107 courses with the subject GE, 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.
GE 6005Connecting Students Career Goals WithyCore Subjects: Technology Education3
This course is designed for master level teachers K-12. It is mean to support continuing education for teachers who are interested in learning how to incorporate Technology Education topics in the courses they teach in order for their students to learn how to apply tools, materials, processes, and systems to solve problems and provide benefits as a contributing member of society. Teachers will demonstrate knowledge of content, process and skills to provide students with a holistic approach to learning and to offer unique opportunities to apply numerous academic concepts through practical, hands-on applications. 3 Hours 3 Credits
GE 6006Connecting Students Career Goals WithyCore Subjects: Communications3
This course is designed for master level teachers K-12. It is mean to support continuing education for teachers who are interested in learning how to incorporate communication skills in the courses they teach in so K-12 students can practically apply these skills in their future professions and/or everyday life. Communications is a diverse area of study with many applicable skills. These skills give teachers several options and connect students and their career goals. 3 Hours 3 Credits
GE 6008Connecting Student Career Goals WithyCore Subjects: Civics and Government3
This course is designed for K-12 master level teachers. It is meant to support graduate education for teachers who are interested in learning how to incorporate Civics and Government topics into the courses they teach. 3 Hours 3 Credits
GE 6009Connecting Students Career GoalsyWith Core Subjects: Arts & Humanities3
This course is designed to support continuing education for teachers who are interested in learning how to incorporate real-world arts and humanities themes in the courses they teach in order for their students to learn how to practically apply these skills in their future professions and/or everyday life. Students will demonstrate an understanding of various aspects of arts and humanities in accordance with weekly topics on how arts and humanities content supports core standards. 3 Hours 3 Credits
GE 6011Connecting Students Career GoalsyWith Core Subjects: Mathematics3
This course is designed to support continuing education for teachers who are interested in learning how to incorporate real-world mathematical skills in the courses they teach in order for their students to learn how to practically apply these skills in their future professions and/or everyday life. Students will demonstrate an understanding of various aspects of mathematics in accordance with weekly topics on how mathematical content supports core standards. 3 Hours 3 Credits
GE 6012Creating Meaningful Experiences toyAchieve Classroom Success3
This course will show educators how to design compelling learning activities that engage students in their own learning by helping them develop practical life skills as well as critical thinking skills. Teachers will learn to apply the SCORE model which has five sets of specific criteria that are characteristic of highly effective, brain-compatible activities. These criteria will be used to analyze the activities in which they participate as well as those they plan, ensuring that each includes relevant life skills, meets curriculum requirements, addresses organizational issues, plans ahead for desired results, and assesses effectiveness. Teachers will learn how to infuse lessons from the entire learning process - introductory, informational, practice, review and culminating - with the kind of highly active learning that transforms both student and subject matter. 3 Hours 3 Credits
This course will provide educators with the essential knowledge and skills to implement differentiated instruction (DI) successfully in their own classrooms. DI, a widely respected, research-based instructional approach, provides teachers with effective, manageable strategies for meeting the needs of an increasingly diverse student population within the context of today’s challenging standards based curriculum. Teachers will gain expertise in understanding and implementing a broad range of strategies associated with three essential, distinguishing components of differentiated instruction. First, the teacher’s role as guide and facilitator in a classroom environment specifically designed to support self-directed student learning and student teacher collaboration. Second, the interdependent nature of flexible grouping and assessment in a DI classroom. Third, the adaptation of curriculum content, processes and products to provide students with entry points to learning that match their readiness, interests and/or learning profiles. 3 Hours 3 Credits
This course will help educators teach students to work effectively in groups to achieve subject-matter mastery and develop interpersonal skills. In-class activities are paired with site-based action research to provide teachers with the opportunity first to observe and experience these strategies as learners, then to use their insight and expertise as they apply these strategies in their own classrooms and subject-matter areas. Teachers will be equipped to guide their students not only to academic success in the short term, but also to long-term success through the development of the critical skills: collaborative problem-solving, teamwork, self-evaluation, effective communication, and shared decision making. 3 Hours 3 Credits
GE 6015Introduction to Statistical Data and Research3
This course is a comprehensive approach for students needing to conduct qualitative or quantitative research. The course will focus on the practical problems encountered in research beginning with the formulation of the research question and continuing through the preparation of the final research document. This course is designed to examine the theories, techniques, and methodologies of research currently employed for the analysis of educational and social sciences initiatives and investigations. Emphasis will be placed on applying knowledge of research techniques and methodologies to the critical analysis of published research. Students will be exposed to research methodologies as they investigate various statistical designs and test measurements. 3 Credits
GE 6016Why and How Boys and Girls Learn Differently3
This course will first focus on examining and discussing various research articles available outlining the differences in the ways males and females learn in the classroom. 3 Hours 3 Credits
This course emphasizes the interdisciplinary approach to all curriculum areas and their related importance to the Reading and Writing process. Students will explore the interconnections of language and literacy to build a knowledge base and understanding of how children learn to read and write in the elementary stages and progress into independent readers and writers in the pper grades. The rationale for this course is two-fold: 1) learning the language arts is important because the elements are powerful tools for learners to create and share personal meaning, and 2) teaching the language arts is critical because the components represent powerful potentials for learners to understand and transform their social worlds. Course content includes a comprehensive approach for educators who are seeking innovative and practical methods targeting best practices for teaching reading and writing across the curriculum spectrum. Students will develop the necessary competencies to understand and implement highly effective strategies that have been thoroughly researched in educational literature pertaining to present day classroom teachers. 3 credits
GE 6030Theory and Application of Educational Administration3
A comprehensive and historical overview of the field of educational administration and general supervision are presented within this course. An examination of the tasks, processes, role development, models of behavior, communication and techniques of educational administration, designed to assist the prospective school administrator or supervisor in their respective leadership role, is the course’s primary focus. 3 credits
GE 6035Teaching and Supervising Diverse Student Populations3
This course is designed to enhance instructional skills essential to working with Special Needs populations, Talented and Gifted learners, English Language learners, varying cultures and unique student populations based on the emerging aspects of a diverse society. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully teach school students who have connections with topics related to Special Education, Talented & Gifted Education, the English Language Learners, Bi-Lingual Education, Economically Disadvantaged, Gender Issues, and Racial Diversity by understanding their relationship to student achievement and school climate. Graduate students will study the history, programs and legislation of each program as they relate to school and its daily operation. State requirements will be examined as will program requirements falling under the NCLB legislation. Program design will be presented as will its impact upon the school and the process of meeting the educational needs of students. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
GE 6041Leading a Comprehensive Literacy Curriculum: Design and Implementation
This course is the first of 7 courses that comprise the University’s Reading Specialist Program. Designing a comprehensive literacy curriculum is critical to establishing the fundamental skills in reading and writing. The course will begin with the research of the science of reading, the “Big Six” components of reading, and the underlying processes for reading, and progress into teaching and developing a comprehensive literacy model at all levels. At the conclusion of the program, students will be able to lead the design and implementation of a research-based comprehensive literacy curriculum in their school. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators.
GE 6042Curriculum, Instruction, and Assessment: Grade K-33
Curriculum, Instruction, and Assessment: Grade K-3 This course is the second of seven courses that comprise the University’s Reading Specialist Program. This course focuses on the identification, analysis, and correction of reading problems using current standards, research-based strategies and materials used in the language arts PreK-3 educational setting. This course examines various language arts curricular programs, concepts, instructional techniques and assessments that positively impact student learning and success. 3 Hours Lecture 3 Credits
GE 6043Literacy Curriculum, Instruction, and Assessment: Grade 4-123
Literacy Curriculum, Instruction, and Assessment: Grade 4-12 This course is the third of seven courses that comprise the University’s Reading Specialist Program. The course will begin with an overview of assessments that impact literacy success through multiple measures of data. The course will continue through researching ways to use data to improve literacy outcomes, followed by effective alignment to the PA Core Standards and instructional practices to support success. At the conclusion of the course, teachers will have created lesson plans that are PA Core aligned, rigorous and meeting the needs of all students. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators. 3 Hours Lecture 3 Credits
GE 6044Pedagogy and Methodology based on Orton-Gillingham3
Pedagogy and Methodology based on Orton-Gillingham This course is the fourth of seven courses that comprise the University’s Reading Specialist Program. The focus of this course is on the research-based Orton-Gillingham methodology. It will address the essential research-based components of reading instruction and strategies that support effective reading and writing instruction. This course will address the multisensory approach to decoding, spelling, English Orthography, and grammar. Students will be required to connect the components of a multi-sensory structured lesson plan and design instruction that reflects an understanding of relevant content. This course is essential for any educator who is responsible for the teaching of reading and writing and provides specific interventions for at-risk learners. 3 Hours Lecture 3 Credits
GE 6045Reading Difficulties: Special Education and Interventions3
Reading Difficulties: Special Education and Interventions This course is the fifth of seven courses that comprise the University’s Reading Specialist Program. This course will examine Special Education laws and disabilities, focusing primarily on reading disabilities. The variety of assessments that are used to identify reading disabilities and the research that supports those assessments and strategies will also be examined. Creating Individual Education Program (IEP) goals and interventions to support those goals will be developed through the use of case studies and practical situations. 3 Hours Lecture 3 Credits
GE 6046Reading across the Curriculum/English Learner (EL)3
Reading across the Curriculum/English Learner (EL) This course is the sixth of seven courses that comprise the University’s Reading Specialist Program. The course will begin with the development of a definition of disciplinary literacy and its criticalness. The course will continue through exploring strategies that are effective within specific disciplines, followed by effective alignment to the PA Core Standards. Educators will learn how to embed culturally responsive practices into instruction and how to involve families in the learning. At the conclusion of the course, teachers will have created lesson plans that are PA Core aligned, rigorous and meeting the needs of all students. This course is essential for any teacher who is responsible for reading and writing instruction including elementary teachers, special education teachers, literacy coaches, principals, curriculum directors, and other administrators. 3 Hours Lecture 3 Credits
GE 6047Reading Practicum based on Orton-Gillingham6
Reading Practicum based on Orton-Gillingham This course is a supervised, field-based practicum in which students focus on addressing the needs of children who struggle with literacy. Implementation of literacy lessons will be prescriptive in nature based on the needs of the class, small group, or individual student. Students will be required to develop lessons that follow the format of and include the components of the Orton-Gillingham research-based methodology. This course builds on the knowledge, skills, and experiences gained in the previous six prerequisite courses. This course provides an opportunity to apply what was learned while working directly with children in a real-world setting. 6 Hours Lecture 6 Credits
GE 6055Human Development, Communication and Learning3
This course is a comprehensive approach that explores the major theories of learning by tracing their historical development and considers how they relate to modern educational practice. The course describes learning from early childhood through adulthood using the concept of lifelong learning as the intended goal. Major learning theories are applied to the development, implementation and evaluation of program growth as it applies to schools. A companion focus of this course includes individual and group behaviors, communication theory, decision-making, conflict resolution and organizational dynamics as they relate to promoting educational change, staff development, innovation and general school improvement. 3 credits
GE 6060Organizational Development, Change Theory and Staff Development3
An examination and study of individual and group behaviors as they relate to structuring and managing educational organizations. The student will focus on issues and challenges of organizational dynamics, leadership, system theories, governance and decision-making, communication, change, problem-solving, conflict management and information systems. The concept of staff development will be presented as essential to the forward progress of the organization, in the school setting and as part of the school improvement processes. 3 credits
GE 6065Leadership and Management of Special Education Programs3
This course examines research and practice related to the development and administration of Special Education programs. It will provide a common language and knowledge of the leadership competencies needed as well as the theory development as it relates to individuals and organizations. The student will analyze existing approaches in schools/organizations with a special emphasis on leadership, decision-making, motivation and creating change. The student will also become familiar with the types and levels of support to address the varying needs of children with disabilities. 3 credits
Roles of contemporary administrative leadership and supervision, with respect to educational program design and management, quality assessment, interpersonal relations, staff effectiveness and the leadership role and process are examined and studied. Through the process of case studies, this course will focus on the skills of leadership decision-making that will help meet the challenges that schools encounter at all levels of leadership. 3 credits
GE 6080Foundations of Instructional Technology for Teaching and Learning3
This course will provide a hands-on approach to the selected methods of instructional technology within the classroom. Students will engage in computer work and use instructional software to facilitate the learning process. Students will examine and study various methods of instructional technology for classroom teaching and learning. This course will focus on popular technology related issues in current educational settings Students will explore Web and computer-based instructional design software. Students will examine the integration of educational technology into classroom settings through job experiences, Web-based resources, video case studies, and in-class discussions. The goal of the course is to help students achieve a greater understanding of issues and techniques related to the integration of educational technology in K-12 educational settings. 3 Credits
GE 6091Assessment Theory and Design to Support Today’s Learners3
This course will provide teachers with the research behind effective assessment practices.From knowing what to assess to when to assess to how to assess, students will learn how to design effective assessments to meet student and teacher needs. Students will learn about design features of various types of assessments, including multiple-choice tests, constructed-response tests, portfolio tasks, and performance assessments. One of the key principles discussed in this course is the essential alignment of assessment with curriculum and instruction. 3 Hours Lecture 3 Credits
GE 6092Problem Based Learning Design for Today’s Learners3
This course is designed to provide an in-depth review of Project-Based Learning. The course will focus on the essential elements of PBL and the correlation between its instructional design and the research of how the brain learns. Students in the course will develop a PBL unit that incorporates all of the design elements of a driving question, entry event, alignment to curriculum and 21st century standards, and assessment. PBL units will be presented as a final project. 3 Hours Lecture 3 Credits
GE 6093Teaching Math for Success in Today’s Elementary Classroom3
In the 21st century, students not only need an in-depth understanding of mathematics but an enthusiasm for using math to innovate and solve real world problems. This course is designed to provide teachers opportunities to deepen their own understanding while exploring the research regarding how students develop the practices necessary to use mathematics flexibly. Students will examine both the rationale and intentions of the Common Core Standards as well as NCTM’s Principles and Standards as a foundation for our work. Translating their learning into an instructional planning process that purposefully connects the practice and content standards to ensure mathematical reasoning and communication are a means for developing mathematical understanding as well as sharing solutions is the overarching goal. Formative assessment techniques, models for differentiation, and various practices for promoting thoughtful discourse will be studied throughout to ensure that teachers gain the skills necessary to make mathematical understanding accessible to all learners in their communities. 3 Hours Lecture 3 Credits
GE 6115Principles, Methods, Development, and Assessment of Curriculum3
This course is designed to develop a rationale and specific procedures for designing instruction that leads to positive outcomes. The course blends current instructional design trends with the latest cognitive psychological research on teaching, testing and assessment. Topics to be considered include current methods of instruction, design and development of teaching, planning tasks, decision-making, testing and assessment and ethical issues that face the evaluator. Sample evaluation criteria will be provided along with real-life examples and a wealth of ideas for implementing the instructional design/assessment process. 3 credits
This course is designed to provide students with an understanding of special education processes, including the evaluation processes, exceptionalities and eligibility, the development and delivery of Individual Education Plans, as well as theories and best educational practices in the field and profession of special education. Students will become familiar with the Individuals with Disabilities in Education Act (IDEA), the cornerstone of special education law, Section 504 of the Americans with Disabilities Act, and Pennsylvania statutes and regulations governing special education law. Issues related to an understanding of the evaluation and determination of exceptionalities in a cultural context will be explored. There will be a focus on the direct application of knowledge and skills to the classroom, as well as the expectation that students’ teaching experiences will inform discussion and learning. 3.00
This course is designed to provide students with a comprehensive understanding of students who present with social, emotional, and behavioral difficulties. The course will focus on the definitions, characteristics, prevalence, causes, and assessment of emotional and behavioral disorders. Effective teaching practices will be integrated in the course, including education service placements, functional behavior assessment and positive behavior supports. Current issues in the field will also be explored. Response to Intervention will be discussed as a method for school wide behavioral approaches, as well as cultural implications of understanding behavior and social skills. There will be a focus on the direct application of knowledge and skills to the classroom, as well as the expectation that students’ teaching experiences will inform discussion and learning. This course is in a hybrid format with four face-to-face sessions alternating every other week with three on-line sessions. 3.00
This course is designed to develop understanding of the strength and needs of students with high incidence disabilities, with a particular focus on students with specific learning disabilities. Emphasis is placed on identifying and implementing assessment, instruction, and intervention practices that have been proven through sound, empirical research to be effective. Strategies for assessment and specialized instruction in general and special education settings are included. In this course, the development of Individualized Education Programs (IEPs) for this population based on assessment data and core curriculum standards are covered, as well as the transition of the population into various levels of post-secondary settings. This course is in a hybrid format with four face-to-face sessions alternating every other week with three on-line sessions. In addition, for the duration of the seven-week course, students will meet for an additional three hours a week in a laboratory format where students seeking certification in special education will work with families and students (ages 14 to 18) to create instruction and intervention in the areas covered in the course for students who are diagnosed with specific learning disabilities.
This course addresses research-based instructional strategies for teaching literacy (including language development, reading, writing, and speaking) to learners in grade levels PreK-12, as well as practical and effective modifications for diverse learners (including struggling readers, English language learners, and students with learning disabilities in reading, as well as students with a wide range of disabilities requiring accommodations (cognitive, linguistic, physical, and social)). Formative and summative assessments of emergent and content literacy, including components of literacy (phonological awareness, word analysis, comprehension, vocabulary, fluency) will also be addressed. Also included are factors that influence literacy acquisition as well as life-long literacy for children and adolescents who struggle in literacy. This course is in a hybrid format with four face-to-face sessions alternating every other week with three on-line sessions. In addition, for the duration of the seven-week course, students will meet for an additional three hours a week in a laboratory format where students seeking certification in special education will create lessons, experiences and assessments for students who are diagnosed with disabilities in the areas of literacy and language. 3.00
The purpose of this course is to teach students problem solving strategies, teaching techniques, itinerant services, team and community building, and types of disabilities found in 2-3% of the population. We will learn what constitutes disabilities in this population and issues surrounding providing this population with an effective education in the least restrictive environment. Students will explore the ramifications, jargon, specific goals, and objectives included with creating and implementing an IEP for students in the population. Students will discuss the appropriateness of various academic environments as children with more encompassing disabilities progress from elementary to secondary education, and transition into adulthood. General issues surrounding the topic of inclusion and the least restrictive environment will be addressed. A holistic approach to educating this population, with an emphasis on social, emotional, behavioral, transition and life skills are a focus. This course is in a hybrid format with four face-to-face sessions alternating every other week with three on-line sessions. In addition, for the duration of the seven-week course, students will meet for an additional three hours a week in a laboratory format where students seeking certification in special education will work with families and students (ages 14 to 18) to create instruction and intervention in the areas covered in the course for students who are diagnosed with a disability category of Intellectual Disabled and/or qualify for the Pennsylvania Alternative State Assessment (PASA). 4 Credits
The focus of this course is an investigation and study of the principles, skills, tasks, practices and communication ability of the school administrator to help maintain open communication between the school and the community. This course is designed to help administrators manage information about their schools and to receive or disseminate it properly. The study of various media and constituents, as well as a variety of experiences relating to the public relations function of the school and district, is treated as a function of administrative leadership. 3 credits
This course will focus on the major trends in education, as well as, the successes, best practices and the failures of the educational system. The goal of this course is to help students develop into teachers who become reflective practitioners who are well aware of issues pertaining to the educational profession. The course will explore the social, cultural, political, historical, and philosophical contexts of schools, and use the perspective gained as context to consider present day educational issues. Educational issues are pressing concerns in our society. The course will help students develop an understanding of the background of today’s public debates around schooling and will introduce ways in which educational thought and research address big topics. It introduces the students to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and administrators face in today’s schools. Throughout the course, several aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching standards and expectations. This course provides a foundation for understanding the educational profession while staying abreast of current educational trends and changes. 3 credits
A broad, in-depth review of human resources in educational administration is the focus of this course. The quality of a school system’s human resources are given special consideration through the presentation of how members are recruited, selected, inducted, developed, appraised, compensated and protected through justice and bargaining processes. The function of the human resources program as staff developer for programs such as EEOC, affirmative action and the American with Disabilities Act will be the focus of this course. 3 credits
GE 6155Design, Development and Assessment of Instruction3
This course is designed to develop a rationale and specific procedures for designing instruction that leads to positive outcomes The course blends current instructional design trends with the latest cognitive psychological research on teaching, testing and assessment. Topics to be considered include current methods of instruction, design and development of teaching, planning tasks, decision-making, testing and assessment and ethical issues that face the evaluator. Sample evaluation criteria will be provided along with real-life examples and a wealth of ideas for implementing the instructional design/assessment process. 3 credits
This course will reflect the education standards for special education promulgated by the Pennsylvania Department of Education. Students will learn how to best service students with cognitive, behavioral, and/or physical disabilities. The history and legal aspects of Special Education will be a focus of this course. This course is designed to further develop the attitudes, knowledge, and conceptual and technical skills required by teachers to help them identify the educational goals of students and to select or design and implement relevant, meaningful, and beneficial instructional strategies for effective learning by students with special needs. With a continued increase in the special needs population, educators are legally responsible for understanding and carrying out the duties for all special needs students. This course will inform and lend itself to strengthen the skills of teachers to assure they are meeting the elements prescribed for each individual student. This course prepares teachers to become critical thinking professionals who will be able to demonstrate knowledge and awareness of special populations of children with exceptional needs by modeling best teaching practices. 3 Credits
GE 6180Introduction to Autism: Characteristics, Etiology and Family/Community Supports3
This course will provide educators with an overview of Autism Diagnosis, Characteristics, Etiology, Family and Community Supports. Included in this course is; historical perspective, etiology, diagnosis criteria, an overview of Evidence Based Practices in the field, assessment in diagnosis, an overview of Applied Behavior Analysis, PA Core and Alternative Standards, an overview of core interventions, and working with families and agencies. 3 hours lecture 3 credits
GE 6181Applied Behavior Analysis Supports For Students With Autism Spectrum Disorder3
This course will provide educators with a working knowledge of Applied Behavior Analysis (ABA), including all the terminology associated with this science, key components of a Functional Behavior Assessment (FBA), creating Positive Behavior Support Plans (PBSP), and Behavior Interventions used in working with students on the Autism Spectrum. 3 hours lecture 3 credits
GE 6182Autism Methodology and Interventions for Classroom Practice3
This course will provide educators with an overview of Evidence Based Practice in classroom Interventions including; classroom organization, academic interventions and accommodations, activities of daily living, inclusion supports and transition. Content will include early intervention, family supports and transitions from early intervention to school age programming, elementary to secondary and secondary to post 21 transitions. 3 hours lecture 3 credits
GE 6183Communication and Social Competence For Students on the Autism Spectrum Disorder3
This course will provide educators with etiology of communication and social skills as it manifests in students on the Autism Spectrum. This course will review assessments and program planning for expressive, receptive, and pragmatic language. It will investigate tools for communication, including augmentative communication, PEC and reciprocal communication. Social Competency will be explored as it relates to communication, reading nonverbal cues and the skill set required for school success. 3 hours lecture 3 credits
GE 6190Design and Development of K-12 Online Instruction3
This course will introduce candidates to the primary concepts and structures of effective online instruction. Through a variety of embedded projects, participants will design and deliver blended and online experiences that incorporate instructional best practices and pedagogy. Included in this course is: existing and emerging technologies, supporting student learning, engaging the online learner, diversity of student academic needs, and accommodations in the online environment. The delivery model of this course will be a blend of online synchronous and asynchronous work. 3 Credits 3 hours lecture 3 credits
GE 6191Delivery and Strategies for Teaching Online3
In this course, candidates will create and deliver lessons that incorporate a variety of strategies including active learning, application, interaction, participation, and collaboration in an online learning environment. Included in this course: Communication, setting expectations, providing feedback to students, and applying student accommodations into the online environment. 3 Credits 3 hours lecture 3 credits
GE 6192Assessing Students in an Online Learning Environment3
In this course, candidates will learn and understand the design and implementation of appropriate assessment of online learning that maintains and verifies academic integrity in K-12 online learning. Candidates will be creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures. Assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of the learning goals will be covered. The course will review using data from assessments and other data sources to modify content and to guide student learning. 3 Credits 3 hours lecture 3 credits
GE 6193Emerging Trends and Professionals In an Online Teaching Environment3
In this course, candidates will demonstrate knowledge and understanding of digital citizenship, legal issues with online education, and confidentiality procedures and protocols. Candidates will be reviewing policies and tools to ensure they are legal, ethical, and safe for use with students. Included in this course: professional interactions with students, colleagues, and parents around student success, organizing media and content, and effective instruction in an online environment. 3 Credits 3 hours lecture 3 credits
GE 6195Foundations of Social and Emotional Learning3
This course will introduce candidates to foundations of Social and Emotional Learning. Candidates will explore the definition and history of SEL in the past 20+ years. Theories of Child Development, RULER and Social Learning will be reviewed and applied to core social competencies. An overview of District, School and Classroom Evidence Based Practices will be explored extending to Community Supports and Partnerships for these practices. 3 hours lecture 3 credits
This course is one of four courses that comprise the university’s Social and Emotional Learning Endorsement Program. Trauma and Resiliency will introduce candidates to the types of Trauma or Adverse Childhood Experiences (ACE) that impact learning. Candidates will explore the populations at risk for ACE and the unique experience each population brings to the school environment. Assessment, ACE Treatments and Curriculums and Resiliency Training will be explored at the school and classroom level. Candidates will investigate the resources in the community for ACE and how to support families as well as students. 3 Credits 3 hours lecture 3 credits
In this course, candidates will learn the philosophies and interventions used in the three most common approaches to behavior; Zero Tolerance, School Wide Positive Behavior Supports and Social and Emotional Learning. Candidates will explore the present of behavior in students due to the function of the behavior and mental health issues. Each approach to behavior will be fully developed in terms of philosophy, leadership, interventions, staff development and implementation. 3 Credits 3 hours lecture 3 credits
This is the final course in the Social and Emotional Learning Endorsement. MultiTiered Supports will pull from all work previously done to create a systematic plan for Districts, Schools and Classrooms to implement Evident Based Practices in SEL. Multi-Tiered Supports will outline the three Tiers of support that a school should utilized in planning for student success in all areas or schooling: Academic, Behavioral, Emotional Development, and Social Skills. Researching teacher and district responsibilities in a digital environment. 3 Credits 3 hours lecture 3 credits
GE 6211Building Exemplary School Curriculum by Design3
This curriculum course is designed for school leaders who are interested in looking at the reality of school change. The course is organized around the logic of backward design with the understanding that results are derived from curriculum, assessment, instruction, roles of staff, policies, structures, and the use of resources. Topics include the development of a school mission, the nature of a curriculum for achieving the mission, elements of a re-formed curriculum, an analysis of learning principles, the identification of general roles and job descriptions for teachers and academic leaders, and a practical three-stage backward-design process for reform planning. 3 Credits
This curriculum course is designed for school leaders as they prepare to make choices for the generation of students they are charged to nurture. The premise of this course is that a new curricular approach begins with rethinking and examining choices based on the tensions between critical points from past practice and challenges for the future. This course is designed in order to consider these tensions within each discipline, in interdisciplinary connections and in applications for future career possibilities - for a curriculum that reflects purposeful practice for all learners. Topics include but are not limited to the new essential curriculum, upgrading the curriculum with 21st century assessment types and skills, upgrading content, new school versions, media and digital literacy, and educating for a sustainable future. 3 Credits
This course focuses on teachers, their legal authority in the classroom, and the essential knowledge of school law needed for public school educators. School law provides an application of facts, attitudes, and skills necessary for effective performances in specific teaching, supervising, school service, or administrative roles. The course includes an analysis of selected general legal principles, cases, and statute laws. Topics will include copyright and software licensing, privacy and confidentiality, censorship, acceptable use of policies, local and State regulations, the legislative process, school governances, church and state, civil rights, student and parent rights and responsibilities, teacher rights and responsibilities, collective negotiations, tort, contracts, legal research as well as general knowledge of teacher boundaries in the legal sense. 3 credits
Special Education Law is a core course required of all students participating in a certification program for Supervisors of Special Education. This course will provide an intense review of the regulations and major court decisions under the Individuals with Disabilities Education Act (IDEA). Special attention will be given to the Pennsylvania regulations and cases in its jurisdiction. It will also include attention to the corresponding legal developments under Section 504 of the Rehabilitation Act and the American Disabilities Act (ADA). Students will become versed in the procedures leading to the evaluation, identification and program development (IEP process) for children found eligible to receive special education and the provision of a free and appropriate public education (FAPE). 3 credits
This course presents a broad overview and treatment of school finance, school finance reform, school accounting and school resource management Budget development and administration processes are given special attention through the study of funding sources, school accounting systems and practices and the concepts of General Accounting Principles (GAP). Students will also explore school resource management as it impacts the economics of school program. 3 credits
This course will provide an overview of the establishment of human development and the relationship to learning over one’s life span. A careful analysis delving into a range of cognitive learning theories, practices of effecting learning, steps of the assessment process, and appropriate goal setting for specific life learning stages will be the focus of this course. The course will focus on the concepts and principles that are important to educational practitioners by revealing practical implications of developmental theory and research by providing concrete applications for those who teach and work with children and adolescents. 3 credits
This course will be the first of two required courses in Action Research. Students will engage in the process of reflection, inquiry, and action in their own professional context. This course will assist the students in the development and planning phases of Chapters 1 and 2 of the action research project. Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about organizational change (Reason & Bradbury, 2001). The various roles and skills necessary to be an effective action researcher in the field of education will be discussed alongside of understanding proper research methodologies regarding the creation of a clear, concise research question, finding an appropriate sample population, researching the topic adequately in a graduate level, providing validity of data findings, and conceptualizing results in a manner that brings forth adequate conclusions. Topics include identifying problems to investigate, selecting appropriate research methods, collecting and analyzing data, and drawing conclusions from the research. The major assignment for the course will be the completion of Chapters 1 and 2 undertaken in an educational setting in which the student is engaged in professional practice. 3 credits
GE 6250Curriculum and Strategies for Instructing Students With Special Needs3
This course is a comprehensive study of the theories, research-based diagnosis, instructional planning and the organization of instruction for students with diverse learning and physical challenges as well as those with adaptive and functional needs. 3 Credits
GE 6260Introduction to Transition Services In Special Education3
The purpose of this course is to provide an introduction and overview of programs, services and legal knowledge surrounding the transition of students with disabilities. 3 Credits
GE 6262Assessment Models for Transition And Vocation3
This course is designed to provide students with a breadth of knowledge and skills related to vocational assessment models and paradigms for transition, post secondary education, and vocational opportunities. 3 Credits
GE 6268Interagency Knowledge and Collaboration Instructing Students With Special Needs3
The purpose of this course is to examine the various facets of collaboration involved in planning and creating opportunities for transition and vocation. 3 Credits
GE 6270Applied Behavior Analysis and Positive Behavior Supports3
The purpose of this course is to provide class participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior support for students with special needs. 3 Credits
GE 6280Technology and Universal Design for Special Education Students3
The state of technology as we enter the new millennium allows for “easy access” in a “user friendly” environment. The rationale for this course focuses on the goal of preparing thoughtful and responsive educators who can take on the unique challenges inherent in the diversity of today’s classroom. 3 Credits
GE 6282Assistive Technology: Devices & Services Instructing Students With Special Needs3
This course provides a look at high and low technology utilized by students with a wide range of educational, physical, and communication needs. 3 Credits
GE 6284Assistive Technology: Planning Collaboration, & Implementation3
This course investigates a team approach to implementation of Assistive Technology for student and classroom use. Establishment of the team and the process will be outlined to develop assessment, training and implementation guidelines for IEP driven goals. 3 Credits
GE 6288Assistive Technology Capstone Instructing Students With Special Needs3
The Capstone Course in Assistive Technology is designed to engage students in a variety of assistive technology activities that will expand expertise and place application on content learned in previous courses. Students will work cooperatively with one or more site mentors as well as the college supervisor. Action Research will be an integral part of the Capstone Course, as will the design of the multi-media presentation. A rigorous instructional plan of experiences will stimulate the learned to engage in both responsible self-directed and mentor direct learning opportunities 3 Credits
This course is one of four courses that comprise the university’s STEAM (science, technology, engineering, arts, and mathematics) approach to the PDE STEM (science, technology, engineering, and mathematics) Endorsement. This course will provide educators with a foundation in STEAM (science, technology, engineering, arts, mathematics) Education, introducing students to each of the STEAM disciplines and their corresponding academic standards: science, technology, engineering, arts, and mathematics. 3 Hours Lecture. 3 Credits
This course is one of four courses that comprise the university’s STEAM (science, technology, engineering, arts, and mathematics) approach to the PDE STEM (science, technology, engineering, and mathematics) Endorsement. This course will provide educators with a foundation in STEAM (science, technology, engineering, arts, and mathematics) Education, introducing students to each of the STEAM disciplines and their corresponding academic standards: science, technology, engineering, arts, and mathematics. 3 Hours Lecture. 3 3 Credits
GE 6338STEAM Applications and Establishing a Community of Practice3
This course is one of four courses that comprise the university’s STEAM (science, technology, engineering, arts, and mathematics) approach to the PDE STEM (science, technology, engineering, and mathematics) Endorsement. This course will provide educators with a foundation in STEAM (science, technology, engineering, arts, and mathematics) Education, introducing students to each of the STEAM disciplines and their corresponding academic standards: science, technology, engineering, arts, and mathematics. This course is designed to help teachers demonstrate the develop a unit of Project Based Learning that is infused with STEAM tools of the 21st Century. Project Based Learning is an instructional method in which students gain knowledge and skills by working for an extended period of time to investigate & communicate an authentic, engaging question, problem, or challenge. Newer and emerging tools of STEAM instruction that were explored previously will be focal points of the instruction that will allow students to learn about the challenge in an enriched environment. In addition, the products that are created in this course and others in our program will reside on a digital platform, allowing comments, feedback, and collaboration on extensions of the work. This Community of Practice (CoP) will serve as a future reference for others that take this program and the wider educational community. Several of these communities of practice exist currently (BetterLesson.com) that allow for sharing and feedback in a structure online environment. Through this project based learning approach teachers will demonstrate an understanding and working skill set with STEAM tools learned earlier in the program. In addition to core readings teachers will also explore how art skills and creations can enhance the project. A common theme running throughout this course is the ability of students to create new expressions of multimedia and collaboration using 21st century tools. 3 Hours Lecture. 3 3 Credits
GE 6339STEAM Implementation in Schools and the Community3
This course is one of four courses that comprise the university’s STEAM (science, technology, engineering, arts, and mathematics) approach to the PDE STEM (science, technology, engineering, and mathematics) Endorsement. This course will provide educators with a culminating experience in implementing STEAM (science, technology, engineering, arts, and mathematics) Education. This course includes a field experience. Students will participate in one of the Bucks IU’s two STEAM Saturday programs (dates occur concurrently with this course) 3 Hours Lecture. 3 3 Credits
This seminar will focus on the research design, methods, tools and measurements of the action research project. Chapters 3 - 5 of the student’s actions research project will be completed during this course. This course will be the second required course in Action Research. It will focus on the research design, methods, tools, and measurements of the action research project. The course will assist the students in the development and planning phases of Chapters 3, 4, and 5 of the action research project. Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about organizational change (Reason & Bradbury, 2001). The various roles and skills necessary to be an effective action researcher in the field of education will be discussed alongside of understanding proper research methodologies regarding the population, sample size, data analyses, results, conclusions, limitations, and future recommendations of the research study which will comprise the final chapters of the action research project. Topics include conducting an actual study, employing quantitative or qualitative measures to analyze the data points, reporting results, testing if one’s hypotheses were correct, and providing a summary of the process by drawing conclusions from the research. The major assignment for the course will be the completion of Chapters 3, 4, and 5 undertaken in an educational setting in which the student is engaged in professional practice. 3 credits
This course is designed to help educators manage bullying in their schools and classrooms and understand the various roles in a bullying situation. This course will examine various types of bullying at different age levels and gender based on research. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully combat bullying behavior in order to maintain a positive learning environment for all students. Graduate students will study the history, programs and legislation of each program as they relate to school, students, families, and educators. Program design will be presented as will its impact upon the school and the process of meeting the educational and emotional needs of students. This course will require that students apply critical inquiry into bullying prevention in schools. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
This course is designed to help educators manage cyber bullying in their schools and classrooms and understand the different effects it has as compared to traditional bullying. This course will examine various types of online bullying at different age levels, gender, and race based on research. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully combat cyber bullying behavior in order to maintain a positive learning environment for all students. Graduate students will study the history, programs and legislation as they relate to school, students, families, and educators. Program design will be presented as will its impact upon the school and the process of meeting the educational and emotional needs of students. This course will require that students apply critical inquiry into understanding cyber bullying. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
This course is designed to help educators manage bullying in their schools and classrooms by promoting bystanders of bullying behavior to not stand by without doing something. The focus of this course is on the role of a bystander and how he or she can work towards bullying prevention. This course will examine various techniques and skills a bystander can have to prevent or end a bullying situation. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully combat bullying behavior in order to maintain a positive learning environment for all students. Graduate students will study the history, programs and legislation of bystander behavior as they relate to school, students, families, and educators. Program design will be presented as will its impact upon the school and the process of meeting the educational and emotional needs of students. This course will require that students apply critical inquiry into gaining the help from bystanders to end bullying in schools. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
This course is designed to enhance instructional skills essential to working with racial minorities, gender and sex diversity, religious diversity, students with diverse learning abilities, and sexual minorities. The course will examine varying cultures and unique student populations based on the emerging aspects of a diverse society. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully teach school students who have connections with topics related to Economically Disadvantaged students, Gender Issues, Racial Diversity, Religious Diversity, Sexual Orientation, Gender Identity/Expression, Special Education, and English Language Learners by understanding the relationship of diversity to student achievement and school climate. Graduate students will study the history, programs and legislation of each program as they relate to school and its daily operation. State requirements will be examined as will program requirements falling under the NCLB legislation. Program design will be presented as will its impact upon the school and the process of meeting the educational needs of students. This course will require that students apply critical inquiry into the intersection of diversity and bullying in schools. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
This course is designed to enhance instructional skills essential to working with lesbian, gay, bisexual, transgender, queer and other sexual minorities. The course will examine varying LGBTQ populations based on the emerging aspects of a diverse society. This course is structured to present the learner with the essential knowledge base and accompanying skills needed to successfully teach school students who have connections with topics related to LGBTQ by understanding the relationship of diversity to student achievement and school climate. Graduate students will study the history, programs and legislation of each program as they relate to school, students, families, and educators. Program design will be presented as will its impact upon the school and the process of meeting the educational and emotional needs of students. This course will require that students apply critical inquiry into the intersection of LGBTQ and bullying in schools. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
The popular media regularly writes about sex and gender in contemporary education. Whether the subject is underserved girls, boys in crisis, or transgender students, the media and public remain deeply invested in the role of sex and gender in schools. Meanwhile, professional educators, guidance counselors, and nurses are juggling how these issues intersect in our schools. This course defines sex and gender, evaluates contemporary gender roles in American society, gender roles in the classroom, child development and gender norms, the binary gender system, gender nonconforming students, and provides instruction on how to construct the gender inclusive classroom and school community. Educators will evaluate the latest research, popular media, Supreme Court cases, federal laws, and identify ways in which to apply this information to making their school culture more inclusive based upon gender diversity. 3 Credits
Successful technology integration, at its best, is the seamless use of technology in the classroom. Students and teachers do not think twice about the resources they are using (laptops, Ipads, computers, digital cameras, learning platforms, software, web tools, internet) to complete their work, projects and learning. The use of technology becomes more the norm. Technology is readily available in the classroom, and hopefully at home. The use of technology easily supports curriculum goals and the students’ ability to meet with success as they work towards those goals. Research to support that full technology integration increases learning is quite sparse due to many factors (i.e., ability to evaluate full integration models, constantly changing technology, etc.), however much research supports the concept of blended learning - combining the typical face-to-face classroom instruction model with the latest in tech tools - with improving student learning outcomes that exceed learning on-line alone. (Cheung & Slavin, 2011; Cheung & Slavin, 2012; Means, Toyama, Murphy, Bakia, & Jones, 2009; Tamin, Bernard, Borokhovski, Abrami, & Schmid, 2011) Technology is every aspect of our daily lives. Students must gain the skills and technology to meet the trials of a world that continues to be challenging. Through effective technology integration students will be able to collaborate on a global basis, respond to effective feedback, participate in groups, and gain the knowledge from experts. Graduate students will study the use of technology integration into their daily lesson plans. By focusing on social and emotional learning, students will be exposed to a variety of learning platforms, software and hardware, web tools, on-line collaboration, and social media. This course will require that students develop lessons that integrate technology into their current subject area. Research on new and developing technologies, evaluating lessons effectiveness with and without technology, and developing an ability to evaluate web tools, will be expectations for this class. 3 Credits
Given the complexity of crisis events and reactions, planning and implementing school-based crisis intervention require special expertise. The immediate goals of school staff after a crisis are to reestablish a sense of safety and restore the learning environment at the school. This course is designed to help classroom teachers develop a sophisticated understanding of preparing, preventing, responding to, and recovering from school crises. The focus will be on how schools can promote mental health, resiliency, and coping skills for students who are affected by a crisis. This highly interactive course will examine school-based crisis intervention, strategic guides for response, addressing specific areas of crisis, law enforcement interventions during a crisis, examining available resources, and evaluating school crisis plans. There will be inclusion of the ways in which school crisis policies and response can reduce fear and the grieving process in schools. Graduate students will study the history, policies, crisis and grief processes, and school culture through class discussion, activities, case studies, inquiry-based learning, primary source analysis, and scholarly research. We will examine school crisis prevention and coping as it applies to students, families, and educators. This course will require that students apply critical inquiry into various forms of school crises. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
Sexuality impacts the school community in many ways, including gender roles, sexual harassment, dress codes, LGBT students, LGBT families, media impact on youth, dating and domestic violence, mandatory reporting, and much more. The reality is that a tremendous level of responsibility, from mandatory reporting to sexual harassment prevention, is expected of teachers though most have undergone minimal training. This course is designed as a practical tool for educators and school professionals to assist with the management of sexuality issues in the school community, and integration of sexuality issues into the curriculum. Teachers will evaluate primary resources, data related to sexuality and schools, and scholarly research. We will identify the implications of this information for our school community. Communication with colleagues, students, and parents about sensitive issues related to sexuality will be heavily integrated throughout the course. 3 Credits
Public schools are the only place in society in which students from diverse facets of our community come together. That diversity is a strength while it also creates unique challenges related to school law and culture. This course is designed to help classroom teachers develop a sophisticated understanding of school law and its intersection with school culture. The focus will be on how school law impacts the classroom, school offices, and larger school community. This highly interactive course will examine freedom of speech, freedom of religion, freedom of the school press, searches and seizures, compliance for special education, civil rights, and other civil liberties. There will be inclusion of the ways in which school law and policies can reduce bullying and aggressive behavior in schools. Graduate students will study the history, law and policies, and school culture through class discussion, moot court activities, case studies, inquiry-based learning, primary source analysis, and scholarly research. We will examine school law as it applies to students, families, and educators. This course will require that students apply critical inquiry into school law. Case studies and practical application of program specifications will be utilized in the study of this course. 3 Credits
Mass media plays a crucial role in shaping public opinion about youth culture and the various forms of social practices that young people engage in. Sociological research on young people and film has produced a number of theories to explain both the appeal and impact of images and text on the behavior, attitudes and overall outlook of youth cultures. This course is designed to help classroom teachers develop a sophisticated understanding of debates and issues raised by various media environments that characterize contemporary existence. The focus will be on how young people actually use, value, and find meaning in multiple media in different contexts. This course will also discuss the social and cultural implications of media. This highly interactive course will examine stereotyping, unhealthy images, violence, and inequality in film, television, and music, advances in communication, youths perspective on the media, and how to embrace media in schools. Graduate students will study the advances in media and how it impacts adolescents through class discussion, activities, case studies, inquiry-based learning, primary source analysis, and scholarly research. We will examine modern media as it applies to students, families, and educators. This course will require that students apply critical inquiry into modern media. Current media outlets will be utilized in the study of this course. 3 Credits
GE 6412The At-Risk Child: Depression & Suicide In Youth3
According to the Centers for Disease Control (CDC), suicide is the second leading cause of death for youth 15 to 24 years of age in the United States. Suicide is also becoming more prevalent in children younger than 15 years old. As educators, we all need to be aware of the warning signs for depression and suicide to provide timely assistance to our students who are suffering. While it is important for school counselors and social workers to recognize these signs, it is also just as important for teachers to recognize these signs as teachers have the most contact with students, may see the signs sooner, and are therefore often in a key position to assist students in obtaining the help they need in a more timely manner. This course is designed to assist participants in identifying risk factors associated with suicide in K-12 students, to provide attendees with available suicide awareness and prevention resources, and to help participants become more effective at supporting at-risk students. Attendees will also evaluate the latest research on suicide rates and prevention among youths and become familiar with applicable state reporting laws 3 Credits
The Delaware Valley University 360/300 (Pennsylvania/New Jersey) hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience needs to afford the student with sound experiences in accordance with the state competencies established for principal certification. 1 credit
The Delaware Valley University 360-hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience affords the student with sound experiences in accordance with the state competencies established for administrative certification. GE-7020-7023 consists of four one-credit courses delivered over four graduate terms and twelve months to meet PDE requirements. 1 Credit
The Delaware Valley University 360-hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience affords the student with sound experiences in accordance with the state competencies established for administrative certification. GE-7020-7023 consists of four one-credit courses delivered over four graduate terms and twelve months to meet PDE requirements. 1 Credit
The Delaware Valley University 360-hour field experience is designed to provide the student with significant opportunities in the workplace to synthesize and apply the knowledge obtained through coursework, and to develop and practice the skills associated with being a competent administrator. The administrative field experience affords the student with sound experiences in accordance with the state competencies established for administrative certification. GE-7020-7023 consists of four one-credit courses delivered over four graduate terms and twelve months to meet PDE requirements. 1 Credit
This course will provide educators with specific strategies for creating a motivating learning experience for students. Participants will explore the various dimensions of motivation, beliefs in ability, and self-efficacy as they analyze learner orientations and learning preferences. A variety of motivational classroom strategies designed to support content and enhance student motivation will be experienced as participants evaluate how educators can positively impact their students’ desire to learn and support them in becoming confident, self-directed, and successful learners.
This course focuses on building five success skills in students beyond academics. Learn strategies for teaching students empathy, self-control, integrity, diversity, and grit. Learn to assess these five student success skills through intentionality, observation, and reflection. Participants will also learn about the need for these skills and the importance of school culture and student relationships when teaching the skills.
This course will show that self-regulation is the key to improving student achievement. It will focus on teaching students how to learn by implementing self-regulation skills which develop study habits, thinking strategies, and reflection practices. Participants will explore the research and theories behind self-regulated learning to foster emotional growth, encourage goal setting, and help students find interest and value in learning. 3.00
This course is meant to support professional development instruction on behalf of teachers interested in learning how to incorporate vocational education’s applied learning skills into their current course curriculum. This will enable students to learn how to practically apply these skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career ambitions. 3.00
This course explores a wealth of strategies teachers can use to attain professional and personal balance, avoid teacher burnout, and recharge. Strategies that will be examined include how to manage stress, ways to be a part of the larger community, teaching with a sense of purpose, the importance of self-efficacy, positive engagement, and planning of one’s time and energy. 3.00
This course supports professional development instruction on behalf of teachers interested in learning how to incorporate classroom management skills into their classrooms in order to enable students to learn in an atmosphere that is socially and culturally appropriate in today’s world. Students will learn through example how to practically apply these skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career ambitions.
This course is meant to support professional development instruction on behalf of teachers interested in learning how to incorporate Digital Literacy skills into their current course curriculum. This will enable students to learn how to practically apply digital literacy skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career ambitions. 3.00
This course is meant to support professional development instruction education on behalf of teachers interested in learning how to incorporate team building skills into their current course curriculum. This will enable students to learn how to practically apply team building skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career goals.
This course will explore how present focus awareness can foster social and emotional learning, increase attention, and help students manage big emotions throughout the school day. Participants will examine research and practical applications. They will explore simple, ready to implement activities that unlock the key benefits of mindfulness including stress reduction, increase focus, positive self-concept, emotional control, and affirming relationships 3.00
This course will ensure you break free from the bonds of stress as it teaches why cortisol floods our bloodstream when we are under stress, and how somatic awareness, mindfulness, and emotional resilience are the tools we can use to retrain our stress response for a happy, heathy life. You will be able to understand and manage your innate stress response by focusing on gratitude, empathy, compassion, and hope. 3.00
This course is meant to support professional development instruction on behalf of teachers who are interested in learning how to incorporate student performance measure skills into their current courses curriculum. This will enable students to self-assess their individual progress and practically apply these skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career ambitions. 3.00
This course is meant to support professional development instruction on behalf of teachers who are interested in learning how to incorporate connectivism skills into their current course curriculum. This will enable students to learn how to practically apply these skills in their future professions and/or everyday life, linking existing class curriculum with core standards and develop connections to students’ career ambitions. 3.00
GE 9958Effective Strategies to Create and Maintain an Engaging Classroom
This course will renew educators on the quest for efficient, engaging, and effective teaching strategies that demand the best from all students. We will look at how to realign the focus to a flow of content and learning instead of housekeeping and maintaining order by utilizing techniques that speak to all aspects of the instructional framework.
This course is meant to support continuing education for teachers who are interested in learning how to incorporate educational trends topics in the courses they teach in order for their students to learn how to practically apply these skills in their future professions and/or everyday life, link existing class curriculum with core standards, and develop connections to students’ career ambitions.
