King's College Graduate Courses - Spring 2012

Winter Intersession Semester – December 19, 2011- January 13, 2012
COURSE
COURSE NAME
INSTRUCTOR
DAY
TIME
HCA 575
Health Promotion
Dr. Bernie Healey
Moodle on-line course
15-week evening classes – January 16 - May 10, 2012
M.Ed. in Reading
Educ 505
ELL Adaptations
Ms. Swaditch
see below, Weekend Schedule
Educ 510
Developmental Nature of Reading
Dr. Jill Yurko
Tues
6:00-8:45 p.m.
Educ 515

Reading in the Content Area

Mr. Michael Caprari
Mon.
5:00-7:45 p.m.
Educ 516

Reading Disabilities: Diagn. & Presc.

Dr. Joyce Armstrong
Thurs
5:00-7:45 p.m.
Educ 517

Org., Admin., & Superv. of Rdg. Programs

Dr. Deborah Carr
Wed
5:00-7:45 p.m.

Educ 520

The Writing Process K-12
Dr. Jill Yurko
see below, Weekend Schedule
Educ 575-A
Reading Research Project
Dr. Joyce Armstrong
Wed
6:00-8:45 p.m.
Educ 575-B
Reading Research Project
Dr. Jill Yurko
Wed
6:00-8:45 p.m.
Educ 605
ESL Instructional Materials
Dr. DeBorah Carr
see below, Weekend Schedule
M.Ed. in Curriculum and Instruction
Educ 510 Developmental Nature of Reading
Dr. Jill Yurko
Tues.
6:00-8:45 p.m.
Educ 580 Curriculum Theory and Design
Dr. DeBorah Carr
Tues.
6:00-8:45 p.m.
Educ 584 Interactive Learning
Ms. Sarah Pryor
see below, Weekend Schedule
Educ 590 Educational Research and Statistics
Dr. Thomas Drazdowski
Wed.
6:00-8:45 p.m.
Educ 600, Educ 605, Educ 610, Educ 615 (ESL courses)
see below, Weekend Schedule
Educ 620 ESL Master’s Project
Dr. Deborah Carr
Thurs.
6:00-8:45 p.m.
Educ 630 Elementary Math and Science Instruction
Ms. Chismar
see below, Weekend Schedule
Educ 635 PK-4 Master’s Project
permission required
t.b.a.
Educ 640 Mathematics Curriculum and Instruction
Mr. Sam Elias
Thurs.

6:00-8:45 p.m.

Educ 650 Math Master’s Project
Dr. Denise Reboli
Wed.
5:00-7:45 p.m.
Educ 660 Science Curriculum and Instruction
Ms. Marie Ernst
Mon.
5:00-7:45 p.m.
Educ 670 Science Education Master’s Project
permission required
t.b.a.
Educ 680 Social Studies Curriculum and Instruction
Mr. Scott Horlacher
Thurs.
5:00-7:45 p.m.
Educ 5827, Educ 5865, Educ 5883, (Excellence in Teaching)
see below, Weekend Schedule
Educ 5893, Educ 5894 (Excellence in Teaching)
see below, Weekend Schedule
M.Ed. in Health Care Administration
HCA 507 Financial Management
Ms. Michele McGowan
Mon.
6:15-9:00 p.m.
HCA 511 Quantitative Business Methods for HC
Staff
Tues.
6:15-9:00 p.m.
HCA 572 Health Law
McCormick
Wed.
6:15-9:00 p.m.
HCA 596-T Leadership for Quality Man. (capstone)
Dr. Bernie Healey
Tues.
6:15-9:00 p.m.
HCA 596-Th

Leadership for Quality Man. (capstone)

Dr. Bernie Healey
Thurs..
6:15-9:00 p.m.
HCA 599 Internship
permission required
t.b.a.

 

First accelerated session - January 14 - March 3, 2012
COURSE
COURSE NAME
INSTRUCTOR
DAY
TIME
HCA 500
Intro to Health Services Systems
Dr. Bernie Healey
Moodle on-line course
HCA 573
Health Care Information Systems
Mr. Joe Marrone
Sat.
8 a.m.-12:45 p.m.

 

Second accelerated session - March 10 - May 5, 2012
COURSE
COURSE NAME
INSTRUCTOR
DAY
TIME

HCA 505

Epidemiology for Health Care Management
Dr. Bernie Healey
Moodle on-line course

HCA 576

Operations Management in Health Care
Ms. Michele McGowan
Sat.
8:00 a.m.-12:45 p.m.

 

Weekend Accelerated Scheduling: Two weekends, Fri., 5 - 9 p.m.; Sat. and Sun., 9 a.m. - 5 p.m.
M.Ed. in Reading; M.Ed. in Curriculum and Instruction; ESL Certificate Program
COURSE
COURSE NAME
INSTRUCTOR
DAY
Educ 505
ELL Adaptations
Ms. Swaditch

Jan. 13-15 and 27-29

Educ 630
Elementary Math and Science Instruction
Ms. Chismar
Jan. 20-22 and Feb. 3-5
Educ 584
Interactive Classroom
Ms. Sarah Pryor

Feb. 17-19 and March 2-4

Educ 520
The Writing Process K-12
Dr. Jill Yurko

March 2-4 and 16-18

Educ 600
Engl. Grammar, 1st and 2nd Lang. Acq.
Ms. Sheila Smith

Jan. 13-15 and 27-29

Educ 605
ESL Instructional Materials
Dr. Deborah Carr

Feb. 10-12 and 24-26

Educ 610
ESL Assessment and Evaluation
Dr. Janet Donovan

March 9-11 and 23-25

Educ 615
ESL Cultural and Ling. Diversities
Ms. Lauren Maylath

April 13-15 and 27-29

 

Accelerated Scheduling:  Excellence in Teaching and Non-Degree credit (only)
COURSE
COURSE NAME
INSTRUCTOR
DAY
Educ 5883
SAS: What PDE Requires Teachers to Know
Mr. Anthony Grieco

Sat, Jan. 7, and Sat, Jan. 21, 8:00 a.m.- 5:00 p.m.
Blended format:  Two in-class meetings, with on-line instruction between the meetings.

Educ 5865
Agencies and Interventions for At-Risk Students
Mr. Joe DeLucca
Sat, Feb. 4, and Sat, Feb. 18, 8:00 a.m.- 5:00 p.m.
Blended format:  Two in-class meetings, with on-line instruction between the meetings.
Educ 5827
Gangs and School Violence I
Mr. David Tosh and Mr. Brian Lavan

Saturday/Sunday, 8:00 am.- 5:00 p.m.,
February 11-12 and February 25-26

Educ 5894
Bridging Achievement Gaps in Our Schools
Mr. Michael Caprari

Sat, Mar. 10, and Sat, Mar. 24, 8:00 a.m.- 5:00 p.m.
Blended format:  Two in-class meetings, with on-line instruction between the meetings.

Educ 5893
Cyberethics
Mr. Russ Singer and Ms. Erin Keating

Sun, Apr 15, and Sun, Apr 29, 8:00 a.m.- 5:00 p.m.
Blended format:  Two in-class meetings, with on-line instruction between the meetings.

 


Course Descriptions - M.Ed. in Reading

Educ 505 – ELL Adaptations. This course is designed to instruct reading specialists in the foundations, instructions, assessment, professionalism and culture of the E.L.L. student.  It will introduce the prospec-tive reading specialist to the current need for reading assistance for the E.L.L. student.  Participants will explore the methods, strategies, research and resources to develop and implement ESL programs to help English Language Learners acquire both the English language and academic cognitive understandings and skills.  Participants will design resource and teaching materials, implement them with their students, and provide reports to the class.  This course may be taken as an elective in the Reading program.  (3 credits)

Educ 510 – Developmental Nature of Reading. The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning.  The reading-writing relationship and authentic assessment procedures are stressed.  (3 credits)

Educ 515 – Reading in the Content Area. This course emphasizes strategies that enhance a student’s ability to understand content-area reading.  Understanding the complexity of expository texts will be reviewed, along with techniques for improving vocabulary, comprehension, and study skills.  (3 credits)

Educ 516 – Reading Disabilities: Diagnosis and Prescription.  This course will review strategies for improving reading, writing, and study skills.  Intervention based on assessment results to provide effective instruction will also be discussed.  This course is the first half of the Reading practicum experience, which concludes with Educ 550.  Educ 550 will be offered in Summer 2011.  (3 credits)

Educ 517 – Organizational, Administration and Supervision of Reading Programs. The effectiveness of managing reading programs will be explored.  The human resources, structural, economic, political, and symbolic relationships impacting on instruction will be examined.  The organizational framework of actual settings and leadership styles will be analyzed.  (3 credits)

Educ 520 – The Writing Process K-12. This course examines writing as a means of facilitating language development and learning.  Practical means of implementing writing and the writing process into all aspects of the curriculum are examined, along with the reading-writing connection and writer’s workshop. The goal of the course is to develop an understanding of the purpose for writing in K-12 classrooms.  (3 credits)

Educ 575 – Reading Research Project. Each student will engage in a reading research project in an area of special interest.  Upon completion of the project, students will write a professional-quality academic paper.  Prerequisite: Educ 500.  Permission required.  (3 credits)

 

Course Description - M.Ed. in Curriculum and Instruction

Educ 510 – Developmental Nature of Reading. The nature of literacy learning is explored from the perspective of children constructing meaning and being actively involved in their learning.  The reading-writing relationship and authentic assessment procedures are stressed.  (3 credits)This course is being offered through the Reading program, but it may also be taken as a PK-4 concentration course in the Curriculum and Instruction program.

Educ 580 – Curriculum Theory and Design. This course is designed to explore the developmental nature of curriculum in the elementary, middle and secondary school settings.  Distinct theories will be explored as they relate to public, charter, private, and magnet schools.  The interrelated nature of curriculum is stressed.  In addition, the concepts of goals and objectives as they relate to the curriculum will be investigated.  Current curricular trends will be studied, analyzed and evaluated using the principles of curriculum development discussed in the course.  (3 credits)

Educ 584 – Interactive Learning.  This course is designed to help students understand different key learning theories and their effective use in the design of accessible learning activities.  Students will focus on the identification, design and development of classroom materials and lessons that involve technology.  Ways to incorporate multimedia design and appropriate software into instructional methodology for the classroom will also be explored.  Students will apply learning theory principles to develop model lessons using emerging technologies.  (3 credits)

Educ 590 – Educational Research and Statistics. This course deals with understanding, developing, and utilizing data as applied to educational problems.  Methodology and techniques of empirical educational research will be explored.  Specific techniques of gathering and analyzing educational data will be explored.  This course will include an overview of quantitative and qualitative educational research.  Special emphasis will be placed upon the action research process.  (3 credits)

Educ 620 – ESL Master’s Project. A topic relevant to the teaching of English as a Second Language in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research should be well documented in professional journals and studies. Upon completion of the project, the student will write a professional quality academic paper.   Prerequisite: Educ 590. Permission required.  (3 credits)

Educ 630 – Elementary Mathematics and Science Instruction.  This course involves the study of the development of the elementary school child, the relationship between theory and practice, balancing traditional expectations with current concerns, and the selection and implementation of successful learning experiences in mathematics and science instruction.  The curriculum within this area will concentrate on national and state standards as they apply to what is actually taught in the schools.  (3 credits)

Educ 635 –PK-4 Elementary Education Master’s Project. A topic relevant to the teaching of elementary education in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 640 – Mathematics Curriculum and Instruction. This course will focus on curriculum development and implementation using the National and Pennsylvania Standards.  Students will learn to plan, execute and evaluate standards-driven mathematics experiences in the classroom.  Students will work together to explore the way children develop mathematical ideas.  Current developments in mathematics education will be addressed.  (3 credits)

Educ 650 –Mathematics Master’s Project. A topic relevant to the teaching of mathematics in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.   Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 660 – Science Curriculum and Instruction. This course will focus on curriculum development and implementation using the National and Pennsylvania Standards.  Students will learn to plan, execute and evaluate standards driven Science experiences in the classroom.  Students will work together to explore the way children develop mathematical ideas. Current developments in Science education will be addressed.  (3 credits)

Educ 670 –Science Master’s Project. A topic relevant to the teaching of science in the classroom will be researched and/or conducted with the approval of the instructor.  The topic of the research must be well documented in professional journals and studies.  Upon completion of the project, the student will write a professional quality academic paper.  Prerequisite: Educ 590.  Permission required.  (3 credits)

Educ 680 – Social Studies Curriculum and Instruction. This course will focus on curriculum development and implementation using the National and Pennsylvania Standards.  Students will learn to plan, execute and evaluate standards-driven social studies experiences in the classroom.  Students will work together to explore the way children develop social studies ideas. Current developments in social studies education will be addressed.  (3 credits)



Course Descriptions - Graduate Certificate in English as a Second Language (ESL)

These courses are offered through the ESL graduate certificate program, but they may also be taken as part of the ESL concentration area in the Curriculum and Instruction program.

Educ 600 – Basics of English Grammar, First and Second Language Acquisition and Instructional Strategies for Second Language Acquisition.  This course focuses on the grammar and structure of the English language including the components: lexical, syntactical, phonological, morphological and semantic.  Theoretical perspectives of first and second language acquisition are examined.  Students develop activities to demonstrate selected instructional strategies and theoretical acquisition perspectives.  (3 credits)

Educ 605 – Instructional Materials, Technologies and Their Development. This course is designed around the methods, strategies, research and resources that enable students to develop and implement an ESL program, to help English Language Learners acquire English language and academic cognitive understanding and skills.  Students design resource and teaching materials, implement them with their students, and provide reports to the class.  Emphasis is placed on working with colleagues in schools, to help them understand that they, as well as ESL teachers, must adapt and modify content/lessons to enable ESL students to develop social and academic cognitive English. (3 credits)

Educ 610 – Assessment and Evaluation of Student, Program, Instruction, Family Involvement and Support Services. This course emphasizes multiple assessment models to determine English language performance and proficiency.  Models include: paper and pencil tests, authentic assessment, and conferencing evaluation methods.  Emphasis is placed on linking instruction with assessment results using individual and small group activities.  Students design an ESL Unit to be implemented with ESL students in their classrooms.  Additional ways of assisting families to participate in their children’s learning are examined.  Finally, the ESL placement and annual state tests mandated by the Pennsylvania Department of Education (PDE) are examined.  (3 credits)

Educ 615 – Cultural and Linguistic Diversities, Approaches and Collaborative Methods for Developing Cultural Awareness. In this course, cultural and linguistic diversities are examined through the mosaic of groups immigrating to the United States.  The analyses focus on: time period of immigration, reasons for immigrating, and differences among immigrating groups in education, occupation, religion, native language, ESL mode or type used with these groups, and other variables.  Methods of working with culturally and linguistically diverse families and ways to collaborate with them and their needs are examined.  (3 credits)

 

Course Descriptions – Graduate Certificate in Excellence in Teaching

The following courses are offered for non-degree credit through the Professional Development Center at a special tuition rate of $670, but they may be taken as a degree course in the graduate certificate program in Excellence in Teaching or as a degree course in the Excellence in Teaching concentration in the Curriculum and Instruction (C&I) program.  It may not be taken for degree credit in the M.Ed. in Reading program or for any other concentration within the C&I program.

Educ 5827 – Gangs and School Violence I.  This course will examine gang-related behavior in schools today.  Climate, culture, membership, symbols and graffiti will be discussed.  The course will also explore gang theory, including street gang structure and organization.  Participants will learn and research reasons why gangs exist, how they are formed, and the impact gang crime has on the safety and security of schools today.  They will also review policies and procedures that are designed so that a school district can prevent or respond effectively and appropriately to criminal activity on school property. The class will be co-taught by Brian Lavan, Director of Police Operations, Wilkes-Barre Area School District; and David Tosh, Director of Secondary Education, Wyoming Valley West High School.  (3 credits)

Educ 5865 – Utilizing Agencies and Interventions for At-Risk Students.  This class will address the mental health profession and its impact on education, particularly through state-initiated projects such as RTI, Resiliency, and SAP. Additionally, it will address the function of outside service agencies in the school, principally services provided through Type 50 Wrap-Around contracts. Finally, the class will look at mental health issues, including suicide, drug/alcohol awareness, self-mutilation, and depression, and their impact both on children and on the school as a whole. The class will be taught by Joe DeLucca, Director of Federal, State and Nonpublic Programs, Luzerne Intermediate Unit (LIU).  (3 credits)

Educ 5883 – SAS: What PDE Now Requires Every Teacher to Know.  This course will focus on the Pennsylvania Standards Aligned System (SAS) curriculum alignment framework.  Each of the six SAS circles will be examined: Clear Standards, Curriculum Framework, Fair Assessments, Interventions, Instruction, and Materials/Resources.  Class participants will learn how the six circles of SAS relate to student achievement in their classrooms, interacting with the SAS website to realign curriculum, understand the impact and uses of the Classroom Diagnostic Tests, and the free interactive curriculum mapping tools embedded in the website.  Other topics will include the “Understanding by Design” curriculum framework and the relationship between SAS and the resiliency model.  This course will be taught by Anthony P. Grieco, Assistant Executive Director, Luzerne Intermediate Unit (LIU).  (3 credits)

Educ 5893 - Cyberethics.  The Internet is a powerful and beneficial tool, but it also holds great danger. We can minimize this danger by learning and then teaching our students how to use the Internet safely and responsibly. “Cyberethics" refers to a code of safe and responsible behavior for the Internet community.  Practicing good cyberethics involves understanding the risks of harmful and illegal behavior online and learning how to protect ourselves, and other Internet users. It also involves teaching our students, who may not realize the potential for harm to themselves and others, how to use the Internet safely and responsibly.  This course will focus on:

This course will be team taught by Russ Singer, WVW technology coach, and Erin Keating, WVW High School Principal.  (3 credits)

Educ 5894 – Bridging Achievement Gaps in Our Schools.  This course will focus on learning solutions designed to increase student achievement and enable students to construct knowledge.  Participants will examine classroom strategies for assisting low-achieving students meet standards, PSSA assessment anchors, and eligible content.  Additionally, participants will analyze measures that make a difference involving school improvement planning and school reform models.  Innovative approaches that promote student engagement and increase proficiency levels will be emphasized.  This course will be taught by Michael Caprari, M.S., M.Ed., Wilkes-Barre Area Intervention Specialist and Reading Facilitator.  (3 credits)

 

Course Descriptions - Master's in Health Care Administration

HCA 500 – Introduction to Health Services Systems.  This course is designed as a comprehensive introduction to the organization of the U.S. health care “system.”  It examines the major institutions, professions, and political forces that influence the provision of health care services in the United States.  Students explore the development of each major component of the medical care system from an historical perspective by examining the changes in their organization and role over time.  They also consider the major problems presently confronting each aspect of health care and discuss alternative means of resolving these issues for the future.  Offered on-line, via the internet.  (3 credits)

HCA 505 – Epidemiology for Health Care Managers.  This course is an in-depth study of the distribution and determinants of health, disease, and disability in human populations.  Specific topics include: descriptive and analytical epidemiology, community assessment, and study design.  Case studies that involve all of the tools of epidemiology are utilized.  The student becomes aware of the uses of epidemiology in population-based medicine and managerial decision making.  Offered on-line, via the internet.  (3 credits)

HCA 507 – Health Care Financial Management.  This course introduces both the theory and concepts behind financial decision making in the health services industry.   The primary goal of this course is to provide an operational knowledge of financial management theory and concepts.  Students will be given the opportunity to apply these ideas to real-world healthcare business settings and to use spreadsheet analyses to help make better financial decisions.  It is strongly recommended that students take HCA 541 before taking this course. (3 credits)

HCA 511 – Quantitative Business Methods for Health Care.  This course focuses on the development and use of statistical analysis in health care.  Students are introduced to the essential definitions, concepts, and tools of statistical analysis and Excel statistical functions.  Students will use their knowledge of statistics and Excel to identify and run appropriate statistical tests based on the goal(s) of the analysis and data availability.  Statistical tests covered include chi-square, t-test, analysis of variance, regression, and Logit.  The goal of the course is to improve policy and administrative decision-making in health care settings using statistical techniques.  (3 credits)

HCA 572 – Health Law.  This course will explore the legal aspects of the health care environment. Particular emphasis will be placed on the court system's effect on the health care executive.  Topics to be discussed include the following: medical negligence, employment/agency relationships, prolongation of life, patients' rights, and corporate liability.  (3 credits)

HCA 573 – Health Care Information Systems.  An introduction to information and its key role in the effective functioning and management of health care organizations.  The course provides students with sufficient background on fundamental terminology pertaining to computer hardware and operating systems to communicate effectively with technical personnel.  It explores clinical-care and administrative application of the computers in health services delivery.  (3 credits)

HCA 575 – Health Promotion.  This course explores the various methods of delivering messages related to good health habits.  The development, implementation, and evaluation of health messages will be discussed.  Health education and promotional strategies will be outlined, in addition to the evaluation of various case studies of successful health communication programs.  Offered on-line, via the internet.  (3 credits)

HCA 576 – Operations Management.  This course provides an in-depth understanding of the essential concepts, tools, and strategies in operations research and their application to health care.  It focuses on the use of quantitative methods to address complex operational issues and realistic problems, with the ultimate goal of ensuring improved system effectiveness and efficiency.  Main topics covered include break-even analysis, demand forecasting, linear programming, and project and inventory management, and quality control.  (3 credits)

HCA 596 – Leadership for Quality Management in Health Care.  This course integrates all of the major components covered in the core courses.  Students will take the various competencies they have acquired and learn how to apply them to real-life cases involving applications of leadership and quality total management in health care delivery systems.  Topics include:  leadership theories, culture building, relationship management, contingency and transformational theories, communication skills, change management, conflict management, mentorship, and team building.  This is the capstone course; it is usually taken as the final course in the program.  (3 credits)

HCA 599 – Health Care Administration Internship.  An internship provides students with administrative experience in a health service agency. Internships with a health-care facility may be substituted for one elective course.  The internship is coordinated through the Career Planning and Placement Office.  Permission of the director of the Health Care Administrative Program is required.  (3 credits)

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