Fall 2008 | Spring 2009 | Summer 2009 | Fall 2009

All courses are approved for Act 48 credit.

Fall 2008

M. A. in Education Orientation: Saturday, September 6, 2008, 9:30 - 11:30 a.m.

Action Research Project Presentations: November 15, 2008, 9:00 a.m. The public is invited.

EDCC 551 Action Research in Educational Settings Spring 2009 class: Orientation session, November 25, 6-7:30 p.m.

EDPC 521 Teacher Work Sample (1 SH) Don Steiner
(Replaces Reflective Practice Portfolio.) Integrates knowledge with professional practice through the assessment of contextual factors and the analysis of student learning. Five core propositions of the National Board of Professional Teaching Standards (NBPTS) are examined. Required by candidates participating in the curriculum transition who have not addressed NBPTS standards. Sept. 5, Oct. 3-4, Nov. 14-15, Fridays 6-9 p.m., Saturdays 8:30 a.m.- noon.

EDPC 611 Action Research Project (3 SH) Jim Cox, Susan Finn Miller, Don Steiner, & Mike Young
Incorporates a written report and delivery of a student-designed action research project. Under Faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 552 Action Research in Educational Settings. Sept. 5, 2008 - Sept. 5, 2009

EDDS 501 Technology to Enhance Learning (3 SH) Tony DiMatteo *Note location
Focuses on strategies and delivery systems of instruction which are now available to teachers through the use of technology. Investigates how a wide range of electronic information technology might affirm core values and promote excellent teaching practices. Emphasizes hands-on learning. Class location: Cocalico Middle School. Sept. 9, 16, 23, 30, Oct. 7, 14, 21, 28, Nov. 4, 11, Tuesdays 4-7 p.m.

EDLA 501*** Foundations of Literacy (3 SH) Cheryl Weyant * Note date and time changes
Examines the psychological, social and linguistic components of the developmental processes of reading and writing including phonemic awareness, alphabetic code, fluency, vocabulary, and comprehension. Emphasizes the importance of appropriate instruction and materials according to the child’s developmental stage. Includes 20 hour practicum/clinical activities. Sept. 11, 18, 25, Oct. 2, 9, 16, 23, 30, Nov. 6, 13, 20, Dec. 4, 11, 18, Thursdays, 4:30-8:00 p.m.

EDDT 591* ESL Assessment & Support (3 SH) Eugenia Krimmel *Note date changes
Explores assessment tools and practices as they relate to second language learners. Emphasizes the assessing and monitoring of oral language, reading and writing, and content area subjects. Examines support services both in language acquisition and content learning. Sept. 12-13, 19-20, Oct. 10-11, 24-25, Nov. 7-8, Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m.

EDCC 531 Social & Ethical Issues in Education (2 or 3 SH) Mike Young
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns. (2 SH with Assistant Director's permission.) Sept. 12-13, 26-27, Oct. 10-11, 24-25, Nov. 7-8, Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m.

EDI 621** Restorative Discipline: Accountability & Restoration in Schools (1 or 3 SH) Judy Mullet
Designed for teachers, counselors, administrators, social workers, and others who work with discipline issues in K-12 schools. Applies restorative justice principles to individual student, classroom, school, and community practices that support safe, caring schools. Participants learn how to facilitate classroom meetings and family group conferences. Option: 1 credit, Sept. 19-20; Option 3 credits, cancelled. Fridays 5-10 p.m., Saturdays 8 a.m.-5:30 p.m.

Spring 2009

M. A. in Education Orientation: January 10, 2009, 9:30-11:30 a.m.

Action Research Project Presentations: March 7, 2009, 8:30 a.m. The public is invited.

Graduation Ceremony: April 26, 2009, 1:00 p.m., Harrisonburg, VA

EDDT 581* Language & Culture (ONLINE) (3 SH) Mike Medley (waiting list only, as of 11/21/08)
Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom. Jan. 5-Apr. 20

EDLA 622 Informational Literacy & Response to Intervention Procedures (ONLINE) (3 SH) Alice Bair
Designed for general and special educators who wish to use Response to Intervention for prevention and early intervention of students’ learning difficulties associated with informational literacy. A focus on technology applications will be used. Jan. 5-Apr. 20

EDIC 511 Teaching Middle East Issues to Middle & High School Students (1 or 3 SH) Elias George & David Miron
Examines the historical, political and cultural context of the Middle East. Students will participate in two study seminars. Friday evening synagogue service, TBA, and Saturday, Feb. 21, all day trip to Washington, D. C. Feb. 4, 11, 18, 25, Mar. 4, 11, 18, 25, Wednesdays 6-9 p.m.; one credit option: study seminars and assignments

EDDT 571* Language Acquisition & Grammar (3 SH) Jeannie Krimmel
Explores current topics and issues in the study of language acquisition, language development, and grammar. Offers teachers practical ideas for teaching grammar in the context of today’s classroom. Jan. 16-17, 30-31, Feb. 6-7, 20-21, Mar. 13-14, Fridays 6-9 p.m., Saturdays, 8:30 a.m.-3:30 p.m.

EDDS 601 Advocacy Issues Within Special Education (3 SH) Bernie Kepler
Recognizes the impact and importance of decision-making and the dynamics of advocacy. Includes but is not limited to current topics such as impact of health and medical issues, self determination by and for students, selection and implementation of instructional and assistive technologies, and creating safe psychological and physical environments. Jan. 16-17, 30-31, Feb. 6-7, 20-21, Mar. 13-14, Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m.

EDCC 551 Action Research in Educational Settings (3 SH) Jim Cox, Susan Finn Miller, Don Steiner, & Mike Young (see Note:)
Examines quantitative and qualitative research studies which have impacted education. Presents action research theory and design so that students may apply action research to their individual programs. Prerequisite: admission to candidacy. Jan. 23-24, Feb. 13-14, Mar. 6-7, Apr. 3-4, May 8-9, Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m. Note: Orientation session on Nov. 25, 6:00-7:30 p.m., classroom 2

EDIC 541 Self Care & Renewal of Teachers (3 SH) Glen Roth
Understanding and caring for self is foundational for dealing with stress and to understanding and caring deeply for others. This course is designed to give practical suggestions for enhancing self-awareness and positive involvement with others as a basis for effective teaching. The 13 Components of Emotional Intelligence will be a significant frame of reference for achieving this goal. Jan. 30-31, Feb. 27-28, Mar. 20-21, Apr. 24-25, May 15-16, Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m.

EDDS 501 Technology to Enhance Learning (3 SH) Dan Daneker
Focuses on strategies and delivery systems of instruction which are now available to teachers through the use of technology. Investigates how a wide range of electronic information technology might affirm core values and promote excellent teaching practices. Emphasizes hands-on learning. Meets off site at Conestoga Valley High School. Feb. 6-7, 20-21, Mar. 6-7, 20-21, Apr. 3-4 , Fridays 6-9 p.m., Saturdays 8:30 a.m.-3:30 p.m.

EDLA 541*** Literacy Assessment (3 SH) Janine Presloid
Designed to focus on assessment as the basis for instruction. Teachers will learn to administer multiple assessments to diagnose and document a student’s literacy development. Teachers will also examine the design and purpose of national, state, and district assessments. Includes 20 hour practicum/clinical activities. Prerequisite: EDLA 501 Foundations of Literacy or instructor’s permission. Feb. 7, 28, Mar. 21, 28, Apr. 18, 25, Saturdays 8:30 a.m.-4 p.m.

EDI 501** Circle Processes in School Settings (1 SH) Vesna Hart
Explores ways in which to build a positive classroom climate for learning, and resolve behavior problems within a caring community. Describes how circle processes can assist the classroom teacher to provide an orderly and reflective environment that reinforces positive values for student learning. Mar. 19, 20, Thursday, Friday, 4:30-8:30 p.m., March 21, Saturday, 8:30 a.m.-3:30 p.m.

Summer 2009

Action Research Project Presentations: June 27, 2009, 8:30 a.m. The public is invited.

EDID 531** Teaching Tolerance (1 SH)
Explores approaches to help children and adolescents interact more positively and overcome intolerance. This activity-based workshop examines underlying theory and research, as well as provides opportunities to practice strategies in small group participatory activities. TBA

EDLA 611 Adolescent/Young Adult Literature (ONLINE) (3 SH) Mark Hogan
Concentrates on literature written for and by adolescent/young adult readers while relying on works typically classified as young adult literature as well as literary “classics” found within the curriculum for middle, junior and senior high classrooms. Employs reader-response theory. June 8-Aug. 7

EDDN 631** Research in Risk & Resiliency (ONLINE) (3 SH) Sarah Armstrong
Analyzes research bases for understanding risk and resiliency and explores protective factors within the child, family and community which enable resilience and mitigate risk factors. June 8-Aug. 7

EDLA 601** Multicultural Children’s Literature (3 SH) Jean Hawk
Explores multicultural literature for children in a variety of genre. Elementary classroom activities, including critical thinking and writing, are demonstrated. June 15-19, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDLA 521 Integrated Literacy Instruction (3 SH) Don Steiner
Focuses on literacy learning throughout the curriculum and addresses integrated, interdisciplinary approaches to learning in K-12 classrooms. The course explores instructional strategies, materials, and issues that impact the development and extension of literacy across the content areas. Technology as a tool for literacy is an integral part of designing appropriate instruction. The role of research in learning, and specifically in reading and writing is a focus area. June 22-26, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDLA 571 Assessing & Developing Word Knowledge in the Elementary Grades (1 SH) Kathy Ganske
Focuses on the systematic teaching of phonics, spelling, and vocabulary in beginning, transitional and intermediate readers. Knowing what to teach and when will be emphasized. June 29-30, Monday-Tuesday, 8 a.m.-4:30 p.m.

EDLA 551 Developing an Effective Reading Program (3 SH) Katrina Maynard
Designed to provide practical knowledge about developing and implementing K-12 reading programs. Develops the strategies and understandings needed to provide a diverse student body with effective reading instruction. Emphasizes professional development, leadership and advocacy for reading specialists.  June 29-July 1, Monday - Wednesday, July 13-14, Monday-Tuesday, 8 a.m.-12 noon, 12:30-5 p.m.

EDCC 531 Social & Ethical Issues in Education (3 SH) Mike Young
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns. (2 SH with Assistant Director's permission.) July 6-10, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDDT 581* Language & Culture (3 SH) Jeannie Krimmel
Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom. July 6-8, Monday-Wednesday, July 16-17, Thursday-Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDCC 521** Peacebuilding & Conflict Resolution (3 SH) Judy Mullet
Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools. July 13-17, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDCI 501 Curriculum & Instructional Strategies (3 SH) Cathy Smeltzer Erb
Examines the philosophical foundations of curriculum development and implementation. Curriculum mapping, interdisciplinary inquiry, activity curricula and culturally responsive development will be discussed. July 20-24 , Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDDN 511** Teaming & Collaboration (3 SH) Kay Frunzi
Focuses on collaborative strategies for teaming among educators, parents and community agencies. Examines models of consensus building, team leadership, team planning, collaborative strategies and school-community partnerships within the context of inclusive classrooms and transition programs for at-risk learners.  July 20-24 , Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDLA 531* Literacy in Community & Family Arenas (3 SH) Susan Finn Miller
Addresses workplace literacy, family literacy, adult literacy and literacy advocacy. July 11, 18, Aug. 8, Saturdays, 8 a.m.-12 noon, 12:30-4:30 p.m. and July 20, 22, 27, 29, Aug. 3, 5, Mondays & Wednesdays, 5:30-8:30 p.m.

EDCC 501** Creating Cultures of Change: Constructivist Environments (3 SH)
Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student-centered learning, and processes for change. TBA, 8 a.m.-12 noon, 12:30-5 p.m.

EDDS 511 Foundations & Procedural Issues in Special Education (3 SH) Jim Cox
Focuses on recent changes within special education policy and law that directly impact the classroom teacher. Presents ways to use Internet services to keep current with procedural issues. TBA, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDIT 501 Conversational Spanish for Educators (3 SH) Wanda Suarez
Provides educators with an introduction to useful words and phrases for Spanish communication in the classroom. Teachers will acquire tools for communication in a culturally responsive framework and will also gain a basic understanding of the components of the target language. TBA, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDDA 511** Teaching Diverse Learners (3 SH)
Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs. TBA, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

EDDT 591* ESL Assessment & Support (3 SH) Jeannie Krimmel
Explores assessment tools and practices as they relate to second language learners. Emphasizes the assessing and monitoring of oral language, reading and writing, and content area subjects. Examines support services both in language acquisition and content learning. August 10-14, Monday - Friday, 8 a.m.-12 noon, 12:30-5 p.m.

Fall 2009

EDPC 611 Action Research Project (3SH)
Incorporates a written report and delivery of a student-designed action research project. Under Faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 552 Action Research in Educational Settings. Sept. 4, 2009-Sept. 4, 2010

EDPC 521 Teacher Work Sample (1SH)
(Replaces Reflective Practice Portfolio.) Integrates knowledge with professional practice through the assessment of contextual factors and the analysis of student learning. Five core propositions of the National Board of Professional Teaching Standards (NBPTS) are examined. Required by candidates participating in the curriculum transition who have not addressed NBPTS standards. TBA

EDI 621** Restorative Discipline: Accountability & Restoration in Schools (1 SH)
Designed for teachers, counselors, administrators, social workers, and others who work with discipline issues in K-12 schools. Applies restorative justice principles to individual student, classroom, school, and community practices that support safe, caring schools. Participants learn how to facilitate classroom meetings and family group conferences. TBA

EDCC 531 Social & Ethical Issues in Education (3SH)
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns. (2 SH with Assistant Director's permission.) TBA

EDLA 501*** Foundations of Literacy (3SH)
Examines the psychological, social and linguistic components of the developmental processes of reading and writing including phonemic awareness, alphabetic code, fluency, vocabulary, and comprehension. Emphasizes the importance of appropriate instruction and materials according to the child’s developmental stage. Includes 20 hour practicum/clinical activities. TBA

EDDS 611 Curriculum & Instructional Support for Special Education Students (3SH)
Addresses research and best practice in curriculum development, instructional planning and behavior management to support students with high incidence disabilities: cognitive (MR), learning (LD), and emotional needs (ED). Emphasizes culturally sensitive integration of students into family life, schools and community programs and services. TBA

EDDT 551* Methods of Teaching ESL/FL (3SH)
Emphasizes theory, practical methods, assessment and materials design, and development for teachers teaching English as a second language and foreign language. TBA

To Be Arranged

EDPC 601 Literacy Practicum (3 SH)
Focuses on the outcomes of the Literacy track. Supervised by a graduate faculty mentor. 60 hours of field experience will take place in a setting necessary to complete the literacy track requirements. TBA

EDPC 601 TESL Practicum (3 SH)
Focuses on the outcomes of the TESL track. Supervised by a graduate faculty mentor. Field experience will take place in a setting necessary to complete the TESL track requirements. TBA