Curriculum
A minimum of 45 credits is required to complete the degree. Distribution of credits is as follows:
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With Prior Teacher Certification
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Without Prior Teacher Certification
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Core Pedagogy
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11
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23
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Content Categories
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19
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7
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Professional Electives
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15
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15
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Total
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45
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45
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Evaluation of transcripts by a program advisor in relation to state standards determines the required courses for certification in your area of interest.
Teacher Certification
Completion of this program satisfies the requirements for Pennsylvania Instructional I Certification. Through operation of interstate reciprocity agreements, a Pennsylvania teaching certificate may be converted to the analogous teaching certificate in another state. Please contact your states Department of Education for more information.
Students must complete all required core pedagogy courses with a grade of “B” or better. Students must also complete all required content courses with a grade of “C” or better while maintaining an overall “B” average in the content courses. In addition, students must receive passing Praxis test scores.
* Important note for students who plan to obtain teacher certification through this program: U.S. state teacher certification requires U.S. citizenship or a declaration of intent to become an U.S. citizen. Students who are contemplating completing the field experience requirement outside of the United States must make arrangements to student teach in a U.S. affiliated school, such as on an Army base, under the guidance of a U.S. fully certified teacher at the grade level and subject appropriate for the intended area of certification. The cooperating teacher needs to be certified in the U.S. with a minimum of 3 years teaching experience in the area of certification being pursued.
Concentration Electives
For students without prior teacher certification, 7 credits are required. Students with prior certification or those seeking certification in an additional area select 19 credits from the following content categories:
- Mathematics and science
- Technical pedagogy
- Applied pedagogy
Participants may need to meet mathematics and science course requirements through prior background or studies elsewhere.
Professional Electives
Professional electives are selected with the guidance of a program advisor to strengthen mathematics and science knowledge, improve pedagogy competence, broaden general education, learn about information science, learn how to integrate technology into instruction, and ensure that certification standards are satisfied.
Course Descriptions
EDUC 511— Computer Skills for Teachers
Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.
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EDUC 520 — Professional Studies in Instruction
For students who lack professional-level classroom teaching in grades K to 12. Examines and develops skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, and identification of instructional resources. Discusses current principles of developmental and learning theories and instructional design applied to teaching.
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EDUC 522 — Evaluation of Instruction
Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component.
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EDUC 523 — Diagnostic Teaching
(Prerequisites: EDUC 520 Minimum Grade: B)
Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.
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EDUC 524 — Current Research in Curriculum and Instruction
Examines the relationship of curricula and instruction to current research in learning and knowledge construction, developing higher-order thinking in specific disciplines and content areas, and the role of understanding and metacognition in learning. Complex problems of pedagogy are identified and analyzed (e.g., interdisciplinary curricula, team teaching, collaborative learning), with attention to designing learning goals and outcomes with effective instructional strategies.
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EDUC 525 — Multimedia in Instructional Design
Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.
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EDUC 526 — Language Arts Processes
Applies contemporary research to processes and problems in teaching oral and written communication, with the basic assumption that listening, speaking, writing, and reading are integrated processes and should be taught as such. Covers analysis and use of instructional strategies for teaching developmental reading and writing, reading and writing in content areas, written correspondence, research reports, journal writing, poetry, and appreciation of children's literature.
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EDUC 527 — Understanding Learning Disabilities
Addresses learning disability issues including types of learning disabilities and related general approaches to the assessment and treatment of them. Specific disorders discussed include dyslexia, dyscalculia, attention deficit hyperactivity disorder, social cognition deficit, and disorders of language and hearing.
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EDUC 533 — Virtual Learning
Examines the inpact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsibility for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community.
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EDUC 534 — Developing Educational Leaders Using Technology
Addresses leadership and team building competencies that instructional technologist need to work collaboratively with teacher, administrations, parent groups, and the community. Will use technologies that facilitate cimmunication and team building.
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EDUC 535 — Researching and Evaluating Instruction Technology
Course will focus on teaching and learniing technology standards, general applications of technology. basic technology and skills. Will examine and critique educational software and learning technologies, and though research, develop criteria for technology.
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EDUC 540 — Field Experience
Provides supervised field experience at a cooperating school designed to develop skills in instructional planning, pedagogy, motivation, classroom management and discipline, interrelationships among diverse populations within school settings, identification of instructional resources, and applications of current research on effective teaching.
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INFO 520 — Professional & Social Aspects of Information Services
Surveys the professional, social, ethical, and legal issues that affect information service professionals and organizations. Addresses such topics as information law, access, ownership, and censorship. Studies professional organizations and the sociology of professions.
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INFO 640 — Managing Information Organizations
Applies theories and techniques of management to libraries, information centers, and information enterprise, concentrating on political processes, leadership, communication, human resources, organizational structure, decision making, planning, and control. Also includes elements of project management.
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INFO 688 —Instructional Role of the Information Specialist
Examines the instructional role of the information professional. Emphasizes the planning, implementation, and evaluation of instruction for the purpose of information education.
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EDUC 702 — School Leadership and Decision-Making
This course will focus on decision-making in the schools. Emphasis will be placed on major challenges and opportunities in the work world of the principal and the interpersonal skills of school leadership.
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EDUC 705 — School Law and Politics
This course us designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of the schools. Students will student the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.
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EDUC 708 —Technical Integration with School Instruction and Management
In this course students will investigate learning theory and its implication for interactive multimedia learning formats including the relationship of instructional design principles to selection of multimedia elements.
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EDUC 710 — School Finance and Facilities
In this course, students will study the school budgeting process and school facilities management. Students will receive and overview of the basic financial and facility issues, unique to education that affect individual school buildings.
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EDUC 712 — School / Community Partnerships & Relations
In this course, students will study the skills, techniques and attitudes. School leaders need to work effectively with school constituents.
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EDUC 714 — Instructional and Curriculum Leadership
In this course, students will examine the relationship between school culture and classroom instruction. Students will study the five fundamental tasks of instructional leadership (direct assistance, group development, professional development, curriculum development, and action research). Students will also investigate effective classroom observation methods.
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