29 courses with the subject MED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
MED 501Standards-Based Planning & Instruction3
This course introduces standards-aligned curricular design and implementation across grade levels. Students unpack academic standards as defined by Pennsylvania’s Standards Aligned System to develop clear, measurable learning targets needed for daily and unit plans. Explicit, direct teaching methodology is emphasized and the use of instructional technology to support learning is introduced. Ten (10) hours of fieldwork in certification level settings are embedded in this course.
This course reviews all areas of student exceptionalities and how special education services are acquired, developed and provided in today’s schools. Students will learn how family and communities collaborate together with research-based educational practices to assist individuals with exceptionalities be successful in home, school and community settings. Five hours in this course are observation and reflection activities in the field that introduce students to individuals with various types of disabilities, in various settings and age spans.
MED 515Differentiated Instruction in the Inclusive Classroom3
This course focuses on content, methods, and materials specifically oriented to assisting students with diverse needs to achieve academically and socially in today’s inclusive schools. Competencies in analyzing instructional events and collaboration as needed by school personnel are observed for five hours in inclusive settings which address the needs of students with disabilities in our schools.
MED 516Differentiated Instruction for English Language Learners3
The course examines the strategies of differentiated instruction for English language learners. The key topics include levels of English language development, impact of background factors on student learning needs, and strategies to differentiate instruction and assessment for English learners of four proficiency levels. In the course project, students differentiate an instructional unit for a Level 3 English language learner. The course is required for M.Ed. in TESOL Program. It also may be taken as an elective for other M.Ed. programs and Act 48 continuing education credits.
This course is designed to familiarize the student with the use of mathematical and statistical methodology used in educational research. Topics will include descriptive statistics, introduction to inferential statistics, t-tests, one-way analysis of variance, multiple comparison procedures, research design and the use of SPSS software.
This course surveys the foundations of educational research. Students will develop an understanding of the nature of educational research, process, and ethical issues in conducting research in educational organizations. They will develop the knowledge and skills essential for critically evaluating and designing educational research studies.
In this two-credit, pre-student teaching course, students will be engaged with children with disabilities and organizations that serve them in classroom settings for at least 40 hours and complete a service project which entails collaboration of approximately 40 hours beyond the classroom. These activities are executed following development of an instructor-approved Personal Learning Plan. Supervision will be provided by the university, in collaboration with a field site mentor, for both classroom-based and project-based elements of this practicum experience.
MED 535Collaboration & Legal Issues for Special Education3
This course will focus on understanding the legal statutes and regulations regarding students with disabilities and the resulting impact on the delivery of services and educational programs. Skills in development and delivery of the Individualized Education Plan, from age 3-21, including effective communication and collaboration, will be addressed. Discussion of professional dispositions and ethical behaviors of effective special educators will be reviewed.
MED 540Assessment of Student Learning in PK-12 Education3
This course surveys the foundations of assessment in PK-12 education. The course prepares students to navigate logistical, ethical, and educational considerations to ensure assessments are equitable, valid, and effectively measure learning outcomes. Students will develop an understanding of the principles of assessment and skills in creating, implementing, and analyzing assessments. They will practice designing various assessment tools that align with learning goals and state-required assessments and learn how to use assessment results to inform instructional decisions and tailor teaching strategies to meet the diverse needs of their learners.
MED 542Assessment & Instruction of Students with Developmental Disabilities3
This online course deals with what developmental disabilities are, and best practices teachers use with students who have these conditions. Functional curriculum and assessment in domains of basic communication, self-help, social skills, life skills, fine and gross motor for such students will be addressed. Assistive technology for these populations will be explored. Ten hours of activity interviewing staff and seeing Special Education labeled Life Skills Support Multi-disability Support, and Early Childhood Special Education will provide students with the opportunity to observe and explore how these unique populations are served in the field through the collaborative team that serves them in today’s schools.
MED 544Transition & Instruction Secondary Education Special Needs Students3
This course addresses the legal and instructional issues related to adolescents and young adults with disabilities. Topics include functional curriculum, individual transition planning, self-determination and self-advocacy. Included in this course are ten hours of embedded fieldwork within community-based, vocational or post-secondary sites where individuals aged 16 through young adults are taught. (3 credits).
MED 545Social Development & Behavior Support in Inclusive Classrooms3
This course will focus on understanding the legal statutes and regulations regarding students with disabilities and the resulting impact on the delivery of services and educational programs. Skills in development and delivery of the Individualized Education Plan, from age 3-21, including effective communication and collaboration, will be addressed. Discussion of professional dispositions and ethical behaviors of effective special educators will be reviewed.
MED 550Introduction to Educational Administration3
This course is designed to help the prospective administrator and current teachers answer the following basic questions: Why is educational administration necessary? What is it? How does it affect me? What role do I play in the administration of schools today? The students’ goal is to answer these questions and others that come to mind as facts, issues and propositions are presented throughout the course.
MED 574Foundations of Teaching English as a Second Language3
This course aims to build the foundational knowledge for teaching English as a second language. It covers key topics related to providing English language learners with equitable quality education compliant with federal and state laws and regulations. Experiential learning in the format of professional learning community and data interpretation skills are emphasized. 10 hours of field experience are integrated into course assignments.
MED 576Structure of American English for Educators3
This course surveys the structure of American English from the perspective of teachers of English language learners. It aims to help teachers develop linguistic and pedagogical knowledge by exploring the English phonology, morphology, syntax, pragmatics, an impact of native language on learning English, common difficulties with learning English, and effective instructional strategies for teaching English.
MED 578Cultural Aspects of Teaching English as a Second Language3
This course explores a complex role of culture in education. It examines key concepts of intercultural communication and evidence-based practices of culturally responsive teaching and engagement of culturally diverse families. Acquiring the theoretical knowledge is combined with experiential learning activities, digital collaborative projects, and action research project. 5 hours of field experience are integrated into course assignment.
MED 605Enhancing Literacy for the Special Needs Students3
Needs Student. The course, designed for prospective special education classroom teachers, develops skills for the development, teaching, and enhancing of literacy skills: language, reading, and writing. Students review current and developing research and classroom practices that encourage the acquisition and improvement of those skills through learning strategies that are explored within 20 hours of required field activity experiences.
This course surveys the legal aspects of PK-12 education and highlights how law, policy, and practice intersect to define the rights and responsibilities of students, educators, administrators, and other stakeholders. Through critical analysis of key statutes, landmark court cases, regulatory frameworks, and administrative regulations, students will develop a nuanced understanding of the legal complexities inherent in educational practice and policy. Emphasis will be placed on strategies to navigate diverse legal challenges ethically and effectively.
The course introduces students to the financial management of PK-12 schools. Students will gain an understanding of how policies and regulations govern school finance, budgeting, financial reporting, purchasing, and resource allocation through case studies, analysis of educational organizations’ policies and reports, and field activities. 45 integrated field hours.
This course is designed to provide a framework to help future principals gain the necessary skills to apply the emerging concepts and principles of school supervision to the practical, everyday situations in which administrators, supervisors, coordinators and teachers are working. Interpersonal relationships that lead to the improvement of instruction, data collection for the purpose of analyzing classroom teaching, staff development, in-service program development and staff selection will be discussed. The influence of special needs learners, race, gender and other social issues will be analyzed where appropriate for this course.
MED 665Assessment & Teaching Strategies in Secondary Education4
This course is required for students in the post-baccalaureate Secondary Education/English, Secondary Education/Math, Secondary Educations/Science, and Secondary Education/Social Studies teaching programs and must be taken prior to Student Teaching. Students will review academic standards as related to their own content areas as taught in grades 7-12 in today’s schools, as well as general and content-specific methodology and assessment strategies. The use of instructional technology and accommodations for diverse learners will be discussed. Students will engage in a 40 Hour supervised practicum in a high school as part of this course.
MED 671Student Teaching in Special Education Seminar1
This course is a co-requisite for MED 673 : Student Teaching in Special Education, and is required for students in the post-baccalaureate Special Education Certification program as a capstone experience in this area of service in today’s schools. The seminar will enable student teachers to discuss, reflect, and develop the skills necessary to become a highly-qualified special education teacher.
The course provides students with the knowledge and skills necessary to conduct research in the field of education. Students will learn about action research, qualitative, quantitative, and mixed-method research methods. They design an educational research study and write a research proposal. Prerequisites MED 520
MED 684Instruction and Assessment for English Language Learners4
This capstone course with integrated 40-hour internship experience covers the principles and strategies of effective instruction and assessment for English learners. The course emphasizes the development of reflective English language teaching. During a structured and supportive internship experience, students will practice a range of ESL-certified teacher’s responsibilities including teaching and assessing English learning students; monitoring, documenting, and assessing students’ English language development and academic learning; observing lessons and providing recommendations to teachers; and designing and delivering professional development for educators. Students will create an ESL teaching portfolio.
This is a required seminar and supervised field experience for those individuals seeking principal’s certification. The student will submit to his/her advisor a comprehensive proposal for a unit of work to be done under the supervision of a currently active building principal. The observation and supervision of teachers, along with other selected units of work from such areas as scheduling, budget preparation, staff development, curriculum, community relations, extracurricular activities, etc., comprise the list of acceptable projects for interns to complete. All proposals must be approved by the faculty advisor and sanctioned by the administration of the school where the field experience is to occur. In addition to the field experience, seminar meetings are conducted every other week for a period of two hours for all administrative interns for the duration of the semester.
