Graduate Course Descriptions

This course will introduce the theories of homeland security and the crucial fundamentals of the department by exploring its mission and goals. Students will develop an understanding of terrorism by learning how these organizations work, and what threats they pose to today’s society. In addition, students will learn that the man-made threats are not the only dangers challenging homeland security and that “natural threats” also pose a challenge for he department. Students will become familiar with federal, state, and local laws, as well as international law, as it relates to the mission and goals of homeland security. Special attention will be dedicated to the USA PATRIOT Act of 2001, the Homeland Security Act of 2002, and the Emergency Management Reform Act of 2006 and how these Acts affect policy making with the department. Included will be an introduction to the different communities associated with the Department of Homeland Security, the intelligence, the security, and the mil

This course covers the duties of cybersecurity analysts who are responsible for monitoring and detecting security incidents in information systems and networks, and for executing a proper response to such incidents. The course introduces tools and tactics to manage cybersecurity risks, identify various types of common threats, evaluate the organization’s security, collect and analyze cybersecurity intelligence, and handle incidents as they occur.

The course is required for students who have completed EDL 798, 799, and 800, but need additional time to complete the dissertation process. Please see Page 15 of Graduate Catalog – Continuous Registration.

By arrangement with the Director of Student Teaching (two semesters prior to the intended student teaching semester), students spend full-time in the schools during the six weeks of student teaching. This experience is guided and directed by university staff in cooperation with school personnel. During this time, student teachers participate in seminars conducted by university staff. Students are required to complete pre-student teaching observations in school settings prior to student teaching. Certification also requires satisfactory completion of the state-mandated tests. Note: Methods and Strategies courses must be completed before student teaching. This course is repeatable if needed.

By arrangement with the Director of Student Teaching (one year in advance), students spend full-time in the schools during the twelve weeks of student teaching. This experience is guided and directed by university staff in cooperation with school personnel. During this time student teachers participate in seminars conducted by university staff. Students are required to complete pre-student teaching observations in school settings prior to student teaching. Certification also requires satisfactory completion of the state-mandated tests. Note: Methods and Strategies courses must be completed before student teaching.

The comprehensive examination is a culminating experience for the MA degree which reflects the student’s synthesis and integration of knowledge in both Core and Education domains. It requires primary research investigations, using APA documentation within clear, cogent and logical responses. In order to be eligible for the comprehensive examination, the studentmust have completed the following requirements: • all those required for admission to the program • Common Core courses • required concentration • all courses with at least a “B” average

Candidates will learn how to develop and use a variety of evaluation methods to monitor student academic achievement and teaching effectiveness. Special emphasis will be placed on relating evaluations to curriculum and instruction. The course covers standardized tests and other diagnostic tools, including intelligence, achievement, aptitude and personality tests, frequently encountered and/or used by classroom teachers. Particular attention will be given to adapting assessments to meet the needs of all students. Candidates will plan, construct, administer and analyze data for a diagnostic evaluation of achievement for a content unit. Contemporary issues related to testing, grading, evaluation, and accountability will also be addressed.

Course participants are introduced to the cultural and English learning needs of ELLs (both academic and communicative). Course emphases include knowledge and strategies for making academic content accessible to ELLs; recognizing linguistic and cultural bias in instruction; using assessment data for modifying instruction; knowing legal responsibilities to ELLs; and communicating with their families. (PA Code, 49.13)

An analysis of the function of ethics in professional life and a study of the influence that ethical concerns and judgments exert on the educational leader and the implications of the interdisciplinary nature of ethics.

This course provides coverage of the teaching profession and the issues/controversies confronting American Education. It includes how schools are organized, administered, regulated and financed, along with various philosophies of education, currculum design, and instructional practices. In addition, it introduces critical analysis of major theories of human learning, cognition, and motivation while describing theories of behaviorism, cognitivism, and social learning.