Education

Marywood's educational tradition is more than 85 years old, but that doesn't mean we take an "old school" approach to learning. Instead, our students benefit from innovative, personalized programs that balance theory and research with practical application of that knowledge in real school settings.

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Chair: Joseph A.Polizzi,Ph.D. 
Assistant Chair: Bernice Lukus,M.S. 

The diverse graduate programs of the Education Department are designed to incorporate the latest research-based theories on teaching and learning. Advanced programs challenge faculty and candidates to be leaders in the educational community, integrate knowledge and action, be thoughtful consumers and producers of scholarship and research, be proactive instruments of change, and innovative and reflective practitioners committed to the development of student potential. They are expected to communicate and collaborate effectively with all constituents in response to ambiguity and diversity in a technological, global community. The emphasis, therefore, in all courses is placed on strategies that teachers can employ in the classroom to bring about active involvement on the part of the learners.

Program Features

The graduate programs in Education have earned the distinction of meeting the rigorous professional standards of the National Council for Accreditation of Teacher Education. In so doing, the department demonstrated state-of-the-art facilities for library research, curriculum development, and technology. The utilization of these resources by students is woven into the carefully planned sequence of courses. The graduate programs also enjoy strong relationships with area schools and private centers and have participated in joint research projects. Area educational personnel and model teaching sites are available to strengthen the graduate experience.

The Education Department offers the following degree programs:

  • M.A.T. with PK-4 Certification
  • M.A.T. with Secondary/K-12 Education Certification
  • M.Ed. in Instructional Leadership
  • M.S. in Higher EducationAdministration
  • M.S. in Early Childhood Intervention - Birth to Age 8
  • M.S. in Reading Education
  • M.S. in School Leadership
  • M.S. in Special Education
  • M.S. in Administration and Supervision of Special Education

The Education Department participates in the Ph.D in Human Development program with specializations in:

  • Higher EducationAdministration
  • EducationalAdministration
  • Instructional Leadership

The Education Department offers teaching certification in the following disciplines:

  • Art K-12
  • Biology 7-12
  • Communication 7-12
  • Curriculum and Instruction Supervisor
  • Early Childhood PK-4
  • Elementary School Counselor K-6
  • Endorsement in ESL
  • English 7-12
  • Family and Consumer Science K-12
  • French 7-12
  • General Science 7-12
  • Health/Physical Education K-12
  • Home and School Visitor K-12
  • Library Science K-12
  • Mathematics 7-12
  • Music K-12
  • Principal K-12
  • Pupil Personnel Services Supervisor
  • Reading Specialist K-12
  • Reading Supervisor
  • School Psychologist K-12
  • Secondary School Counselor 7-12
  • Social Studies 7-12
  • Spanish K-12
  • Special Education PK-8/PK-4
  • Special Education PK-8 (second certification)
  • Special Education Supervisor
  • Speech and Language Impaired K-12
  • Superintendent Letter of Eligibility

Program Requirements

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs.

NOTE: Requirements discussed in this catalog regarding admission to a program, prerequisite and requisite courses, student teaching approval, and recommendation for certification and graduation are subject to change.

All applicants interested in pursuing a graduate program in education must complete an application to the University.

All applicants must meet with the chair of the Education Department or designated department faculty member prior to admission to the department.

All applicants seeking certification must meet the following requirements:

 
Application
Letters of Recommendation
Baccalaureate GPA
Initial Certification Program*
X
X
3.00
Advanced Certification Program**
X
X
3.00

One-half of a student’s coursework must be taken at Marywood in order to receive a recommendation for certification.

Professional Contribution

Most degree programs in education include a closure experience. This experience is referred to as a Professional Contribution (PC). Depending on the program, the PC may be a professional project, thesis, exhibit, portfolio, internship, applied research or action research. Degree candidates work under the guidance of a faculty mentor and give a public presentation of their Professional Contribution.

Master of Science in School Leadership

36 semester hours

The program in School Leadership consists of 36 hours of graduate work. The courses are divided into three categories: nine semester hours in core courses, which are intended to give the student an understanding of research, organizational dynamics, and multicultural issues in schools; 24 semester hours in concentration courses, which provide an understanding of administration, current issues in education, curriculum planning, supervision and evaluation of instruction, law, finances, personnel leadership, and an internship in a school setting, and three semester hours in elective courses.

The purpose of this program is to provide opportunities for the development of the administrative and interpersonal skills needed by practicing and future leaders in education. The program is built on the assumption that the public and non-public school environments are unique. For this reason, courses and other learning experiences are deeply grounded in those principles of public and non-public thought and practice. Internships are individualized, based on needs and interests of school districts and student participants. The Educational Leadership Constituent Council (ELCC) building level standards support the courses and internship.

In addition to an initial interview with the chair of the Education Department or designated faculty member and the successful completion of coursework, the degree candidate is required to complete a Professional Contribution under the guidance of a faculty mentor and give a public presentation of the Professional Contribution. To be eligible for Pennsylvania certification, the candidate must complete state testing requirements and provide a chief school administrator's verification of the completion of three (3) years of relevant professional experience defined as "professional experience in an educational setting that is related to the instructional process."

I. PROFESSIONAL EDUCATION AND CORE COURSES

9 semester hours

EDUC 501 Research Theory
3
COUN 532 Multicultural Issues In Counseling
3
EDUC 605 Theories of Educational Organizations
3
EDUC 555 Professional Contribution
0

II. CONCENTRATION

24 semester hours

*EDUC 545 Administrative Theory for School Leaders
3
*EDUC 546 Seminar: Problems and Issues in Education
3
*EDUC 547 Curriculum Planning for Schools
3
*EDUC 548 Supervision and Evaluation of Instruction
3
*EDUC 549 Law and the School
3
*EDUC 551 School Finances
3
*EDUC 552 Personnel Leadership in Schools
3
*EDUC 593 Administrative Internship
3

III. ELECTIVES

3 semester hours

This program has been approved by the Pennsylvania Department of Education for awarding certification as a K-12 principal.

*Certification Program in School Leadership - Persons seeking a K-12 principal certificate in the Commonwealth of Pennsylvania, who do not wish to receive the Master of Science degree, may do so by taking only courses marked with an asterisk listed under the degree program. An initial interview is also required.

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. To be eligible to apply for certification, candidates must pass the School Leaders Licensure Assessment test (use Praxis SLS Bulletin to register) and have 3 years of certificated experience in a school setting.

NOTE: The Program requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Superintendent's Letter of Eligibility

The Superintendent's Letter of Eligibility will endorse an individual for appointment as a district superintendent. Candidates for this postmasters certification shall:

1. follow normal application procedures for admission to the graduate program, indicating a desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work.
2. successfully complete an interview after six credits prior to formal admission.
3. **successfully complete a minimum of 21 semester hours in the following areas:

    EDUC 604 School, Community, Public Relations
    3
    EDUC 605 Theories of Educational Organizations
    3
    EDUC 606 Labor Relations and Negotiations
    3
    EDUC 607 Business and Facilities Management
    3
    EDUC 608, 609 Field-Based Internship
    6
    EDUC 617 School Leadership and Special Education 3
    At the point of admission/acceptance, the chair of the Education Department and the Office of Certification will determine if the candidate has met all competencies as outlined by the State Department of Education. If it is determined that a candidate is lacking in an area typically part of the first administrative endorsement (principalship), more than eighteen hours may be required.

    Likewise, if a candidate has fulfilled some of the courses required for the Letter of Eligibility certification, the courses will not be repeated.

4. Provide evidence of six years of instructional, educational specialist and supervisory and administrative service of which at least three of the six years must have been in a supervisory or administrative capacity.

5. Pass the School Superintendent Assessment (use Praxis SLS Bulletin to register)

**These courses are also a part of the Ph.D. in Human Development Degree. Please reference the Doctoral Program portion of this catalog.

NOTE: The requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Supervisor of Curriculum and Instruction

The Supervisor of Curriculum and Instruction Certification will endorse an individual as a general instructional supervisor in a school district.

An educator holding a valid PA certificate as a Supervisor of Curriculum and Instruction is qualified to perform the following duties, functions and information:

  • Supervision, instruction and evaluation of staff as designated by the school superintendent,
  • Designation and development of curriculum, learning materials and innovative educational programs,
  • Conduct experimental instructional programs,
  • Direct and conduct basic or applied educational research,
  • Supervision of the integration of technology into curricular planning and instructional design,
  • Supervision of educational technology specialist, whenever employed.

Candidates for this district-wide master's or post-master's certification shall:

1. Follow normal application procedures for admission to the graduate program, indicating desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work.

2. Successfully complete an interview prior to formal admission to the program.

3. Successfully complete a minimum of eighteen semester hours in the following areas plus an internship:

EDUC 545 Administrative Theory
3
EDUC 547 Curriculum Planning
3
EDUC 548 Supervision and Evaluation of Instruction
3
EDUC 549 School Law
3
EDUC 551 School Finances
3
EDUC 552 Personnel Leadership
3
EDUC 594 Supervisory Internship
3
Post-Master’s—Supervisor of Curriculum and Instruction
(At this level, a master’s level course in School Law is a prerequisite.)
**EDUC 605 Theories of Educational Organizations 3
**EDUC 610 Models of Teaching 3
**EDUC 611 Instructional Design: Theories and Applications 3
**EDUC 613 Dynamics of Leadership and Change 3
**EDUC 614, 615 Practicum 3,3

**These courses are also a part of the Ph.D. in Human Development degree. Please reference the doctoral program portion of this catalog.

4. Provide a chief school administrator's verification of the completion of five years of satisfactory professional school experience, at the time of application for certification.

5. Pass the Educational Leadership: Administration and Supervision (0411) Praxis test

NOTE: The requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Supervisor of Pupil Personnel Services

The Supervisor of Pupil Personnel Services certification will endorse an individual as a district-wide specialist in the comprehensive pupil personnel services field (school psychology, school counseling, school health, school social work services) as supportive of the instructional process in a school district.

Candidates for this post-master's certification shall:

  1. Follow normal application procedures for admission to the graduate program, indicating the desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work.
  2. Successfully complete an interview prior to formal admission to the program.
  3. Successfully complete a minimum of 18 semester hours in the following areas plus an internship:
    EDUC 501 Research Theory
    3
    OR
    PSYC 561 Psychological Testing
    3
    EDUC 545 Administrative Theory
    3
    EDUC 547 Curriculum Planning
    3
    EDUC 548 Supervision and Evaluation of Instruction
    3
    EDUC 549 School Law
    3
    EDUC 596 Supervisory Internship
    3
    EDUC 604 School, Community and Public Relations
    3
    EDUC 605 Theories of Educational Organizations
    3
    S ED 523 Programming for At-Risk Infant/Preschool Child
    3

     

  4. Provide a chief school administrator's verification of the completion of five years of satisfactory professional school experience at the time of application for certification.
  5. Pass the Educational Leadership: Administration and Supervision (0411) Praxis test.

NOTE: The requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Master of Science in Early Childhood Intervention (ECI) - Birth to Age Nine

36 semester hours

The program in EARLY CHILDHOOD INTERVENTION - BIRTH TO AGE NINE consists of 36 hours of graduate work. The courses are divided into two categories: twelve semester hours in core courses, which are intended to give the student an understanding of research, child development, foundations of education, and learning theories; 24 semester hours in concentration courses, which provide an understanding of children in inclusive childcare centers, preschools, kindergartens, and primary grades.

Administration of early childhood centers and issues in early childhood programs, learning theories, and literacy development are several areas covered in this program. The purpose of the program is to provide opportunities for the development of the administrative and interpersonal skills needed by early childhood teachers in inclusive programs. The program is built on the assumption that the public and non-public school environments are unique. For this reason, courses and other learning experiences are deeply grounded in those principles of public and non-public thought and practice. This program does not lead to an initial PA certification in PK-4. Those seeking a second certification in PK-4 may need to do additional coursework. It is strongly recommended that candidates meet with the chairperson to determine if any additional coursework is needed.

I. PROFESSIONAL EDUCATION AND CORE COURSES

12 semester hours

EDUC 501 Research Theory
3
EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 554 Contemporary Learning Theories
3
PSYC 514 Human Development
3

II. CONCENTRATION

24 semester hours

EDUC 506 Problems and Issues in Early Childhood Education/Intervention
3
EDUC 507 Inclusive Early Childhood Education Settings and Assessment
3
EDUC 508 Integrated Curriculum
3
EDUC 509 Administration of Early Childhood Education/Intervention Programs
3
EDUC 510 (CSD 526) Language and Emergent Literacy
3
SPED 507 Characteristics of Students with Disabilities
3
SPED 523 Programming for At-Risk Infant/Preschool Child
3
EDUC 592 Internship - Early Childhood Education
3
EDUC 555 Professional Contribution
0

After the successful completion of coursework, the degree candidate is required to complete a Professional Contribution under the guidance of a faculty mentor and to give a public presentation of the Professional Contribution.

Master of Education (M.Ed.) - Instructional Leadership

36 semester hours

Master in Education (M.Ed.) with a specialization in Instructional Leadership prepares experienced K-12 teachers for instructional leadership roles such as lead teachers, instructional supervisors, curriculum specialists and department heads. The M.Ed. is a 36 credit hour degree (not leading to certification) for elementary and secondary teachers in both general and vocational education.

It is designed to enhance the instructional and leadership skills of candidates so that they become master teachers who can model effective practices, analyze and evaluate curriculum and instruction, and provide help and guidance to other pre-service and in-service teachers.

The Master of Education courses will focus on:

  • Enabling participants to enhance skills in curriculum development
  • Understanding multicultural issues that impact learning
  • Developing classroom communication and management skills
  • Integrating instructional technology
  • Integrating professional ethics in the instructional environment
  • Understanding appropriate instructional designs for classroom teaching
  • Developing curriculum and using appropriate teaching strategies for developmental and special needs students

In addition to an initial interview with the Chair of the Education Department or designated faculty member and the successful completion of course work, the degree candidate is required to complete a Professional Contribution under the guidance of a faculty mentor and to give a public presentation of the project.

EDUC 501 Research Theory
3
EDUC 520 Universal Design for Learning
3
EDUC 546 Current Problems/Issues in Education
3
EDUC 547 Curriculum Planning/Assessment Practice
3
EDUC 549 School Law and Professional Ethics
3
EDUC 554 Contemporary Learning Theories
3
EDUC 603 Dynamics of Leadership and Change
3
EDUC 611
Instructional Design: Theory and Application
3
R ED 526 Teaching Strategies in Content Areas
3
SPED 511 Curriculum Adaptations
3
SPED 539 Classroom Behavior Management
3
Elective
3
EDUC 555 Professional Contribution (Site Based Action Research Project)
0

Master of Science in Higher Education Administration

36 semester hours

The Master of Science degree in Higher Education Administration prepares individuals for a variety of mid-level careers in public and private two-year colleges, fouryear institutions, and universities. Examples of career opportunities include, but are not limited to, leadership positions in student services, enrollment management, institutional advancement, alumni affairs, and institutional research. The program of study is designed to include required core courses (12 credits) as well as a concentration (electives 24 credits). An internship adds practical experience to the learning process. In general, the curriculum is designed to provide students with the appropriate knowledge about the professional field and, at the same time, it grounds students in a theoretical framework necessary to guide current and future study and career development in higher education.

The M.S. in Higher Education Administration will focus on:

  • Demonstrating knowledge of the foundations and scope of higher education administration
  • Demonstrating knowledge of professional practice related to an academic enterprise that includes teaching, research and service as primary components of productivity; management skills such as problem solving, planning, delegating, budgeting, fundraising, assessing and evaluating; human relations skills that include managing interaction, communication, and contributing to organizational and individual development.

I. PROFESSIONAL EDUCATION AND CORE COURSES

12 semester hours

EDUC 501 Research Theory
3
EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 554 Contemporary Learning Theories
3
PSYC 514 Human Development
3

II. CONCENTRATION

24 semester hours

HE 525/(D/HE 1025) Student Issues in Higher Education
3
HE 530 (D/HE 1030) College Finance Strategic Planning
3
HE 605 (EDUC 605) Theories of Educational Organizations
3
HE 609/(D/HE 1109) Law and Public Policy in Higher Education
3
HE 640/(D/HE 1140) Program Evaluation
3
COUN 505 Career Development
3
COUN 532 Multicultural Counseling
3
OR
Approved elective that complements student career goals
up to 6 credits
HE 592 Internship in Higher Education
3
Full-time (300 hours) or Part-time[1.5 (150 hours), 1.5 (150 hours)].
Internships are available in the Fall and Spring semesters only.
HE 555 (EDUC 555) Professional Contribution
0

Reading Education Program

36 semester hours

The goal of the Reading Education program is to equip teachers with the knowledge and expertise needed to teach reading to children and adults.

Each course stresses both the theories resulting from the latest research and the practical application of these theories in the classroom.

Students may obtain a Master of Science degree in Reading Education, which includes the Reading Specialist certification (K-12), or obtain only the Reading Specialist certification (K-12).

The program leading to a master's degree in reading consists of 33 hours of graduate coursework. The areas of study include:

  1. Nine semester hours in the field of education, to give the student an adequate background in research techniques, theories of learning, and foundations of education.
  2. Twenty-four semester hours in the area of reading to give students an understanding of:
    1. recent research in the field of reading and how it affects the teaching of reading;
    2. tried and approved methods of teaching reading;
    3. diagnosis and remediation of reading problems;
    4. organization and management of the reading classroom.

In addition to the successful completion of designated coursework, students are required to complete a Professional Contribution under the direction of a faculty mentor and give a public presentation of their projects.

Master of Science in Reading Education

33 semester hours

I. PROFESSIONAL EDUCATION AND CORE COURSES

9 semester hours

EDUC 501 Research Theory
3
EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 554 Contemporary Learning Theories
3
EDUC 555 Professional Contribution
0

II. CONCENTRATION

24-27 semester hours

R ED 524A Creative Teaching of Language Arts
4
R ED 526 Teaching Content Area Reading
3
R ED 530 Reading Disabilities and Diagnosis
3
*R ED 533 Remedial Techniques
3
** R ED 540 Practicum/Seminar in Reading
3
***R ED 542 Organization of School Reading Programs
3
EDUC 511 Children’s Literature
2
R ED 546 Reading Specialist Internship
3
*Prerequisite: R ED 530
**Prerequisites: R ED 524A, 526, 530, 533
***Prerequisites: R ED 524A, 526

Please note: coursework (3 credits) in developmental psychology or human development and (3 credits) in educational psychology, (9 credits) of special education, and (3 credits) of Teaching ESL plus an initial certification are prerequisites for this program.

Reading Specialist Certification

A student who wishes to concentrate in the field of reading but who does not wish to pursue the master's degree program or who already holds a master's degree may obtain Reading Specialist certification by taking the 24 semester hours from concentration courses in reading. A student seeking only certification is required to take at least fifty percent of the 24 credits at Marywood University. Advanced certification candidates are required to complete an internship. Pre-requisites are the same as those required for M.S. in Reading Education.

Praxis test:

  • Reading Specialist Praxis. (Required for advanced certification.)

Reading Supervisor Certification

The Reading Supervisor certification will endorse a Reading Specialist for appointment as a Reading Supervisor. Candidates for this post-masters certification shall:

  1. Follow normal application procedures for admission to the College of Education and Human development, indicating desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work.
  2. Successfully complete an interview after six credits if a master's degree in reading or master's degree plus Reading Specialist certification were not awarded at Marywood University.
  3. Successfully complete a minimum of 18 semester hours in the following areas:
    EDUC 545 Administrative Theory
    3
    EDUC 546 Seminar: Problems and Issues in Education
    3
    EDUC 547 Curriculum Planning for Schools
    3
    EDUC 548 Supervision and Evaluation of Instruction
    3
    EDUC 549 School Law
    3
    R ED 593 Field-Based Internship
    3
  4. Provide evidence of having completed five years of satisfactory professional experience as a Reading Specialist.
  5. Pass the Educational Leadership: Administration and Supervision (0411) Praxis test.

At the point of admission/acceptance, the Education Department will determine if the candidate has met all competencies as outlined by the State Department of Education. If it is determined that a candidate is lacking in an area typically part of the first endorsement (Reading Specialist) more than eighteen semester hours may be required.

Likewise, if a candidate has fulfilled some of the courses required for the supervision certification, the courses will not be repeated. As with all certifications, fifty percent of the required courses must be taken at Marywood.

Special Education Programs

Goals of the Special Education Programs

  • To prepare a teaching candidate:
  • To be cognizant of normal growth and development patterns and the range of deviations which can occur from these patterns.
  • To be able to act as an instructional leader and resource person in his/her professional situation.
  • To be able to critically examine major trends and issues in the field and to apply this body of information to the professional situation.
  • To be capable of employing a systematic approach to teaching and demonstrating a working knowledge of sound research skills in order to effectively measure learning performance.
  • To be a guardian of the ethics of the profession and its related duties and responsibilities as described in the Code of Ethics of the Council for Exceptional Children.

ESL Endorsement Program Overview

The English as a Second Language (ESL) program prepares teachers to support the literacy development of English Language Learners. Prerequisite: Initial Certification
Credits: 16

EDUC 561 Methods, Materials & Assessment for Teaching ESL 3
EDUC 562 Linguistics for Second Language Teachers 3
EDUC 562 A Linguistics for Second Language Teachers Practicum 1
EDUC 563 Perspectives on Teaching ESL 3
EDUC 563 A Perspectives on Teaching ESL Practicum 1
EDUC 564 Structure of English for ESL 3
EDUC 565 Internship for ESL 1
EDUC 567 Academic Literacies for English Language Learners 3

Special Education Certification Only—PK-8

(non-degree program that builds on another education certification)

CONCENTRATION

30 semester hours

SPED 500 Special Education Law and Service Delivery
3
SPED 511 Curriculum Adaptations for the Special Needs Learner
3
SPED 522 Career Education for Students with Disabilities
3
OR
SPED 523 Programming for the At-Risk Infant/Preschool Child
3
SPED 536 Cognitive Assessment and Remediation
3
SPED 539 Behavior Management Approaches
3
R ED 530 Reading Disabilities and Diagnosis
3
R ED 533 Remedial Techniques
3
EDUC 520 Universal Design for Learning
3
EDUC 561 Methods, Materials and Assessment for ESL
3
SPED 519 Practicum
3

Special Education Degree Programs

Degree-seeking students are required to complete a curriculum that includes studies of major issues in the field and develops broad teacher competencies in a variety of areas. The following course sequence is suggested, but the individual's academic preparation and professional experiences may permit variations.

Master of Science in Special Education

(Degree program that builds on a previous certification not in Special Education and leads to PK-8 certification.)
39 semester hours

The assumption is that candidates seeking this degree already have core curriculum and instruction education courses including math, science, social studies, and reading methods. Candidates not meeting this requirement may be required to take additional coursework.

I. PROFESSIONAL EDUCATION AND CORE COURSES

**EDUC 501
Research Theory
3
EDUC 554
Learning Theories
3
**SPED 545A I
Applied Research
1
SPED 545B
Applied Research
1
SPED 545C
Applied Research
1

II. CONCENTRATION

SPED 500 Special Education Law and Service Delivery
3
SPED 511 Curriculum Adaptations for the Special Needs Learner
3
SPED 522 Career Education for Students with Disabilities
3
OR
SPED 523 Programming for the At-Risk Infant/Preschool Child
3
SPED 536 Cognitive Assessment and Remediation
3
SPED 539 Behavior Management Approaches
3
R ED 530 Reading Disabilities and Diagnosis
3
R ED 533 Remedial Techniques
3
EDUC 520 Universal Design for Learning
3
EDUC 561 Methods, Materials and Assessment for ESL
3
**EDUC 501 and SPED 545A should be taken concurrently.

Program Prerequisites: an Education core including R ED 526 Teaching Content Area Reading.
PECT test: Special education Pre K-8

Special Education Supervisor

As paradigm shifts are occurring in the educational system and as generic skills for all personnel are being valued, this program envisions training administrators who possess broad leadership competencies, familiarity, and experience with the full array of special education services, and who can reflect upon change in all its facets. The program curriculum is closely aligned with Marywood University's School Leadership program requirements, and the shared courses are intended to integrate the knowledge base of school leadership with the administrative challenges of specialized programming. This program is committed to the training of individuals in administrative and interpersonal skills in order to ensure the development of effective education programs for all, in a variety of settings. Additionally, the program is directed at reflective practice and the development of leaders as agents and facilitators of change.

Master of Science in Administration and Supervision of Special Education

30 semester hours

I. PROFESSIONAL EDUCATION AND CORE COURSES

EDUC 501 Research Theory 3
EDUC 554 Learning Theories 3

II. CONCENTRATION

SPED 507 Characteristics of Students with 3
SPED 511 Curriculum Adaptations for Special Learners 3
SPED 539 Classroom Behavior Management 3
SPED 540 Administration & Supervision of Special Education Programs 3
SPED 544 Practicum in Special Education Supervision 3
EDUC 545 Administrative Theory for School Leaders 3
EDUC 547 Curriculum Planning for Schools 3
EDUC 552 Personnel Leadership in Schools 3

* Prerequisite of SPED 500 Special Education Law and Service Delivery

Special Education Supervisor Certification Requirements

(Available with M.S.Special Education or as Post-Masters Certification):

  1. Follow normal application procedures for admission to graduate programs of the University, indicating the desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work.
  2. Successfully complete an interview after six (6) credits if the master's degree was not awarded at Marywood. Prerequisites are an M.S. in Special Education and five years of satisfactory teaching experience on a valid special education teaching certificate.
  3. Successfully complete a minimum of eighteen (18) semester hours in the following areas:
    EDUC 545 Administrative Theory for School Leaders
    3
    EDUC 547 Curriculum Planning for Schools
    3
    EDUC 552 Personnel Leadership in Schools
    3
    SPED 540 Administration & Supervision of Special Education Programs
    3
    SPED 544 Practicum in Special Education Supervision
    3
  4. Pass the Educational Leadership: Administration and Supervision (0411) Praxis test.
  5. Provide evidence of having completed five (5) years of satisfactory teaching experience on a valid special education teaching certificate at the time of application for Pennsylvania certification.

At the point of admission/acceptance, the Education Department will determine if the candidate has met all competencies as outlined by the State Department of Education. If it is determined that a candidate is lacking in any area, more than these eighteen (18) semester hours may be required.

Likewise, if a candidate has fulfilled some of the courses required for the supervisor certification, the courses will not be repeated. As with all certification, 50 percent of the required courses must be taken at Marywood University.

A practicum is a requirement in the Special Education Supervisor Certification Program. The minimum requirement for the initiation of the practicum is the completion of twelve (12) credit hours of the required certification program. At least six (6) of the credit hours must have been completed at Marywood. The practicum must be completed at the level at which the student seeks certification. (Ordinarily this would be the district or Intermediate Unit level, with a broad range of PK-12 experiences.) The practicum includes a minimum of 300 hours of administrative experience. Practicums are usually arranged during the fall and spring semesters.

Master of Arts in Teaching and Certification in PK-4 Education

49-60 semester hours (Variable)

Prior to admission to the M.A.T./PK-4 certification program, all applicants must meet with the chair of the Education Department or designated department faculty member and the director of professional field experience.

The M.A.T./PK-4 Education program is designed for the teaching professional whose goals include initial certification in grades PK-4 education and an M.A.T. degree. This program consists of a minimum of 49 hours of graduate work. Students with no education courses may need to take up to 60 semester hours. The courses are divided into four categories:

  • Eighteen semester hours in professional education courses which are intended to give the student an understanding of foundations of education, special needs youngsters, human growth and development, and the psychology of the teaching/ learning process.
  • Thirty hours in specialty area courses which provide an understanding of the curriculum taught at the elementary school level.
  • Student teaching.
  • Six hours in core courses, providing the student with the opportunity to integrate theory and practice in both research and learning theory.

These courses are certification requirements for those students seeking both the degree and Pennsylvania Instructional I certification. Eligibility for certification is determined by fulfillment of state requirements.

All candidates are required to fulfill field experience and student teaching requirements.

Field Experience – Education certification candidates in all programs must maintain continuous registration for field experience and sign up each semester in the Office of Professional Education Field Experience. Clearances (Criminal Background, Child Abuse Clearance; FBI Fingerprints, Mantoux test, and others required locally) must be active and on file in the Field Experience Office throughout field placement and student teaching semesters.

Level I – A three-hour block of time each week is required at the assigned school. In the early field experience placements, the candidate performs tasks that are considered legally permissible for the teacher’s aide. (Minimum 40 hours required)

Level II – Candidates at this level are enrolled in supervised practicum courses. Second level field experience students are to engage in specific activities such as developing learning activities and participating in team teaching. Activities completed in this placement level are related to the objectives of the upper level methods courses in which they are currently enrolled. (Minimum 150 hours)

Candidates are required to spend seven weeks, three hours per week, in each of two pre-student teaching placements during the semester prior to student teaching. With a successful placement and teacher and district approval, the cooperating teachers would be the same for the pre-student teaching and student teaching placement.

Student Teaching – Candidates are assigned as a full-time student teacher for one semester, usually during the last year of their program. This typically will include two placements representative of all content and levels of the certificate involved. Placements are made by the Director of Professional Education Field Experience and are within an established radius from the University. Candidates seeking PK-4 certification are required to take SPED 511: Curriculum Adaptations for Special Needs Learners during the student teaching semester; candidates seeking Special Education PK-8/PK-4 certification are required to take EDUC 520: Universal Design for Learning during the student teaching semester. No additional coursework may be taken during student teaching.

I. PROFESSIONAL EDUCATION AND CORE COURSES

30 semester hours

*EDUC 000

Field Experience (minimum of 190 clock hours of observation and participation)

0
EDUC 500 First Semester Certification Seminar (required for students seeking an Instructional I Certificate)
0
EDUC 501 Research Theory
3
*EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 510 Emergent Literacy: An Interdisciplinary Approach 3
EDUC 554 Learning Theories
3
EDUC 561 Methods, Materials and Assessment ESL
3
*PSYC 513 Child Development
3
*SPED 507 Characteristics of Students with Disabilities
3
*SPED 539 Behavior Management Management
3
*EDUC 591 Student Teaching
6

II. CONCENTRATION

30 semester hours

*EDUC 506 Problems and Issues in ECE 3
*EDUC 508 Integrated Curriculum 3
*SPED 511 Curriculum Adaptations for Special Needs Learners 3
*SPED 523 Programming for At-Risk Infant/Preschool Child 3
*R ED 524 Creative Teaching of Language Arts
4
*R ED 526 Teaching Content Area Reading
3
*EDUC 470F Curriculum and Instruction: Mathematics
3
*EDUC 470G Curriculum and Instruction: Science
3
*EDUC 470H Curriculum and Instruction: Social Studies
3
*EDUC 005E Practicum
1
*Courses leading to certification.

Candidates may also seek dual certification in Special Education PK-8 with the M.A.T. in PK-4 Education. The following additional coursework will be required for dual certification:

SPED 500 Special Education Law and Service Delivery 3
SPED 536 Cognitive Assessment and Remediation 3

The Pennsylvania Department of Education requires that certain criteria be met prior to acceptance into certification or degree programs. Program requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Master of Arts in Teaching and Certification in Secondary/K-12 Education

37-40 semester hours (Variable)

Prior to admission to the M.A.T. program with certification in Secondary/K-12 Education all applicants must meet with the Chair of Education Department or designated department faculty member and the Director of Professional Field Experience.

The M.A.T. program in Secondary/K-12 Education is designed for the teaching candidate whose goals include initial certification in Secondary/K-12 Education and an M.A.T. degree. This program consists of a minimum of 34 hours of graduate work. Candidates with no education courses may need to take up to 49 semester hours. Credit totals do not include any work needed in the content area. The courses include:

  • Nine credits hours of coursework that give candidates an understanding of foundation of education, of human development and the psychology of the teaching/ learning process.
  • Seven credit hours that focus on general and specific teaching methodologies, practicum, and the reading process.
  • Twelve credit hours that focus on developing candidates' understanding of working with learners with special needs.
  • Student teaching
  • Six credit hours in core courses, providing the candidate with the opportunity to integrate theory and practice in both research and learning theory.

These courses are certification requirements for those students seeking both the degree and Pennsylvania Instructional I certification. Eligibility for certification is determined by fulfillment of state requirements, including Pennsylvania Education Certification Tests (PECT) taken upon completion of the program. Courses in the M.A.T. in Secondary/K-12 education program fulfill these requirements.

All candidates are required to fulfill field experience and student teaching requirements.

Field Experience – Education certification candidates in all programs must maintain continuous registration for field experience and sign up each semester in the Office of Professional Educational Field Experience. Clearances (Criminal Background, Child Abuse Clearance; FBI Fingerprints, Mantoux test, and others required locally) must be active and on file in the Field Experience Office throughout field placement and student teaching semesters.

Level I – A three-hour block of time each week is required at the assigned school. In the early field experience placements, the candidate performs tasks that are considered legally permissible for the teacher’s aide. (Minimum 20 hours required)

Level II – Candidates at this level are enrolled in supervised practicum courses. Second level field experience students are to engage in specific activities such as developing learning activities and participating in team teaching. Activities completed in this placement level are related to the objectives of the upper level methods courses in which they are currently enrolled. (Minimum 150 hours)

Candidates are required to spend seven weeks, three hours per week, in each of two pre-student teaching placements during the semester prior to student teaching. With a successful placement and teacher and district approval, the cooperating teachers would be the same for the pre-student teaching and student teaching placement.

Student Teaching – Candidates are assigned as full-time student teachers for one semester, usually during the last year of their program. This typically will include two placements representative of all content and levels of the certificate involved. Placements are made by the director of professional education field experience and are within an established radius from the University. Candidates seeking Secondary/K-12 certification are required to take SPED 511: Curriculum Adaptations for Special Needs Learners during the student teaching semester. No additional coursework may be taken during student teaching.

I. PROFESSIONAL EDUCATION AND CORE COURSES

22 semester hours

*EDUC 000 Field Experience (minimum of 190 clock hours of observation and participation)
0
EDUC 500 First Semester Certification Seminar
0
EDUC 501 Research Theory
3
*EDUC 502 Multidisciplinary Foundations of Education
3
*EDUC 523 Seminar: Psychology of Education
3
EDUC 554 Learning Theories
3
*PSYC 514 Human Development
3
*EDUC 591 Student Teaching
6
*EDUC 005D Practicum
1

II. CONCENTRATION

18 semester hours

*EDUC 411A

Effective Instruction Secondary/K-12

3
*R ED 526 Teaching Content Area Reading
3
*SPED 507 Characteristics of Students with Disabilities
3
*SPED 511 Curriculum for Special Needs Learners
3
*SPED 539 Behavior Management Management
3
*EDUC 561 Methods, Materials and Assessment ESL
3
*Courses leading to certification.

III. CONTENT AREA SPECIALTY

Semester hours vary by teacher certification program area (see following section).

NOTE: The requirements discussed in this section are subject to change based on guidelines established by the Pennsylvania Department of Education.

Teacher Certification Programs

A student who wishes to obtain a Pennsylvania Instructional I Certificate in specialized K-12 and 7-12 areas, but who does not wish to pursue the master's degree program or who already holds a master's degree can enroll in a post-baccalaureate, certification-only program. Determination of individual student requirements for certification will be made after all previous transcripts have been evaluated. A student seeking only certification is required to take at least fifty percent of the general requirement credits at Marywood University. Eligibility for certification is determined by fulfillment of state requirements, including PRAXIS II testing (as required in each area of certification) taken upon completion of the program.

Instructional Certification Programs K-12 or 7-12

The following are requirements for all K-12 and 7-12 certifications in Art, Biology, Communication Arts, English, French, General Science, Health/Physical Education, Family and Consumer Science, Library Science, Mathematics, Music, Social Studies, Spanish, and Home School Visitor:
(34 credits)

General Requirements:

EDUC 411A Effective Instruction in Secondary and K-12 Education
3
EDUC 500 First Semester Certification Seminar
0
EDUC 000 Field Experience (190 clock hours minimum)
0
EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 523 Seminar: Psychology of Education
3
EDUC 561 Methods, Materials and Assessment ESL
3
PSYC 514 Human Development
3
R ED 526 Teaching Content Area Reading 3
SPED 507 Characteristics of Students with Disabilities
3
*SPED 511 Curriculum for Special Needs Learners
3
*SPED 539 Behavior Management Management
3
EDUC 442A-Q Student Teaching
6
EDUC 005D Practicum
1

NOTE: If an applicant has successfully completed a course that is listed as a requirement for a specific certification (or its equivalent), it does not need to be repeated.

Art K-12

General Requirements, plus:

I. FOUNDATION

ART 110 & Lab Basic Drawing
3
ART 116 & Lab Drawing I
3
ART 118 & Lab 2-D Design & Color
3
ART 212 & Lab 3-D Design
3
ART 233 & Lab Painting I
3
ART 241 & Lab Computer Graphics
3

II. CORE COURSES

ART 113 Art History I
3
ART 114 Art History II
3
ART 218 Art in the Modern Era
3
ART 223 & Lab Basic Ceramics
3
ART 226 & Lab Basic Printmaking
3
ART 261 & Lab Sculpture I
3
ART 301 & Lab Art Ed in the Elementary School
3
ART 302 & Lab Fibers and Related Media
3
ART 315A & Lab Basic Photography
3
ART 322A-C Portfolio Review
0
ART 325 & Lab Jewelry-Metal I
3
ART 345 & Lab Painting II
3
ART 411B Art Curriculum Methods and Materials
3
ART 485 The History of Art Education
3
PHIL 325 Philosophy of Art
3

Biology 7-12

General Requirements, plus:

BIOL 122 & 122L Anatomy and Physiology
4
BIOL 150 & 150L General Biology I
4
BIOL 151 & 151L General Biology II 
(Preq. BIOL 150, 150L)
4
BIOL 235 & 235L General Microbiology
(Preq. BIOL 151, 151L)
4
BIOL 351 Evolution 
(Preq. BIOL 151, 151L)
3
BIOL 411B Curriculum Methods
4
BIOL 440 & 440L Molecular & Cellular Biology
(Preq. BIOL235, 235L, CHEM 132, 132L)
4
OR
BIOL 446 & 446L Genetics 
(Preq. BIOL 235, 235L, CHEM 132, 132L)
4
BIOL 410 Science Literacy Capstone
2
CHEM 131 & 131L General Chemistry
4
CHEM 132 & 132L General Chemistry
(Preq CHEM 131, 131L)
4
CHEM 221 & 221L Organic Chemistry
(Preq. CHEM 132, 132L)
4
ENVS 420 & 420L Ecology
4
PHYS 303 & 303L General Physics 
(Preq. MATH 170 or 201)
4
MATH 170 Mathematical Applications in Biology
3
MATH 201 Calculus/Analytic Geometry
3
OR
MATH 216 Statistics for the Behavioral and Social Sciences
3

Communication Arts 7-12 Non-Print Media

General Requirements, plus:

NON-PRINT MEDIA CORE

COMM 112  Communication Theory
3
COMM varies Practicum 5
COMM 231 Audio Production 3
COMM 233
Video Production I
3
COMM 237
New Communications Technology
3
COMM 433 Educational Telecommunications
3
ENGL 412A Teaching Writing
3
ENGL 412B Teaching Literature
3
ENGL (varies) English Electives 6
Choose 6 credits from the following:  
THEA 113 Introduction to Theatre 3
THEA 241 Fundamentals of Acting 3
THEA 247A Stage Management 2
THEA 247B Scenic Design 2
THEA 247C Lighting and Sound Design 2
THEA 347 Fundamentals of Directing 3

THEATRE CORE

COMM 112 Communication Theory
3
THEA 130A Practicum 1
THEA (varies) Practicum 3
COMM 241 Fundamentals of Acting
3
COMM 247A Stage Management
2
COMM 247B Scenic Design
2
COMM 247C Lighting and Sound Design
2
THEA 341 Theatre History 2
THEA 342A Tragedy and Dramatic Literature 2
THEA 342B Comedy and Dramatic Literature 2
COMM 347 Fundamentals of Directing
3
ENGL 412A Teaching Writing
3
ENGL 412B Teaching Literature 3
Choose 6 credits from the following:  
COMM 231 Audio Production 3
COMM 233 Video Production I 3
COMM 237 New Communication Technology 3
COMM 433 Educational Telecommunications 3

English 7-12

General Requirements, plus:

ENGL 160 Writing Skills
3
ENGL 170 Introduction to Literary Studies 3
ENGL 180 World Literature
3
ENGL 370 Shakespeare
3
ENGL 412A Teaching Writing
3
ENGL 412B Teaching Literature
3
1 course from ENGL 310-329 Genre
3
1 course from ENGL 330-349 Theme
3
1 course from ENGL 350-359 American Period
3
1 course from ENGL 360-369 British Period
3
1 course from ENGL 370-390 Major Writers
3
ENGL 400 Structure of Linguistics
3
Choose from 3 of the following:  
ENGL 357A Early American Literature 3
ENGL 357 American Literature 1865 - present 3
ENGL 360 Medieval & Early Modern British Writers 3

French 7-12

30 semester hours

General Requirements, plus:

FREN 101* & 102* Elementary French
3, 3
FREN 211 & 212 Intermediate French
3, 3
FREN 221 & 222 Language & Culture (or equivalent course)
3, 3
FREN 275 & 276 Conversational French
3, 3
FREN 302 & 303 Introduction to Literature
3, 3
FREN 306 & 307 French Cinema & Culture I,II 3, 3
FREN 311 & 312 Readings in French Literature I,II 3, 3
FREN 333 & 334 French Civilization 3, 3
FREN 411B Curriculum Methods & Materials for Languages
3
ENGL 400 Structure of Linguistics
3

*For those who enter the program and have not studied the language previously.

General Science 7-12

General Requirements, plus:

BIOL 121, 121L Anatomy & Physiology
4
BIOL 122, 122L Anatomy & Physiology
4
BIOL 150, 150L General Biology I
4
BIOL 151, 151L General Biology II (Preq. BIOL 150, 150L)
4
BIOL 351 Evolution (Preq. BIOL 151, 151L)
3
BIOL 411B Current Methods in Science
4
BIOL 410 Science Literacy Capstone
2
ENVS 420, 420L Ecology
4
CHEM 131, 131L General Chemistry
4
CHEM 132, 132L General Chemistry (Preq. CHEM 131, 131L)
4
CHEM 221, 221L Organic Chemistry (Preq. CHEM 132. 132L)
4
PHYS 303, 303L General College Physics (Preq. MATH 170 or 201)
4
PHYS 304, 304L General College Physics (Preq. PHYS 213, 213L)
4
MATH 170 Mathematical Applications in Biology
3
MATH 201 Calculus/Analytic Geometry
3
OR
MATH 216 Statistics for the Behavioral and Social Sciences
3

Health/Physical Education K-12

General Requirements, plus:

HPE 115 Aquatics
1
HPE 132 Personal and Community Health
3
HPE 160 Foundations of Health and Physical Education
3
HPE 202 Recreational Sports 2
HPE 203 Individual Sports 2
HPE 210 Anatomical Concepts 1
HPE 215 Introduction to Sports Medicine s
HPE 221 Kinesiology and Applied Anatomy
3
HPE 223 Rhythms
1
HPE 225, 225L Physiology of Exercise
3, 0.5
HPE 226 Bowling/Golf 1
HPE 241 Methods in Elementary Physical Education
3
HPE 242, 243 Elementary Physical Education Methods Lab
1
HPE 322 School Health Education
3
HPE 324 Motor Learning
2
HPE 326 Tests & Measurements
3
HPE 344 Adapted Physical Education
3
HPE 346, 346 L Methods in Secondary Physical Education
2, 0.5
BIOL 121, 121L Anatomy and Physiology
4
BIOL 122, 122L Anatomy and Physiology
4

Family and Consumer Science N-12

General Requirements, plus:

FCS 145 Behavioral Aspects of Clothing and Housing
3
FCS 251 Family Resource Management
3
FCS 320 Professional Practice for FCS
3
FCS 411B Methods/Vocational Education
3
FCS 450 Family Services
3
FCS 452 Parentology
3
N D 103 Basic Foods
3
N D 111 Basic Nutrition
3
BIOL 107 Sexually Transmitted Diseases
3
BIOL 130 Principles Anatomy/Physiology
3
SSCI 425 Children’s Rights
3
EDUC 507 Inclusive Early Childhood Education Settings and Assessments
3
EDUC 508 Integrated Curriculum
3

Library Science K-12

General Requirements, plus:

LS 502 Issues/Trends in Library Information Environment 3
LS 504 New Technologies for Searching, Retrieval, and Presentation of Information 3
LS 505 Meeting Information Needs and Services through Instructional Collaboration 3
LS 507 Building K-12 Multi-Media Collections 3
LS 509 Cataloging, Classification, and Collection Management in an ElectronicAge 3
EDUC 511 Children's Literature 2
EDUC XXX Literature forYoungAdults 2

Library Science (Second Certification)

Required Courses:

LS 502 Issues/Trends in Library Information Environment 3
LS 504 New Technologies for Searching, Retrieval, and Presentation of Information 3
LS 505 Meeting Information Needs and Services through Instructional Collaboration 3
LS 507 Building K-12 Multi-Media Collections 3
LS 509 Cataloging, Classification, and Collection Management in an Electronic Age 3
EDUC 511 Children's Literature 2
EDUC XXX Literature for Young Adults 2
LS 515 Seminar 1.5
LS 520 Practicum (required for advanced certification) 3

Mathematics 7-12

General Requirements, plus:

MATH 142 Programming in C++
3
MATH 201 Calculus with Analytic Geometry I
3
MATH 202 Calculus with Analytic Geometry II
3
MATH 203 Calculus with Analytic Geometry III
3
MATH 204 Calculus with Analytic Geometry IV
3
MATH 216 Statistics for the Behavioral and Social Sciences
3
MATH 219 History of Mathematics
3
MATH 271 Transitions to Advanced Mathematics
3
MATH 321 Abstract Algebra
3
MATH 322, 322L Linear Algebra with Lab
3
MATH 323 Number Theory
3
MATH 324 College Geometry
3
MATH 411B Curriculum Methods and Materials in Mathematics
3
MATH 495 Senior Seminar 3
PHYS 303, 303L General Physics
4

Music K-12

General Requirements, plus:

MUSC 118 Percussion Methods
2
MUSC 215A Violin Methods
2
MUSC 215B Cello/Bass Methods
2
MUSC 311B Music Education in Elementary Schools
2
MUSC 312 Music Education in Secondary Schools
2
MUSC 315C Instrumental Lab
0
MUSC 315D High Brass Methods
2
MUSC 315E Low Brass Methods
2

Additional courses are required if bachelor’s degree is not in a music-related field. Please see the Chairperson of the Music Department for additional content area requirements. 

Social Studies 7-12

General Requirements, plus:

SOC 211 Introductory Sociology
3
SOC 218 Anthropology
3
ECON 100 Basic Economics
3
PS 210 American Government and Politics
3
PS 211 State and Local Government
3
GEOG 210 Principles of Geography
3
HIST 100 Roots of the Modern World
3
HIST 101 Global History of the 21st Century 3
HIST 105 Ethnicity and Diversity in the Modern World
3
HIST 252 U.S. History to 1865
3
HIST 253 U.S. History since 1865
3
HIST 350 Ancient and Medieval World History
3
HIST XXX Modern Europe Elective
3
HIST XXX Modern Third World Elective
3
HIST 320A-J Topics in American History
3
SSCI 411 Curriculum & Methods
3

Spanish K-12

General requirements plus 30 semester hours from the following:

SPAN 101* & 102* Elementary Spanish 3, 3
SPAN 211 & 212 Intermediate Spanish 3, 3
SPAN 213 & 214 Spanish for Social and Public Services I, II 3, 3
SPAN 217 Conversational Spanish for the Public Service Professional 3
SPAN 223 Spanish for Reading and Review 3
SPAN 275 Conversation Spanish 3
SPAN 280 Contemporary Cultural Trends in Spanish Speaking Films 3
SPAN 300 Intensive Grammar Review 3
SPAN 302 & 303 Introduction to Hispanic Literature 3, 3
SPAN 325 Latin America: Civilization and Culture 3
SPAN 330 Advanced Spanish Composition and Conversation 3
SPAN 333 Spanish Civilization 3
SPAN 421 Modern Spanish Novel 3
ENGL 400 Structure of Linguistics 3
LANG 411B Curriculum Methods and Materials for Languages 3

*For those who enter the program and have not studied the language previously.

Home School Visitor K-12

General Requirements, plus:

EDUC 502 Multidisciplinary Foundations of Education
3
EDUC 549 Law and the School
3
EDUC 554 Contemporary Learning Theories
3
EDUC 604 School, Community, Public Relations
3
SW 501, 502 Theory and Practice I and II
3, 3
SW 601 Human Behavior I: Psychosocial Analysis of Human Behavior
3
OR
PSYC 514 Human Development
3
SW 602 Human Behavior II: Social Science Perspectives on Human Behavior
3
SW 801 Social Welfare Policy I
3
SW 591, 592 Practicum Instruction
3, 4

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