University Catalog 2022-2023

Program Description

For years, the traditional school-as-factory model has set the tone for most teacher education programs. In contrast, La Salle’s Master of Arts in Education program offers unique alternatives that view each child as an individual learner with needs that often can’t be met through an industrialized approach to education. This assembly-line method of schooling encourages teachers to ignore individual differences and the interlocking parts of a child’s education. Worse still, it causes them to think in terms of stereotypes of grade, label, and subject.  

La Salle-prepared educators are not semi-skilled production workers. La Salle-educated teachers command a comprehensive understanding of the child or adolescent as a very individual learner. They know how to keep the differences of their students in mind and they know how to develop state-of-the-art instruction that works in the “real world” of the school. This focus on the individual as learner is the very embodiment of the expert teacher.  

La Salle-educated teachers also are grounded in analytic techniques that promote their ability to analyze the meaning and effects of educational institutions, develop critical understanding of educational thought and practice, and provide resources for the development of educational policy-making skills. This develops genuinely reflective professional practitioners who are capable of leading and innovating rather than merely following orders.  

​To insure a union of theory with practice, clinical teaching begins early in the program. Moreover, these practica are managed and directed by La Salle University in order to ensure optimal conditions of professional growth. La Salle’s Master of Arts in Education program offers: in-service continuing education for practicing teachers; dual certification in elementary, middle level, secondary and special education; certification in most secondary teaching areas: and add-on certifications in Instructional Coaching, Autism Spectrum Disorders and Special Education. 

Mission

Consistent with the mission of Graduate Studies, the mission of the Master of Arts in Education program is to prepare 21st century educators through project-based, problem-based service learning and community engagement grounded in Lasallian values. 

Program Goals

As students progress through the program, each will gain skills in the following areas:

Professional Learning Stance 

• Address practice through the lenses of learning and inquiry stances  
• Develop critical habits of mind to address assumptions of practice by evaluating and interrogating significance, perspective, evidence, connection and supposition  

21st Century Communication Skills  

• Use effective and articulate expression of thoughts and ideas effectively using multiple modalities and technologies in multiple and diverse settings   
• Use active and effective listening skills to surface underlying meaning, values, attitudes and intentions  
• Infer message effectiveness and impact before, during and after delivery  

Social Justice and Leadership  

• Engage in respectful collaboration to address professional and community issue 
• Display an awareness and sensitivity to ethnically, linguistically, cognitively, physically, socially diverse group 
• Demonstrate a belief in educational equity ​ 

Student Learning Outcomes

At the conclusion of the program, students will accomplish the following student learning outcomes that are aligned with Institutional Learning Outcomes (ILOs):

SLO 1:  Examine assumptions within disciplinary decision-making (ILO:  Broader Identities #2-Reflective Thinking and Valuing)   

SLO 2:  Use evidence as a basis for disciplinary decision-making (ILO:  Expanded Literacies #2-Critical Analysis and Reasoning)   

SLO 3:  Communicate effectively using the conventions of the discipline (ILO:  Effective Expression #1-Oral and Written Communication)   

SLO 4:  Collaborate effectively to solve disciplinary problems (ILO: Active Responsibility #3-Collaborative Engagement)  

Program Specific Information

Admission Requirements

To be accepted into the program:

Required

1. Provide evidence of successful academic achievement in completion of a baccalaureate degree from an accredited institution of higher education. Current official transcripts from each college attended to date (graduate and/or undergraduate) are required.
2. An overall GPA of 3.0 or hold an existing master’s degree.  For a GPA below 3.0, applicants will submit additional documentation to support the application profile. (e.g., Graduate Record Examination General Test (GRE) or Miller’s Analogies Test (MAT), interview, praxis test, etc.)
3. Provide two letters of recommendation from colleagues or supervisors who can address the candidate’s ability and motivation for enrollment.
4. Complete the Online Application for Admission (fee is waived).
5. Provisionally meet the criteria, both academic and professional, for Candidacy for Teaching Certification

Optional

1. Professional resume (can be uploaded onto the Online Application).
2. Attend a personal interview with the Director of the program, if requested by the Director.
3. Provide a personal statement of your interest in the program, if requested by the Director.

Send all materials to the address provided with the online application.

 

Admission is based solely upon applicant’s qualifications. Please refer to the University’s Nondiscrimination Policy in the General Reference section of this catalog.

All documents should be sent to the following:

            Office of Graduate Enrollment

            La Salle University- Box 826

            1900 W. Olney Avenue

            Philadelphia, PA 19141

            215.951.1100/ Fax 215.951.1462

            grad@lasalle.edu

Tuition, Fees, and Assistance

Students may find the tuition and fee schedule on the Financial Aid website.

TUITION ASSISTANCE

Information about financial aid, deferred payments and application forms may be obtained from the Director of Student Financial Services, La Salle University, Philadelphia, PA 19141-1119, or by calling 215.951.1070.

SCHOLARSHIPS AND ASSISTANTSHIPS

There are several additional financial support options for graduate students in the MA and certification programs.

Noyce Scholars Program

Current or recently graduated STEM major (Biology, Chemistry, Physics or Mathematics) who are interested in teaching within the STEM disciplines while supporting students in the Philadelphia region may consider the Noyce Scholars Programs.  The scholarship award is $15,000.  See https://www.lasalle.edu/prnp/ for program details.

Annenberg Scholarship Program

For those interested in teaching STEM subjects, needs-based scholarships are available through the Annenberg Scholarship Program.  Candidates are required to have a 3.0 GPA and show financial need.  Scholarship awards are available up to $10,000.  Submit the Annenberg application that is available at www.lasalle.edu/finaidforms.

Graduate Assistantships

Students can receive the equivalent of up to 3 graduate credits in exchange for administrative work in the Graduate Education offices or research support for faculty.  Students typically work up to 20 hrs. per week each semester.  Support is awarded each semester on an as-needed basis.

Other Funding

A modest amount of need-based, tuition-reduction funding is available for new students.

Additional Information

For more information contact the Graduate Education Program Office at 215.951.1593 or graded@lasalle.edu.

Information about financial aid and application forms may be obtained from the Student Financial Services’ Web site, http://www.lasalle.edu/financialaid/, or by calling 215.951.1070.

Academic Requirements

Individual plans for progression will be determined for each student in consultation with the program director and program adviser. 

Courses are offered in an 8-week hybrid or online format. Students complete courses during the fall, spring, summer and winter intersession terms.

Required for Degree

• 30 graduate credits consisting of the 6 Core and 4 other courses
• GPA of 3.0 and higher
• To maintain a 3.0, students need to earn a B or higher in their courses.  If a student earns more than 2 below B grades, they will be asked to re-take the course to maintain good standing in the program 
• A student must earn at least a B in EDC 751, which is the capstone course, for successful completion of the program

Core Courses

Required for the Master of Arts in Education 

• EDC 503 - Cognitive, Social, and Emotional Development
• EDC 510 - Human Exceptionalities
• EDC 602 - Educational Technology
• EDC 604 - Foundations of Schooling
• EDC 613 - The Developmentally Oriented Teacher
• EDC 751 - Transformative Pedagogy: A Capstone Experience

Electives

12 credits are required to complete the M.A. (Certification courses can be used as electives for the M.A.)

 

Endorsement Certifications

M.A. candidates may choose to specialize in one of the concentrations listed below.  Each concentration is also offered as a stand alone endorsement certification.

Autism Spectrum Disorders-Fully Online  (12 credits)

Instructional Coaching-Fully Online  (12 credits)

 

Certification Candidates - Field Experience/Integrated Coursework

M. A. degree with certification candidates will engage in field experience and integrated coursework:

Elementary and/or Special Education Certification Candidates

• Inclusion Practicum (Combines EDC 643, EDC 645, EDC 661)
• Professional Semester (Combines EDC 662 and EDC 679 or EDC 669 and EDC 679)

Middle Level and/or Special Education Certification Candidates

• Inclusion Practicum (Combines EDC 643, EDC 645, EDC 661)
• Professional Semester (Combines EDC 662 and EDC 679 or EDC 669 and EDC 679)

Secondary Education and/or Special Education Certification Candidates

• Secondary Education Practicum (Combines EDC 647 and EDC 648 or EDC 647, EDC 648 and EDC 661)
• Professional Semester (Combines EDC 680 and EDC 689 or EDC 680 and EDC 668)

Special Education Certification Only Candidates

• Inclusion Practicum (Combines EDC 643, and EDC 645 and EDC 661)

Autism Spectrum Disorders and Instructional Coach Endorsement Certifications

• field experiences embedded the courses.

 

*Visit the individual program pages for courses of study for each certification option offered.

Course Sequence

Program courses are offered in 8-week hybrid or online formats.  Students complete coursework across the fall, spring, summer and winter intersession terms.  The MA degree has the following course sequence:

• EDC 503 Cognitive, Social, and Emotional Development 
• EDC 510 Human Diversity 
• EDC 602 Educational Technology 
• EDC 604 Foundations of Schooling 
• EDC 613 The Role of the Developmentally Oriented Teacher 
• EDC 751 Transformative Pedagogy: A Capstone Experience 
• 4 Electives 

ELECTIVES

Students can choose up to additional four graduate-level courses (equal to 12 credits) to complete the program. Two of the electives must be in the field of education.  Certification courses can be used as electives for the M.A. 

CERTIFICATIONS

Students should consult with the Academic Advisor of the MA degree program for more information regarding the sequencing of certification courses.

Degree or Certificate Earned

M.A.

Number of Courses Required for Program Completion

10

Number of Credits Required for Program Completion

30

GPA Required for Program Completion

3.0

Program Contact Information

Master of Arts in Education 
Hayman Hall 112
1900 W. Olney Ave.
Philadelphia, PA 19141
graded@lasalle.edu  
215-951-1593 (p)
215-951-1843 (f)

Staff Contact Information

Kimberly E. Lewinski, PhD
Program Director
Hayman Hall 112
1900 W. Olney Ave.
Philadelphia, PA 19141
Lewinski@lasalle.edu 
215-951-1362 (p)
215-951-1843 (f)

Mariama Quist 
Academic Advisor, Graduate Education
Hayman Hall 112
1900 W. Olney Ave.
Philadelphia, PA 19141
Quist@lasalle.edu
P: 215-991-2037

Faculty

Professors: Bednar, Richardson, Williams

Associate Professors: Lewinski, Liang, Mosca, Roy

Assistant Professors: Baker, Byrne, McLaurin

Lecturers: Auletta-Singer, Brown, Conway, Davis, Dougans, Finore, Foote, Innocenzo, Kersul-Wiener, Ricci, Vassallo, Rulli

Professors Emeritus: Clabaugh, Feden, Vogel, Yost

Course Descriptions

EDC 503 - Cognitive, Social, and Emotional Development

This course provides an overview of the physical, cognitive, psychosocial, emotional, and moral development for humans across the lifespan. Participants will explore theories of learning and development as they pertain to the individual in the home, in schools, the community, at work, individually, with families and with peers. Attention will be paid to both normative and nonnormative developmental trends.

Number of Credits: 3

When Offered: Fall, Summer

How Offered: Online, Hybrid

EDC 505 - Introduction to Instructional Leadership I

This course provides an overview of adult learning, understanding, and communication as a vehicle to teacher growth and instructional leadership skills as well as an introduction to models of assessment, technology standards, technology in assessment, data-driven decision making using Excel and other data-based programs, data analysis, supervision, and professional development. Opportunities to shadow and observe practicum supervisory staff will be provided. Students will also get valuable experiences practicing authentic data collection and analysis through the development of an assessment and professional development plan in the graduate practicum.

Controversies are dissected and the organizational complexities of school structures are analyzed. Numerous levels of assessment and accountability are researched. Theories and practices of curriculum development are studied and applied to the construction of a values-based curriculum.
The course provides resources for the development of educational policy-making perspective skills. It stresses the knowledge, skills, and attitudes that make teachers effective curriculum leaders and school problem solvers.

Number of Credits: 3

When Offered: Fall

How Offered: Online

Prerequisites: EDC 613 or equivalent

EDC 510 - Human Exceptionalities

This course introduces human exceptionalities and surveys the psychological, medical, legal, and social forces influencing the provision of services for exceptional people. Clarifies perceptions of exceptionalities, defines and describes key terms and concepts, and identifies major trends that affect the scope and nature of service to exceptional people.

Number of Credits: 3

When Offered: Fall, Summer

How Offered: Online, Hybrid

EDC 512 - Introduction to the Middle School

This course is designed to provide students with an overview of the historical, social, and cultural influences in the development of the middle school concept. It investigates organizational structure, alternative patterns of school and class organization, team planning, and collaboration techniques. This course focuses exclusively on middle-level philosophy, transition, learning, and management so that teacher candidates seeking certification in grades 4-8 will have a deeper understanding of adolescent issues requiring specific educational approaches.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

EDC 520 - Writing Instruction for Literacy Educators

In this course, students will read and analyze books and articles written about the pedagogy of writing instruction to give the foundation necessary to create an authentic writing environment in their classrooms-where all of the students will view themselves as writers. The students will create teaching goals and will present what they learn through a variety of assignments culminating with the creation and implementation of a unit to reflect their growth.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

EDC 555 - Introduction of Early Childhood Methods

This course provides an overview of historical and current early childhood education models as well as curriculum, classroom management, and assessment considerations based on developmental theories of young children in Prek-4th grades. A special emphasis is placed on holistic curricula integrating literacy, mathematics, science, social studies, art, music, and movement into early childhood classrooms and including the family and community into the overall design. Understanding how to develop a classroom environment that embraces is emphasized.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 503

EDC 602 - The Teacher and Technology

This course helps teachers incorporate modern technologies of instruction into their classroom practices. Includes visual literacy and design principles, videography, the Internet, videodisc technology, cable in classroom, trends in educational computing, and multimedia. Emphasizes the impact of those technologies on human growth and development.

Number of Credits: 3

When Offered: Spring

How Offered: Online

Prerequisites: EDC 503

EDC 604 - Foundations of Schooling

This course examines schooling and its problems in historic, social, economic, legal, organizational, philosophical and global contexts. The intents and effects of educational institutions including, but not limited to schooling, both past and present are discussed. Schooling-related controversies are dissected and the organizational complexities of schools structures are analyzed. Numerous levels of assessment and accountability are researched. Theories and practices of curriculum development are studied and applied to the construction of a values based curriculum. The course provides resources for the development of educational policy- making perspective skills. It stresses the knowledge, skills and attitudes that make teachers effective curriculum leaders and school problem solvers.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 503, EDC 510, EDC 613

EDC 612 - Geography for Teachers

This course provides educators with the knowledge necessary to institute, update, and enrich the teaching of geography. Examines using geography as an integrative discipline to teach physical and social sciences. Surveys the major research traditions of geography including the earth-science tradition, the culture-environment tradition, the location tradition, and the area analysis tradition. Required of all Elementary and Special Education Certification candidates.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

EDC 613 - The Role of the Developmentally Oriented Teacher

This course enables students to more expertly apply child and adolescent developmental concepts to the practice of teaching. Explores strategic instructional planning, teaching styles, presentation skills, cooperative learning, and classroom management systems. Emphasizes the role of the teacher as an educational leader and decision-maker. Uses video-assisted micro-teaches both in the laboratory and the classroom.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 503

EDC 615 - Advanced Instructional Design

This course advances understanding of managing the teaching and learning environment through instructional and management considerations using research-based approaches for practicing teachers and instructional leaders. The use of technology and other methods to enhance in-depth learning are emphasized. Course content includes strategic instructional planning, curriculum mapping, integrated unit development, differentiated instruction, technology integration, authentic assessments, culturally proficient teaching, and the role that classroom management plays in developing a positive climate for learning. This course may be taken as an elective in the master's program

Number of Credits: 3

When Offered: Fall

How Offered: Online

Prerequisites: EDC 505

EDC 616 - Play, Learning, and Education

This course examines various perspectives on the notion of play in culture, with a particular emphasis on children's play. The course will emphasize the link between theory and practice at the sites in society where children interact with each other and adults.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

EDC 617 - Reading in the Content Areas for Secondary Educators

This course provides students with the opportunity to understand reading as a strategic interactive process that affects the learner's efforts in all academic areas. Students will explore currently held views of the reading process, instruction techniques, and assessment concerns related to secondary education. Class sessions employ a variety of formats, including lecture, demonstration, discussion, and hands-on experiences. Course projects provide practical application of the theoretical, instructional, and diagnostic issues presented. Required of all certification candidates.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 503

EDC 618 - Reading and Writing in the Elementary-Special Education Classroom

Promotes understanding of reading as a strategic interactive process that affects learners' efforts in all academic areas. Explores currently held views of the reading process, instruction techniques, and assessment concerns related to elementary and secondary education. Employs a variety of formats, including lecture, demonstration, discussion, and hands-on experiences. Course projects provide practical application of the theoretical, instructional, and diagnostic issues presented. Required of all certification candidates.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 503

EDC 619 - Literacy Difficulties: Diagnosis and Instruction for Reading Specialists and Classroom Teachers

The major goal of this course is to help future and practicing teachers understand how reading and writing ability develop, why some students have difficulty learning to read/or write, how to diagnose and address reading and writing problems, why a variety of assessment and teaching techniques must be used to identify students' strengths and needs, and how to use the results to design appropriate instruction. The premise for this goal is that both understanding why and knowing how are necessary for a teacher to make informed decisions that impact reading and writing instruction.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 617 or EDC 618; or enrolled in Special Education certification program

EDC 624 - Images of Schooling and Childhood in Literature, Painting, and Film

The seminar will examine how concepts of schooling and childhood evolved in American and European culture from the 18th century to the present. The course will focus on how literature, painting, and film reflect these changing concepts as they relate to the following: progressive vs. traditional schooling; school as factory, temple, and town meeting; public vs. private schooling; corporal punishment; moral education; childhood, heredity, and environment; and childhood, creativity, and imagination. The course will also include a field trip to the Philadelphia Museum of Art.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

EDC 641 - Teaching Science as Integrated Inquiry

This course focuses on how to develop student understanding of scientific knowledge and nature of scientific inquiry through inquiry-centered approaches that are in harmony with the contemporary research on cognitive science, motivation, and learning and instruction. It also addresses science education standards, issues, research, and application. Throughout the semester, students are provided with many opportunities to engage in personal and collaborative inquiry about teaching and learning science.

Number of Credits: 3

When Offered: Fall

How Offered: Hybrid

Prerequisites: EDC 503

EDC 642 - Development of Mathematical Thought

Assists students in understanding how children develop quantitative reasoning and examines implications for teaching math concepts, skills, and problem-solving approaches across content areas. Provides a basis for understanding the changing mathematics curriculum and offers opportunities to plan and evaluate instructional techniques. Required of all Elementary and Special Education Certification candidates.

Number of Credits: 3

When Offered: Fall

How Offered: Hybrid

Prerequisites: EDC 503

EDC 643 - Developing and Adjusting Instruction

This course is designed to help elementary and special education teachers use a developmental perspective in order to design instruction that maximizes learning for a diverse groups of pupils. Further, this course will provide the knowledge necessary for teachers to adjust instruction to accommodate the wide variety of needs commonly found among children with and without disabilities and other needs in current elementary and special education classrooms. Education 643 provides the background necessary for understanding developmental levels, learning styles, and research-based instructional strategies that connect to unit development. Education 645 and 661 represents a summer practicum experience necessary to implement instruction in inclusive and non-inclusive educational settings.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

Prerequisites: EDC 503, EDC 510

EDC 644 - Assessing the Abilities of all Learners

This course provides an overview of norm-referenced, criterion-referenced, curriculum-based, and authentic assessments used in the evaluation of students with and without disabilities. Classroom-based practices using differentiated assessments are also emphasized in this course. Students will be engaged in evaluating a focus child and writing a report containing Individualized Educational Plan (IEP) goals to meet the needs of the student.

Number of Credits: 3

When Offered: Spring

How Offered: Hybrid

Prerequisites: EDC 510 or permission

EDC 645 - Planning and Instruction for Students with Special Needs

This course will extend graduate students' understanding of Individualized Education Plan (IEP) planning, including the Individual Transition Plan, and how to collaborate with parents and outside agencies. Included will be IEP interpretation and accommodations for students classified as low incidence students, including autism. In addition, students will learn how to adjust standards-based units of instruction to meet the needs of students with moderate to severe disabilities. Addressed will be the following: functional and basic academics, communication, daily living skills, socialization, community experiences and related services.

Number of Credits: 3

When Offered: Summer

How Offered: Face-to-Face

Prerequisites: EDC 643

EDC 647 - Developing and Adjusting Instruction for Secondary Learners

This course applies a developmental perspective to the design and implementation of secondary-level instruction.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

Prerequisites: EDC 503 or permission

EDC 648 - Secondary Education Summer Practicum

An intensive summer immersion program for secondary certification candidates. Provides an early full-time classroom teaching experience in a closely supervised and highly supportive clinical setting.

Number of Credits: 3

When Offered: Summer

How Offered: Face-to-Face

Prerequisites: EDC 503, EDC 647 or permission

EDC 650 - Language Assessment and Special Education of ESL Learners

Provides an overview of federal, state, and local mandates regarding the assessment of ESL learners. Placement testing, standardized assessment, performance assessment, rubrics, and portfolios will be addressed specifically. Issues in authentic assessment and assessment in the content areas will also be addressed. Helps students to understand the legislation that promotes individual rights for children and adults with disabilities, the special education classification and labeling process, and current trends in the education of children with disabilities. Students will analyze the impact that a handicapping condition has on the individual in learning and social environments.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

Prerequisites: BLS 600, BLS 601, or permission

EDC 652 - Leadership and Educational Change I

This course focuses on developing education professionals' ability to critically reflect on problems arising in schools for the purpose of achieving positive school change. Using in-depth research related to instructional practices in a specific content area of interest or expertise (reading, mathematics, social studies, science, etc.) or behavior management, students will conduct needs assessments in their schools and design a professional development project that will result in positive classroom or school change. Approval of the project is required by the school leadership and course instructor prior to progressing to the next course (EDC 651), in which the action research project will be implemented.

In order to prepare graduate students for this project they will be exposed to the following 1) school staff development needs and resources based on analysis of data, interviews with teachers and the leadership team, and personal observations; 2) multiple assessments designed to measure program outcomes, and: 3) activities designed to address the needs of the educational program and needs assessment.

Number of Credits: 3

When Offered: Spring

How Offered: Online

Prerequisites: EDC 505, EDC 615

EDC 653 - Leadership and Educational Change II

This course is a continuation of EDC 650: Leadership and Educational Change I. Thus, graduate students will be implementing professional development plans in a school environment and analyzing data collected to measure outcomes of the action research project. Students will be mentored and supervised by a La Salle University instructor as they engage in implementing their school-based projects and measuring outcomes.

Number of Credits: 3

When Offered: Spring

How Offered: Online

Prerequisites: EDC 505, EDC 615. EDC 652

EDC 655 - Dimensions of Autism

This course provides an overview of the historical and legislative antecedents of autism spectrum disorder (ASD) . Students will learn about the characteristics of students who fall with in the Autistic Spectrum (Asperger's syndrome, pervasive developmental disorder, Rett's syndrome, childhood disintegrative disorder, and hyperlexia) in preparation for teaching students with autism in inclusive and self-contained settings. Students will be introduced to a continuum of interventions for students with ASD.

Number of Credits: 3

When Offered: Fall

EDC 657 - Systems Approach With Families and Educators

This course is designed to provide the Marriage and Family Therapy (MFT) Graduate Student, and the Education Graduate Student with an understanding of how family systems, the education system and the community mental health system operate independently and collectively, and the influence each has on the other with regard to the special needs child and family. The goal of the course is to enhance the understanding of the delivery of service, and its impact on the well being of the child and the family. A comprehensive overview of systems approach to family therapy, the educator's role within the education system, and access and understanding of the community mental health system will be examined and explored. Additionally examined will be cultural issues and realities, the ethical considerations in treating a special needs child and family, and how all systems within the child's life can collaborate within the treatment model developed for that child.

Number of Credits: 3

When Offered: Fall

How Offered: Online

Prerequisites: EDC 655

EDC 661 - Teaching All Students in Inclusive and Special Education Settings

An extension of EDC 645 in which participants design and deliver instruction to moderately and severely handicapped learners. Emphasizes the classroom application of research-based knowledge of child development and individual differences.

Number of Credits: 3

When Offered: Summer

How Offered: Face-to-Face

Prerequisites: EDC 643 and EDC 645 or EDC 647

EDC 662 - Elementary and Special Education Student Teaching

Required of all Elementary and Special Education Certification candidates with no teaching experience.

Number of Credits: 3

When Offered: Fall, Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence.

EDC 665 - Communication Strategies for Teachers of Students Spanning the Special Needs Spectrum

This course will provide educators with new insights into the communications-related needs of students, enable participants to work more effectively with related services in the delivery of special programming and, teach class members to apply new technologies and strategies to best meet the needs of special needs students including those with Autism Spectrum Disorders (ASD). In collaboration with speech- language pathologists, current practices in monitoring, data-gathering and assessment of students holding communications-related IEPs will be introduced, practiced and applied to the classroom setting in a practicum experience.

Number of Credits: 3

When Offered: Spring

How Offered: Online

Prerequisites: EDC 655

EDC 667 - Implementing the IEP in the Inclusive Classroom

This hybrid course will enhance graduate students' understanding of how to interpret a Comprehensive Evaluation Report (CER) and Individualized Education Plan (IEP) in order to meet the academic, social, and/or behavioral goals of students with disabilities within the context of the general education curriculum. In addition, special consideration of the needs of English language learners and gifted and talented students will be addressed in the course. Application of universal design, differentiated instruction, and specific accommodations and strategies for students with disabilities will be stressed.

Number of Credits: 3

When Offered: Spring

How Offered: Online

Prerequisites: For the special education certification program: EDC 510, EDC 644, EDC 643, EDC 645, EDC 661; For the ASD program: EDC 655; EDC 665

EDC 668 - Secondary Education Supervised Teaching (S)

This course can, with permission of the Candidacy Committee, replace student teaching for candidates with two or more years teaching experience who are also currently employed as teachers. For one semester, the supervised teacher is observed and guided by University faculty while teaching in his or her own current private or public school position. The supervised teacher also conducts an action research project. (Must meet Commonwealth standards as appropriate for area of certification.) Required of all certification candidates who are not required to take student teaching.

Number of Credits: 3

When Offered: Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence.

EDC 669 - Elementary and Special Education Supervised Teaching/Transitional Teaching

This course can, with permission of the Candidacy Committee, replace student teaching for candidates with one or more years teaching experience who are also currently employed as teachers. For one semester, the supervised teacher is observed and guided by University faculty while teaching in his/her own current private or public school position. The supervised teacher also conducts an action research project. Required of all certification candidates who are not required to take student teaching.

Number of Credits: 3

When Offered: Fall, Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence.

EDC 670 - Special Topics in Education

Permits individual examination of topics of special interest. 

Number of Credits: 3

When Offered: Fall, Spring

How Offered: Face-to-Face, Online, Hybrid

Restrictions: Requires faculty sponsor and permission of the Director.

EDC 673 - Seminar in School Law

This course surveys the complex legal environment in which schooling takes place. Explores the variety of laws and regulations that govern the work of educators. Outlines guiding legal principles and summarizes the legal processes whereby conflicts are resolved.

Number of Credits: 3

When Offered: Summer

How Offered: Hybrid

EDC 679 - Elementary and Special Education Special Methods of Teaching

Weekly seminars held either on campus or at the practicum site designed to help students translate theory into practice by exploring teaching methods in the chosen area of certification. Research project required. Required of all certification candidates.

When Offered: Fall, Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence.

EDC 680 - Secondary Education Special Methods of Teaching

Weekly seminars held either on campus or at the practicum site designed to help students translate theory into practice by exploring teaching methods in the chosen area of certification. Research project required. Required of all certification candidates.

Number of Credits: 3

When Offered: Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence.

EDC 689 - Secondary Education Student Teaching

Required of all certification candidates not eligible for Supervised Teaching.

Number of Credits: 3

When Offered: Spring

How Offered: Face-to-Face

Prerequisites: Must be taken as final course in certification sequence

EDC 751 - Transformative Pedagogy: A Capstone Experience

This capstone course, for students in any of the Education programs leading to a Master's degree, will focus on critical pedagogy and transformative pedagogies, while providing the structure and guidance for the completion of a capstone project. Students will be able to choose one of three capstone options: (1) publishable quality paper, (2) development of a curriculum, or (3) action research project. The course will be structured so that students will be guided through project proposal, design and completion while engaging in coursework and readings that emphasize transformative pedagogies. A B or higher must be obtained in this course to complete the Master's Degree program. 

Number of Credits: 3

When Offered: Spring, Summer

How Offered: Online, Hybrid

Prerequisites: EDC 501, EDC 502, EDC 504, EDC 604, EDC 613