Graduate Courses in Education

Graduate Courses in Education

Professional Development for Teachers (Maymester 2018)

EDUC 418: Positive Classroom Climate for Positive Attitudes about Learning (3 credits)
Participants will learn strategies for creating classroom climates which encourage positive attitudes toward learning while preventing and correcting student misbehavior.
Meets Tuesdays 5–7 pm, May 8, May 15, and May 22

EDUC 452: Teaching Writing (3 credits)
Techniques for teaching the writing process, kindergarten through grade 12, including writing in content areas; workshop format.
Meets Mondays 5–8 pm, May 7, May 14, and May 21

EDUC 463: Teaching With Modern Web Technologies (3 credits)
This course focuses on the World Wide Web as a valuable resource for P-12 education. Designed for teachers, curriculum supervisors, and building administrators, this course relates educational theory and practice to applications of the Web and Web 2.0 technologies in classrooms and schools. Class participants apply resources available through the Web to content from the fields of educational foundations, learning theories, curriculum development, educational assessment and evaluation, and educational research. The impact that the Web and technology in general has had on the educational experience of both teachers and students, including the working relationship between the two, is also a main focus. 
Meets Thursdays 5–8 pm, May 10, May 17, and May 24

SPLED 404: Working with Families and Professionals in Special Education  (3 credits)
Strategies for productive interactions between special educators and others such as colleagues, employers, parents, service providers, professionals, and students.
Online, May 7–May 25

CI 405: Strategies in Classroom Management (3 credits)
This course has been designed to engage students in in-depth examination of the process of creating and sustaining a classroom learning community that fosters and enables success for all children. Emphasis is placed on understanding a variety of theoretical models of classroom management as well as observing and studying individual children to develop a better understanding of their needs. The result should be the development of a coherent set of beliefs concerning the creation of classroom learning environments that support learners and meet their individual needs.
Meets Wednesdays 5–7 pm, May 9, May 16, and May 23

CI 280: Introduction to Teaching English Language Learners (3 credits)
Focuses on the development of foundational knowledge to successfully assist English language learners in U.S. school contexts. The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and bringing school success for English language learners. 
Online, May 7–25

WLED 400: Foundations of Language in Second Language Teaching (3 credits)
This is an advanced course designed for practicing classroom teachers who want to further their knowledge of language acquisition/language teaching. It provides a critical understanding of basic concepts and principles in first and second language acquisition and teaching. The core of the course explicates processes of language acquisition viewed from major theories of first and second language acquisition and common issues within these major theories are presented and debated. Using their classroom experiences, students will be able to critically examine language teaching methodologies derived and implied from first and second language acquisition theories and to apply them in their classrooms.
Online, May 7–25

Professional Development for Teachers (Summer 2018)

EDUC 432: Children's Literature in Teaching Writing (3 credits)
Introduction to introduces methods for transferring writing skills and literary devices from literature to student writing in all subject areas.
Meets Mondays and Wednesdays 9–noon, June 18, June 20, June 25, and June 27

EDUC 464: Technology and the Learning Process (3 credits)
Designed for teachers, curriculum supervisors, and building administrators, this course examines and evaluates the relationship between technology-based resources and learning theories. Students explore learning theories in terms of how technology may or may not support implementation of those theories in the classroom.
Meets Wednesdays 5–7 pm, June 13, June 20, and June 27

EDUC 470: Higher-Order Thinking for Educators (3 credits)
The first objective is to develop students' metacognitive, critical thinking, creative thinking, decision making, problem solving and reflection skills. A second objective is for students to become aware of ways to increase the higher order thinking of children in the elementary classroom. The third objective is to improve the students' ability to write critical thinking/reflection papers on educational problems and issues. This course serves as one of the foundation courses for the Elementary Education Program as one of the goals of the program is to develop reflective practitioners. Students are evaluated on the quality of eight writing samples, the quality and quantity of their contributions during whole class discussions and the quality of their performance during cooperative group activities.
Meets Tuesdays 9–11:30 am June 12 and June 19

SSED 470: Issues in Social Studies Education (3 credits)
Concentration on particular issues, trends, and developments in the social studies.
Meets Wednesdays 9–11:30 am, July 11 and July 18

SPLED 412: Instruction for Students with Mild Disabilities (4 credits)
Appropriate teaching strategies, curriculum sequences, and materials selection and evaluation for children with mild special needs.
Online, June 10–June 28

** All courses are delivered in a Hybrid format which will include online instruction and will meet face-to-face at the Penn State Wilkes-Barre Northern Tier Career Center located in Towanda on the dates listed; unless otherwise stated.

Instructor's Corner

WHY it is important to continue to obtain education….
In this busy fast paced world, things are continuously changing all around us.  As an educator who is passionate about reaching all of our students, it is my responsibility to keep up with the most up to date research and topics related to our profession. I will forever be a lifelong learner as I owe it to not only myself but I also owe it to my students as well. As educators step into their classrooms the amount of growth that we can obtain through education and our experiences is endless.  As educators we have the opportunity to make a lasting impact on our students’ lives.  Continuing education ensures that we will never stop learning.  Even the best, most experienced educators, have something yet to learn.
Why I teach……
The courses I teach are centered on classroom management and special education.  Behaviors are a common issue that educators face.  It does not matter what the content area is that you are teaching, or the age of your students,  behaviors are inevitable. We have a responsibility as teachers to manage our classrooms so that behaviors are a minimum and we can continue to carry on with the delivery of our instruction.  I strongly agree with the quote from Rita Pierson, “Every child deserves a champion.”   We have to look beyond the students behaviors and get to the root of why the behavior is occurring.  This can be a difficult task, but as educators we must never give up.  We are our students’ champions and it is up to us to make an impact, to make a connection with them, and to be their number one supporter as we provide the best quality education that we possibly can.

From our instructor, Sandra Burns

Teaching Writing and Literacy Certificate

No matter what you are teaching, Penn State’s Specialist Certificate: Teaching Writing and Literacy is for you! This 15-credit program is similar to the Pennsylvania Department of Education’s range of educational endorsements. The Writing Specialist Certificate is designed to afford educators deep study in all aspects of teaching literacy. It provides the teacher with real-world skills for implementing the writing requirements of the PA Core Standards.

Considering a Master’s Degree Program?

The core courses of Penn State Harrisburg’s 30-credit Master of Education in Teaching and Curriculum are delivered online. Why not take a course with an “EDUC” prefix, as it may transfer into the program as an elective?

View information on registering for graduate courses through Continuing Education, as well as other useful information for graduate students.

Penn State encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact 570-268-7778 in advance of your participation or visit.

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