Lincoln University Center
for Graduate and Continuing Education Programs

3020 Market St., Philadelphia PA 19104
(215) 387-2405

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COURSE DESCRIPTIONS

MASTER OF EDUCATION (M.ED) AND MASTER OF SCIENCE IN READING

(MSR) COURSE DESCRIPTIONS

EDU 501: STUDENT TEACHING (12 credit hours)

The course aims to review important theories and practices in education resulting from recent experimental research, to prepare the students for a period of student teaching in cooperating schools, and to supervise and direct an actual teaching experience in such schools. This course is offered to candidates who are not full-time classroom teachers when signing for this course. Since substitute teachers are not full-time teachers, they fall into this category. Lincoln University’s Office of Student Teaching will make the necessary arrangements with the local school districts to have student teaching candidates assigned to classrooms already have certified teachers who serve as cooperating teachers or mentors. Student teaching candidates will be placed in pre-kindergarten, kindergarten, elementary, intermediate and secondary school classrooms according to their area of specialization where they spend the next 13 to 14 weeks as classroom teachers closely monitored by the cooperating teachers and a graduate faculty member from Lincoln University. A certified and experienced classroom teacher commonly known as cooperating teacher must always stay in the class with the student teacher when the student teacher performs his or her teaching duties. The university professor assigned to teach the EDU 501.21 will hold post-site visitation meetings with student teachers to discuss the strengths and weaknesses observed during the visit. Such visitations must take place a minimum of 4 to 6 times during the semester. The university professor will remain at the site to the end of the session to meet with the student teacher and the cooperating teacher to discuss about the classroom observation.

EDU 503: STUDENT TEACHING (6 credits hours)

The course aims to review important theories and practices in education resulting from recent experimental research, to prepare the students for a period of student teaching in the school where they regularly teach, and to supervise and direct an actual teaching experience in their own classrooms. Non-certified full-time classroom teachers who run their own classrooms without the company of certified teachers may sign for this course. In other words, interns or student teachers who possess an emergency certificate may sign for this course. In this case, instead of the cooperating teacher, a mentor will be assigned by the school administration to monitor the student teachers’ overall classroom performance. The mentor could be an experienced and certified teacher from the next classroom or from the school where he or she makes frequent visits to the student teacher’s classroom for evaluation.  The university professor assigned to teach EDU 503.21 will make frequent visits (at least 4 times during the semester) and hold post-site visitation meetings with the student teacher to discuss the observed strengths and weaknesses with the candidate as well as the mentor together or separately as needed.

EDU 599: PRAXIS I TRAINING (0 credit hours)

This course is designed to prepare students for The Praxis I General Knowledge Assessment, which includes Reading, Writing, and Mathematics. This training is offered in the fall and spring semesters. The training lasts for 10 to 12 weeks meeting for one and one half hours once a week. In addition to the classroom instruction, students will also have access to PLATO software to practice for the test. The training will help candidates understand the nature of PRAXIS exams, prepare them for the exams, and help them develop a “Praxis State of Mind.” Students learn to read test questions critically, prepare targeted study plans, and get tips that will improve their chances of passing.

EDU 600: CONTEMPORARY ISSUES IN EDUCATION (3 credit hours)

This course is designed to provide students with an understanding of contemporary issues in education from a philosophical, political, economical, and social perspective.  Current reforms and their implications for the improvement of education on the local, state and federal levels will be examined.  Students will investigate and evaluate reform issues as they relate to the restructuring of American schools.

EDU 601: THEORETICAL FOUNDATIONS OF READING INSTRUCTION (3 credit hours)

This course is designed to provide teachers with a basic understanding of the reading process.  Emphasis will be placed on the significant research which establishes the theoretical foundation for reading instruction. Classroom discussion will include an analysis of the research and its practical application in the classroom.

EDU 602: HUMAN GROWTH AND DEVELOPMENT (3 credit Hours)

This course provides a broad overview of the field of human development.  It covers the entire range of human life from conception through death.  Specifically, students will be introduced to the lifespan that encompasses the prenatal period, infancy and toddlerhood, the preschool years, middle childhood, adolescence, early and middle adulthood, and later adulthood.  Within these periods, discussions will focus upon physical, cognitive, and social-personal development. Theories, research and applications will examine both the traditional areas of the discipline as well as more recent innovations.

EDU 603: READING AND LANGUAGE DISABILITIES (3 credit hours)

This course is designed to provide a thorough understanding of reading and language disabilities, and the use of diagnostic information as a means for prescribing instructional procedures. Students will be able to interpret psychological, cognitive, sociological and physiological factors, which have an effect on the reading process.  Case studies will be developed for identifying and analyzing reading/language disabilities and for recommended instructional interventions.

EDU 604: EDUCATIONAL ASSESSMENT AND EVALUATION (3 credit hours)

This is an introductory course designed to provide students with an understanding of the role of assessment and evaluation as utilized in educational settings.  Emphasis will be placed on assessment of students, teachers, instructional practices, and schools.  Opportunities for reviewing and interpreting evaluation tools and data will be provided.  The social, political, and cultural perspectives of assessment and changing paradigms will be among the topics investigated.

EDU 605: CONTENT READING IN THE MIDDLE AND SECONDARY SCHOOL (3 credit hours)

This course is designed to develop students’ understandings of appropriate pedagogy for integrating reading, writing, and study strategies into content area instruction.  Emphasis will be placed on blending theoretical perspectives with practical applications.

EDU 606: TECHNOLOGY BASED INSTRUCTION (3 credit hours)

This course aims at effective use of technology tools to communicate with others, to locate professional resources, and to manage information and data.  Students will identify social, ethical and human issues related to technology use and understand the impact on education.  Appropriate resources and technologies are selected, evaluated and integrated for instruction.

EDU 607: LITERATURE AND LITERACY (3 credit hours)

This course will offer an exploration of literature of children and adolescents and the development of literacy through literature. The course will focus on theoretical and practical aspects of the study of literature. Students will be given opportunities to develop instructional strategies and techniques necessary for the integration of literature into the K-12 school curriculum.

EDU 609: PLANNING AND ORGANIZING READING PROGRAMS (3 credit hours)

This course is designed to provide opportunities for students to acquire knowledge of principles, methods, and guidelines for organizing reading programs, which effectively meet the needs of individual learners. Emphasis is given to various innovative organizational practices used in developmental, corrective, and remedial programs today as well as the role of the reading specialist in developing exemplary programs.

EDU 610: PRACTICUM:  REMEDIAL, CORRECTIVE AND DEVELOPMENTAL READING (3 credit hours)

This course is designed to develop graduate students’ practical facilities that will provide effective instruction for students who are experiencing severe to moderate difficulties in reading/language, and for students in regular developmental programs.  The central focus of the course will be in-the-field experiences in which each graduate student will work weekly with a student whom s/he diagnoses, and will conduct a developmental lesson with a group of students.  This will be combined with case staffing at the University, which will consist of problem solving and developing strategies for use with a range of reading/language strengths and needs.  The course will provide a venue for applying learning from the full range of courses taken in the Lincoln University Graduate Reading Program.

EDU 611: INTEGRATING THE READING/LANGUAGE ARTS CURRICULUM (3 credit hours)

This course is designed for the Master of Science graduate student/teacher.  The course surveys critical issues of theory and practice related to the integration of reading and language arts.  The class will draw on the varied perspectives from the research literature and from personal experiences as learners and teachers.  Students will examine their own assumptions about learning and language in order to generate questions for observation, discussion and research.

EDU 613: RESEARCH SEMINAR IN READING (3 credit hours)

This course is designed to facilitate the development of the Masters Thesis.  It will enable students to read and react critically to research in the field of reading/writing.  Students will analyze educational research as they investigate their original research.  Emphasis will be placed on the analysis of data and conclusions.  A Masters Thesis is the final requirement for graduation.

EDU 615: ADULT READING (3 credit hours)

This course is designed to acquaint students with theory and practice related to adult literacy.  It will explore adult learning theory, the socio-cultural situation of adult literacy, and programs designed to meet the expressed needs of the adult learner.  Specifically, the course will familiarize MSR candidates with the operation of programs traditionally called “functional,” with intergenerational literacy programs in the schools, with GED preparation classes, and with developmental reading courses at the two- and four-year college level.

EDU 617: ADVANCED TOPICS IN READING (3 credit hours)

This course is designed to facilitate advanced exploration of topics related to reading and research in reading, viewing them in the broader context of school operation and reform.  In addition, students will be guided in the initial stages of development of their research for their master’s thesis.

EDU 618: PRESCHOOL CHILD (3 credit hours)

This course is designed to help students develop an understanding of the behavior of the preschool child.  It will focus on cognitive development, theories of language acquisition, and the relationship between language acquisition and mental development.  Attention will also be given to the practical environmental dimensions of the day care center as they affect the learning of the preschool child.  Opportunities for observation of preschool children will be provided.

EDU 619: INFANT AND CHILD DEVELOPMENT (3 credit hours)

This course is designed to acquaint students with the theories of human development from birth through childhood, focusing on the interrelationships between biological, social, cognitive, personality, and language development.

EDU 621: CREATIVE ARTS IN THE ELEMENTARY CLASSROOM (3 credit hours)

This course will acquaint students with the basic philosophy concerning art, music, and movement in the elementary classroom and the principles of creative teaching as they relate to these areas.  Students will be introduced to various media and art techniques and the function of music and movement in the regular classroom.  The creative arts will be presented as vehicles for inclusion: for revealing the cultural heritages of all of the world’s peoples and for experiencing curricula in ways which provide access to those of diverse learning styles and backgrounds.

EDU 623: METHODS: SCIENCE AND SOCIAL STUDIES (3 credit hours)

This course is designed to provide a practical, functional approach to the design and integration of the content areas of social studies and science in the elementary school.  Major emphases include: (1) knowledge of basic social studies and science concepts and processes, (2) systematic instructional design of lessons and units, (3) questioning, thinking and problem-solving, (4) inclusion of literature in the study of science and social studies, (5) teaching/learning strategies, and (6) evaluation techniques.

EDU 625: METHODS: ELEMENTARY SCHOOL MATHEMATICS (3 credit hours)

This course is designed to provide an examination of mathematics in the elementary school. Students will be given opportunities to develop instructional strategies and techniques and will use them in an elementary school classroom.  This course is one of the final methods before student teaching.  It is important, therefore, that students demonstrate mastery of the theory and skills through class work, tests, assignments and fieldwork.  In order to student teach, the student will need at least  “B” or better grade in this and other education courses.  The student will also need to demonstrate mastery of elementary school mathematics skills through testing (pre and post).

EDU 626: INTERNATIONAL EDUCATION (3 credit hours)

International Education addresses education at the national and international levels from philosophical and sociological perspective.  In particular, the course will focus on describing educational systems in American, African, Asian and Latin American countries.  Students will explore the emergence of current school systems, school organization and curricula, and how these impact upon the individual student.  The purpose of this course is to enhance and expand students’ understanding of an increasingly interdependent global society in which the study of education has become a viable, dynamic process that seeks to prepare its citizens to become leaders of the future.  This course offers students an opportunity to explore the non-western perspective as an integral part of the processes that shape the world system.

EDU 627: SPECIAL TOPICS IN ELEMENTARY EDUCATION (3 credit hours)

This course is designed to explore current topics related to teaching in the elementary schools with a view toward classroom and educational reform. It also explores the curriculum at elementary and middle levels, including the role of the classroom teacher in curriculum development, dynamics of curriculum change and school improvement, factors that influence curriculum decisions, and alternative and innovative ways to approach problems and entertain solutions for improving teaching and learning.
EDU 630: SURVIVAL IN THE TESTING WORLD (3 credit hours)

Formerly MSA 630, this course is designed to improve the students’ understanding of tests as they are used in academic settings, and to assist the students in improving their scores on standardized tests through increased awareness of test-taking strategies and critical thinking.  The sociological, psychological, and educational implications of training students in the various techniques of test taking are emphasized.  The course will also emphasize how students’ attitudes toward test taking affect their ability to achieve a higher score on tests.  Students will be provided the opportunity to apply techniques across disciplines using simulations and computer materials.

EDU 666: MIDDLE SCHOOL CHILD (3 credit hours)

The course is composed of an introduction to the philosophy and organization of the middle school, middle school curriculum, and roles of the middle school teacher. It provides teachers with a well-rounded view of the dynamics of the middle school’s classroom environment, and acquaints them with various classroom management approaches and teaching methods that have been found to be most effective in the middle school classroom. Students will gain an understanding and familiarity with the current educational trends and issues affecting middle school education today. This course is an elective for all M.Ed and MSR curriculums and should be taken after completion of Foundations of Education.

EDU 701: RESEARCH METHODOLOGY (3 credit hours)

Formerly MSA 701, this course is designed to introduce the student to education research methods. Emphasis will be placed on the processes of research and evaluation used by educational researchers to examine areas of human behavior, to identify educational needs of targeted populations, to develop and assess education intervention procedures and programs and to recommend areas for policy focus.  The students will examine the role of the researcher; the relationship between theory and data; conceptualization of research questions, hypotheses, research designs, methodological issues in education; sampling; specification and measurement of outcomes; evaluation of program elements and entire programs; methods of educational research; and the practical limitations and ethical issues related to research.  Overall, the course will provide the student with introductory skills required for contributing to knowledge in education and human services, becoming better educational and behavioral scientists and critical consumers of research.

EDU 703: CULTURAL DIVERSITY (3 credit hours)

Formerly MSA 703, this course will enable all participants to bring their cultural heritage’s to the surface as the first step in developing an understanding of the impact on selves and others, and provide them with the freedom to expand their cultural repertoires of skills, knowledge and attitudes necessary to maximize their capacity to benefit from and utilize cultural diversity.  This course will involve highly interactive experiences with brief lectures, large and small group discussions, personal disclosure, audiovisuals, self-evaluation assessment and on the spot feedback to help students recognize the multiple dimensions of human diversity and to gain the knowledge, attitude and skills important to effective intercultural interactions and multicultural organizational development.

EDU 725.21:  THESIS SEMINAR I (3 credit hours)

Formerly MSA 725, this course is a required course for all who pursue Master of Education (M.Ed) and Master of Science in Reading (MSR) degrees. This course enables students to choose a research topic and then formulate educational research proposal. All graduate students enrolled in Master of Education (M.Ed) and Master of Science in Reading (MSR) programs at Lincoln University of Pennsylvania who successfully completed at least three fourths of the required coursework in their respective fields of study with a minimum of 3 points GPA are required to sign for this course. Upon the successful completion of the research proposal, the M.Ed candidates will have an option of either taking a comprehensive exam or continue with the Thesis project. The MSR candidates are all required to write a thesis project.

EDU 725.22: THESIS SEMINAR I (COMPREHENSIVE EXAM PREP) (3 credit hours)

This course is designed to prepare individuals for the Comprehensive Practice Examination. Course content consists of lectures, sample questions and discussion on the overall nature of the exam. Sample questions will be prepared from Lincoln University’s Graduate Education five core courses and several content area studies. Additional emphasis will also be placed on information management and communication that has more focus on the revised examination. As of summer 2006, however, all M.Ed students are required to sign for EDU 725.21. According to the new arrangement, students will have an opportunity to decide whether they will continue with thesis writing or take the comprehensive examination in the fall semester. Those who choose to take the comprehensive examination in the fall will sign for EDU 726.22.

EDU 726.21: THESIS SEMINAR II (3 credit hours)

Formerly MSA 726.21, this course is designed for students who pursue the thesis writing. Candidates are expected produce a scientific research report and successfully defend before the thesis committee. EDU 725.21 is a prerequisite for this course. Only candidates who completed EDU 725.21 with a minimum of C grade may sign for this course.

EDU 726.22: THESIS SEMINAR II (3 credit hours)

Formerly EDU 726.22, this course is designed for those interested in taking the comprehensive examination. Questions for the comprehensive examination are drawn from the M.Ed core and content area courses. EDU 725.21 is a prerequisite for this course. Only candidates who completed EDU 725.21 with a minimum of C grade may sign for this course.

EDU 732: FOUNDATIONS OF EDUCATION (3 credits)

Formerly MSA 732, this course reviews information on the philosophical, historical, social, cultural, political and economic foundations of education.  Students will analyze professional aspects of education, i.e., collective bargaining, strikes, professional organizations.  Additionally, the course examines and evaluates curricular innovations in education.  Students will critique contemporary issues of American education and apply their knowledge of the American educational system to developing and writing a plan to meet the learning needs for the next decade.

EDU 734 SCHOOL LAW 3 credits

Formerly MSA 734, this course is designed to provide the students with basic knowledge of the law directly affecting public and non-public education in the United States.  The material will cover principles of law applied to the problems of education.  The students will be required to analyze and synthesize judicial interpretations of constitution, statutes, rules and regulations, and the common law in an objective manner.  Moreover, the students will be challenged to concern themselves not only with what school law is but also with what it should be.

EDU 736 ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATION 3 credits

Formerly MSA 736, this course is designed to equip current and future elementary and secondary principals with the processes, concepts, and competencies required to change complex organizational environments.  The goal is to prepare effective leaders who can shape and direct effective schools.  Emphasis will be given to the various dimensions of the leadership role in schools and to problem-solving and decision-making processes.

EDU 738 CURRICULUM DESIGN AND INSTRUCTIONAL IMPROVEMENT 3 credits

Formerly, MSA 738, this course is designed to provide teachers, supervisors, and school administrators with the realistic concepts of curriculum and instruction as used in schools.  The course examines the major educational curricular philosophies, both historical and current, and their implications for the development of curriculum in a classroom; managing a curriculum in a school or local school setting; curriculum policy-making; and the development of curriculum plans and materials.  The course provides opportunity to design instructional units across the various disciplines.

EDU 740 SPECIAL TOPICS IN ADMINISTRATION 3 credits

Formerly MSA 740, this course is offered for advanced Masters’ candidates in the Education strand of the Master of Science in Administration Degree.  The course is designed to facilitate advanced exploration of topics related to administration in the school community viewing them in the broader context school operation and school reform.  Students will be guided in the stages of development of their master’s thesis, which will be organized in the traditional five-chapter format.  This course will run in tandem with MSA 701 (Research).  Students will use MSA 701 to identify the problem and begin data collection.

EDU 742 SUPERVISION AND INSTRUCTION IN THE ELEMENTARY AND SECONDARY SCHOOLS 3 credits

Formerly MSA 742, this course is designed to acquaint students with supervision for instructional improvement.  Students will examine the assumptions and goals, which have guided supervision of teachers throughout different movements, develop knowledge of the interpersonal characteristics and functions required of a supervisor, and reflect upon the supervisor’s role in creating positive educational change.

EDU 747 Management of School Fiscal Affairs 3 credits

Formerly MSA 747, this course is designed to address the importance of education to the U.S. economy, to American society, and to individual citizens. This course examines how school finance formulas and structures work. It also examines the school finance in relation to state and local governmental fiscal policies affecting education fiscal decision-making. The course is expected to deepen the student’s understanding of how funding mechanisms for schools work. It also helps aspiring school administrators

EDU 756 Principalship 3 credits

This course will explore the Principalship using specific points of view such as reflective proactive practice or instructional leadership. Students will be provided with a clear organizational framework for school leadership. One that will enable principals to repeatedly adapt themselves to new and unique setting with public school environments. They will explore strategies for providing systematic ways in which the novice can structure a professional social-interaction perspectives with special emphasis on work group development, ongoing instructional leadership, diagnostic methods, and the reflective approach to becoming a principle.

EDU 757 Instructional Leadership 3 credits

This course is designed to help prospective principals and supervisors increase their knowledge and skills in the primary area of curriculum instruction. The course presents concepts and research findings that when understood can improve the student’s problem solving and leadership effectiveness. Emphasis is placed on the student’s problem solving and leadership effectiveness. Emphasis is placed on the development skills associated within instruction, pedagogy and evaluation. The various modes of strategic planning for instruction, feedback and assessment are covered. The problems of change will be discussed along with how to run an effective school. School-based management, applications of total quality management, and structuring staff evaluation and supervision will also be discussed.

EDU 758 School Community Relations 3 credits

This course will explore innovative approaches to school and community relations. It will examine strategies for increasing effective interactions between diverse segments of public school communities. Focus will be placed on the development of school governance systems, which are sensitive and responsive to the needs of the community. Students will examine the role of the school administrator as a community organizer, liaison to the business community, communicator with various public and educational leaders in the community.

EDU 759 & EDU 760 3 credits

This course is a two-part sequence whereby students will enroll and complete EDU 759 and enroll and complete EDU 760 the following semester for a total of 6 credit hours. The purpose of this internship is to provide elementary and secondary principle candidates two semesters of experiential learning activities. Prove them with on-the-job methods and practices of successful school leadership. Candidates will be able to demonstrate integrated experiential, empirical and theoretical knowledge of school administration and leadership.

EDU 761 Internship in School Supervision 3 credits

The internship in School Supervision is a supervised, professional, on-site field experience in a supervisory setting. During the field experience, a full-time practicum in schools, the candidate for Supervisory I Certificate will be able to assume the role of the supervisor in practice under the guidance of well-qualified school personnel actively engaged in supervision. University faculty will regularly observe the intern site to confer, to counsel, and to evaluate as the candidate relates theory to practice.