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2016-2017 Graduate Catalog Archived Catalog
Course Descriptions
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Accounting |
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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.
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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.
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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.
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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. The course will also provide an in-depth study of digital evidence preservation, digital forensic techniques and data analyis. This course will introduce the topics of computer crime and computer forensics.
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ACT 550 Tax Fraud 3 Credits
This course introduces the student to tax fraud schemes, tax preparer fraud, tax compliance and enforcement and tax aggressiveness and accounting fraud. Criminal and regulatory matters associated with tax evasion, tax perjury, aiding and assisting federal tax crimes are also covered. A solid foundation in tax theory will also be examined.
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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.
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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.
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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.
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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.
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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.
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Doctor of Education |
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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.
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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.
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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.
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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.
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EDU 730 Contemporary Issues in Education and Educational Leadership 3 Credits
Students analyze contemporary topics in instructional leadership focusing on the major leadership standards, namely; planning strategically for students success, understanding standards-based systems design, accessing and using appropriate data to inform decisions, creating a culture of respect for diversity, leading in a fair and equitable manner, advocating for children and public education in various communities, and providing professional development. Students research specific areas of instructional leadership and public education and present a comprehensive literature review of the most pertinent and recent scholarly research on specific topics.
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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.
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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.
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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.
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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.
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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. 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.
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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.
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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.
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EDU 766 Program Evaluation 3 Credits
This course is focused on developing answers to the myriad of questions when implementing a new program. In schools, evaluators identify a program’s operational theory and goals, develop information to help tailor an intervention to a specific audience, document a program’s specific activities and outcomes, and develop information about the impact of a program or policy on the school community. This course will cover the core knowledge and skills involved in program evaluation, provide experience in evaluation design, and provide exposure to some of the ethical and philosophical issues current in evaluation research.
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EDU 767 Research Design 3 Credits
In this course, learners formalize their research design for qualitative, quantitative, or mixed methods research in the human and social sciences. Emphasis is placed on survey instrument design and mixed methods approach. Learners will seek for the approval of a research topic and begin writing an introduction, purpose for the study, research questions and hypotheses, an advancing methods and procedures of data collection and analysis that will contribute to the preparation of a proposal for research.
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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.
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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 understand the mission and history of Catholic education, with a focus on Catholic schooling in the United States. 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.
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EDU 776 The Principal as Instructional Leader 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 PreK-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.
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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.
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EDU 780 Quantitative Research 3 Credits
Students examine the fundamental concepts, statistical analyses, and applications of quantitative methods commonly used in educational research. 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.
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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.
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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.
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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.
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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.
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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 an update of the study’s progress to the dissertation committee chairperson.
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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.
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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.
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EDU 900 Doctoral Dissertation 3 Credits
After the dissertation committee deems the dissertation to be ready for a defense, the doctoral candidate and the dissertation committee chair submits the dissertation for a defense before a dissertation defense committee, according to the Dissertation Guidelines and the Ed.D. Program Dissertation Process requirements.
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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.
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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.
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Master of Science in Education |
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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.
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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.
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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.
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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): SPEC 525 ,ECE 548 and SPEC 558 .
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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): SPEC 525 , ECE 548 , and SPEC 558 .
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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): SPEC 525 ,ECE 548 , and SPEC 558
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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.
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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.
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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.
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EDU 505 Culturally Responsive Teaching 3 Credits
This course will include provide students with a framework for becoming culturally responsive teachers. An assortment of topics that reflects cultural diversity in education, including an historical overview of programs for students from linguistically and culturally diverse backgrounds, contemporary multicultural and bilingual education, and education for social justice and equity are addressed. This course, through the use of varied literature, relating to issues of diversity will focus on strategies that will ensure all students are achieving their fullest potential. Gaining insights into the interconnection between the diversity of students and process of teaching will be critical to your continued success as a teacher in the 21st century classroom.
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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.
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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.
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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.
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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.
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EDU 510 Action Research Design and Evaluation 3 Credits
This course is designed to guide students through the process of an action research. Students will choose a problem in their classroom to focus on, and attempt to secure solutions through the action research process. Final research results will be disseminated to the larger public.
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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.
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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.
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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.
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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.
Prerequisite(s): All courses in program.
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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.
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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. In addition, passing all courses in program.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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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
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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.
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EDUC 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.
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EDUC 505 Culturally Responsive Teaching 3 Credits
This course will include provide students with a framework for becoming culturally responsive teachers. An assortment of topics that reflects cultural diversity in education, including an historical overview of programs for students from linguistically and culturally diverse backgrounds, contemporary multicultural and bilingual education, and education for social justice and equity are addressed. This course, through the use of varied literature, relating to issues of diversity will focus on strategies that will ensure all students are achieving their fullest potential. Gaining insights into the interconnection between the diversity of students and process of teaching will be critical to your continued success as a teacher in the 21st century classroom.
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EDUC 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.
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EDUC 510 Action Research Design and Evaluation 3 Credits
This course is designed to guide students through the process of an action research. Students will choose a problem in their classroom to focus on, and attempt to secure solutions through the action research process. Final research results will be disseminated to the larger public.
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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.
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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.
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EDUC 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.
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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.
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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.
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EDUC 531 Raising Rigor: Applying Close Reading Across the Curriculum in the Age of Common Core 3 Credits
What effect will the Common Core have on the children we teach? In the era of Common Core State Standards, classroom teachers across all curricular disciplines must be teachers of reading, as well as content. If they can do so efficiently and purposefully, their students will be able to access the information necessary to be truly successful in all subjects. “But how do I teach reading when I am a _____ teacher?” In this course, participants will explore the facets of close reading frameworks and discover how to apply them to multiple subject areas. By using a variety of informational and narrative texts and media on different levels, the end result will be teachers who are confident and competent when helping their students become strong readers, writers, and thinkers who access, use, and apply information skillfully, appropriately, and accurately.
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EDUC 532 Fostering Resilience and Building Assets in Our At-Risk Students 3 Credits
This course is designed to move our students from risk to resiliency by identifying and fostering the developmental competencies needed for students to succeed. The course hinges on the belief that resilience is not something you do, but something you are and can become. To that end, the course is designed to guide educators through a paradigm shift, away from the Deficit Model and toward the Strengths/Asset Model. Drawing on research from Nan Henderson, Mike Milstein, Robert Brooks, and Bonnie Benard, the attributes seen in resilient students will be identified and specific strategies for fostering these traits in all students will be taught.
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EDUC 533 Neo-Cortex Development: High Order Thinking Through Problem Solving, Creativity, and Play 3 Credits
Harvard Medical School research has told us for over 20 years that the neo-cortex (the adult, highly evolved thinking brain) needs to engage in problem solving, creativity and play in order to grow and develop. The same part of the brain that we need to pass the PSSA will only be at its best when engaged in regular problem solving, creativity, and play. Play lies at the core of creativity and innovation. We are built to play and we develop through play. Through problem solving and play we learn how the world works and how people interact. This class will be highly experiential with significant time spent fully engaged in problem solving, creativity and play activities for the benefit of all in class.
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EDUC 534 Project Based Learning: Crafting the Menu and Discovering the Secret Ingredients Needed to Create a Successful Project Based Learning Classroom 3 Credits
This course is grounded in the beliefs that students learn best by doing. How is this accomplished in a classroom where the “norm” has always been teachers teach and students listen, take a test, receive a grade and then repeat the process over and over again? Project-Based Learning (PBL) engages students of all learning styles and abilities and provides a rigorous and extended process of approaching complex questions that encourages independent thought inquiry and critical thinking skills.
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EDUC 535 Effective Questioning: Applying Brain Research and Bloom’s Taxonomy in the PK-12 Environment 3 Credits
How can we engage students by getting them to ask the right questions and think about their thinking? Teachers and their students need to be more attuned to the questions they ask of themselves and others. When we get students to think about their thinking, they become more active and more meaningful learners. This course will allow teachers to delve deeper, rather than broader, into curriculum and will provide current research on effective questioning, incorporating Bloom’s Taxonomy into the daily curriculum, and managing higher-level questioning with students of varying abilities.
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EDUC 536 Courage to Teach: Integrity, Authenticity, and Vulnerability 3 Credits
We teach who we are. This course is for teachers who have both good and bad days. We will explore the research that cites vulnerability as one of our greatest strengths. This course is for teachers who refuse to harden their hearts because we love our work so much. Our primary intervention tool will be to dig deeper into self-awareness. Teaching, like all human activity, comes from our inwardness. As we teach, we project our inward condition onto our students, our subject and our relationships together. Good teaching cannot be reduced to techniques and test scores. Good teaching comes from integrity, authenticity, and vulnerability. In every interaction, our ability to connect with our students depends less on methods and curriculum and more on our depth of self-awareness. Are we willing to be available and open in the service of learning? Important note: Course participants must be willing to enter into deep levels of dialogue and self-reflection.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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