory and Practice (3 credits)

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 (3 credits)

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 (3 credits)

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.

Curriculum and Instruction Program Requirements for Concentration in Excellence in Teaching

Educ 530 - Standards Aligned System (SAS)

This course will focus on the Pennsylvania Standards Aligned System (SAS) curriculum alignment framework. Each of the six SAS circles will be examined: Clear Standards, Curriculum Framework, Fair Assessments, Interventions, Instruction, and Materials/Resources. Class participants will learn how the six circles of SAS relate to student achievement in their classrooms, interacting with the SAS website to realign curriculum, understand the impact and uses of the Classroom Diagnostic Tests, and the free interactive curriculum mapping tools embedded in the website. Other topics will include the “Understanding by Design” curriculum framework and the relationship between SAS and the resiliency model. This course will educate in-service teachers on how to utilize the PDE Standards Aligned Systems website.

Educ 532 - Assessment

This course will discuss the various data sources used with the PSSA reports, as well as the data of local assessment tests. Using this data, participants will determine root causes and develop instructional strategies to address those causes. Participants will be introduced to SAS, as well as many PDE tools. The course will also incorporate other educational researchers methodology aimed at teaching students to understand their subject area. This course is designed for teachers in grades K-12 and will help them construct lesson plans that are data-driven. Participants will be asked to complete an action plan

Educ 536 - Literacy in the Content Are

This course is designed to help teachers improve the reading skills students need to comprehend and apply concepts in the content areas. Participants will learn strategies that will better enable them to foster and assess reading, writing, thinking and study skills throughout all content areas, to improve students' vocabulary and comprehension. Additional techniques will cover areas such as retention, readability measures, note-taking methods, informal reading inventories, and specific skills needed for studying content area material.

Educ 537 - Classroom Set-up and Management

This course will focus on classroom set-up that minimizes disruptive behavior and increases student learning in the classroom. Effective classroom management strategies that meet the needs of all students will be examined. Practical methods for altering unproductive student behavior will be stressed. Participants will identify ways of creating a positive learning environment that will enable them to effectively solve problems and correct misbehavior. They will also develop an individual behavior plan that can be used to develop new behavioral skills.

Educ 538 - Differentiating Instruction

This course is designed to assist beginning teachers in gaining a better understanding of differentiating instruction for all students in Pre K-12 classrooms. Learners who have physical, mental, emotional, behavioral, or learning disabilities or who are English language learners can be successful in the classroom when teaching strategies and technologies are differentiated to the needs of these students. Pedagogical, curricular, and social considerations involved in educating learners with diverse learning needs in the general education classroom will be addressed, along with strategies for collaborating with parents, regular and special educators, para-professionals, and other individuals in the educational program.

Educ 539 - Exceptional Learners: Gifted and Special Education

Exceptional learners have become a majority in the current classroom. Teachers must know the laws and regulations associated with both special education and gifted education, including mandates, vocabulary, assistive services, and disability distinctions. This course will give an in-depth under-standing of IDEA, PA Chapters 14 and 16, current case law, and the true meaning of continuum of services. It will look at least-restrictive environment and recent court decisions. The class will help with differentiating instruction and reaching all learners. Finally, the class will interact with legal experts, parent advocates, and professionals in the field.

Educ 540 - School Law for Today's Teacher

This course will give teachers the information necessary to remain in compliance with federal and state law affecting educators in regular education, gifted education, and special education. Topics will include 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 approach to explore, debate and apply content to everyday workplace settings.

Educ 541 - Developing Collaboration with Parents

Parents are an often neglected part of a child's education. As educators, teachers need to develop positive communication and collaboration with parents as they attempt to educate all students. Through the use of video and discussion, this course provides parents and educators with insight into the Toxic Culture facing our youth today and how to avoid common pitfalls. Topics include: drug and alcohol use, violence, pre-mature and promiscuous sex, lack of accountability and character issues.

Educ 542 - ELL Learners

This course is designed to instruct students in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student. This course will explore the methods, strategies, research and resources that enable the student to develop and implement ESL programs to help English Language Learners acquire English language and academic cognitive understandings and skills. The students design resource and teaching materials, implement them with their students, and provide reports to the class. The students learn and practice adaptations of lesson content. These adaptations and modifications of content/activities focus on regular and ESL classrooms. Emphasis is placed on working with colleagues in their 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.

Educ 535 - Excellence in Teaching Master’s Capstone Project

Scholarship related to excellence in teaching will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Curriculum and Instruction Program Requirements for Concentration in Mathematics Education

Educ 640 - Mathematics Curriculum and Instruction (3 credits)

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.

Educ 642 - Mathematics Instructional Materials, Technologies and their Development (3 credits)

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.

Educ 644 - Advanced Studies in Mathematics (3 credits)

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.

Educ 647 - Assessment in Mathematics (3 credits)

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.

Educ 650 -Mathematics Master’s Capstone Project (3 credits)

Scholarship related to mathematics or STEM education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Curriculum and Instruction Program Requirements for Concentration in Science Education

Educ 660 - Science Curriculum and Instruction (3 credits)

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 Science experiences in the classroom. Students will work together to explore the way children develop mathematical ideas. Current developments in Science education will be addressed.

Educ 662 - Science Instructional Materials, Technologies and their Development (3 credits)

This course is designed around the science methods, strategies, research and resources that enable students to develop and implement science programs, to assist students in the language of and academic cognitive understanding and skills within the content area while understanding its impact upon the science 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

Educ 664 - Advanced Studies in Science (3 credits)

This course is designed to further the skills of the student in the field of science curriculum. Students will explore contemporary models and in particular the newest advancements within science through books, news magazines, newspapers, and the internet. Emphasis will be placed on a science-literate population that is able to solve problems and can function as critical thinkers. Ethical issues involving science and technology will be discussed.

Educ 667 - Assessment in Science (3 credits)

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 science. 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.

Educ 670 - Science Master’s Capstone Project (3 credits)

Scholarship related to science of STEM education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Graduate Certificate in English as a Second Language-Requirements

Educ 600 - Basics of English Grammar, First and Second Language Acquisition and Instructional Strategies for Second Language Acquisition (3 credits)
This course focuses on the grammar and structure of the English language including the components: lexical, syntactical, phonological and morphological and semantic. Theoretical perspectives of first and second language acquisition are examined. Students develop activities to demonstrate selected instructional strategies and theoretical acquisition perspectives.

Educ 601 - ESL Clinical Field Practicum (3 credits)

Educ 605 - Instructional Materials, Technologies and Their Development (3 credits)

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. 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.

Educ 610 - Assessment and Evaluation of Student, Program, Instruction, Family Involvement and Support Services (3 credits)
This course emphasizes multiple assessment models to determine English language performance and proficiency. Models include: paper and pencil tests, authentic assessment, and conferencing evaluation methods. Emphasis is placed on linking instruction with assessment results using individual and small group activities. Students design an ESL Unit to be implemented with ESL students in their classrooms. Additional ways of assisting families to participate in their children's learning are examined. Finally, the ESL placement and annual state tests mandated by the Pennsylvania Department of Education (PDE) are examined.

Educ 615 - Cultural and Linguistic Diversities, Approaches and Collaborative Methods for Developing Cultural Awareness (3 credits)
In this course, cultural and linguistic diversities are examined through the mosaic of groups immigrating to the United States. The analyses focus on: time period of immigration, reasons for immigrating, and differences among immigrating groups in education, occupation, religion, native language, ESL mode or type used with these groups, and other variables. Methods of working with culturally and linguistically diverse families and ways to collaborate with them and their needs are examined.

Educ 620 - ESL Master’s Capstone Project (3 credits)

Scholarship related to English as a Second Language will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Health Care Administration Program Requirements and Electives

HCA 500 - Introduction to Health Services Systems (3 credits)
This course is designed as a comprehensive introduction to the organization of the U.S. health care "system." Students will examine the major institutions, professions, and political forces that influence the provision of health care services in the United States. We will 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. Students will also consider the major problems presently confronting each aspect of health care and will discuss alternative means of resolving these issues for the future. A secondary, but important objective of this course is to provide students with a broad understanding of the concepts and language requisite for many of the subsequent courses in the HCA program, including health policy, healthcare financial management, and healthcare economics.

HCA 501 - Health Policy (3 credits)
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.

HCA 502 - Human Resources Management (3 credits)
This course surveys the activities and decision-making functions of the human resources manager, including personnel planning, recruitment, interviewing, training and development, compensation practices, benefits administration, maintaining personnel records, employee communication, labor relations and succession planning, with an emphasis on the legal dimensions of these various activities. Attention is also drawn to the professional and legal responsibilities of the individual manager or team leader in matters such as employee rights, privacy, sexual harassment, discrimination in the workplace, employee evaluations, workers' compensation and recruitment of personnel. This comprehensive review occurs from the unique perspective of the health services organization.

HCA 504 - Healthcare Economics (3 credits)
This course is designed as an in-depth study of the major topics in health care economics. We will study 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. The overall goal of HCA 504 is to teach the students to understand how the framework of economics can be applied to health care markets.

HCA 505 - Epidemiology for Healthcare Managers (3 credits)
This course is an in-depth study of the distribution and determinants of health, disease, and disability in human populations. Specific topics include: descriptive and analytical epidemiology, community assessment, and study design. Case studies that involve all of the tools of epidemiology are utilized. The student becomes aware of the uses of epidemiology in population-based medicine and managerial decision-making.

HCA 507 - Healthcare Financial Management (3 credits)
This course is designed as a comprehensive introduction to the financial management function in the context of health care organizations. In addition to basic finance and accounting concepts, topics covered include the concepts of health insurance and third party reimbursement, cost concepts and decision analysis, budgeting requirements, long-term financing, capital budgeting and risk, and financial and operating analyses. The course will integrate corporate finance and accounting theories, institutional knowledge of health care finance, and applications to specific real-world problems. The primary goal of this course is to increase analytical and decision-making skills using finance theories, principles, concepts, and techniques most important to managers in the health care industry.

HCA 511 - Quantitative Business Methods for Healthcare (3 credits)
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.

HCA 521 - Community Health Administration in Global Context (3 credits)
Designed to give students the theory and practice experience in the local, regional, national, and global community to work on health issues and concerns. Critically explores global public health issues as they pertain to different populations throughout the world and discusses health needs of special populations. Class discussions and written reports will examine the meaning of service and leadership in the health field.

HCA 531 - Understanding Organizational Ethics (3 credits)
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.

HCA 541 - Managerial Accounting for Healthcare Administration (3 credits)
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.

HCA 570 - Comparative Health Care Systems (3 credits)
This course examines both global health issues and health systems from a comparative perspective with a focus on assessing performance of diverse health systems. Fist, a conceptual framework for benchmarking among health systems will be introduced. Students will then study the configuration of health systems, alternative delivery, financing, coverage, and allocation of resources for selected developed and developing countries. Recent health reform initiatives of each country will also be discussed to appraise the effects of reforms on system-wide outcomes and to identify possible lessons for the United States.

HCA 571 - Healthcare Marketing and Branding (3 credits)
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.

HCA 572 - Health Law (3 credits)
This course will explore the legal aspects of the health care environment. Particular emphasis will be placed on the court system's effect on the health care executive. Topics to be discussed include the following: medical negligence, employment/agency relationships, prolongation of life, patients' rights, and corporate liability.

HCA 573 - Healthcare Information Systems (3 credits)
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.

HCA 575 - Health Promotion (3 credits)
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.

HCA 576 - Operations Management in Healthcare (3 credits)
This course is an introduction to the application of operations research/management science and industrial engineering techniques to health care organizations, hence the title Operations Management in Health Care. The course focuses on the use of quantitative methods to address complex operational issues and realistic problems, with the ultimate goal of ensuring improved organizational effectiveness and efficiency. Health care applications of operations analysis considered in the course include forecasting, demand & decision analysis, reengineering, productivity, supply chain management, quality control, and project management. The course presents these topics from a managerial perspective with emphasis on effective use of quantitative analysis in management decisions. The main goal of this course is to improve problem-solving and decision-making skills using essential concepts, tools, and strategies in operations research most important to managers in the health care industry. The quantitative approach to decision making is balanced with discussions of qualitative issues in decision making such as the role of values, beliefs, power, and other aspects of decision-making.

HCA 591 - Directed Study in Healthcare Administration (3 credits)
Students pursue independent research of a special topic in the healthcare field under the guidance of a faculty member. Students are required to identify the topic fully and receive prior approval of their topic from a member of the M.S. in Health Care Administration program faculty.

HCA 595 - Leadership and Executive Skills For Health Care Managers (3 credits)
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.

HCA 596 - Leadership for Quality Management in Healthcare (3 credits)
This course integrates all of the major components covered in the core courses. Students will take the various competencies they have acquired and learn how to apply them to real-life cases involving applications of leadership and quality total management in health care delivery systems. Topics include: leadership theories, culture building, relationship management, contingency and transformational theories, communication skills, change management, conflict management, mentorship, and team building.

HCA 597 - Strategic Management in Healthcare (3 credits)
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.

HCA 598 - Capstone Project (1 credit)
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.

HCA 599 - Health Care Administration Internship (3 or 6 credits)
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.

Instructional Coaching Endorsement Requirements

Educ 501 - Foundations of Instructional Coaching (3 credits)
Designed for educators at all levels developing the foundational knowledge of Instructional Coaching and focusing on specific roles for Instructional Coaches.

Educ 517 - Literacy Leadership and Instructional Coaching (also in Reading Program) (3 credits)
Examines the effectiveness of managing reading and general instructional programs through analysis of organizational frameworks and leadership styles of actual settings.

Educ 521 - Assessment Strategies in the Classroom (also in Reading Program) (3 credits)
Examines A variety of assessment tools available for use in the classroom and how those assessment strategies may impact instruction.

Educ 525 - Instructional Coaching Practicum
Knowledge will be put into practice in an authentic clinic setting with a 45 hour field practicum.

Master of Education in Reading, Multisensory Structured Language Education (MSLE)

EDUC 800: Multisensory Structured Language Education (MSLE) Initial Course 1 and Initial Practicum 1
Initial Course 1 will consist of Lecture hours to develop an understanding of dyslexia and the MSLE remediation approach. Participants will learn the research, history, definition, and characteristics of dyslexia, as well as effective remediation techniques using a systematic multisensory approach. A simultaneous Supervised Practicum composed of two teaching situations with students will be required. Completion of this course lecture with practicum may lead to Initial Course 2: EDUC 801

EDUC 801: Multisensory Structured Language Education (MSLE) Initial Course 2 and Initial Practicum 2
Initial Course 2 will consist of Lecture hours to address a continuation of the structure of the English language with emphasis on morphology, orthography and multi-syllabic words and upper-level principles of instruction with students. Continuation of the simultaneous Supervised Practicum with two students, using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Teacher Level Certification in an IMSLEC Accredited MSLE program.

EDUC 802: Multisensory Structured Language Education (MSLE) Advanced Course 1 and Advanced Practicum 1
Prerequisite Courses: Candidates must be certified in an IMSLEC accredited Teacher Level Training MSLE course (EDUC 800 and EDUC 801). Advanced Course 1 will consist of Lecture hours with an emphasis on a deeper understanding of the upper levels 3, 4, and 5 of MSLE . Course topics will include morphology, capital cursive, grammar, paragraph writing skills, reading fluency and comprehension. A simultaneous Supervised Practicum, composed of two teaching situations with students, will be required. At least one of the teaching situations must be in the upper levels of OG. Completion of this course lecture with practicum may lead to Advanced Course 2:

EDUC 803. EDUC 803: Multisensory Structured Language Education (MSLE) Advanced Course 2 and Advanced Practicum 2
Advanced Course 2 will consist of Lecture hours with a continued emphasis on a deeper understanding of the upper levels of MSLE and of basic written English language, phonology, morphology and orthography. Continuation of the simultaneous Supervised Practicum with two teaching situations (1-1 or small group) using the techniques taught during the lectures, will be required. Completion of course lecture hours and practicum experience (Practicum 1 and 2 combined) may lead to Advanced Level Certification in an IMSLEC Accredited MSLE Program

EDUC 505 - ELL Adaptations (3 credits)
This course is designed to instruct reading specialists in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student. It will introduce the prospective reading specialist to the current need for reading assistance for the E.L.L. student. Participants will explore the methods, strategies, research and resources to develop and implement ESL programs to help English Language Learners acquire both the English language and academic cognitive understandings and skills. Participants will design resource and teaching materials, implement them with their students, and provide reports to the class.

EDUC 510 - Developmental Nature of Reading (3 credits)
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.

EDUC 515 - Reading in the Content Area (3 credits)
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.

EDUC 517 - Literacy Leadership & Instructional Coaching (3 credits)
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.

EDUC 518 - Computer Applications for Reading Instruction (3 credits)
This course explores how computer technology can be effectively used to support various theories of literacy instruction and learning. The course will provide hands-on opportunities to use and critique computer programs for use in reading programs. The course emphasizes effective integration of technology into teaching.

EDUC 519 - Reading Instruction for the Exceptional Child (3 credits)
This course is designed to familiarize K-12 classroom teachers and reading specialists with children of varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, ADD/ADHD, and physical disabilities. While a theoretical base will be presented, the course will center around gathering useful pedagogical information from various sources that develop the literacy ability of these children and enhance instruction in all subject areas.

EDUC 520 - The Writing Process K-12 (3 credits)
The 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.

EDUC 521 - Alternative Assessment (3 credits)
This course considers alternative assessments for measuring performance, including portfolios, performance assessments, checklists, anecdotal records, and miscue analysis.

EDUC 523 - Children’s and Adolescent Literature in Reading Instruction (3 credits)
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.

EDUC 575 - Literacy Master’s Capstone Project (3 credits)
Scholarship related to literacy will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

Master of Education in Special Education, Multisensory Structured Language Education (MSLE)

EDUC 802: Multisensory Structured Language Education (MSLE) Advanced Course 1 and Advanced Practicum 1
Prerequisite Courses: Candidates must be certified in an IMSLEC accredited Teacher Level Training MSLE course (EDUC 800 and EDUC 801). Advanced Course 1 will consist of Lecture hours with an emphasis on a deeper understanding of the upper levels 3, 4, and 5 of MSLE. Course topics will include morphology, capital cursive, grammar, paragraph writing skills, reading fluency and comprehension. A simultaneous Supervised Practicum, composed of two teaching situations with students, will be required. At least one of the teaching situations must be in the upper levels of OG. Completion of this course lecture with practicum may lead to Advanced Course 2:

EDUC 516 - Reading Disabilities: Diagnosis and Prescription (3 credits)
The course will review strategies for improving reading, writing, and study skills. Intervention based on assessment results to provide effective instruction will also be discussed.

EDUC 584 - Interactive Learning (3 credits)
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.

EDUC 586 - Inclusionary Classroom Practices (3 credits)
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.

EDUC 590 - Practical Research for Educators (3 credits)
Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

EDUC 720 - Special Education School Law and Regulations (3 credits)
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.

EDUC 730 - Early Intervention Infant/Preschool (3 credits)
This course will enhance the students’ knowledge of Early Intervention supports and services designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child’s development in one or more of the following areas, physical development, including vision and hearing, Cognitive development, Communication development, Social or emotional development and adaptive development.

EDUC 740 - Universal Design for Learning and Response to Intervention (3 credits)
This course provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. This course is designed with the objective to assist the graduate student in connecting core standards to acceptable accommodations, adaptations, and viable modifications to adjust the curriculum of the teaching/learning process for individualized learning.

EDUC 750 - School-wide Behavior Support and Behavior Management (3 credits)
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.

EDUC 760 - Transition Systems from School to Adult (3 credits)
This course is has a two-fold objective that will concentrate on strategies and techniques used to assist IEPs of children in Early Intervention who are within one year of transition to a school age program, to include goals and objectives which address the transition process and strategies used in and out of the classroom transitioning students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.

EDUC 770 - Special Education Master’s Capstone Project (3 credits)
Scholarship related to special education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: EDUC 590. Permission required.

Master of Physician Assistant Studies

PA 450 - DIAGNOSTIC METHODS I

Students are taught how to elicit a complete medical history. Students are then taught how to perform a complete physical examination and how to integrate and interpret findings in such a way that they may determine the next diagnostic and therapeutic step. Communication skills and professionalism are also addressed. Students are instructed how to order and interpret diagnostic tests used in evaluating medical problems.
Credits: 4

PA 554 - CLINICAL MEDICINE I

A comprehensive study of diseases with emphasis on etiology, pathophysiology, signs and symptoms, diagnostic procedures, and therapeutic measures involved in treating medical conditions. Topics include EENT, endocrinology and pediatrics.
Credits: 4.5

PA 556 - CLINICAL MEDICINE II

PA 475 - BASIC MEDICAL SCIENCES I

This course encompasses topics that are essential aspects to the practice of medicine. Areas of study include medical pharmacology, human anatomy and physiology, and medical interviewing and documentation. Seminar topics include: healthy lifestyle changes such as weight management, nutrition, and tobacco cessation. Issues of domestic violence, and sexual assault are addressed, as are issues of cardiac and PT rehabilitation and Hospice and end of life issues.
Credits: 5.5

PA 475C - MEDICAL TERMINOLOGY

A self-study learning module on medical terms and vocabulary for prospective PA students. Students are required to complete the programmed text prior to the beginning of the fall semester of the professional phase. This course grade is calculated into PA 475 – Basic Medical Sciences I grade for the fall semester.
Credits: undefined

PA 455 - DIAGNOSTIC METHODS II

This course is a continuation of Diagnostic Methods I and includes electrocardiology, diagnostic imaging and the completion of the physical assessment.
Credits: 4

PA 557 - CLINICAL MEDICINE III

Emphasis is on the etiology, pathophysiology, and clinical signs and symptoms of disease in medical subspecialty areas. Topics include: gastroenterology, neurology and cardiology.
Credits: 5

PA 558 - CLINICAL MEDICINE IV

Emphasis is on the etiology, pathophysiology, and clinical signs and symptoms of disease in medical subspecialty areas. Topics include: pulmonology, urology and gynecology/obstetrics.
Credits: 5

PA 476 - BASIC MEDICAL SCIENCES II

A continuation of Basic Medical Sciences I with the addition of Pharmacology II, gross anatomy lab II, Anatomy and Physiology II, medical anthropology and seminar topics including an introduction to objective structured clinical examinations (OSCE).
Credits: 4

PA 559 - CLINICAL MEDICINE V

Emphasis is on the etiology, pathophysiology, and clinical signs and symptoms of disease in medical subspecialty areas. Topics include: emergency medicine, general surgery, Cardiology II, orthopedics, rheumatology and a continuation of OSCEs and an introduction to clinical observations.
Credits: 6

PA 565 - CLINICAL MEDICINE VI

This course allows students to expand on their clinical reasoning skills requiring students to refine their ability to develop a differential diagnosis, select appropriate diagnostics and develop a comprehensive treatment plan. Students will learn to develop a patient centered care plan which considers the social determinates of health and preventive care. The course will also further develop the management of patients in the in-patient setting.
Credits: 3

PA 510 - FOUNDATIONS OF CLINICAL PRACTICE

Students are taught the basic methodologies related to research and how to critically evaluate medical literature. Students will also learn the basic principles of evidence-based medicine and how to utilize current medical research to justify the treatment of medical conditions. Students receive instruction in the history of the PA profession, and health care policies as they relate to PA practice. Students have training in medical ethics as they prepare to enter clinical education. Students will apply genetics to various medical diseases using current medical literature.
Credits: 3

PA 515 - EMERGENCY MEDICINE

Students complete 6- week rotations in Emergency Medicine.Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 520 - INTERNAL MEDICINE

Students complete 6- week rotations in Internal Medicine.Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 525 - OBSTETRICS AND GYNECOLOGY

Students complete 6- week rotations in Obstetrics and Gynecology. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 530 - PEDIATRICS

Students complete 6- week rotations in Pediatrics. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 535 - PSYCHIATRY

Students complete 6- week rotations in Psychiatry. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 540 - GENERAL SURGERY

Students complete 6- week rotations in General Surgery. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 545 - FAMILY PRACTICE

Students complete 6- week rotations in Family Medicine. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 555 - ELECTIVE ROTATION

Students complete 6- week rotations in an elective rotation. Through these experiences students will continue to build upon the knowledge learned during the didactic phase of the program and integrate this knowledge into clinical practice.
Credits: 6

PA 560 - CAPSTONE COURSE

Students will complete a master’s project using up-to-date medical research. They must also pass a computer-based and practical summative examinations.
Credits: 4

Master of Science in Athletic Training (MSAT)

AT 400 Foundations of Athletic Training (3 credits)
This course provides students with foundational clinical athletic training knowledge, skills, and
abilities. Students will be able to apply bracing, taping, and ambulatory aids with patients.
Students will use skills needed in medical emergencies. Topics include spine boarding, protective
equipment removal, vacuum splints, oxygen use and various emergency care techniques.

AT 405 Pharmacology & General Medicine (2 credits)
This course provides students with the ability to use pharmacological agents to manage medical
conditions in an effective, legal, and ethical manner. Students will learn how to educate patients
about medications, including effects, proper use, and the risks of misuse and abuse. Students will
learn and be able to follow best practices in pharmaceutical management. Students will also learn about general medical conditions and how disease and injury affect the various systems of the
body. Students will also learn how to develop and implement strategies to mitigate the risk for
long-term health conditions across the lifespan.

AT 410 Evidence Based Medicine 1 (2 credits)
In this course the student will learn and apply the key concepts of evidence-based practice
including how to formulate appropriate clinical inquiries, search the relevant medical literature,
and find and analyze research to answer a specific question. Basic statistical analysis and
interpretation relevant to Athletic Training will be presented including an analysis of measures of
variability. Additionally, students will investigate common disablement models and apply key
concepts related to diagnostic accuracy, epidemiology, and patient-oriented outcome assessments.

AT 415 Athletic Training Procedures (2 credits)
This course provides students with an understanding of the evaluation process, chart
documentation, and medical terminology. Time will be devoted to using an electronic medical
record system for patient-file management, insurance issues such as filing/tracking claims and
third-party reimbursement. The student will learn evaluation techniques including manual muscle
testing, soft tissue palpation, bone palpation, and special joint integrity testing techniques.

AT 420 Athletic Training Practicum 1 (3 credits)
Students complete multi-week clinical experiences in a variety of settings, performing direct
client/patient care guided by a preceptor who is an athletic trainer or physician. Clinical
experiences typically begin prior to the first day of the semester and may extend beyond the last
day of the semester.

AT 425 Athletic Training Practicum 2 (3 credits)
Students complete multi-week clinical experiences in a variety of settings, performing direct
client/patient care guided by a preceptor who is an athletic trainer or physician. Clinical
experiences typically begin prior to the first day of the semester and may extend beyond the last
day of the semester.

AT 430 Prevention, Evaluation, and Diagnosis 1 (4 credits)
In this course the student will learn background, mechanisms of injury, common signs and
symptoms, and treatments for common orthopedic injuries in the upper and lower quarters as well
as the thorax and spine. The student will learn and apply psychomotor skills involving various
palpation skills, range of motion assessments, manual muscle testing techniques, orthopedic
special testing techniques, and neurovascular testing pertaining to musculoskeletal evaluation of
these areas. Additionally, this course will cover an analysis of posture, gait, and functional
movement patterns.

AT 435 Prevention, Evaluation, and Diagnosis 2 (4 credits)
In this course the student will learn to recognize, assess, interpret, and manage conditions related
to environmental conditions as well as common congenital and acquired general medical
conditions in the gastrointestinal, genitourinary, cardiovascular, endocrine, pulmonary, and
integumentary systems. In-depth evaluations of the abdomen and thorax as well as sudden death
will also take place in the course.

AT 450 Therapeutic Interventions 1 (4 credits)
The student will be introduced to theory and techniques of therapeutic interventions. The student
will learn how to critically think through application and development of intervention protocols

AT 455 Therapeutic Interventions 2 (4 credits)
This course provides students with the ability to build upon their foundational knowledge and use
current evidence to develop therapeutic intervention protocols which include corrective exercises,
special considerations, and a whole-body approach to movement to promote a healthy return to
function.

AT 470 Advanced Human Anatomy (3 credits)
This course provides students with the knowledge of functional human anatomy through
cadaveric dissection and classroom instruction. Students will develop an appreciation of human
anatomy from regional and systems approaches with the intent of practical application. Special
focus is placed on the musculoskeletal, cardiovascular, respiratory, and nervous systems. The
relationship between structure and function will continually be stressed, emphasizing implications
for athletic injury mechanisms and human performance.

AT 475 Head, Neck, and Spine (3 credits)
In this course the student will learn background, pathomechanics, pathophysiology, signs and
symptoms, and treatments for brain, spinal, and facial pathologies. The student will learn and
apply psychomotor skills involving various palpation skills, range of motion assessments, manual
muscle testing techniques, orthopedic special testing techniques, and neurovascular testing
pertaining to musculoskeletal evaluation of these areas. Additionally, this course will cover an
analysis of legal considerations surrounding the recognition and management of these conditions.

AT 520 Athletic Training Practicum 3 (4 credits)
Students complete multi-week, immersive clinical experiences in a variety of settings, performing
direct client/patient care guided by a preceptor who is an athletic trainer or physician. Immersive
clinical experiences are practice-intensive experiences that allow students to experience the
totality of care provided by athletic trainers. Clinical experiences typically begin prior to the first
day of the semester and may extend beyond the last day of the semester.

AT 525 Athletic Training Practicum 4 (4 credits)
Students complete multi-week, immersive clinical experiences in a variety of settings, performing
direct client/patient care guided by a preceptor who is an athletic trainer or physician. Immersive
clinical experiences are practice-intensive experiences that allow students to experience the
totality of care provided by athletic trainers. Clinical experiences typically begin prior to the first
day of the semester and may extend beyond the last day of the semester.

AT 530 Advanced Therapeutic Interventions (3 credits)
This course will expand on the student’s foundational therapeutic intervention knowledge. The
student will learn various advanced intervention techniques and be able to incorporate them into
clinical practice to supplement patient care.

AT 540 Psychosocial & Professional Issues (3 credits)
This course provides students with the ability to identify, support, and counsel patients who have
a variety of psychosocial issues, including mental health and behavioral health conditions.
Students will learn how to make appropriate referrals to other health care professionals and to
effectively communicate and collaborate with them to optimize patient care and outcomes.
Students will also learn techniques for the promotion of psychosocial health and for patient
advocacy. Additionally, students will explore ethical and legal issues related to professional
practice, self-assess their professional competence, and create and carry out professional growth
plans.

AT 550 Evidence-Based Medicine 2 (3 credits)
This course will allow the student to expand upon and apply techniques learned in AT 410 to
synthesize an original critically appraised topic manuscript and presentation. Additionally, this
course will focus on advancing topics in both qualitative and quantitative research design, higherlevel research statistical concepts, application of epidemiology concepts, disablement model
coding, and healthcare informatics.

AT 570 Management & Leadership Strategies (3 credits)
This course provides students with the ability to perform a variety of administrative duties,
including medical facility management, human resource management, financial management, and
policy development and implementation. Students will learn how be effective leaders when
engaging in strategic planning, quality assurance and improvement, crisis management, risk
management, delivery of health care services, and advocacy for athletic training.

AT 580 Nutrition and Wellness (3 credits)
This course provides students with and understanding of the relationship between physical
fitness, physical performance, injury prevention, and nutritional intake. Students will understand
how to conduct a nutritional analysis and how to evaluate various diets to provide appropriate
dietary recommendations. Students will develop an understanding of how to improve physical
performance through proper utilization of food, how to identify improper eating habits, the effects
of food supplements, techniques and effectiveness of carbohydrate loading, and the construction
of pre-event and post event meals. Students will also learn about dietary planning for
disease/disorder prevention and management.

Master of Science in Nutrition Science (MSNS) Courses

NUTR 501 – Physiological Basis For Nutrition I (3 credits)
Students will explore the human body and its systems with special focus on systems physiology. Topics include cell physiology, muscle physiology, heart and circulatory physiology, kidney physiology, immune physiology, and respiratory physiology.

NUTR 502 – Physiological Basis For Nutrition II (3 credits)
Students will explore the human body and its systems with special focus on systems physiology. Topics include neural physiology, gastro-intestinal physiology, metabolism and temperature regulation, and endocrinology.

NUTR 511 – Biochemistry Of Nutrition I (3 credits)
Students will explore the biochemical processes as they relate to general metabolism and biochemistry, gene expression and protein synthesis, carbohydrate metabolism and ATP synthesis, lipid metabolism, and nitrogen metabolism.

NUTR 512 – Biochemistry Of Nutrition II (3 credits)
Students will explore the biochemical processes as they relate to general tissue metabolism; the effect of micronutrients on gene expression; the effect and function of fat-soluble vitamins, water soluble vitamins, micro trace mineral, macro trace minerals, and other organic nutrients.

NUTR 520 – Nutrition Through The Life Cycle (3 credits)
Students will explore the many ways nutrition impacts growth, development, and normal functioning as one progresses through each stage of life. Additionally, common ailments that can result from nutritional deficits will be discussed. Each life stage will be addressed in regards to normal nutritional requirements and clinical applications. Pre-requisite: NUTR 502 and NUTR 512

NUTR 530 – Sport Nutrition And Exercise Metabolism (3 credits)
Students will learn how to apply the most effective and cutting-edge strategies for optimal fueling for athletic performance. Topics include meal, energy, and nutrient timing guidelines; optimal ratios and quantities of nutrients, vitamins, and minerals for various sports; the latest research on ergogenic aids, such as quercitin and caffeine; strategies for avoiding gastrointestinal distress during activity and reducing exercise-induced infl ammation; the effects of travel, high altitude, and age on nutrition needs and performance; strategies for balancing fluid and electrolytes to avoid dehydration and hyperhydration. Pre-requisite: NUTR 502

NUTR 540 – Dietary Supplements And Herbal Medicine (3 credits)
Students will learn to understand the pharmacological and biological effects of medicinal herbs, as well as how to properly select and prepare them for clinical use. The biochemical constituents of plant extracts and the isolation of their active components will be explored, as will their use as over-the-counter supplements. Further, other commonly used dietary supplements such as creatine, pre-workout, etc. will be evaluated as to their safety and effi cacy. Pre-requisite: NUTR 502 and NUTR 512

NUTR 550 – Food Principles And Preparation (3 credits)
Students will explore general guidelines of food preparation and meal planning. Food safety regulations, common regulatory practices, as well as various means of food preparation will be discussed. Topics include, food selection, food evaluation, composition of food, food safety, food preparation, meal preparation, and analysis of different food groups.

NUTR 560 – Therapeutic Nutrition (3 credits)
Students will explore a manifold of diseases that are related to nutrition. Disease processes, etiology/pathology, clinical indicators, and appropriate treatments will be discussed as they relate to nutrition. Current disease topics such as inflammation and microbiome-related diseases will be discussed, among many others. Pre-requisite: NUTR 520 and NUTR 540

NUTR 570 – Nutrition Counseling (3 credits)
Students will learn effective nutrition interventions, evidence-based theories and models, clinical nutrition principles, and obtain in-depth knowledge of behavioral science and educational approaches to treat nutrition-related illness and disease. Further, students will develop communications, counseling, interviewing, motivational, and professional skills. Pre-requisite: NUTR 520

NUTR 580 – Food Systems And Health (3 credits)
Students will explore the effects of malnutrition including mortality, decreased economic productivity, morbidities, such as blindness and stunting, and development of chronic diseases. Further, students will discuss the effects of overnutrition and its impact on Chronic disease, such as with heart disease, cancer, and other diet-related chronic diseases. Both scenarios will be explored in the context of global health and public health systems both in the U.S. and the rest of the world.

NUTR 590 – Nutritional Research Trends & Methods (3 credits)
Students will learn typical methods in analyzing and interpreting biomedical data and research design. This course will help guide the graduate student in developing research studies, conducting statistical analyses and reading/evaluating current nutrition literature.

Master of Science in Performance and Sports Science

CPSS 101: Advanced Weight Training Concepts

This course delves into the advanced principles and methodologies of weight training, exploring progressive resistance techniques, periodization models, and advanced exercise programming. Emphasis is placed on designing comprehensive strength training programs tailored to individual needs, considering factors such as sport specificity, client goals, and periodization cycles.

CPSS 102: Advanced Weight Training Concepts II

Building upon the foundation laid in CSPS 101, this course further refines students' understanding of advanced weight training principles. Topics include advanced exercise selection, biomechanical considerations, and specialized training modalities. Students will engage in hands-on application, developing proficiency in coaching techniques for diverse populations. Topics include Soviet weightlifting principles, Bulgarian and Chinese schools of weightlifting, Westside Barbell, and Sheiko. The course will culminate in a two-day virtual workshop. Pre-Requisite: CPSS 101

CPSS 103: Advanced Conditioning Concepts

This course explores advanced conditioning strategies for athletes and fitness enthusiasts. Topics include high-intensity interval training (HIIT), metabolic conditioning, and energy system development. Students will analyze case studies, design conditioning programs, and assess the physiological and performance impacts of various conditioning protocols.

CPSS 104: Needs Analysis and Training Theory

Focused on individualized program design, this course emphasizes needs analysis methodologies for diverse populations. Students will learn to assess biomechanical, physiological, and psychological factors to inform the creation of effective, evidence-based training programs. Theoretical foundations of training, including periodization and specificity, will be explored in depth. The course will culminate in a two-day virtual workshop. Pre-Requisite: CPSS 103

CPSS 105: Data Preparation and Data Collection I

This course introduces students to the fundamentals of data preparation and collection in the context of strength and conditioning. Topics include selecting appropriate measurement tools, data recording techniques, and ethical considerations. Practical exercises involve hands-on experience with data collection devices commonly used in the field.

CPSS 106: Data Preparation and Data Collection II

Building on CPSS 105, this course expands students' proficiency in data preparation and collection. Advanced measurement techniques, data validation, and the integration of technology for real-time monitoring are covered. Practical applications involve designing and implementing data collection protocols for specific training scenarios. The course will culminate in a two-day virtual workshop. Pre-Requisite: CPSS 105

CPSS 107: Biostatistics

This course provides a comprehensive introduction to biostatistical methods relevant to strength and conditioning research. Topics include descriptive statistics, hypothesis testing, regression analysis, and interpretation of research findings. Practical exercises involve analyzing and interpreting data sets commonly encountered in exercise science research. Application of relevant software will be integrated into real-world problem scenarios.

CPSS 108: Data Analysis and Delivery

Focused on turning raw data into actionable insights, this course covers advanced statistical analyses, data interpretation, and effective communication of findings. Students will gain proficiency in using statistical software, presenting results visually, and delivering evidence-based recommendations to athletes, coaches, and other stakeholders. The course will culminate in a two-day virtual workshop. Pre-Requisite: CPSS 107

CPSS 109: Special Topics in Strength and Conditioning

This course explores emerging trends, controversies, and specialized areas within the field of strength and conditioning. Topics may include nutritional considerations, recovery strategies, or the integration of psychological principles into training programs. The content is updated regularly to reflect the evolving nature of the discipline.

CPSS 110: New and Emerging Technologies in S/C

This course examines the latest technologies shaping the future of strength and conditioning. Students will explore wearable devices, virtual reality, and artificial intelligence applications in training and performance monitoring. Practical applications involve hands-on experience with cutting-edge technologies relevant to the field. The course will culminate in a two-day virtual workshop.

CPSS 111: Internship & Thesis I

This integrated course is designed to provide students with a comprehensive experiential learning opportunity in the field of strength and conditioning. The first portion of the course focuses on a structured internship where students will spend a minimum of 250 hours in a professional setting, applying theoretical knowledge to real-world scenarios. Under the supervision of experienced mentors, students will actively engage in program design, implementation, and athlete assessment. Concurrently, students will initiate the thesis research process, identifying a research topic, conducting a literature review, and formulating a research question. This course represents the first phase of the thesis project, laying the groundwork for the subsequent research and practical application. Pre-Requisite: Completion of CPSS 101 through CPSS 110.

Integrated Internship Hours: 250 hours

CPSS 112: Internship & Thesis II

Building on the experiences gained in CPSS 111, this course represents the culmination of the internship and thesis components. Students will complete the remaining 250 hours of the internship, further refining their practical skills and gaining a deeper understanding of the complexities within the strength and conditioning profession. Simultaneously, students will finalize their thesis research, collecting and analyzing data, and preparing a comprehensive written document that demonstrates their ability to contribute to the academic discourse in the field. The integration of practical experience and research findings ensures that graduates are well-prepared for the multifaceted demands of the strength and conditioning profession. Pre-Requisite: CPSS 111

Integrated Internship Hours: 250 hours

Principal Certification Program Course Requirements

EDUC 900 - The Principalship (3 credits)
This course is designed to present an overview of the principal’s role in relation to leadership, supervision, organizational management, and community interaction. In addition, it will highlight the role of the school principal as the instructional leader, with an emphasis on key components that focus on leadership skills and management abilities necessary to create a school atmosphere conducive to learning. Candidates will view the principal’s responsibilities, job functions and priorities that evolve on a daily basis as reflected by the PA Leadership Core and Corollary Standards and adopt strategies and practices reflective of them.

EDUC 905 - Principles of Instructional Supervision (3 credits)
This course will study the ways in which principals can incorporate instructional leadership into their organizational behavior and work with teachers to create instructional practices that raise the level of teaching and learning in the classroom. Students will learn how to use aspects of effective teaching strategies when working with teachers during the observation/walk-through process and will apply new concepts and tools to the supervisory process and practice coaching and feedback strategies

EDUC 910 - School Improvement (3 credits)
The School Improvement course focuses on the Principal as Instructional Leader. Students will evaluate data from a variety of sources such as the Pennsylvania System of School Assessment (PSSA’s), Keystone Exams, PVAAS, DIBELS, PA Future Ready Index, as well as other standards based / common core data to create a school improvement plan using the school improvement template available through the Pennsylvania Department of Education.

EDUC 915 Law and Education (3 credits)
Focus is on developing an ability to make educationally sound decisions within the legal framework as related to school instruction, management, and finances. Emphasis will be given to Federal state and local authority as each pertains to educational policy; students’ rights, teachers’ rights, liability and the implications of social media/networking in an ever-changing world.

EDUC 920 School Resource Management: Finances and Human Resources (3 credits)
This course explores administrative functions related to the management of school finance, facilities and human resources in contemporary schools. Topics studied include: developing a school budget, resource (human, capital, technology, fiscal, facilities) management, strategic budget development and implementation, and human resource management.

EDUC 925, 926, 927 Practicum (1 credit each practicum)
The Administrative practicum is designed to give students practical experience in school administration. A minimum of 260 hours clock hours must be spent on administrative tasks based on the Pennsylvania Core and Corollary Standards for Educational Leadership. The 260 hours must be divided evenly between administrative work in both K to 6 and 7 to 12 settings. Work must be completed under the supervision of a certificated school administrator in each setting. Administrative mentors must have held administrative positions for a minimum of three years. Note: 100 hours should have previously been completed in the prerequisite courses.

Reading Program Requirements and Electives

Educ 500 - Educational Research for Teachers (3 credits)
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).

Educ 503 - Educational Statistics (3 credits)
Basic concepts of statistical reasoning and the underlying assumptions are presented. Analysis of variance is discussed. Designs for educational research are reviewed.

Educ 505 - ELL Adaptations (3 credits)
This course is designed to instruct reading specialists in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student. It will introduce the prospective reading specialist to the current need for reading assistance for the E.L.L. student. Participants will explore the methods, strategies, research and resources to develop and implement ESL programs to help English Language Learners acquire both the English language and academic cognitive understandings and skills. Participants will design resource and teaching materials, implement them with their students, and provide reports to the class.

Educ 510 - Developmental Nature of Reading (3 credits)
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.

Educ 515 - Reading in the Content Area (3 credits)
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.

Educ 516 - Reading Disabilities: Diagnosis and Prescription (3 credits)
The 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 517 - Literacy Leadership and Instructional Coaching (3 credits)
The effectiveness of managing reading programs will be explored and defined. The human resources, structural, economic, political, and symbolic relationships impacting on instruction will be examined. The organizational framework of actual settings and leadership styles will be analyzed to prepare the reading professional for their evolving professional roles and challenges as reading specialists and literacy coaches.

Educ 518 - Computer Applications for Reading Instruction (3 credits)
This course explores how computer technology can be effectively used to support various theories of literacy instruction and learning. The course will provide hands-on opportunities to use and critique computer programs for use in reading programs. The course emphasizes effective integration of technology into teaching.

Educ 519 - Reading Instruction for the Exceptional Child (3 credits)
This course is designed to familiarize K-12 classroom teachers and reading specialists with children of varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, ADD/ADHD, and physical disabilities. While a theoretical base will be presented, the course will center around gathering useful pedagogical information from various sources that develop the literacy ability of these children and enhance instruction in all subject areas.

Educ 520 - The Writing Process K-12 (3 credits)
The 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.

Educ 521 - Assessment Strategies in the Classroom (3 credits)
Examines a variety of assessment tools available for use in the classroom and how those assessment strategies may impact instruction.

Educ 522 - Curriculum Development K-12 (3 credits)
This course examines the developmental nature of curriculum through elementary, middle, and secondary schools. Basic principles of curricular design are studied, as well as current curricular trends.

Educ 523 - Children's and Adolescent Literature in Reading Instruction (3 credits)
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.

Educ 524 - Seminar in Topics of Reading (3 credits)
This course examines current issues and trends in reading and literacy.

Educ 525 - Independent Study (3 credits)
Independent studies will be offered under special circumstance and will be designed with the program director. Permission required.

Educ 527 - Special Topics in Education (3 credits)
This course examines current issues in the field of education.

Educ 550 - Reading Clinic Practicum (3 credits)
The 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. Permission required.

Educ 575 - Literacy Master’s Capstone Project (3 credits)
Scholarship related to literacy will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Special Education Program Requirements

Educ 584 - Interactive Learning (3 credits)
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.

Educ 586 - Inclusionary Classroom Practices (3 credits)
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.

Educ 590 - Practical Research for Educators (3 credits)
Developing a Master’s Capstone Project Proposal for the demonstration of scholarship through research and the application of research with a meta-analysis, action research, or a professional contribution is the primary purpose of this course. Students will be able to locate, comprehend, and critique educational research to design and to support their inquiry focus.

Educ 770 - Special Education Master’s Capstone Project (3 credits)
Scholarship related to special education will be demonstrated by the completion of a Capstone Project supported by relevant research, data, and/or documentation. The design, application, and assessment of the project are further refined and implemented in this course. Prerequisite: Educ 590. Permission required.

Educ 720 - Special Education School Law and Regulations (3 credits)
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.

Educ 730 - Early Intervention Infant/Preschool (3 credits)
This course will enhance the students' knowledge of Early Intervention supports and services designed to meet the developmental needs of children with a disability as well as the needs of the family related to enhancing the child's development in one or more of the following areas, physical development, including vision and hearing, Cognitive development, Communication development, Social or emotional development and adaptive development.

Educ 740 - Universal Design for Learning and Response to Intervention (3 credits)
This course provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. This course is designed with the objective to assist the graduate student in connecting core standards to acceptable accommodations, adaptations, and viable modifications to adjust the curriculum of the teaching/learning process for individualized learning.

Educ 750 - School-wide Behavior Support and Behavior Management (3 credits)
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.

Educ 760 - Transition Systems from School to Adult (3 credits)
This course is has a two-fold objective that will concentrate on strategies and techniques used to assist IEPs of children in Early Intervention who are within one year of transition to a school age program, to include goals and objectives which address the transition process and strategies used in and out of the classroom transitioning students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process.

STEM Endorsement Program Requirements

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.

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.

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.

Educ 678 STEM Practicum

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.