EDU

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

rsity An examination of national income accounting, inflation, unemployment, and interest rates and the use of monetary and fiscal policy are studied. This course may not be used to fulfill a humanities economics elective. 3.00 This course is a study of the fundamental principles of economics and how they affect the consumer, business and industry, the government and the entire economy. Domestic aswell as global issues are emphasized. Topics include supply and demand, monopoly, fiscal policy, unemployment and international trade. 3.00 This is a foundation course in American education. A major thrust of the course involves the study of the multiple factors that impact learning and teaching in the United States. Throughout the course a wide array of areas will be addressed including: history of American education; philosophical, psychological, ethical, economic, and sociological underpinnings of American education; current issues; learners and the learning context; teacher professionalism; teaching in a multicultural society. 3.00 Health and safety issues are examined with regard to nutrition reducing health risks and health influences. Emphasis will be on the development of motor skills and safety as students plan and present lessons supporting the national and PA Academic Health Education Standards. The class will also include the value of play, games and sports in child development. This course is approached from a Pre K - 4th grade classroom teacher's viewpoint as students demonstrate knowledge and understanding of the National Association for Sport and Physical Education for Pre-K to grade 4. 3.00 Students are presented with the scope of diverse family structures and accompanying family member roles. Community resources will be thoroughly examined. Students develop and practice effective communication structures for individual, small and large group formal and informal interactions. Professional practices with the goal of creating meaningful relationships with families and within the community at large are emphasized. 3.00 This is a foundation course in American middle grades education. A major thrust of the course involves the study of the philosophical foundations for middle level education as described by the NMSA (National Middle School Association). The unique characteristics and development of adolescents will be examined. 3.00 This is a foundation course in the teaching and learning process of children in pre-kindergarten to 4th grade. Students will be required to demonstrate knowledge of learning as a process that integrates all areas of a child's development. Student will examine curriculum models and developmentally appropriate practices for individual and group needs, with special emphasis on developmental and learning theories. Course content is based on the competencies of the PA Early Learning and Academic Standards. 3.00 Learning and personality theory of adolescent period; emphasis on problems arising out of physical development, sensory changes, mental growth, and emotional development. 3.00 This course promotes proficiency in the integration of STEELS (Science, Technology & Engineering, Environmental Literacy and Sustainability) Standards into the teaching of life, physical and earth and space science. Students are afforded opportunities to apply best practices in pedagogy and methodology in teaching. 3.00 356

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course is a study of the fundamental principles of economics and how they affect the consumer, business and industry, the government and the entire economy. Domestic aswell as global issues are emphasized. Topics include supply and demand, monopoly, fiscal policy, unemployment and international trade. 3.00 This is a foundation course in American education. A major thrust of the course involves the study of the multiple factors that impact learning and teaching in the United States. Throughout the course a wide array of areas will be addressed including: history of American education; philosophical, psychological, ethical, economic, and sociological underpinnings of American education; current issues; learners and the learning context; teacher professionalism; teaching in a multicultural society. 3.00 Health and safety issues are examined with regard to nutrition reducing health risks and health influences. Emphasis will be on the development of motor skills and safety as students plan and present lessons supporting the national and PA Academic Health Education Standards. The class will also include the value of play, games and sports in child development. This course is approached from a Pre K - 4th grade classroom teacher's viewpoint as students demonstrate knowledge and understanding of the National Association for Sport and Physical Education for Pre-K to grade 4. 3.00 Students are presented with the scope of diverse family structures and accompanying family member roles. Community resources will be thoroughly examined. Students develop and practice effective communication structures for individual, small and large group formal and informal interactions. Professional practices with the goal of creating meaningful relationships with families and within the community at large are emphasized. 3.00 This is a foundation course in American middle grades education. A major thrust of the course involves the study of the philosophical foundations for middle level education as described by the NMSA (National Middle School Association). The unique characteristics and development of adolescents will be examined. 3.00 This is a foundation course in the teaching and learning process of children in pre-kindergarten to 4th grade. Students will be required to demonstrate knowledge of learning as a process that integrates all areas of a child's development. Student will examine curriculum models and developmentally appropriate practices for individual and group needs, with special emphasis on developmental and learning theories. Course content is based on the competencies of the PA Early Learning and Academic Standards. 3.00 Learning and personality theory of adolescent period; emphasis on problems arising out of physical development, sensory changes, mental growth, and emotional development. 3.00 This course promotes proficiency in the integration of STEELS (Science, Technology & Engineering, Environmental Literacy and Sustainability) Standards into the teaching of life, physical and earth and space science. Students are afforded opportunities to apply best practices in pedagogy and methodology in teaching. 3.00 This course is designed to familiarize students with learning targets, instructional methods, and resources for teaching social studies in grades pre-K to 4; the course also is designed to enhance the scope of students’ social studies knowledge through lecture, class discussion, written assignments/projects, and student demonstration. The course will introduce students to academic standards developed by the National Council for the Social Studies (NCSS), the National Geographic Society, and the PA Department of Education’s Standards Aligned System (SAS). Students will develop lesson plans, based on the Danielson Framework for Teaching’s four domains, and will include best practices in instruction and assessment. The course will involve students in a hands-on, constructivist mode of teaching/learning. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

iversity h This is a foundational course on literacy instruction for PreK-4 students. The course will provide students the opportunity to: review the evolution of American Reading Instruction, explore various instructional processes for teaching reading and writing, investigate techniques for teaching reading and writing, discover the role of assessment in literacy instruction and become familiar with the Pennsylvania Literacy Standards. 3.00 This course emphasizes the basic mathematical competencies identified by the Pennsylvania Core Standards for Mathematics and the National Council of teachers of Mathematics as critical to math instruction for pre- kindergarten to fourth grade students. Students will examine methods and strategies essential in the instruction of number operations, geometry, measurement, data analysis, and algebraic concepts. Students will experience collaborative learning, direct instruction, and participate in required field experience assignments. 3.00 This course emphasizes the competencies identified by the Pennsylvania Early Learning Standards and the National Core Arts Standards for pre-kindergarten to fourth grade children in the content area of arts and humanities. Students will examine methods and strategies essential in the instruction of the production, performance and exhibition of music, dance, theater, and visual arts. Students will learn of cultural and historical contexts, and develop an understanding of aesthetic and critical response to a variety of art mediums. 3.00 This course emphasizes reading and writing instructions for emerging readers and writers Birth- K. Instruction will focus on assisting students in: discovering developmentally appropriate practices for emerging readers and writers, examining oral language development and its impact on literacy development, exploring various instructional processes, investigating assessment practices and procedures for emerging readers and writers, and reviewing Pennsylvania Learning Standards for Early Childhood Literacy. 3.00 This course will emphasize reading and writing in the content area for grades 4-8. Instruction will focus on various instructional processes, techniques for teaching reading and writing, differentiated literacy programs, assessment practices and procedures and review of Pennsylvania literacy standards as well as the NCTE/IRA standards and vision for effective instruction of language arts. 3.00 Observation and participation in classroom activities of local schools one day a week for 14 weeks prior to student teaching. 3.00 Study of the nature of learning, teaching relationships, individual differences, and the classroom as a social unit. 3.00 In this course, students will become familiar with the PDE Standards of Science and Technology as well as the National Educational Technology Standards (NETS) for both teachers and students. Students will design lesson plans and learning activities that integrate technology from Pre K to Grade 8. Students will be introduced to the various tools of technology including assistive technologies for students with special needs. The use of technology for assessment, management and other administrative procedures will also be addressed. 3.00 t This course emphasizes reading and writing instruction for transitional readers and writers in grades 2-4. Instruction will focus on assisting students in: discovering appropriate practices for instructing transitional readers and writers, exploring various instructional processes, investigating assessment practices and procedures for transitional readers and writers, considering differentiated learning for transitional readers and writers and reviewing Pennsylvania Literacy Standards. 3.00 358

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course is designed to prepare teacher candidates to understand and implement curriculum models and instructional strategies that are assessment driven. Students will design lessons and data driven assessment strategies for typical and atypical students. There will be an instruction to the Response to Intervention model. 3.00 359

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Credits (min)

4

Credits (max)

8

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course is designed to prepare teacher candidates to understand and implement curriculum models and instructional strategies that are assessment driven. Students will design lessons and data driven assessment strategies for typical and atypical students. There will be an instruction to the Response to Intervention model. 3.00 This course emphasizes reading and writing instruction for struggling readers. Instruction will focus on exploring various instructional processes, investigating assessment practices and procedures, and analyzing various intervention programs. 3.00 This course addresses issues that are encountered by teachers in middle and high schools today. These include meeting the diverse needs of all middle/high school students, multicultural education, social challenges and other topics relevant to this population of students' needs and concerns. Field work required. 3.00 Study of basic methods and materials of secondary education; the rationale behind the methods, as well as how to carry these methods out in the classroom. Students will explore Standards, Curriculums, Assessment and Lesson Planning. 3.00 This course emphasizes various instructional processes, techniques and assessment for working with English language learners. Differentiation and review of Pennsylvania standards will be addressed. 3.00 This course emphasizes reading and writing instruction for struggling readers. Instruction will focus on exploring various instructional processes, investigating assessment practices and procedures, and analyzing various intervention programs. 3.00 This course is designed to familiarize students with objectives, methods and resources for grade 4-8 science and to further enhance the scope of their science knowledge through lecture, class discussion, projects and student demonstration. The course will introduce student to Academic Standards developed by NSTA and PDE. Students will develop lesson plans, based on Danielson's four domains, utilize effective instructional strategies, including cooperative learning and other evidenced-based best practices as they apply to the sciences, and will be involved in a hands-on, constructivist mode of teaching/learning. 3.00 This course is designed to familiarize students with objectives, methods and resources for grades 4-8 social studies and to further enhance the scope of their social studies knowledge through lecture, class discussion, projects and student demonstration. The course will introduce students to academic standards developed by NCSS, the National Geographic Society and PDE. Students will develop lesson plans, based on Danielson's four domains and these will include best practices in instruction and various types of assessment techniques. The course will involve students in a hands- on, constructivist mode of teaching/learning. 3.00 During this stage of Field Experience, the Education Studies major will spend two (2) days per week or equivalent in a school setting to observe in the teaching and learning process. Major focus will be on observing and understanding the four domains of effective teaching. As the semester progresses, the student will begin to work with individual students and teach in a small group setting. A University Supervisor will evaluate the student in the classroom. 6.00 This course provides for culminating activities of the curriculum in early, middle and special and education. Students demonstrate proficiency in activities aimed at securing a teaching position, as well as research-based best relative to the state competencies practices. To be taken the semester before student teaching. Individual active research projects required. 3.00 The internship takes the place of student teaching for in-service teachers. Seminar and individual conferences are held by university supervisors. 6.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

ersity This course emphasizes reading and writing instruction for struggling readers. Instruction will focus on exploring various instructional processes, investigating assessment practices and procedures, and analyzing various intervention programs. 3.00 This course addresses issues that are encountered by teachers in middle and high schools today. These include meeting the diverse needs of all middle/high school students, multicultural education, social challenges and other topics relevant to this population of students' needs and concerns. Field work required. 3.00 Study of basic methods and materials of secondary education; the rationale behind the methods, as well as how to carry these methods out in the classroom. Students will explore Standards, Curriculums, Assessment and Lesson Planning. 3.00 This course emphasizes various instructional processes, techniques and assessment for working with English language learners. Differentiation and review of Pennsylvania standards will be addressed. 3.00 This course emphasizes reading and writing instruction for struggling readers. Instruction will focus on exploring various instructional processes, investigating assessment practices and procedures, and analyzing various intervention programs. 3.00 This course is designed to familiarize students with objectives, methods and resources for grade 4-8 science and to further enhance the scope of their science knowledge through lecture, class discussion, projects and student demonstration. The course will introduce student to Academic Standards developed by NSTA and PDE. Students will develop lesson plans, based on Danielson's four domains, utilize effective instructional strategies, including cooperative learning and other evidenced-based best practices as they apply to the sciences, and will be involved in a hands-on, constructivist mode of teaching/learning. 3.00 This course is designed to familiarize students with objectives, methods and resources for grades 4-8 social studies and to further enhance the scope of their social studies knowledge through lecture, class discussion, projects and student demonstration. The course will introduce students to academic standards developed by NCSS, the National Geographic Society and PDE. Students will develop lesson plans, based on Danielson's four domains and these will include best practices in instruction and various types of assessment techniques. The course will involve students in a hands- on, constructivist mode of teaching/learning. 3.00 During this stage of Field Experience, the Education Studies major will spend two (2) days per week or equivalent in a school setting to observe in the teaching and learning process. Major focus will be on observing and understanding the four domains of effective teaching. As the semester progresses, the student will begin to work with individual students and teach in a small group setting. A University Supervisor will evaluate the student in the classroom. 6.00 This course provides for culminating activities of the curriculum in early, middle and special and education. Students demonstrate proficiency in activities aimed at securing a teaching position, as well as research-based best relative to the state competencies practices. To be taken the semester before student teaching. Individual active research projects required. 3.00 The internship takes the place of student teaching for in-service teachers. Seminar and individual conferences are held by university supervisors. 6.00 This course is designed to prepare teacher candidates to understand and use provisions and procedures needed to create and maintain an environment in which effective teaching and learning can occur. Various discipline models will be introduced. 3.00 360

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course is designed to prepare teacher candidates to understand and use provisions and procedures needed to create and maintain an environment in which effective teaching and learning can occur. Various discipline models will be introduced. 3.00 The student is required to participate in classroom activities of local schools one day each week during the semester. Two different placements are offered to the student in preparation for the student's anticipated certification categories. The experience is to promote the development of professionalism in the school and community setting while affording the opportunity to apply teaching methodology and educational concepts mastered in coursework. A weekly seminar provides an opportunity to analyze the experience. Application to the Education Committee of Gwynedd Mercy's School of Education is required early in the spring semester prior to the experience. 3.00 This course covers the theoretical and practical implications of employing cultural pedagogy. Students are presented with practices to develop reciprocal relationships with students and communities by integrating exemplar cultural teaching methods within their professional practices. 3.00 Investigation of a selected topic or topics designed to integrate and enhance the student's comprehension and application of educational theory and practice. 3.00 Investigation of selected topics. Registration with permission of the advisor, Dean and the Vice President for Academic Affairs. 1.00 The student teaching requirement (13 weeks) is fulfilled during the last semester of senior year. Each candidate for certification spends five days a week for seven weeks in a primary grade and even weeks in an intermediate grade. Seminar and individual conferences are required by supervisors. 6.00 During the second Field Experience, the Education Studies major will spend two (2) days per week in a school setting exploring and assisting the classroom teacher. Here the student will tutor, help with assignments, teach small group lessons and continue to refine their knowledge of effective teaching using the four domains of effective teaching. A University Supervisor will evaluate the student in the classroom. A weekly seminar accompanies this Field Experience. 6.00 Student Teaching and Seminar is a requirement fulfilled after all other coursework requirements have been completed and the student has at least a cumulative GPA of 3.0. The student is required to make formal application February 1st of the spring semester prior to the academic year in which the student anticipates engaging in student teaching. The experience is designed to allow for the development of professionalism in the school and the community setting, while affording the opportunity to apply teaching methodology and education concepts mastered in coursework on a daily basis. This student teaching experience is for 16 weeks in an inclusion classroom under the supervision of a certified teacher and is accompanied by a bi-weekly seminar class to provide an opportunity to analyze the experience. Prerequisite: All course work completed. 12.00 Overview of learning theories and their relationship to the facilitation of optimal learning environments. This course examines, through research, human learning over the life span as well as developmental and cognitive learning theories. Students will have the opportunity to apply learning theories to issues of typical and diverse learners. The applied practices of school life such as classroom management, curriculum development, learning standards, intelligence and testing, outcomes assessment and technologies in education will be analyzed and critiqued. 3.00 duc This course is an inquiry into the fundamental purposes of education in the United States. Students will examine contemporary issues as well as the philosophical, political and cultural of American education. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course explores human growth and development across the life span from infancy to old age and in multicultural contexts. The course focuses on the physical, cognitive, social, personality and emotional development. Topics will include theories of individual and family development across the life span, the family life cycle, theories of learning and personality development, human behavior, community resilience, theories of additions, and strategies for facilitating optimum development over the lifespan. A grade of a "B" or better must be earned in this class for the student to begin EDU 513 School Counseling Practicum, Supervision & Seminar. 3.00 362

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course explores human growth and development across the life span from infancy to old age and in multicultural contexts. The course focuses on the physical, cognitive, social, personality and emotional development. Topics will include theories of individual and family development across the life span, the family life cycle, theories of learning and personality development, human behavior, community resilience, theories of additions, and strategies for facilitating optimum development over the lifespan. A grade of a "B" or better must be earned in this class for the student to begin EDU 513 School Counseling Practicum, Supervision & Seminar. 3.00 Students engage the study of methods, materials and curriculum issues for the instruction of elementary education students. Attention to theory, best practices, technology use and assessment will be highlighted as well as professional and state standards in the area of science and technology, social sciences, and citizenship education for typical and diverse learners. 3.00 This course is a continuation of the study of methods, materials and curriculum issues for the instruction of elementary education students. Attention to theory, best practices, technology uses and assessment will be highlighted as well as professional and state standards for the areas of children's literature, art, and humanities, music, and health, safety, and physical education for typical and diverse learners. 3.00 This course includes the study of various methods and materials utilized in secondary education. The rationales for various methods as well as the implementation of these methods in the classroom are examined. Through this course student also study motivational practices, current trends in secondary education, the use of technology to enhance learning, classroom management strategies and assessment practices. Field experience is required. 3.00 This course provides an introduction to the various research designs and methodologies common to the field of education and social sciences. Upon completing the course, students will become better consumers and critics of research as reported in the literature, examine the role that research plays in their professional lives as reflective practitioners, and begin to develop an action research project to be carried out as a program culminating project in EDU603 Teacher Research, Part 2. 3.00 The "Pennsylvania Academic Standards for Mathematics" and the "National Council of Teachers of Mathematics" have delineated the critical nature and the skills necessary for effective mathematics instruction. Students will learn the pedagogical methods and the essential mathematical theory and research. The class is comprised of demonstrations, collaborative learning, modeling and discussion. Field experience is required. 3.00 This course provides information regarding the relationship between the reading process and the informal and formal assessment of those skills (behaviors) that experts see as crucial to reading success with a particular focus upon the State of Pennsylvania Literacy Standards for elementary school students. Reading instruction that is evident in a balanced literacy program is analyzed and practiced, including reading instruction that is designed to remediate reading difficulties or skills deficits. Field experience is required. 3.00 This course provides an examination of effective instructional methods, strategies and instructional techniques for addressing the learning needs of for English Learners (EL) with and without special needs in the inclusive classroom. 3.00 This course provides an examination of group theories and research about interpersonal communication; exploration of the functioning of groups and the consequence of group interaction in the development of the individual. In this course the student will study a combination of theoretical studies with a practical understanding of human dynamics, as these occur in work and life. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

versity Students engage the study of methods, materials and curriculum issues for the instruction of elementary education students. Attention to theory, best practices, technology use and assessment will be highlighted as well as professional and state standards in the area of science and technology, social sciences, and citizenship education for typical and diverse learners. 3.00 This course is a continuation of the study of methods, materials and curriculum issues for the instruction of elementary education students. Attention to theory, best practices, technology uses and assessment will be highlighted as well as professional and state standards for the areas of children's literature, art, and humanities, music, and health, safety, and physical education for typical and diverse learners. 3.00 This course includes the study of various methods and materials utilized in secondary education. The rationales for various methods as well as the implementation of these methods in the classroom are examined. Through this course student also study motivational practices, current trends in secondary education, the use of technology to enhance learning, classroom management strategies and assessment practices. Field experience is required. 3.00 This course provides an introduction to the various research designs and methodologies common to the field of education and social sciences. Upon completing the course, students will become better consumers and critics of research as reported in the literature, examine the role that research plays in their professional lives as reflective practitioners, and begin to develop an action research project to be carried out as a program culminating project in EDU603 Teacher Research, Part 2. 3.00 The "Pennsylvania Academic Standards for Mathematics" and the "National Council of Teachers of Mathematics" have delineated the critical nature and the skills necessary for effective mathematics instruction. Students will learn the pedagogical methods and the essential mathematical theory and research. The class is comprised of demonstrations, collaborative learning, modeling and discussion. Field experience is required. 3.00 This course provides information regarding the relationship between the reading process and the informal and formal assessment of those skills (behaviors) that experts see as crucial to reading success with a particular focus upon the State of Pennsylvania Literacy Standards for elementary school students. Reading instruction that is evident in a balanced literacy program is analyzed and practiced, including reading instruction that is designed to remediate reading difficulties or skills deficits. Field experience is required. 3.00 This course provides an examination of effective instructional methods, strategies and instructional techniques for addressing the learning needs of for English Learners (EL) with and without special needs in the inclusive classroom. 3.00 This course provides an examination of group theories and research about interpersonal communication; exploration of the functioning of groups and the consequence of group interaction in the development of the individual. In this course the student will study a combination of theoretical studies with a practical understanding of human dynamics, as these occur in work and life. 3.00 This course is for students who plan or are enrolled in a spring or fall practicum. The purpose of this course is: a)A placeholder for all the required documentation for the students to secure before the start date of the actual practicum course. These documents include:Agreement, Mentor’s resume, Action Plan of Practicum Project, email from mentor (from the school’s portal) indicating they have agreed to mentor the student. b) An interactive, non-graded course on how to develop a concrete Action Plan of Practicum Projects that meet the competency standards of the Pennsylvania Department of Education (PDE). c)A resource that includes the Practicum Handbook for students to refer to before and during the practicum. 363

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

considered for Certification. Secondary Certification: An audit of undergraduate transcripts will be conducted during the admissions process. If all secondary competencies have not been met and/or the student has not earned a C or better in the undergraduate content area, the student will be required to complete additional undergraduate coursework. Students whose audit indicates a need for additional coursework are responsible for tracking their progress, creating a folder with all related documents and following the procedure outlined below: 160

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

rsity In this course candidates will develop an understanding of social and emotional learning and the impact that explicit teaching can have on the learner as well as the learning environment. Candidates will recognize the unique developmental characteristics and needs of learners at all age levels. Candidates will engage in field experience assignments that will provide opportunities to directly interact with social and emotional learning at the school level in order to deepen their understanding of the content presented in each of the modules of the course. 3.00 In this course candidates will develop an understanding of the impact of adverse childhood experiences, trauma, and mental illness on learning and behavior for PK-12 students. Candidates will recognize how these experiences and conditions can impact growth, development and learning of children and adolescents and the important role that educators and schools can play in reducing risk factors and increasing protective factors. Candidates will engage in field experience assignments that will provide opportunities to directly interact with classroom teachers, school leaders, community members, and students in order to deepen their understanding of the content presented in each of the modules of the course. 3.00 In this course candidates will develop an understanding of the characteristics of mental illness in children and youth and the impact this may have on learning and behavior for PK-12 students. Candidates will recognize how these experiences and conditions can impact growth, development and learning of children and adolescents and the important role that educators and schools can play in reducing risk factors and increasing protective factors. Candidates will engage in field experience assignments that will provide opportunities to directly interact with classroom teachers, school leaders, community members, and students in order to deepen their understanding of the content presented in each of the modules of the course. 3.00 In this course candidates will take a deeper look into the development of systems change and the potential impact of adverse childhood experiences, trauma, and mental illness on learning and behavior on learning for PK- 12 students. Candidates will focus on school leadership and collaboration between all stakeholders which impact both school environment and culture as well as the systemic issues that can determine the services that are provided to support all learners. Candidates will engage in field experience assignments that will provide opportunities to directly interact with classroom teachers, school leaders, community members, and students in order to deepen their understanding of the content presented in each of the modules of the course. 3.00 This is a student teaching experience for those seeking their initial certification in Pre-K, Grades 4-8, or secondary education. This full-time program experience lasts 15-weeks, Monday through Friday and includes intensive supervision by University personnel as well as participation in an online seminar class. 3.00 It is important that the principal be able to comprehend and analyze the statistics used in assessment and research design and also utilize statistics as a tool in his/her own educational practice. This course will focus on concepts rather than computation, although computation will be included. This course also includes a study of fundamental principles of educational research. It provides opportunities for the student to become familiar with various research designs, data collection techniques, systems of analysis, and report writing. A critical reading of current research literature will be an important component of the course. The student will be introduced to the writing of a research proposal, especially, the statement of the problem and literature review. 3.00 364

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

It is important that the principal be able to comprehend and analyze the statistics used in assessment and research design and also utilize statistics as a tool in his/her own educational practice. This course will focus on concepts rather than computation, although computation will be included. This course also includes a study of fundamental principles of educational research. It provides opportunities for the student to become familiar with various research designs, data collection techniques, systems of analysis, and report writing. A critical reading of current research literature will be an important component of the course. The student will be introduced to the writing of a research proposal, especially, the statement of the problem and literature review. 3.00 This course will focus on the evolving and growing role of the school principal. An emphasis will be placed on acquiring knowledge, skills, and dispositions in leadership. A theoretical and philosophical base for the principal as a change agent will be established. 3.00 n Instructional leadership is critical to school success. It includes curriculum development and implementation, staff development, and instructional supervision. The course will deal with curriculum trends, new approaches to organizing schools, professional learning communities, instructional methodologies, and research on improving student performance. 3.00 This course is designed to guide the prospective school principal in developing the skills, knowledge, and dispositions found to be vital to communicating effectively with all school constituent individuals and groups, and fundamental to initiating, implementing, managing, and evaluating effective communication strategies and practices with and between all parties in the schooling process. 3.00 As schools have evolved, so have state and federal regulations to guide and direct them. In this course, student will acquire knowledge of the laws and regulations that govern schools and apply this knowledge to identify legal issues, foresee potential liability, and act to reduce risks. Policies reflect the laws, regulations, and guidelines that define the purposes, parameters, and specific actions that establish the responsibilities of the individual and the institution. This course will examine policy-making and policy implementation in relation to schools. 3.00 This course will focus on the selection, employment, orientation, supervision, development, and evaluation of both professional and non-professional personnel. The course will emphasize the role of the principal and curriculum supervisor in professional development. It will also address the role of school administrators in collective bargaining and contract administration. 3.00 This course will deal with both the fiscal and facilities resources of a school and their proper management. Site- based management will be a part of the course. The principal's role in school finances and the budgeting process will be emphasized. Assessment of need, establishing priorities, providing justification, and the accounting for expenditures of the budget will be considered. Assessing facilities, making assignments, overseeing housekeeping and maintenance, and maintaining an environment conducive to teaching and learning will be a part of the knowledge and skills presented in this course. 3.00 This course will review topics that are currently critical educational issues within the general public and within professional educational circles. Educational reform in the state, US, and internationally will be compared and analyzed. Attention will be given to accountability systems, the federal role, teacher and principal evaluation systems, and special interest groups. 3.00 Designed for educators who recognize the significance that issues of multiculturalism and diversity play in impacting the educational experience of an increasingly diverse population. In this course, students will examine how issues of class, culture, ethnicity, language, gender, etc. are represented in educational settings. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

versity Instructional leadership is critical to school success. It includes curriculum development and implementation, staff development, and instructional supervision. The course will deal with curriculum trends, new approaches to organizing schools, professional learning communities, instructional methodologies, and research on improving student performance. 3.00 This course is designed to guide the prospective school principal in developing the skills, knowledge, and dispositions found to be vital to communicating effectively with all school constituent individuals and groups, and fundamental to initiating, implementing, managing, and evaluating effective communication strategies and practices with and between all parties in the schooling process. 3.00 As schools have evolved, so have state and federal regulations to guide and direct them. In this course, student will acquire knowledge of the laws and regulations that govern schools and apply this knowledge to identify legal issues, foresee potential liability, and act to reduce risks. Policies reflect the laws, regulations, and guidelines that define the purposes, parameters, and specific actions that establish the responsibilities of the individual and the institution. This course will examine policy-making and policy implementation in relation to schools. 3.00 This course will focus on the selection, employment, orientation, supervision, development, and evaluation of both professional and non-professional personnel. The course will emphasize the role of the principal and curriculum supervisor in professional development. It will also address the role of school administrators in collective bargaining and contract administration. 3.00 This course will deal with both the fiscal and facilities resources of a school and their proper management. Site- based management will be a part of the course. The principal's role in school finances and the budgeting process will be emphasized. Assessment of need, establishing priorities, providing justification, and the accounting for expenditures of the budget will be considered. Assessing facilities, making assignments, overseeing housekeeping and maintenance, and maintaining an environment conducive to teaching and learning will be a part of the knowledge and skills presented in this course. 3.00 This course will review topics that are currently critical educational issues within the general public and within professional educational circles. Educational reform in the state, US, and internationally will be compared and analyzed. Attention will be given to accountability systems, the federal role, teacher and principal evaluation systems, and special interest groups. 3.00 Designed for educators who recognize the significance that issues of multiculturalism and diversity play in impacting the educational experience of an increasingly diverse population. In this course, students will examine how issues of class, culture, ethnicity, language, gender, etc. are represented in educational settings. 3.00 This course will require students to demonstrate knowledge of and competence in applying the fundamental concepts of teaching students ages 3-21 with cognitive, behavioral and/or physical health disabilities. This will include philosophical, historical and legal foundations of education for students with disabilities, current identification criteria, legal and educational definitions, etiology, incidence and prevalence figures as well as cognitive, behavioral and physical characteristics. Field experience is required. 3.00 This course provides education professionals with the skills and techniques to effectively communicate with students, colleagues, administrators, parents, and the community. The study of communication requires an examination of a wide range of human skills, which includes: speaking, listening, writing, reading, verbal and nonverbal behavior, and the effective use of communication tools available through the media and the internet. 3.00 366

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course will require students to demonstrate knowledge of and competence in applying the fundamental concepts of teaching students ages 3-21 with cognitive, behavioral and/or physical health disabilities. This will include philosophical, historical and legal foundations of education for students with disabilities, current identification criteria, legal and educational definitions, etiology, incidence and prevalence figures as well as cognitive, behavioral and physical characteristics. Field experience is required. 3.00 This course provides education professionals with the skills and techniques to effectively communicate with students, colleagues, administrators, parents, and the community. The study of communication requires an examination of a wide range of human skills, which includes: speaking, listening, writing, reading, verbal and nonverbal behavior, and the effective use of communication tools available through the media and the internet. 3.00 Students engage the processes of action research, ie: reflection, inquiry and action in their own professional context. Through this seminar the student performs research of the literature, plan and develop an action research strategy review. 3.00 It is important that the educator be able to comprehend, analyze, and critique educational research. This course includes the study of: fundamental principles of educational research; statistical concepts; the utility of various research designs; data collection techniques; and report writing. 3.00 This course examines how curriculum is developed; various theoretical approaches to the curriculum design and implementation; the multiple external factors that influence curriculum decisions, etc. Students then develop strategies for working with colleagues in integrating their learning from this course and curriculum issues in their teaching situation. Field experience is required. 3.00 This course will provide students with the knowledge of: develop meaningful professional development, training, and structure; strategies to align assessments with the curriculum and standards; and build a collaborative environment to encourage high quality instructional delivery for all students. 3.00 This course provides focus on leadership and supervision skills, characteristics, educational leaders with a focus on equity. This Seminar is 7-weeks in length. 3.00 Practicum I for Administrative Certification (Principal & Curriculum & Instruction Supervisor). This Practicum requires students to secure 180 hours of experience in a school setting. Practicum Activities will include projects on visionary leadership, supervision & evaluation of teachers, promoting change, school improvement, and strategic planning, 3.00 Practicum II for Administrative Certification (Principal). This Practicum requires students to secure 180 hours of experience in a school setting. Practicum Activities will include: fostering good teaching, creating a positive, equitable, safe atmosphere, Universal design for learning, fiscal, resource, and facility responsibilities, LEA Responsibilities, student transition planning, and communicating within and out of the school setting. 3.00 This project is the final activity undertaken to fulfill the requirements of the Master of Science in Reading Program in the Professional Portfolio Option. The project is done in collaboration with the student's advisor. Results will be presented to a faculty committee. 3.00 This course engages students in the processes of action research. Students will apply their learning from EDU510: Teacher Research, Part 1, and demonstrate their ability to develop and implement an action research project and write the accompanying report. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

rsity It is important that the educator be able to comprehend, analyze, and critique educational research. This course includes the study of: fundamental principles of educational research; statistical concepts; the utility of various research designs; data collection techniques; and report writing. 3.00 This course examines how curriculum is developed; various theoretical approaches to the curriculum design and implementation; the multiple external factors that influence curriculum decisions, etc. Students then develop strategies for working with colleagues in integrating their learning from this course and curriculum issues in their teaching situation. Field experience is required. 3.00 This course will provide students with the knowledge of: develop meaningful professional development, training, and structure; strategies to align assessments with the curriculum and standards; and build a collaborative environment to encourage high quality instructional delivery for all students. 3.00 This course provides focus on leadership and supervision skills, characteristics, educational leaders with a focus on equity. This Seminar is 7-weeks in length. 3.00 Practicum I for Administrative Certification (Principal & Curriculum & Instruction Supervisor). This Practicum requires students to secure 180 hours of experience in a school setting. Practicum Activities will include projects on visionary leadership, supervision & evaluation of teachers, promoting change, school improvement, and 3.00 strategic planning, Practicum II for Administrative Certification (Principal). This Practicum requires students to secure 180 hours of experience in a school setting. Practicum Activities will include: fostering good teaching, creating a positive, equitable, safe atmosphere, Universal design for learning, fiscal, resource, and facility responsibilities, LEA Responsibilities, student transition planning, and communicating within and out of the school setting. 3.00 This project is the final activity undertaken to fulfill the requirements of the Master of Science in Reading Program in the Professional Portfolio Option. The project is done in collaboration with the student's advisor. Results will be presented to a faculty committee. 3.00 This course engages students in the processes of action research. Students will apply their learning from EDU510: Teacher Research, Part 1, and demonstrate their ability to develop and implement an action research project and write the accompanying report. This course is the second in a series of three field experiences. School counselor-trainees will perform all tasks and duties ascribed to school counselors as determined by the ASCA National Model under the supervision of an experienced Professional School Counselor and a University supervisor. Students seeking certification in school counseling must complete a minimum of 210 clock hours. In addition, students are enrolled in a group supervision seminar. Students needing more than 15 weeks to complete the practicum experience should contact the School Counseling Program Director. Please review the Internship Handbook for further details on application requirements, site and internship student expectations. 3.00 This course is the third in a series of three field experiences. School counselor-trainees will perform all tasks and duties ascribed to school counselors as determined by the ASCA National Model under the supervision of an experienced Professional School Counselor and a University supervisor. Students seeking certification in school counseling must complete a minimum of 210 clock hours. In addition, students are enrolled in a group supervision seminary. Students needing more than 15 weeks to complete the practicum experience should contact the School Counseling Program Director. Please review the Internship Handbook for further details on application requirements, site and internship student expectations. 3.00 368

Subject

EDU

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course is the second in a series of three field experiences. School counselor-trainees will perform all tasks and duties ascribed to school counselors as determined by the ASCA National Model under the supervision of an experienced Professional School Counselor and a University supervisor. Students seeking certification in school counseling must complete a minimum of 210 clock hours. In addition, students are enrolled in a group supervision seminar. Students needing more than 15 weeks to complete the practicum experience should contact the School Counseling Program Director. Please review the Internship Handbook for further details on application requirements, site and internship student expectations. 3.00 This course is the third in a series of three field experiences. School counselor-trainees will perform all tasks and duties ascribed to school counselors as determined by the ASCA National Model under the supervision of an experienced Professional School Counselor and a University supervisor. Students seeking certification in school counseling must complete a minimum of 210 clock hours. In addition, students are enrolled in a group supervision seminary. Students needing more than 15 weeks to complete the practicum experience should contact the School Counseling Program Director. Please review the Internship Handbook for further details on application requirements, site and internship student expectations. 3.00 This course provides a study of effective classroom management techniques. Content will focus on classroom organizational systems, classroom procedures and instructional strategies to promote positive student behavior and prevent disruptive behavior. Emphasis will be placed on motivation, communications, planning and preparation of materials as well as the establishment of a positive learning environment. Existing models of effective classroom management will be examined. 3.00 The course will explore innovative strategies and pedagogical approaches to respond to today's learners and prepare students for academic, personal and career success. Participants will explore various instructional models that prepare students to address real-world problems and experience academic, personal, and career success. 3.00 This course will provide an overview of effective strategies for leadership of instructional practices and assessment for all learners. A thorough understanding of Universal Design, Culturally Responsive Instructional Practices will also be reviewed. This course will also examine the role of classroom technologies for student engagement, enhancing instruction, remediation, and reinforcing skills to support teaching and foster student achievement. 3.00 This course is designed to provide a comprehensive overview of action research. Its purpose, process, and steps will be reviewed. Students will learn how action research can be used to address challenges that impact student achievement and increase the development of teacher skills. This course will prepare instructional leaders to use research to identify solutions to curriculum, instruction, and teacher support and to use data to drive decisions. This course will also provide a framework of how instructional leaders can develop and share action research summary reports as a means to support change. 3.00 Practicum II for students seeking Curriculum & Instruction Supervisor Certification. This Practicum requires students to secure 180 hours of experience in a school setting. This Practicum focuses on; Data-Driven Instruction & School Improvement, Program Implementation, Teacher Supervision & Professional Development, Supporting students with learning & cultural differences, virtual instruction, and engaging parents 3.00 Investigation of a selected topic or topics designed to integrate and enhance the student's comprehension and application of educational theory and practice. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

ersity This course provides a study of effective classroom management techniques. Content will focus on classroom organizational systems, classroom procedures and instructional strategies to promote positive student behavior and prevent disruptive behavior. Emphasis will be placed on motivation, communications, planning and preparation of materials as well as the establishment of a positive learning environment. Existing models of effective classroom management will be examined. 3.00 The course will explore innovative strategies and pedagogical approaches to respond to today's learners and prepare students for academic, personal and career success. Participants will explore various instructional models that prepare students to address real-world problems and experience academic, personal, and career success. 3.00 This course will provide an overview of effective strategies for leadership of instructional practices and assessment for all learners. A thorough understanding of Universal Design, Culturally Responsive Instructional Practices will also be reviewed. This course will also examine the role of classroom technologies for student engagement, enhancing instruction, remediation, and reinforcing skills to support teaching and foster student achievement. 3.00 This course is designed to provide a comprehensive overview of action research. Its purpose, process, and steps will be reviewed. Students will learn how action research can be used to address challenges that impact student achievement and increase the development of teacher skills. This course will prepare instructional leaders to use research to identify solutions to curriculum, instruction, and teacher support and to use data to drive decisions. This course will also provide a framework of how instructional leaders can develop and share action research summary reports as a means to support change. 3.00 Practicum II for students seeking Curriculum & Instruction Supervisor Certification. This Practicum requires students to secure 180 hours of experience in a school setting. This Practicum focuses on; Data-Driven Instruction & School Improvement, Program Implementation, Teacher Supervision & Professional Development, Supporting students with learning & cultural differences, virtual instruction, and engaging parents 3.00 Investigation of a selected topic or topics designed to integrate and enhance the student's comprehension and application of educational theory and practice. 3.00 The concept of diversity includes acceptance and respect for the broad range of human characteristics in their socioecological, historical, and cultural contexts, as well as understanding that each individual, family, community, and societal group has uniqueness. 3.00 Learn how to transform norms around racial justice, immigrant rights, gender and sexuality, and discover the contributions of diverse leaders in transforming cultures toward a more just society. 3.00 Every school and college has a unique culture. Becoming an advocate for and ally of diverse students requires learning how to work within and bring about change in mores, customs, and climate. 3.00 Teachers play a central role in guiding school children to understand and accept others of diverse backgrounds. This course provides learnings, reflections, and sharing, toward creating a personal and professional tool kit for teachers who are committed to the success of every student. Students will reflect and identify their own personal bias and attitudes toward racism Students will benefit from classroom recognition of their strengths and need related to bias and race and build strategies in their tool box to counteract bias and racism This course provides the first safe space for the remainder of the program to begin the conversation and their personal transformational journey in DEI. 3.00 369

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

The concept of diversity includes acceptance and respect for the broad range of human characteristics in their socioecological, historical, and cultural contexts, as well as understanding that each individual, family, community, and societal group has uniqueness. 3.00 Learn how to transform norms around racial justice, immigrant rights, gender and sexuality, and discover the contributions of diverse leaders in transforming cultures toward a more just society. 3.00 Every school and college has a unique culture. Becoming an advocate for and ally of diverse students requires learning how to work within and bring about change in mores, customs, and climate. 3.00 Teachers play a central role in guiding school children to understand and accept others of diverse backgrounds. This course provides learnings, reflections, and sharing, toward creating a personal and professional tool kit for teachers who are committed to the success of every student. Students will reflect and identify their own personal bias and attitudes toward racism Students will benefit from classroom recognition of their strengths and need related to bias and race and build strategies in their tool box to counteract bias and racism This course provides the first safe space for the remainder of the program to begin the conversation and their personal transformational journey in DEI. 3.00 Teachers will benefit from developing socialemotional learning and culturally responsive competencies to promote a positive equitable learning environment for all students. Teachers will also develop skills to address microaggressions and overt and implicit bias among students and set a positive role model. 3.00 This course is designed to guide school personnel in an understanding of leadership and the importance of equity in the school and classrooms. Strategies will be presented to: -Assist teachers in building their own Equity- Centered Leadership skills to become "Equicentric Leaders." -Cultivate Effective Collaboration with colleagues, administrators, parents and stakeholders through the lens of equity. -Rethink bias, stereotypes, and expectations as it relates to students, parents, and colleagues. -Understand cultural differences as they relate to behavior and social interaction between teachers and students and with each other. -Assessing the classroom and school community environment in terms of equitable practices, assessment, behavior and social interactions, and growth in instructional planning and delivery, resources, assessment of skills, and interaction with students, parents, and colleagues. -Students will create and present a culminating project that informs DEI practice, policy, and/or procedure. This course will also provide a space for students to debrief, share, and reflect on this Program and share next steps in their personal and leadership journey. 3.00 Only required of those seeking transfer credit into the Master's Program, PK12 Concentration 3.00 Public policy, common mind-sets, and individual dispositions can be changed through writings, teachings, organizing, and advocating social change through a broad range of media, social settings, and involvements. 3.00 Instructors will benefit from developing social-emotional learning competencies to promote a positive learning environment for all students. 3.00 Strategies and tool kits for advancing the cause of DEI in higher education make up this course for those who aspire to changing campus culture and climate. 3.00 To promote a deeper understanding of unconscious or implicit bias in the college classroom, this course offers insights on micro-aggressions and the impact they may have on college student disposition, retention, and success. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

rsity This course is designed to guide school personnel in an understanding of leadership and the importance of equity in the school and classrooms. Strategies will be presented to: -Assist teachers in building their own Equity- Centered Leadership skills to become "Equicentric Leaders." -Cultivate Effective Collaboration with colleagues, administrators, parents and stakeholders through the lens of equity. -Rethink bias, stereotypes, and expectations as it relates to students, parents, and colleagues. -Understand cultural differences as they relate to behavior and social interaction between teachers and students and with each other. -Assessing the classroom and school community environment in terms of equitable practices, assessment, behavior and social interactions, and growth in instructional planning and delivery, resources, assessment of skills, and interaction with students, parents, and colleagues. -Students will create and present a culminating project that informs DEI practice, policy, and/or procedure. This course will also provide a space for students to debrief, share, and reflect on this Program and share next steps in their personal and leadership journey. 3.00 Only required of those seeking transfer credit into the Master's Program, PK12 Concentration 3.00 Public policy, common mind-sets, and individual dispositions can be changed through writings, teachings, organizing, and advocating social change through a broad range of media, social settings, and involvements. 3.00 Instructors will benefit from developing social-emotional learning competencies to promote a positive learning environment for all students. 3.00 Strategies and tool kits for advancing the cause of DEI in higher education make up this course for those who aspire to changing campus culture and climate. 3.00 To promote a deeper understanding of unconscious or implicit bias in the college classroom, this course offers insights on micro-aggressions and the impact they may have on college student disposition, retention, and success. 3.00 This course provides an analysis of educational policy and research as it relates to the organization, governance, and delivery of educational services in the U.S. Major issues explored and analyzed in this course include school finance and equitable school funding, trends in PK-12 and higher education policy and practice, and the changing role of large and small school districts, private schools, charter schools, colleges and universities, and educational providers of all sorts. This course shall be conducted in a blended format, both online and on-campus. 3.00 This course provides an in-depth examination of the research relating to organizational behavior, the development of theories of administration, and the applications of theory in educational institutions. Students will have the opportunity to evaluate their own leadership style by analyzing the major frames for assessing organizational development. Through the lens of these frames and the concept of change theory, students will develop a personal philosophy of leadership. 3.00 An introduction to quantitative research methods, non-experimental designs, and the analysis of large-scale longitudinal datasets. The logic of inferential statistics and the application of basic analytic techniques are explored as the basis for research related to education policy. Prior knowledge of statistics or quantitative methods is not required. 3.00 371

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course provides an analysis of educational policy and research as it relates to the organization, governance, and delivery of educational services in the U.S. Major issues explored and analyzed in this course include school finance and equitable school funding, trends in PK-12 and higher education policy and practice, and the changing role of large and small school districts, private schools, charter schools, colleges and universities, and educational providers of all sorts. This course shall be conducted in a blended format, both online and on-campus. 3.00 v This course provides an in-depth examination of the research relating to organizational behavior, the development of theories of administration, and the applications of theory in educational institutions. Students will have the opportunity to evaluate their own leadership style by analyzing the major frames for assessing organizational development. Through the lens of these frames and the concept of change theory, students will develop a personal philosophy of leadership. 3.00 An introduction to quantitative research methods, non-experimental designs, and the analysis of large-scale longitudinal datasets. The logic of inferential statistics and the application of basic analytic techniques are explored as the basis for research related to education policy. Prior knowledge of statistics or quantitative methods is not required. 3.00 t The course analyzes current issues and challenges in schools, colleges, universities, and other institutions using approaches to culturally responsive leadership. This course examines the various frameworks of cultural intelligence, cultural competence, and cultural humility. Students will explore their cultural identity, communication style, and leadership within the context of diversity, equity, and inclusion. Students will examine policies, practices, and strategies for preventing discrimination and other civil and human rights violations globally while identifying and applying strategies to implement social justice and equity through institutionalized cultural responsive leadership. 3.00 This course is a critical and pragmatic examination of ethical leadership and administration within organizations. Social, moral, and ethical philosophies will be explored as they relate to decisions impacting leadership in education. Students will compare and contrast theories of ethical decision making. Students will relate these theoretical perspectives to their own purpose, values, and commitments as leaders 3.00 This course offers students an opportunity to analyze access to educational opportunities through the lens of justice and ethics. The balance and contradictions of equity, equality, and equal opportunity will be explored with a focus on personal, inter-personal and organizational influences that prohibit or promote educational opportunities for all individuals. Students will also have the opportunity to forecast future trends in educational policy, structures, and practices. 3.00 An in-depth examination of research and measurement, analysis of experimental data, and qualitative designs. Implications of mixed method research are considered 3.00 Future-focused exploration of learning technology, gathering and using data to drive instructional improvement, and evaluation of educational programs. 3.00 A review of global issues in education policy and practice with a focus on how schools are organized, what is taught, how achievement is measured, and the role of cultural context, with an emphasis on global competition. This course shall be conducted in a blended format, both online and at an international location. 3.00 This course prepares students to complete a scholarly dissertation by supporting the development of key skills in researching, reading, evaluating, organizing, and synthesizing research. Students will examine a problem of interest by conducting an extensive literature search with the goal of identifying a research gap. Students will also examine how theoretical and conceptual frameworks are an integral structure around which they build their research. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

versity This course is a critical and pragmatic examination of ethical leadership and administration within organizations. Social, moral, and ethical philosophies will be explored as they relate to decisions impacting leadership in education. Students will compare and contrast theories of ethical decision making. Students will relate these theoretical perspectives to their own purpose, values, and commitments as leaders 3.00 This course offers students an opportunity to analyze access to educational opportunities through the lens of justice and ethics. The balance and contradictions of equity, equality, and equal opportunity will be explored with a focus on personal, inter-personal and organizational influences that prohibit or promote educational opportunities for all individuals. Students will also have the opportunity to forecast future trends in educational policy, structures, and practices. 3.00 An in-depth examination of research and measurement, analysis of experimental data, and qualitative designs. Implications of mixed method research are considered 3.00 Future-focused exploration of learning technology, gathering and using data to drive instructional improvement, and evaluation of educational programs. 3.00 A review of global issues in education policy and practice with a focus on how schools are organized, what is taught, how achievement is measured, and the role of cultural context, with an emphasis on global competition. This course shall be conducted in a blended format, both online and at an international location. 3.00 This course prepares students to complete a scholarly dissertation by supporting the development of key skills in researching, reading, evaluating, organizing, and synthesizing research. Students will examine a problem of interest by conducting an extensive literature search with the goal of identifying a research gap. Students will also examine how theoretical and conceptual frameworks are an integral structure around which they build their research. 3.00 This course offers an introduction to the dissertation: defining the dissertation, research goals, research guiding questions, and literature reviews. Published dissertations will be explored to reflect on theories and gaps in theories to frame a possible dissertation topic. Students will practice how to construct effective research guiding questions for those topics to begin the literature review process. The dissertation committee for each student will also be formed during this cours 3.00 Students will develop the methodology for their dissertation based upon the gap they identified in the literature, so that it is congruent with their study purpose, research questions, and theoretical or conceptual framework. Human subjects research training will foster understanding of ethics, validity, and reliability in methodological design. The Institutional Review Board approval process will be introduced. 3.00 Developing a comprehensive description of the research approach used for the study, including research- guiding questions, null hypothesis, research design, and selection of subjects for study, data collection, and data analysis. 3.00 Compiling and analyzing data, review of participants or materials used, answering research guiding questions, reflecting on the results, constructing findings and conclusions, and noting implications for research and practice. 3.00 373

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course offers an introduction to the dissertation: defining the dissertation, research goals, research guiding questions, and literature reviews. Published dissertations will be explored to reflect on theories and gaps in theories to frame a possible dissertation topic. Students will practice how to construct effective research guiding questions for those topics to begin the literature review process. The dissertation committee for each student will also be formed during this cours 3.00 Students will develop the methodology for their dissertation based upon the gap they identified in the literature, so that it is congruent with their study purpose, research questions, and theoretical or conceptual framework. Human subjects research training will foster understanding of ethics, validity, and reliability in methodological design. The Institutional Review Board approval process will be introduced. 3.00 Developing a comprehensive description of the research approach used for the study, including research- guiding questions, null hypothesis, research design, and selection of subjects for study, data collection, and data analysis. 3.00 Compiling and analyzing data, review of participants or materials used, answering research guiding questions, reflecting on the results, constructing findings and conclusions, and noting implications for research and practice. 3.00 n This one credit hour semester-long course is required for doctoral candidates in educational leadership who have completed all coursework requirements for the degree, but have yet to meet one or more related requirements, including the following: Comprehensive assessment accepted by Faculty Committee Written dissertation accepted by full Dissertation Committee Oral defense of dissertation accepted by full Dissertation Committee Journal article based on dissertation research suitable for publication accepted by Dissertation Advisor Abstract of dissertation research and key words accepted by Dissertation Advisor The doctoral candidate who has not met one or more of these requirements shall enroll continuously in this course each semester in order to have access to university facilities, resources, and faculty until all requirements are satisfied, whereupon the doctoral candidate shall be eligible for graduation at the next date. The course shall consist of independent work to complete the above-cited requirements under the direction of the Dissertation Advisor. The course shall be graded on a pass/fail basis. 1.00 This course is an analysis of the role and responsibilities of the superintendent of schools, including preparation for the superintendency. An emphasis is placed on equity, equality, and raising achievement for all students. Twenty hours (20) of embedded field experience are required for those seeking the superintendent of school's letter of eligibility. 3.00 Considerations of school boardsmanship, internal and external governance, and structures in K-12 education. The course explores analysis the politics of school district governance and the leadership practices necessary to effectively lead in complex relationships. The characteristics of effective boardsmanship are defined through research and best practice. Twenty (20) hours of embedded field experience are required for those seeking the superintendent of school's letter of eligibility. 3.00 This course is designed to enhance school and district leaders' ability to transform personally and professionally to advance the learning of students and adults within their respective systems. Participants will identify their own strengths-based leadership characteristics, recognize personal immunities to change, analyze an adaptive problem in their current educational environment, and plan for authentic, continuous, student-centered improvement. 3.00 Personnel administration, contract administration, collective bargaining, and fiscal management, including the economics of education. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

versity This one credit hour semester-long course is required for doctoral candidates in educational leadership who have completed all coursework requirements for the degree, but have yet to meet one or more related requirements, including the following: Comprehensive assessment accepted by Faculty Committee Written dissertation accepted by full Dissertation Committee Oral defense of dissertation accepted by full Dissertation Committee Journal article based on dissertation research suitable for publication accepted by Dissertation Advisor Abstract of dissertation research and key words accepted by Dissertation Advisor The doctoral candidate who has not met one or more of these requirements shall enroll continuously in this course each semester in order to have access to university facilities, resources, and faculty until all requirements are satisfied, whereupon the doctoral candidate shall be eligible for graduation at the next date. The course shall consist of independent work to complete the above-cited requirements under the direction of the Dissertation Advisor. The course shall be graded on a pass/fail basis. 1.00 This course is an analysis of the role and responsibilities of the superintendent of schools, including preparation for the superintendency. An emphasis is placed on equity, equality, and raising achievement for all students. Twenty hours (20) of embedded field experience are required for those seeking the superintendent of school's letter of eligibility. 3.00 Considerations of school boardsmanship, internal and external governance, and structures in K-12 education. The course explores analysis the politics of school district governance and the leadership practices necessary to effectively lead in complex relationships. The characteristics of effective boardsmanship are defined through research and best practice. Twenty (20) hours of embedded field experience are required for those seeking the superintendent of school's letter of eligibility. 3.00 This course is designed to enhance school and district leaders' ability to transform personally and professionally to advance the learning of students and adults within their respective systems. Participants will identify their own strengths-based leadership characteristics, recognize personal immunities to change, analyze an adaptive problem in their current educational environment, and plan for authentic, continuous, student-centered improvement. 3.00 Personnel administration, contract administration, collective bargaining, and fiscal management, including the economics of education. 3.00 School District Practicum provides students with first-hand experience in a broad array of responsibilities that are inherent to the position of superintendent of schools. Field-based learning in EDU 828 School District Practicum I and EDU 829 School District Practicum II shall be organized through leadership projects that address each of the Pennsylvania Leadership Standards. 3.00 This Practicum focuses on the superintendent's ability to follow the standards, create a vision, and demonstrate a leadership style that exemplifies values and ethics. You will also gain experience in analyzing leadership styles, creating a positive climate and culture, fostering leadership teams, and managing relationships to enhance student achievement. Additionally, you will experience evaluating data-driven decision making, handling challenges, communication, working with Human Resources, collective bargaining, how to use social media effectively, and the importance of robust technology. Each of the two practicum courses require 180 hours of embedded field experience. 3.00 374

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

School District Practicum provides students with first-hand experience in a broad array of responsibilities that are inherent to the position of superintendent of schools. Field-based learning in EDU 828 School District Practicum I and EDU 829 School District Practicum II shall be organized through leadership projects that address each of the Pennsylvania Leadership Standards. 3.00 This Practicum focuses on the superintendent's ability to follow the standards, create a vision, and demonstrate a leadership style that exemplifies values and ethics. You will also gain experience in analyzing leadership styles, creating a positive climate and culture, fostering leadership teams, and managing relationships to enhance student achievement. Additionally, you will experience evaluating data-driven decision making, handling challenges, communication, working with Human Resources, collective bargaining, how to use social media effectively, and the importance of robust technology. Each of the two practicum courses require 180 hours of embedded field experience. 3.00 This course examines current issues and challenges in higher education administration and leadership. The course is an overview of the essential knowledge, skills, characteristics and models of academic, institutional and student-life governance. Various activities provide opportunities for developing the skills needed to evaluate and resolve current challenges. 3.00 This course examines the basic legal concepts common to higher education administrators as viewed through the lens of an increasingly diverse college environment. Topics include the history and governance of higher education law, basic legal concepts, and legal issues as they apply in higher education. Current case law and case studies will be used to elucidate how institutional policies and practices can support an inclusive educational environment. 3.00 Accounting principles and policy, record-keeping, financial reporting, budgeting and planning models, and fiscal management. 3.00 An analysis of current practices and future trends in the recruitment and retention of students, with consideration of financial aid requirements and regulations. 3.00 An exploration of research models for continuous improvement, transforming higher education, leadership for strategic change, and models for delivering academic programs and services. 3.00 Field experience in post-secondary administrative services, including support services such as enrollment management, student affairs, financial aid, human resources, communications and public relations, information technology, plant management, institutional advancement, and fiscal management. The practicum will be individualized to meet the needs and interests of each student. EdD students only. 3.00 Through a review of research and local practices, this course offers an in-depth study, analysis, and discussion of intervention programs and outcomes for students with special needs. Students will examine the organization and administration of special education programs with emphasis on the role of the special education leader within the local agency. A review of the development, implementation, and evaluation of effective program designs will prepare students to make recommendations for future practice 3.00 Special education law, policy, and regulation are studied as the framework for providing services for all students, with particular consideration of current and predicted trends in law affecting children with disabilities (for both the PK-12 School/School District concentration and the Special Education concentration). 3.00 The purpose of this course is to provide the student an opportunity for in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education. This course provides the Special Education Supervisor candidate with a specified professional knowledge base included in the following aspects of leadership: decision making, leadership theory, communication skills, human relations theory, administrative theory, policy analysis/evaluation, and supervision/assessment practices. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

ersity This course examines the basic legal concepts common to higher education administrators as viewed through the lens of an increasingly diverse college environment. Topics include the history and governance of higher education law, basic legal concepts, and legal issues as they apply in higher education. Current case law and case studies will be used to elucidate how institutional policies and practices can support an inclusive educational environment. 3.00 Accounting principles and policy, record-keeping, financial reporting, budgeting and planning models, and fiscal management. 3.00 An analysis of current practices and future trends in the recruitment and retention of students, with consideration of financial aid requirements and regulations. 3.00 An exploration of research models for continuous improvement, transforming higher education, leadership for strategic change, and models for delivering academic programs and services. 3.00 Field experience in post-secondary administrative services, including support services such as enrollment management, student affairs, financial aid, human resources, communications and public relations, information technology, plant management, institutional advancement, and fiscal management. The practicum will be individualized to meet the needs and interests of each student. EdD students only. 3.00 Through a review of research and local practices, this course offers an in-depth study, analysis, and discussion of intervention programs and outcomes for students with special needs. Students will examine the organization and administration of special education programs with emphasis on the role of the special education leader within the local agency. A review of the development, implementation, and evaluation of effective program designs will prepare students to make recommendations for future practice 3.00 Special education law, policy, and regulation are studied as the framework for providing services for all students, with particular consideration of current and predicted trends in law affecting children with disabilities (for both the PK-12 School/School District concentration and the Special Education concentration). 3.00 The purpose of this course is to provide the student an opportunity for in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education. This course provides the Special Education Supervisor candidate with a specified professional knowledge base included in the following aspects of leadership: decision making, leadership theory, communication skills, human relations theory, administrative theory, policy analysis/evaluation, and supervision/assessment practices. 3.00 A re-examination of programs and services for diverse learners from the viewpoint of cognitive neuroscience of learning. Viewing learning as essentially a process of neurological change, neurological research about learning offers practitioners and policy-makers insights and perspectives to change educational practice 3.00 The purpose of this course is to provide the student an opportunity for a more in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education at a deeper level. This course follows EDU 843, The Foundation of Special Education Administration. This course provides the Special Education Supervisor candidate with a specified professional knowledge base included in the following aspects of leadership: decision-making, leadership theory, communication skills, human relations theory, administrative theory, policy analysis/evaluation, supervision/assessment practices. 3.00 376

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course provides field experience in a school setting to perform the functions required of a special education supervisor in local educational agencies (LEAs), including charter schools, private schools, and intermediate units. The student enrolled in this course will be supervised by faculty or by an approved mentor. The student will be provided with experience in self-evaluation and reflection, administrative shadowing, departmental and school improvement plans, student evaluation and placement processes in special education, staff observation and supervision, clinical supervision of a peer and development, and planning for staff professional development. 3.00 377

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

A re-examination of programs and services for diverse learners from the viewpoint of cognitive neuroscience of learning. Viewing learning as essentially a process of neurological change, neurological research about learning offers practitioners and policy-makers insights and perspectives to change educational practice 3.00 c The purpose of this course is to provide the student an opportunity for a more in-depth understanding of the supervisory and administrative duties for the role of Supervisor of Special Education at a deeper level. This course follows EDU 843, The Foundation of Special Education Administration. This course provides the Special Education Supervisor candidate with a specified professional knowledge base included in the following aspects of leadership: decision-making, leadership theory, communication skills, human relations theory, administrative theory, policy analysis/evaluation, supervision/assessment practices. 3.00 This course provides field experience in a school setting to perform the functions required of a special education supervisor in local educational agencies (LEAs), including charter schools, private schools, and intermediate units. The student enrolled in this course will be supervised by faculty or by an approved mentor. The student will be provided with experience in self-evaluation and reflection, administrative shadowing, departmental and school improvement plans, student evaluation and placement processes in special education, staff observation and supervision, clinical supervision of a peer and development, and planning for staff professional development. 3.00 This course provides field experience in a school setting to perform the functions required of a special education supervisor in LEAs, including Charter Schools, private schools and intermediate units. The student enrolled in this course will be supervised by faculty or an approved mentor. The student will be provided with experience in: Leading Change, Discipline and manifestation determination, 504 Service Agreements, Related Service Providers, School Finance and budgeting, Resources within the District, Inter- Agency Coordination, Community Partners and the Mental Health System, School Board, Child Find and the Referral Process, Mediation and Due Process, and working with Parents. 3.00 This course is for students who plan or are enrolled in a spring or fall practicum. The purpose of this course is: a) A placeholder for all the required documentation for the students to secure before the start date of the actual practicum course. These documents include: Agreement, Mentor’s resume, Action Plan of Practicum Project, email from mentor (from the school’s portal) indicating they have agreed to mentor the student. b) An interactive, non-graded course on how to develop a concrete Action Plan of Practicum Projects that meet the competency standards of the Pennsylvania Department of Education (PDE). c) a resource that includes the Practicum Handbook for students to refer to before and during the practicum. d This weekend residency course will introduce and explore the theoretical and practical perspectives about knowledge and learning and the contexts that influence teaching and learning. 3.00 This course focuses on students in higher education as an area of practice and research. Course content examines theory and college as a theoretical construct, student development and identity formation within and beyond higher education institutions and links to theory with professional practice. 3.00 e The purpose of this course is to provide students with preparation for or advancement within the professorate by examining faculty hiring and promotion processes, as well as responsibilities in addition to teaching, including faculty governance, other service to the institution, and scholarship. These activities will be examined through the frame of social justice and how each can be leveraged to help advance equity. Each student will complete a project that enables them to advance social justice in an educational area of their choosing. 3.00

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

ersity This course provides field experience in a school setting to perform the functions required of a special education supervisor in LEAs, including Charter Schools, private schools and intermediate units. The student enrolled in this course will be supervised by faculty or an approved mentor. The student will be provided with experience in: Leading Change, Discipline and manifestation determination, 504 Service Agreements, Related Service Providers, School Finance and budgeting, Resources within the District, Inter- Agency Coordination, Community Partners and the Mental Health System, School Board, Child Find and the Referral Process, Mediation and Due Process, and working with Parents. 3.00 This course is for students who plan or are enrolled in a spring or fall practicum. The purpose of this course is: a) A placeholder for all the required documentation for the students to secure before the start date of the actual practicum course. These documents include: Agreement, Mentor’s resume, Action Plan of Practicum Project, email from mentor (from the school’s portal) indicating they have agreed to mentor the student. b) An interactive, non-graded course on how to develop a concrete Action Plan of Practicum Projects that meet the competency standards of the Pennsylvania Department of Education (PDE). c) a resource that includes the Practicum Handbook for students to refer to before and during the practicum. This weekend residency course will introduce and explore the theoretical and practical perspectives about knowledge and learning and the contexts that influence teaching and learning. 3.00 This course focuses on students in higher education as an area of practice and research. Course content examines theory and college as a theoretical construct, student development and identity formation within and beyond higher education institutions and links to theory with professional practice. 3.00 The purpose of this course is to provide students with preparation for or advancement within the professorate by examining faculty hiring and promotion processes, as well as responsibilities in addition to teaching, including faculty governance, other service to the institution, and scholarship. These activities will be examined through the frame of social justice and how each can be leveraged to help advance equity. Each student will complete a project that enables them to advance social justice in an educational area of their choosing. 3.00 Learners identify and analyze trends, issues, models, methods, various instructional strategies, technology, and classroom management strategies in instructional design for adults. Students will apply instructional design principles in the development of a course and explore application of various learning methods. 3.00 This course will explore the global, national, discipline-specific, and institutional contexts that guide program design and curriculum development. This course will examine the needs analysis and educational philosophy for developing programs. 3.00 This course provides a critical analysis of selected theories and concepts of learning are applied to the adult learning experience, learning styles, motivation in adult education programs, and workplace learning. 3.00 This course focuses on building students' knowledge and skills using web-based tools to effectively create an online teaching environment. This course will assist educators in developing online and blended courses to enhance the learning experience for students, colleges and universities exploring strategies to implement new learning tools. In addition, massive open online courses (MOOC), stackable certificates, and badges will be examined. 3.00 378

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

EDU

Type

course

Edition

2026-2027

Source

www.gmercyu.edu