Mar 29, 2024  
2015-2016 Graduate Catalog 
    
2015-2016 Graduate Catalog Archived Catalog

Course Descriptions


 

Accounting

  
  • ACT 510 Fraud Examinations in Society

    3 Credits

    This course examines the various legislative, administrative, and other societal remedies that have emerged in response to white-collar crime and investigates public and private sources that provide information on current issues in forensic accounting and fraud examination. Cases in securities fraud, pension fraud, environmental crimes, anti-trust violations, bribery, money laundering, and corporate governance will be discussed.

  
  • ACT 511 Information Assurance & Security

    3 Credits

    This course provides the student with an overview of the field of Information Security and Assurance. Students will be exposed to the spectrum of Security activities, methods, methodologies, and procedures. Focuses on homeland security, information assurance, integrity, control, and privacy. Covers CNSS-4011 and NIST-800-16 standards.

  
  • ACT 520 Forensic Accounting and Fraud Prevention

    3 Credits

    This course introduces students to fraud detection and deterrence and provides the tools necessary to combat fraud by focusing on basic fraud schemes, information and evidence gathering, criminal and civil prosecution and criminology and ethics

     

  
  • ACT 530 Auditing for White Collar Crime and Employee Fraud

    3 Credits

    This course provides an introduction to financially motivated nonviolent crimes and examines the various types of white collar crimes that exist in society and how law enforcement identifies and investigates these crimes committed for illegal monetary gain.

  
  • ACT 540 Computer Forensics

    3 Credits

    This course provides an introduction to the fundamental principles and issues of computer forensics; aspects of computer and cybercrime; methods to uncover, protect, exploit, and document digital evidence; tools, techniques, and procedure to perform computer and cybercrime investigation. This course will introduce the topics of computer crime and computer forensics.

  
  • ACT 560 Business Ethics and Forensic Accounting

    3 Credits

    This course emphasis how allegations of fraud should be investigated to meet requirements of civil and/or criminal court procedures. A complete survey of the appropriate laws and the enforcement and regulatory agencies targeted toward this specialized crime problem will be made.

  
  • ACT 580 Financial Statement Analysis and Fraud

    3 Credits

    This course emphasis how to determine financial statement frauds by examining how corporations engage in certain practices designed to hide or maneuver the accounts of a corporation. Compliance issues mandated by the Sarbanes Oxley Act (SOX) will be studied.

  
  • ACT 640 Legal Aspects of Fraud with Interviewing Techniques

    3 Credits

    This course emphasis how to strategically plan and execute effective interviews that are both skillful and ethical and examines recent legal issues related to interviewing in a fraud environment. Students will improve their ability to ask the right questions and detect deception in interviews.

  
  • ACT 660 Auditing and Attestation

    3 Credits

    Understanding the independent auditor’s attest function is important in the forensic and fraud detection scenario.  Topical coverage includes audit objectives and planning, evidence gathering, internal control (achieving and evaluating) and audit procedures, all set against the backdrop of generally accepted accounting principles and auditing standards. Problems of independence, ethics, and legal liability are introduced. The application of various audit tools is integrated throughout the course.

  
  • ACT 680 Capstone

    3 Credits

    This course allows students to integrate prior course work and demonstrate a comprehensive understanding of forensic accounting and fraud detection. The master thesis is a Strategic Business Analysis and requires students to assess an organization’s ability to detect and deter fraudulent practices and examines the organization’s code of conduct with an ethical emphasis


Doctor of Education

  
  • EDU 700 Leadership in Education

    3 Credits

    Students examine the school administrator’s perspective on personnel administration. Students are taught the purposes, processes, planning procedures, and policies that are utilized in administering a school’s personnel program. Knowledge and skills are applied to performance- based evaluation procedures and the implementation of staff orientation processes. Effective communication skills with personnel, parents, and community members are also stressed. In addition, this course covers personnel matters which are governed by statutes under the Constitution of the Commonwealth of Pennsylvania.

  
  • EDU 705 Ethical Issues in Educational Leadership: A Franciscan Perspective

    3 Credits

    Students are introduced to the Franciscan worldview in the Catholic tradition and the relationship of that worldview to educational leadership issues. The values and principles which guide ethical decision-making are studied, with the objective of teaching students how to develop principles and a process for examining those ethical issues that frequently confront educational leaders. Through personal reflection and an analysis of case studies, students acquire the ability to analyze, respond, and assess their responses to ethical dilemmas, such as making policy decisions; maintaining communication with community members and district administrators; as well as dealing with staff and student relations. This reflection on themes and ethical concerns serves as a foundation for other topics that will be raised and discussed throughout the program.

  
  • EDU 725 Instructional Supervision

    3 Credits

    Students are provided with the theoretical framework for effective instructional leadership. Techniques are studied for differentiated supervision of teaching and the evaluation of program quality. Strategies for developing and implementing staff development are also considered and analyzed. The historical development of instructional supervision as well as current trends in the field are examined in-depth, as are new state legislative and educational requirements and standards for curriculum and instruction. Students gain skills that support teachers in maintaining and increasing the effectiveness of their instructional practices with students from diverse backgrounds and cultures.

  
  • EDU 726 Special Topics in Graduate Education

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 730 Contemporary Issues in Education and Educational Leadership

    3 Credits

    Students analyze instructional leadership in the context of historic and current influences on education and teaching practices. As part of their studies, students examine leading educational theories, the development of the United States’ public school systems, as well as cultural and political trends as a means of enhancing their understanding of contemporary educational issues and how those issues can be most effectively addressed.

  
  • EDU 735 Development Of Curriculum and Instruction

    3 Credits

    Students are provided with the principles of curriculum development, implementation protocols, and methods of evaluation that are utilized to analyze and improve educational practice. Students learn to design and implement curricular projects, to interpret curriculum-related data, and to generate solutions to curricular problems. Students also learn to incorporate inclusive practices within the context of the curriculum improvement process.

  
  • EDU 740 Organizational Development and Change Theory

    3 Credits

    Students are provided with the foundational knowledge of organizational development and educational planning as it relates to the effective management of change, team building, as well as community and media relations.

  
  • EDU 745 Fiscal Management in the Educational Environment

    3 Credits

    Contemporary thinking in educational administration envisions the principal as the instructional leader of a school.  As such, the principal must effectively support the school’s educational program and be able to manage the necessary array of available resources.  With this notion in mind, this course explores fiscal and facility management, as well as instructional resources and resource management plans.  Students examine site-based management models, shared decision making, and their relationships to research driven models of education.  Students also learn to develop and select appropriate assessment instruments, as they focus on the role of the principal in the budget process that includes the development of needs assessments for personnel, instructional materials, supplies and the school plant.  Maintaining an environment conducive to teaching and learning is an integral component of the knowledge and skills that are presented in this course.

  
  • EDU 750 School Code and School Board Policies

    3 Credits

    Students are provided with the legal principles and standards governing public and private education, with a focus on those related to legally defensible administrative policies and practices as set forth by the Commonwealth of Pennsylvania and its Department of Education. Students analyze federal and state laws and regulations, the development of and mandates of state school codes, and the school administrator’s role in the development and implementation of local school board policies.

  
  • EDU 755 School Business Management

    3 Credits

    Students are provided with the theoretical concepts and practical skills that are necessary for successful district-wide business administration are examined in this course. Emphasis is placed upon planning, developing, implementing, and evaluating budgets so that state, local, and federal funds can be allocated appropriately. State and local systems of financing schools and their budget cycles are also studied. In addition, students prepare and analyze financial reports for the purpose of strategic planning for school improvement.

  
  • EDU 760 Leading and Managing in the School Environment

    3 Credits

    Students identify administrative responsibilities and goals and are taught how these responsibilities are executed and how these goals are achieved. Students gain insight into the school environment and develop plans, as needed, for staff induction, support, and professional development.

  
  • EDU 765 Strategic Planning for the Diverse Learning and Teaching Environment

    3 Credits

    Students apply current frameworks to critical analyses of multicultural education and strategies for educating students with special needs in the context of managing educational organizations. Students examine major federal legislation and related case law pertaining to educating students with special needs, including NCLB, IDEA, ADA, and Section 504 of RA. Students also examine and evaluate federal, state, district, and site-based funding allocations required to address the needs of students with special needs and exceptionalities. This knowledge enables students to better understand the role and responsibilities of school administrators in light of legislative mandates and case law affecting special education programs.

  
  • EDU 770 Qualitative Research

    3 Credits

    Students receive an overview of ethnographic, case study, and action research methods in order to prepare themselves for conducting qualitative research for both this course and for their dissertation. Data collection and analysis procedures are also introduced. Students create a qualitative research proposal, plan and execute data collection methods, and conduct data analysis for a semester-long action research project that culminates in a final paper and the presentation of findings.

  
  • EDU 775 Catholic School Leadership and Education

    3 Credits

    Students are provided with the knowledge and skills needed to administer Catholic schools and to advance Catholic education in this country, as well as to understnad the mission and history of Catholic education, with a focus on Catholic schooling in the United States, is critically examined. Based upon the Catholic vision of education, students investigate, from an ethical perspective, the anthropological, cultural, and sociological factors which affect both Catholic and non-Catholic schools.

  
  • EDU 776 The Principalship

    3 credits

    Students investigate, analyze, and evaluate instructional leadership strategies and best practices that are appropriate for elementary and secondary school principals in the diverse multicultural environments of 21st-century PK-12 environments. The traits, behaviors, and theories of effective instructional leadership are emphasized. Through the application of research to contemporary instructional leadership issues, students develop a foundation appropriate for their role as instructional leaders.

  
  • EDU 777 The Superintendent as Instructional Leader

    3 Credits

    Students investigate school leadership strategies and practices of organization, supervision, and management which are appropriate to K–12 school districts. Students are provided with an analysis and an overview of the nature, functions, and activities of the public school superintendent, including a study of historical and philosophical foundations, school board relations and functions, professional staff relations and management, public relations and communication, community relations and responsibilities, as well as the functions of planning, direction, and supervision of the entire instructional enterprise as it relates to organizational management.

  
  • EDU 780 Quantitative Research

    3 Credits

    Students examine the fundamental concepts, statistical analyses, and applications of quantitative methods commonly used in educational research are examined in this course. Content areas of study include testing the null hypothesis; random subject sampling; descriptive statistics; calculating statistical and practical significance; multiple regression analysis; and one-way analysis of variance (ANOVA). In addition, students work with a variety of databases, including those used in intervention and large-scale policy research, as well as in program evaluation. The culminating goal of this course is to have students successfully identify and apply the appropriate data collection procedures and statistical applications to specific research questions that require quantitative methods. The skills that are learned through this data collection and statistical applications process are, then, utilized to prepare students to write a quantitative research proposal.

  
  • EDU 799 Comprehensive Examination

    4.5 Credits

    A student presents an acceptable research topic and creates a dissertation proposal according to the Doctor of Education in Educational Leadership program’s Dissertation Guidelines.  This dissertation proposal is presented to a panel of faculty members appointed by the Program Director.  If the dissertation proposal is deemed, by the panel, to be acceptable, the student attains degree candidate status and may progress to EDU 810 .

    Pass/Fail
    This examination is graded on a Pass/Fail basis only.
    In order to pass, a student must successfully complete each component of the examination. A student may retake only once any failed examination component.
  
  • EDU 800 Principal Internship

    6 Credits

    This internship consists of a 12-month-long field experience of a minimum of 360-hour “job- embedded” activities supported by the on-site mentoring of an experienced principal and the supervision of a University Internship Supervisor. Of the 360 required hours, 180 hours will be completed while school is in session. Throughout the internship, the student will complete the role expectations and competencies identified in the guidelines of the PA Leadership Standards.

  
  • EDU 801 Superintendent’s Letter of Eligibility Internship

    6 Credits

    This internship consists of a 12-month-long field experience of a minimum of 360-hour “job- embedded” activities supported by the on-site mentoring of a superintendent and the supervision of a University Internship Supervisor. Of the 360 required hours, 180 hours will be completed while school is in session. Throughout the internship, the student will complete the role expectations and competencies identified in the guidelines of the PA Leadership Standards.

  
  • EDU 810 Dissertation Seminar I

    4.5 Credits

    A degree candidate, with the approval of his/her dissertation committee, submits a research proposal, created according to the Guidelines for the Preparation of Research Proposals for IRB Review, to the IRB for review and approval.  After the research proposal has been approved by the IRB, a dissertation proposal is defended before the degree candidate’s dissertation committee and the Program Director.  If the dissertation proposal is deemed by the degree candidate’s dissertation committee and the Program Director to be acceptable, the degree candidate may progress to EDU 820 .

  
  • EDU 820 Dissertation Seminar II

    4.5 Credits

    A degree candidate. under the guidance of his/her dissertation committee, conducts the approved research study.  The degree candidate, on a periodic basis throughout the semester, provides and update of the study’s progress to the dissertation committee chairperson.   

  
  • EDU 826 Special Topics in Graduate Education

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 880 Independent Study

    Credit Varies

    Students seeking individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.

    Prerequisite(s): Approval of the Program Director, meeting all conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 900 Doctoral Dissertation

    4.5 Credits

    With guidance from their Dissertation Committee Chairperson and committee members, students complete their research and write their dissertation. When a student’s dissertation is completed and has received the Dissertation Committee Chairperson’s approval, it is defended before the committee and other members of the faculty.

  
  • EDU 910 Dissertation Continuation

    3 Credits

    Students who have completed EDU 900  but need more time to complete their dissertation must register for this course and, by doing so, are granted Dissertation Continuation status. Students are permitted to register for Dissertation Continuation status for a maximum of three continuous semesters, after which time, the Program Director, in consultation with the student’s Dissertation Committee Chairperson, determines the student’s standing in the program, which includes the dissolution of the Dissertation Committee or the student’s permanent non-continuation in the Program.

    Pass/Fail
    This course is graded on a Pass/Fail basis only.
  
  • EDU 926 Special Topics in Graduate Education

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.


Master of Science in Education

  
  • ECE 530 Child Development: Understanding and Supporting the Whole Child (Pre-Birth through 8 Years)

    3 Credits

    This course is designed to investigate the theory and experience of children in the perceptual, motor, cognitive, social, emotional, psychological, and moral domains of development, specifically addressing these constructs from the prenatal period to eight years of age. This course has a required field component.  

  
  • ECE 531 Language Development and the English Language Learner

    3 Credits

    This course is a comprehensive overview of the elements of language development and second language acquisition and their impact on content learning in order to meet the needs of all students, including English Language Learners. The course will include theory, current research, the structure of language development, and how to plan and deliver lessons that allow all students to acquire academic knowledge as they develop proficiency in the English language.  In accordance with PA regulations, the course will integrate Pennsylvania Department of Education Standards Aligned System with the five core English Language Proficiency Standards. This course has a required field component.  

  
  • ECE 532 Integrating Curriculum and Instruction with the Arts for the Developing Child

    3 Credits

    This course allows students to investigate approaches for promoting health and safety awareness, as well as the artistic, musical, motor and kinesthetic growth of young learners within the context of an integrated curriculum. Special attention is paid to the responsibilities of the general education classroom teacher for addressing these dimensions of growth through a variety of subject matter areas in an inclusive classroom environment. This course includes a required field component.  

     

  
  • ECE 533 Literacy Methods and Differentiated Instruction: Preschool to Grade Four

    3 Credits

    This course focuses on the foundations for early literacy and the instructional strategies for teaching beginning reading and writing from Pre-Kindergarten to Grade 4. Students learn about teaching young children before the age of formal instruction and investigate all aspects of the literacy curriculum while implementing developmentally appropriate strategies and differentiated instructional approaches. Issues are examined that impact literacy learning such as diversity, home-school connections, the role of play, creating a print rich environment, and oral language development. Methodologies for systematic and direct instruction in reading, developmentally appropriate instruction in the mechanics and process of writing, the assessments of language arts skills, the remediation of struggling readers, and the instruction of ELL learners are integral parts of this course. This course has a required field component. 

    Prerequisite(s): ECE 530  , ECE 531  and ECE 532  

  
  • ECE 534 Math Methods and Differentiated Instruction: Preschool through Grade Four

    3 Credits

    This course provides procedures, strategies, and curricular materials to introduce and reinforce mathematical concepts to early elementary school children (preschool through grade 4), including those with exceptionalities and in special education settings. Practical demonstrations and individual projects will be an important component of this course.  This course has a required field component. 

    Prerequisite(s): ECE 530 , ECE 531 , and ECE 532  

  
  • ECE 535 Science and Social Studies Methods and Differentiated Instruction: Preschool through Grade Four

    3 Credits

    In the Science Methods component of this course, students explore science theory, practice, and pedagogy relevant to developmentally appropriate practice. Contemporary science education research and practice are examined, as articulated in the Pennsylvania Academic Standards for Science and Technology, Environment and Ecology (STEE) and the National Science Education Standards. The Social Studies Methods component of this course uses the Pennsylvania Academic Standards and the 10 themes identified by the National Council for the Social Studies (NCSS) to provide students with social science concepts that are taught in the early childhood and elementary classroom settings.  Students learn about various methodologies for teaching the knowledge, skills, behaviors and civic values necessary for fulfilling the responsibilities of citizenship in a participatory democracy. Special attention is given to addressing the individual and cultural diversity of all learners. A primary focus of the course is on Science and Social Studies curricula and the use of this curricular content in the development of critical thinking, problem solving and performance skills, active learning, and inquiry.  This course has a required field component. 

     

    Prerequisite(s): ECE 530 ,ECE 531 , and ECE 532  

  
  • ECE 548 Integrating Curriculum and Instruction in Diverse and Inclusive Classroom Settings

    3 Credits

    This course will examine and compare theoretical perspectives and practical applications that have influenced curriculum development in both early childhood and elementary classrooms.  Various instructional models, including co-teaching, will be addressed. The course will revolve around six key goals derived from PDE’s stated philosophy for the preparation of highly effective teachers: (1) Instruction; (2) State standards; (3) Standards-based curriculum; (4) Materials and resources for instruction, including technology; (5) Assessment; and (6) Appropriate interventions. This course has a required field component.

  
  • ECE 599 Family, Community and School Collaboration

    3 Credits

    In this service-learning course, the complex characteristics of family units and communities are studied. Students, then, utilize that knowledge to create and sustain respectful, reciprocal relationships which support, empower, and involve families at all levels of their children’s development and learning. Students also develop strategies to increase family and community involvement in their schools and learn communicative processes between parents and professionals who work with students with disabilities in all areas of collaborative involvement. Family Systems Theory, Bronfenbrenner Ecological Systems Theory, and other theories and models for family engagement in school settings are focused on. Students will have the opportunity to work with a non-profit agency that supports families in some way. This is a service-learning course and has required service hours.

     

  
  • EDU 500 Philosophical Foundations for Instructional Leadership

    3 Credits

    This course focuses on the development of theoretical-pragmatic foundations for reflective teaching and educational leadership in collaborative school environments. Philosophical systems are examined as they relate to the realities of classroom instructional leadership.

  
  • EDU 505 Teaching to Diversity

    3 Credits

    The American classroom is a study in diversity and commonality. This course establishes a congruence between the expectations and styles of teachers and learners based upon diversity issues within the context of human nature.

  
  • EDU 506 School Policy and Law

    3 Credits

    In this course, the philosophical bases and legal structures of educational policymaking are studied. Students, as educators, develop their own philosophies of education and examine the underlying philosophical assumptions of major educational policies and practices. The course also prepares teachers to understand the legal structures that determine educational policies and how issues of equity affect the implementation of those policies. This level of understanding is necessary in order for teachers to be knowledgeable and active decision makers in their own classrooms, schools, and communities.

  
  • EDU 507 The Principalship

    3 Credits

    Students investigate, analyze, and evaluate instructional leadership strategies and best practices that are appropriate for elementary and secondary school principals in the diverse multicultural environments of 21st-century PK-12 environments. The traits, behaviors, and theories of effective instructional leadership are emphasized. Through the application of research to contemporary instructional leadership issues, students develop a foundation appropriate for their role as instructional leaders.

  
  • EDU 508 Fiscal and Facility Management

    3 Credits

    The principal is acknowledged as the instructional leader of a school. However, to effectively support the school’s educational program, a principal must also be able to manage the necessary array of available resources. This course explores fiscal and facility management, as well as instructional resources and resource management plans. Students examine contemporary research in site-based management/shared decision-making, research-driven instructional models. Students also learn to develop and select appropriate assessment instruments, as they focus on the role of the principal in the budget process, which includes the development of needs assessments for personnel and the school plant. Maintaining an environment conducive to teaching and learning is an integral component of the knowledge and skills which are presented in this course.

  
  • EDU 509 Administration and Staff Development

    3 Credits

    Since the inception of formal education, the principal’s roles and responsibilities have changed over time. The definitions of a headmaster or principal have traditionally focused on the administrative processes and functions that must be emphasized in order for schools to work well. Effective principals are generally responsible for scheduling, organizing, controlling, and leading their schools. Gradually, however, this list of tasks and roles has given way to a list of competencies and proficiencies as the favored way to map out the territory of the principal. In this course, students investigate and learn the required proficiencies and other related administrative roles of the principal.

  
  • EDU 510 Research Design and Methods

    3 Credits

    Analytical foundations for conducting action research are established in this course. Basic statistics, language of research, and methods of analysis are applied to the study of an actual teaching/learning phenomenon.

  
  • EDU 520 Curriculum Design and Evaluation

    3 Credits

    Students examine the theoretical application of curriculum design within the context of contemporary American classrooms. Relationships among subject matter, teaching, learning, and assessments are viewed from an interdisciplinary perspective.

  
  • EDU 526 Special Topics in Graduate Education

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 530 Child Development: Understanding and Supporting the Whole Child (Pre-Birth through 8 Years)

    3 credits

    Child Development and Cognition is one of a series of two courses designed to investigate the theory and experience of children in the perceptual, motor, cognitive, social, psychological, and moral domains of development. This course specifically addresses these constructs from prenatal to nine years of age. Additionally, the application of the principles and theories of child development and learning in order to promote responsive instruction, curriculum, collaboration, and assessment in the classroom is studied. Students also examine early screening and assessment tools that are currently utilized in the field; for example, OUNCE, ASQ-3, and Work Sampling. A practicum, which consists of 12 hours per semester of field experience, is a required component of this course. Through this practicum, students learn observation, assessment, and record keeping skills.
     

  
  • EDU 560 Graduate Seminar

    3 Credits

    This course is designed to be taken as a supplement to EDU 575 , Practicum in Teaching: Early Childhood/Elementary/Secondary Education. Time is allotted for students to share their student teaching experiences in an effort to process issues, problems, successes, and areas which are in need of improvement. Portions of the course are devoted to the presentation and sharing of information regarding the teaching profession in order to adequately prepare students to be viable candidates for employment.

  
  • EDU 570 Constructivist Perspectives in Reading

    3 Credits

    Using the contructivist model of learning, the study and application of linguistics, reading theory, the nature of reading, current practices, and materials of instruction are examined. Skills include grouping plans, work attack strategies, and critical reading.

  
  • EDU 575 Student Teaching

    3 Credits

    Students who are seeking teacher certification, experience actual teaching under approved supervision, including necessary observation, participation, and conferencing. Regular seminars on campus help the student to analyze teaching situations and plan for effective teaching.

    Prerequisite(s): Successful passing of all Pennsylvania Department of Education required tests.

  
  • EDU 576 Special Education Practicum/Internship

    3 Credits

    This Special Education Practicum/Internship is a 180-hour culminating classroom experience which is designed for certificated teachers who are seeking Special Education Certification. Portions of the course are devoted to the presentation and sharing of information regarding current issues in Special Education, verification of practical experiences with curriculum and instruction, and the provision of documentation for performance activities that contribute both to the satisfaction of standards and to the instructional time requirements for this practicum/internship experience. As part of this course, students are also allotted time to share their teaching experiences in an effort to process issues, problems, successes, and areas that are in need of improvement. Additionally, students are provided with the opportunity to establish a plan to meet the certification requirements and Special Education Standards as set forth by the Pennsylvania Department of Education.

  
  • EDU 577 Principal Certification Internship

    6 Credits

    The professional literature and national groups which study the professional development of principals all recommend an intern-type experience. The Pennsylvania Department of Education requires such a culminating experience, since practical hands-on development of a principal is the primary key to success. This course, therefore, involves working with a mentor principal ideally within the student’s own school district. As part of this course, an action plan, which must be approved by the course professor, is developed with the student’s mentor principal. A major component of this action plan includes a research problem that is real and needs resolution within the cooperating school or school district. This internship may not be attempted until the candidate has successfully completed the required courses for certification and has fulfilled all state testing requirements.

  
  • EDU 580 Independent Study Project (ISP)

    Credit Varies

    Qualified graduate students who seek individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.

    Prerequisite(s): Conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 590 Teaching for Divergent Thinking: Classroom Management

    3 Credits

    In this classroom management course, the causes of student behavior and misbehavior are examined. Once these causes have been identified and understood, students explore ideas for establishing a good classroom environment which is needed to overcome classroom problems. Various motivational and teaching techniques that stimulate a positive approach to discipline are studied.

  
  • EDU 597 Internet for Teachers

    3 Credits

    Internet for Teachers is designed to provide additional support for students who wish to go beyond the fundamentals of using the Internet to access and share information. The course focuses on the Internet as a professional resource and communication medium, as well as a reference tool for students. In addition, the use of web-based Internet tools for delivering instruction via the Internet and the use of the Internet as a publishing medium are studied. Students are also taught how this technology can be used as an instructional tool in a constructivist learning environment. This course subscribes to two fundamental beliefs: (1) that the learner may choose from a rich and varied menu of learning experiences and possibilities; and, (2) that the learner must take responsibility for planning, acting, and growing.

  
  • EDU 598 Advanced Strategies in Technology and Assessment

    3 Credits

    The applications of technology to classroom assessments and interventions are explored in-depth with practical applications. Readings and projects address the implications of educational software(courseware), Internet access, and state-of-the-art technology in instructional planning and classroom management.

  
  • EDU 601 Emerging Trends and Professional Responsibilites for Online Instructors

    3 credits

    This course prepares students for staying abreast of emerging trends in online education, while maintaining the professional responsibilities associated with online instruction. Topics include digital citizenship, legal issues with online education, confidentiality, FERPA and emerging learning technologies. Students will research an emerging trend in online education, a new learning technology, or online education law and provide recommendations and implications for the field of online education.

  
  • EDU 602 Designing and Developing K-12 Online and Blended Content

    3 credits

    This course serves to introduce and provide students experience with designing and delivering quality online courses, guided by national standards of iNACOL and Quality Matters, and through the lens of Universal Design for Learning. The first half of the course will focus on course design, while the second half of the course will focus on developing online content. Students will research a variety of theories related to instructional design. Topics that will be covered include, structuring effective online instruction, aligning course objectives with the actual design of the course structure, using a range of Web 2.0 learning technologies during the design and development phase, creating learning experiences that enables student success, and making online content accessible for a diverse range of student learners. Students will complete a field experience focused on designing and delivering online content.

  
  • EDU 603 Effective Teaching in K-12 Online Settings

    3 credits

    This course prepares students to deliver high quality instruction in fully online and blended K-12 learning settings. Navigating various learning management systems (LMS) currently used in K-12 online schools will be explored, as well as a focus on utilizing collaboration, assessment, and instructional tools within the learning management systems. Students will be guided to incorporate multi-media instruction through the use of video, sound, text, graphics, animation, and navigation features. Topics that will be covered include facilitating active learning, encouraging student to student and student to faculty interactions, building teacher presence, providing student feedback, and differentiating instruction to meet the needs of diverse learners. Students will complete a field experience focused on providing instruction in online and blended environments.

     

     

  
  • EDU 604 Authentic Online Assessment Practices for the 21st Century Learner

    3 credits

    This course focuses on effectively utilizing authentic assessments to evaluate online learning. Students will research and explore how to design assessments appropriate for online learning, while ensuring that academic integrity is maintained through the iNACOL and Quality Matters national standards. This course will also provide students with instruction on aligning assessments with learning objectives and learning activities. Topics include creating and delivering multiple forms of assessments, measuring student success, and effectively utilizing assessment data to modify and guide student learning. Students will complete a field experience focused on creating and evaluating multiple forms of online assessments, and demonstrate their ability to align web 2.0 assessment tools with deliverables.

     

     

  
  • EDU 605 Introduction to Instructional Coaching

    3 Credits

    This course introduces students to current theories, research, and practice concerning instructional coaching.  This course will focus on using standards from various professional organizations to guide instructional planning and coaching.  Students will explore key elements of coaching approaches that will improve student achievement through a variety of activities and reflection.  Students will be provided tools to assist them as they support the professional growth of teachers.

  
  • EDU 606 Professional Decelopment Planning and Assessment

    3 Credits

    This course focuses on preparing the instructional coach to plan, implement, and assess professional development that meets the needs of the school community, students, and/or families.  Theories of adult learning will be explored and applied to the planning.  Students will be asked to reflect and find ways to improve their coaching techniques.  Specific focus will be placed on culturally responsive teaching and meeting the needs of every child. 

    Prerequisite(s): EDU 605  

  
  • EDU 607 Leadership and Organizational Change

    3 Credits

    This course will explore organizational change and leadership within school change literature.  Students will be asked to explore their own leadership style and the importance of collegial interactions to promote student learning.  Focus will be placed on exploring schools as communities of learners and how as leaders, we can help to promote common goals and vision in school. 

    Prerequisite(s): EDU 605  

  
  • EDU 608 Instructional Coaching Practicum

    3 Credits

    During this practicum, students will plan, implement, and assess their instructional coaching techniques within their school/community setting.  Students will be supervised during this time and 45 hours will need to be documented in order to receive credit.  The field experiences should connect with the Competencies from the following courses:  Introduction to Instructional Coaching, Professional Development Planning and Assessment, Leadership and Organizational Change.  Specific suggestions will be provided to the students on ways to align with the Competencies.

    Prerequisite(s):  EDU 605  EDU 606  EDU 607  

  
  • EDU 626 Special Topics in Graduate Education

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.

  
  • EDU 755 Administration and Staff Development

    3 Credits

    This course provides students with an understanding of the selection, employment, orientation, supervision, development, and evaluation of both professional and nonprofessional personnel who make up the staff of the school. The principal’s role in collective bargaining and the implementation of a collective bargaining agreement are also topics of study. Special emphasis is placed upon the principal’s role in the ongoing development of the professional staff involvement in community organizations and professional organizations.

  
  • EDUC 512 Wellness: Research, Practices and Policies for Teachers and Students

    3 Credits

    There is a growing body of research noting correlation between academic success and the emotional, physical health of students. Given the growing importance of attending to the whole child, this course has been developed to increase K-12 educators’ knowledge of health and wellness practices and research. The course will ask participants to assess their own beliefs and practices in health and wellness and will encourage a self-change model. The course is based on two theoretical structures: one being that wellness is composed of physical, emotional, mental, social and spiritual health. The second structure is Erickson’s stages of development and their usage in directing our choices for growth throughout our lives.

     

  
  • EDUC 518 Transformation Education: Effectiveness to Greatness

    3 Credits

    Education continues to face significant change. The challenges and complexity we face in education ranges from high tech to high touch (relationship) responsibilities. We seek to make our classrooms and curriculum relevant and effective. Being effective is no longer optional it is mandatory. The needs to thrive, innovate, excel, and lead call for greatness. We must transform education and tap into new dimensions of human genius and motivation. In this inspiring course you will be given the tools to explore your voice, your creativity, new mindsets, new skills, and new habits. You will find your voice and inspire your students to find theirs.

     

  
  • EDUC 524 Building a Classroom Community

    3 Credits

    This course is designed to address the most critical issues in schools today - climate and community. Respect for self and others have been documented by research over the past twenty-five years as being lacking in children with developmental, behavioral and learning problems. It is impossible to teach and learn successfully in an environment that is less than safe. Educators K through 12 are invited to participate in this highly experiential classroom community-building course. Students will work through a developmental program designed to identify, model and practice strategies for team, group, and community building, self-respect and social skill building.

  
  • EDUC 527 The Reality of Bullying and Hazing in Schools: Awareness and Intervention Strategies

    3 Credits

    While bullies continue to plague K-12 campuses, the hazing rampant among sports teams, clubs, and student organizations remains an underappreciated issue. The Reality of Bullying and Hazing in Schools analyzes the dynamic relationships between victim, bystander, and perpetrator, along with the organic and inorganic systems that support the continuation of bullying and hazing behaviors. This course combines the latest adolescent psychological theories and science with practical intervention strategies administrators and teachers can implement immediately.

  
  • EDUC 537 Increasing Student Engagement: “The Heart and Soul of a Successful Classroom”

    3 Credits

    This course is designed to have participants experience and develop strategies for improving student engagement in their classrooms. Particular emphasis will be placed on activities and strategies for developing, maintaining and increasing student engagement and ultimately student achievement. Students will examine and adopt a set of total participation techniques and movement activities for the classroom. They will share our individual expertise, explore current research and draw upon collective experiences and talents to build a collection of strategies that will ensure increased student engagement in your classroom.

  
  • EDUC 540 Inclusion

    3 Credits

    This course will prepare participants to balance the ever increasing responsibilities of educating a continually changing, diverse learning population. Particular emphasis will be placed on inclusion of various special needs students; including those with physical, emotional,mental and social differences. Teachers will develop the investigative, decision-making and reflective teaching skills needed to work with all diverse learners. They will experientially work on increasing engagement and student achievement. The role of assessment and evaluation will also be included. This experiential course will challenge participants physically, socially,
    mentally and emotionally.
     

  
  • EDUC 550 Helping to Guide Students through Loss and Life Transitions

    3 Credits

    This course is designed to help teachers and school counselors understand and support students who are dealing with loss or significant changes in their lives. Graduate students will explore the common experience of students who have experienced loss and/or significant change and how the response of school professionals can help or hinder these students as they adjust to a new life. Understanding the needs of grieving students and the impact of loss on their academic, emotional, social and behavioral functioning allows us to respond in ways that can significantly help in their healing process.

  
  • EDUC 555 Experiential Education and Facilitation Skills

    3 Credits

    Experiential education has its roots in ancient history when all students were primarily taught through the modeling and practice of important life skills. This form of learning is
    an active, creative, “doing” mode of acquiring skills that can and will be used long after the initial individuals role of student has concluded. This class will use a “laboratory
    for learning” format. An experiential learning cycle with emphasis on experiencing, sharing, processing, learning, and application will be followed. Students will practice this
    format for the learning of curricular content and social skill development.
     

  
  • EDUC 564 Enhancing Brain Development in Children

    3 Credits

    Are the brains of children different today than they were in the past? According to research and the observations of many educators, the answer is a resounding “yes”. Why do we feel disconnected in a connected world? Is your brain on overload? Do you find yourself too stressed to distress? What about your students? This course is based on the readings of many current related books and articles that address this question. The goal of the course is to help teachers, administrators, support staff, and parents understand how brains develop, what they need to develop, why they are different, and what parents and educators can do to enhance development and counteract the effects of our fast paced society.

  
  • EDUC 565 Differentiate Instruction with Understanding by Design

    3 Credits

    This course provides helpful, practical, and research based techniques for creation of a stimulating, effective classroom for all students at all levels. Participants will assess their own level of implementation of differentiated instruction, and learn how to use the understanding by design framework to deliver the curriculum to all students. Knowledge of the characteristics of students who learn at different paces and levels will be explored. Participants will study a variety of curriculum options, such as those of content, process, and product and learning styles, that further assists the implementation of differentiated lessons to optimize learning for all students, including ELL, special needs and gifted students.

  
  • EDUC 574 Cultivating 21st Century Skills: Whole Brain Learning

    3 Credits

    Success in the 21st century belongs to different learners with a very different kind of mind. The 21st century calls for creators, empathizers, artists, inventors, designers, storytellers, caregivers, counselors, and big-picture thinkers. This course will help you move your students from the information age, built on logical, linear, computer-like capabilities to the conceptual age which will be built on invention, empathy, and big picture capability. You will be immersed in six essential aptitudes as researched by Daniel Pink and Daniel Goleman: design, story, symphony, empathy, play, and meaning. Project based learning and classroom integration will be emphasized throughout the course.

  
  • EDUC 583 Character Education: Social Emotional Learning

    3 Credits

    This Course is designed to help teachers develop students of character using classic pieces of literature, research in social and emotional learning, and character education. Through in-depth mental, emotional, physical, social and spiritual study, students will examine the pillars of character education and the great teachers of human history. Participants will practice and discuss the lessons the wisest of our ancestral scholars have to teach us today. The graduate students will be asked to be self-reflective and involved in all experiential learning


  
  • EDUC 584 Multiple Intelligences – Real Genius at Play

    3 Credits

    This course is designed to have participants experience the multiple intelligences as researched by Gardener, Armstrong and Buzan. Particular emphasis will be placed on activities, experiential learning and strategies for developing logic, linguistics, music, spatial, kinesthetic, natural, interpersonal and intrapersonal intelligence. The course will include assessments, resources and challenging growth opportunities. Students will celebrate intelligence strengths and provide interventions in areas of weakness. They will also explore the human characteristics of genius and draw from ten historical figures as role models for our class discussions.

  
  • EDUC 585 7 Habits for Effective Educators

    3 Credits

    This course is designed to help educators become more effective in their personal and professional lives, thus enhancing the lives of their students. We will use Stephen R. Coveys, # 1 National Bestseller, The 7 Habits of Highly Effective People as the framework for the course. Concepts of study include: personal growth, interpersonal leadership, empathetic communication, creative cooperation and balanced self-renewal. There will be an emphasis on how these concepts transcend into our classrooms and provide the foundation for how we embrace teaching and learning. Students will examine how our habits shape our lives and define our character. They will explore our current level of stress and how our viewpoints on our circle of influence vs. circle of control affect the outcome of each situation. Participants will examine how continuous learning is part of what keeps us feeling empowered in our relationships and accomplished in our work. Through highly engaging, interactive and reflective activities, this course is bound to transform the lives of each participant, while simultaneously, giving them tools to take back to their classrooms.

  
  • EDUC 587 Closing the Achievement Gap

    3 Credits

    The course is designed to help teachers, administrators, and support staffs eliminate the achievement gap. The goal of the course is to present a comprehensive K-12 model that ensures racial and social differences in academic achievement are eliminated. The program will focus on the academic, social and emotional learning skills that improve achievement for all students. Our primary philosophy is respect, responsibility and relationships that are essential for academics to be relevant to all learners. Until we address the relevance of academics to all learners we can never be successful with academic rigor.

  
  • SPEC 525 Introduction to Exceptionalities

    3 Credits

    Students are introduced to the research and practices concerning a range of exceptionalities in children. Through a study of policies, legislation, programs, and methods that impact special education programs, students develop an understanding of the goals of inclusion with regard to universal design, multiculturalism, and collaboration.  Students learn about the Individuals with Disabilities Act (IDEA) and related processes, including the development of the IEP and the implementation timeline.  This increased knowledge enables them to distinguish among the common characteristics that are associated with a variety of exceptionalities, including specific learning disabilities, social-emotional disorders physical disabilities, and how these characteristics impact the educational environment. This course has a required field component.  

  
  • SPEC 536 Intensive Reading and Writing in a Least Restrictive Environment

    3 Credits

    This course is designed for students to gain an understanding of intensive instructional strategies in reading and writing in a least restrictive environment. Students demonstrate a conceptual understanding of the components of reading and writing and describe how these areas pose challenges for students in a PK-Grade 4 least restrictive environment. They are also taught to clearly articulate and model the use of explicit and systematic instruction in the teaching of literacy for students with disabilities across all reading levels and to identify evidence-based instructional practices that help students with disabilities succeed with reading and writing in a least restrictive class setting.

  
  • SPEC 546 Assessment Methods

    3 Credits

    Students will learn about assessment and the identification of individuals with special needs, their present level of performance, instructional and assessment strategies, timelines and types of assessment. Students examine the complex practice of assessment, including curriculum-based assessment, norm-referenced tests and performance-based assessments, practice writing educational and behavioral goals, and learn how they are used in making educational decisions. This course has a required field component.  Prerequisite courses: SPEC 525, ECE 548, and SPEC 558.

    Prerequisite(s): SPEC 525 , ECE 548  , and SPEC 558  

  
  • SPEC 547 Foundations of Autism Spectrum Disorders

    3 Credits

    This course is designed for students to gain understanding of the philosophical, historical, and legal foundations of early intervention of autism, characteristics and etiology of autism, and assessment and identification of students with Autism Spectrum Disorders. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.

  
  • SPEC 549 Instructional Strategies and Curriculum for Students with Autism Spectrum Disorders

    3 Credits

    This course is designed for students to gain understanding of educational environments, instructional activities, and teaching methods which prove effective for teaching students with Autism Spectrum Disorders. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.

    Prerequisite(s): SPEC 547  

  
  • SPEC 550 Assessment and Instructional Planning for Students with Autism

    3 Credits

    This course is designed for students to gain understanding of assessment approaches and instructional planning for students with Autism Spectrum Disorder. Techniques include functional behavioral analysis, applied behavior analysis, and accommodations and adaptations to state- and district-wide assessments. This course will include a field experience in classrooms serving students with Autism Spectrum Disorder.

    Prerequisite(s): SPEC 547  

  
  • SPEC 551 Collaborative Relationships for Students with Autism

    3 Credits

     

     

    This course is designed for students to gain understanding of a variety of collaborative relationships needed for successful education of students with Autism Spectrum Disorder. These collaborative relationships include: families of ASD students, school personnel, interdisciplinary collaboration, and interagency collaboration. Course will include service delivery formats, communication, and transition. This course will include a field experience in collaborative settings and with organizations serving students with Autism Spectrum Disorder.

    Prerequisite(s): SPEC 547  

  
  • SPEC 552 Assistive Technology for Students with Special Needs

    3 Credits

     

     

    This course is designed for students to gain understanding of the technology used to help the instructional, language, and social needs of students with disabilities.

     

  
  • SPEC 558 The Inclusion Classroom: Using Differentiated Instruction and Assistive Technology

    3 Credits

    This course provides students with instructional strategies and interventions to provide students with exceptionalities access to the general education curriculum, in the least restrictive environment. Special emphasis is placed on differentiating instruction, universal design for learning, the integration of assistive technology, and the roles and responsibilities of the Multidisciplinary/IEP team.  This course has a required field component.

     

    Prerequisite(s): SPEC 525  and ECE 548

  
  • SPEC 568 Classroom Management: Behavioral Disorders and Social/Emotional Disorders

    3 Credits

    This graduate level course examines current theories, research, and practice regarding a three-tiered approach to positive behavioral support, focusing on universal procedures in addition to targeted and individualized interventions.  Attention will be given to the monitoring and assessment of students with emotional and behavioral disorders and the theoretical underpinnings of behavioral research. This course has a required field component.

    Prerequisite(s): SPEC 525  and ECE 548  


Nursing

  
  • NUR 526 Special Topics in Graduate Nursing

    Credit Varies

    Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.

 

Page: 1 | 2 | 3