Course Descriptions

EDME 502 Advanced Socio-Cultural Perspectives on Education (3)
This course provides an overview of the theoretical bases and practical implications of socio-cultural variables on education. It employs multiple social theories as analytical frameworks to provide new insights for students to be critical of the educational policies and practice and to promote pluralism of students, their communities, and teachers. It focuses on knowledge, reflection, and action (praxis) as the basis for social change. Includes the study of socio-cultural variability and diversity including English language learners in educational settings.

EDME 503 Advanced Instructional Design and Assessment (3)
Students extend their instructional planning and assessment skills by applying a systems model of instructional design that is founded on research-based learning theories and includes alignment of learning goals with academic standards and assessments. Emphasis on thinking and decision-making processes necessary for developing instruction and evaluating the achievement of learning goals in a range of learning environments and with a broad range of learners.

EDME 504 Family and Community Partnerships (3)
This course will help students develop personal and professional characteristics to be more effective communicators and collaborators in a variety of school-related contexts. Students will view families and communities as resources to support the development of children and learn ways to tap into those resources for the benefit of all learners. A focus on empowerment of and collaboration with traditionally marginalized groups including English language learners and students with disabilities.

EDME 505 Educational Leadership (3)
Using a functional, rather than positional, approach to leadership, this course invites students to consider how teachers can and do take on leadership functions. Through case studies and descriptions of trends in school leadership, students will explore how teachers influence policy and practice in their schools. Students will develop ethical frameworks to guide their decision-making in the classroom and in the larger school and district contexts.

The course examines the characteristics of ethical leaders and the influence of core values on teaching. Drawing from TESOL and Special Education the course will survey the ethical, legal and policy issues and trends in TESOL and Special Education which merit students' awareness and understanding, as well as a springboard from which they can explore specific topics in greater depth. Attention is given to the issues involved in being an effective teacher/leader and colleague in a work environment that is often challenging and unpredictable. Students are invited to reflect on these issues in light of Christian faith and beliefs.

EDME 518: Second Language Acquisition: Theories and Context (3)
This course examines the major theoretical schools of thought on second language acquisition (SLA) and the bodies of research and practice that have developed around them.  Many diverse factors relevant to SLA will be addressed, such as: learner age and purpose, educational settings, ESL and EFL contexts, and shifting views in teacher and learner roles in SLA.  This course will look at both vast diversity and commonalities in perceptions and perspectives on second/foreign language learning and teaching around the globe, with an emphasis on developing a broad rather than narrow understanding of TESOL.  The overall objective of the course is to give students a firm theoretical grounding in both SLA and TESOL, upon which future course work regarding language and methodology can be built.

EDME 520: Applied Linguistics: Grammar and Phonology in TESOL (3)
This course introduces students to the study of linguistics and investigates why it is relevant to the teaching of English as a second language. Students will be introduced to the fundamentals of the sound system in English (phonetics and phonology), the way that meaningful units in the language combine to form words (morphology), the sentence system (syntax), the elements of grammar that are relevant in the ESL classroom (pedagogical grammar), the role of language in society (sociolinguistics), and the use of language in communicative situations (discourse analysis).Throughout the course, an emphasis will be placed on authentic issues and concerns in teaching English learners in diverse contexts.

Students will develop grammar teaching skills and strategies integrated into communicative language teaching methodologies, and will gain practice planning and teaching lessons which focus on elements of structure and phonology.

EDME 521 TESOL Methods and Assessment with field experience (3)
This course is an introduction to the modern theories and current practices of TESOL methodology. Topics include instructional approaches, lesson planning, evaluation of resources, and classroom management. The course also includes a discussion of classroom diagnostic and achievement assessment and program-level assessment. The main topics include approaches to evaluating language subskills (vocabulary, grammar, pronunciation) and communication skills (speaking, listening, reading, and writing); models of language assessment; examination of standardized tests and their appropriate application; and research-based framework linking assessment to instruction. Supervised field experience required. Prerequisite: EDME 518 Second Language Acquisition: Theories and Context

EDME 522 Autism Spectrum Disorders (3)
The course will focus on effective educational practices designed to meet the needs of children and early adolescents with autism spectrum disorders in the continuum of alternative educational settings.  Specific emphasis will be placed on understanding the characteristics and impact of these disorders on learning, assessment for the purpose of designing instruction and monitoring progress, curriculum selection and development and implementation of evidence-based practices and strategies found to be effective in supporting students with autism spectrum disorders.

EDME 525 Curriculum and Learning (3)
This course focuses on the responsibility of teachers to design effective instruction based on an understanding of a standards-driven curriculum and learning theory. Students will be able to articulate the facets of a curriculum, learning theory, instructional practice, and explain how they relate to each other and define the work of teachers. They will identify ways in which curriculum and instructional practices can support or impede the learning of all students in the K-12 context and develop strategies for working collaboratively with parents and other stake holders to meet the learning needs of all students including those with disabilities, English language learners, and those who are gifted.

EDME 526 Low Incidence Populations with field experience (3)
In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with severe and profound disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within the general and functional curriculums, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration.

EDME 527 Positive Behavioral Support with field experience (3)
This course is designed to engage learners in thoughtful exploration and discussion of models of human behavior, researched-based principles of behavior management and practical application of behavioral and educational strategies used to create a classroom climate that promotes positive behavior for all learners, including learners from culturally and/or linguistically diverse backgrounds. A strong emphasis will be placed on those learners with behavioral, emotional and social disabilities. Included will be foundations in understanding, assessing and managing behavior, strategies to prevent and remediate challenging behavior, and strategies for teaching pro-social replacement behaviors. In addition, the design of functional assessment and positive behavior supports will be addressed.

EDME 528 Infants, Toddlers, and Families with field experience (3)
This course will examine typical and atypical social, emotional, physical, cognitive, and linguistic development of infants and toddlers (birth through three-years). This course will also examine the role of the family and other caregivers, such as childcare providers, preschool teachers, and foster care parents, in the development of infants and toddlers (birth through three-years). Topics will include the development and maintenance of attachments to caregivers, the role of culture and gender in development, the role of socioeconomic status, infant and toddler mental health issues, and infants and toddlers with special needs. Early intervention and assessment techniques will be explored along with developmentally appropriate practices. For example, students will become familiar with the Individualized Family Service Plan (IFSP), the Denver Developmental Assessment, and other services that may be provided to infants and toddlers.

EDME 529 High Incidence Populations with field experience (3)
In this course students will learn to use formal and informal assessment to guide instructional planning and decision making for the purpose of providing appropriate educational programs for learners with mild and moderate disabilities, including learners from culturally and/or linguistically diverse backgrounds. Special attention will be given to instructional adaptations, accommodations and modifications within the general curriculum, evidence-based instructional strategies, Universal Design for Learning, differentiated instruction, creating a positive learning environment, behavioral management techniques and team collaboration.

EDME 530 Special Education Internship and Seminar (3)
Students in this course will spend a minimum of 120 hours in a special education classroom setting. In this placement, students will design and deliver instruction and assessment. Students will also use data to inform instructional decisions. Concurrent seminar will provide time for reflection on professional practice, ethics, integration of faith commitment with practice, and reinforcement of program objectives. (Pre-requisite: at least 24 EDME credits)

Students already holding Pennsylvania Special Education teacher certification will complete the internship in one of the three domain specific areas including autism spectrum disorders, specific learning disabilities or emotional and behavior disorders.

EDME 531 Special Education Thesis/Project and Seminar (3)
In addition to satisfactory completion of course work, thesis or project will be a capstone experience for master's degree in Special Education. Students enrolled in the thesis/project will be enrolled in a concurrent seminar. The faculty member for this seminar will broadly guide the students' research efforts and facilitate peer review, collaborative problem solving, and integration of program objectives into the students' research questions, methods, and discussions. (Pre-requisite: EDME 545, Educational Research, and at least 24 EDME credits).

EDME 532 TESOL Internship and Seminar (4)
This course is a supervised field experience of 120 hours in a setting appropriate for the student's program and career goals. Concurrent seminar will provide time for reflection on practice, integration of faith commitment with practice, and reinforcement of program objectives. (Pre-requisite: at least 12 EDME credits).

EDME 533 TESOL Thesis/Project and Seminar (3)
In addition to satisfactory completion of course work, thesis or project will be a capstone experience for master's degree in TESOL. Students enrolled in the thesis/project will be enrolled in a concurrent seminar. The faculty member for this seminar will broadly guide the students' research efforts and facilitate peer review, collaborative problem solving, and integration of program objectives into the students' research questions, methods, and discussions. (Pre-requisite: EDME 545, Educational Research, and at least 24 EDME credits).

EDME 534 Curriculum and Instruction Thesis/Project and Seminar (3)
In addition to satisfactory completion of coursework, a thesis or project will be a capstone experience for the master’s degree in Curriculum and Instruction. Students enrolled in the thesis/project will be enrolled in a concurrent seminar. The faculty member for this seminar will broadly guide the students’ research efforts and facilitate peer review, collaborative problem solving, and integration of program objectives into the students’ research questions, methods, and discussions. (Pre-requisite: EDME 545, Educational Research, and at least 24 EDME credits).

EDME 536 Instructional Design and Assessment for Learners with Autism Spectrum Disorders (3)
This course is designed to prepare educators to conduct assessment and design instruction for students with Autism Spectrum Disorders. A strong emphasis is placed upon the use of assessment to guide instructional planning and utilizing evidence-based practices and decision making for the purpose of providing appropriate programs in the least restrictive environment. This course includes a 20-hour field placement within an instructional setting that provides support and instruction to children and adolescents with autism spectrum disorders.

EDME 537 Transition and Secondary Special Education (3)
This course responds to the needs expressed by school personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities. The IDEA amendments of 2004 (P.L. 108-446) mandate transition services which include ongoing assessment, curriculum planning, and collaboration with a variety of stakeholders to include community agency personnel, school administration and faculty, and parents. The course provides knowledge, skills, and competencies required of secondary special school personnel to assist youth and young adults as they transition to post-secondary opportunities.

EDME 545 Educational Research (3)
This course provides an introduction to research methodology as it applies to the field of education.  The focus of the course is on the fundamental principles of educational research including the formulation of research questions/hypotheses, sampling methods, quantitative, qualitative and mixed research designs, statistical methods, ethical and legal considerations, research report writing and the use of research to solve problems.  The course also provides students with the skills needed to critically evaluate published research as informed consumers and a framework for designing a proposal for a research study in an area of interest. [Effective Fall 2014, this course will be replaced with EDME/HIED 580 Educational Research Methods]

EDME/COUN 551 Effective Practices for Every Learner (3)

This course will enable students to investigate the legislation and landmark litigation that govern special education eligibility and service delivery. Students will also learn about the major areas of exceptionality including the characteristics, incidence, etiology and diagnostic criteria connected with those areas of exceptionality. Educational and therapeutic services available to school-age children and youth with exceptionalities will also be explored. With this foundation, students will be able to analyze and apply best practices and sound professional strategies to assist school-age students with disabilities.

EDME/HIED 580 Educational Research Methods (3) [Effective Fall 2014]
The focus of the course is on the fundamental principles and methodologies of educational research.  This course provides a broad overview of research methods, including the formulation of research questions/ hypotheses, sampling methods, as well as quantitative, qualitative, and mixed research designs.  A basic introduction to statistical analysis as well as consideration of ethical implications of research will also be addressed.  The course provides students with the skills needed to critically evaluate published research and to develop a framework for designing a research proposal in an area of interest.