This course builds on adult learning theory and examines the role of the instructor as the facilitator of learning. Major focus is on incorporating strategies for encouraging active learning, collaboration, self-directed learning, and self assessment by learners into a variety of learning situations. Class participants will be involved in demonstrating teaching methodologies and receiving feedback from group members.
An in-depth study of a particular topic, contemporary issue or concern in Athletic Training. The course will be taught by a specialist in the field related to the topic. May be repeated with a different topic.
This section is designed for students in the Pre AT level Athletic training program ONLY.
A review of theory and research findings in the field of organizational behavior, with emphasis on applications by practicing managers. Topics to be covered include perception, motivation, leadership, communication, group dynamics, conflict management and organization theory. Pedagogical techniques include case analysis, presentations, role plays and other experiential activities. Prerequisite: Common Professional Component (CPC) competencies in Business Ethics, Business Policies, and Legal Environment.
A complete corporate financial management course. Content covers the classic areas of valuation, capital structure and budgeting as well as more specialized financial topics. Online version incorporates online course materials and exercises. Prerequisite: BU 5190 and Common Professional Component (CPC) competency in Business Finance.
Budgetary accounting and cost accounting including profit planning and control systems, budget process, cost systems, and their managerial applications. Prerequisite: Common Professional Component (CPC) competency in Accounting.
Today's business climate demands managers who can make decisions involving the best use of an organization's scarce resources under conditions that change rapidly. This course demonstrates the power of problem-solving insights and uses a cross-functional approach. Topics to be covered include strategic pricing using game theory, forecasting techniques and demand estimation, cost analysis, linear programming and optimization under various market structures. Prerequisites: Common Professional Component (CPC) competencies in Economics and Quantitative/Statistics.
A basic understanding of legal problems is expanded, analytical ability is developed, and an awareness of the presence of legal problems that surround the businessperson is explored. Freedom of choice, taxation, stockholder status, acquisitions and divisions, antitrust, employment, administrative law, and bankruptcy are covered as time allows. Prerequisite: Common Professional Component (CPC) competency in Legal Environment.
This course is specifically designed for graduate students enrolled in the Health Care Administration Certificate Program and/or an MBA with a health administration specialty. This course will focus on: The principles and theories of law as it relates to health care delivery; health care management and administration; examination of the applications of laws in relation to health care liability prevention and risks facing administrators, managers and practitioners. Common Professional Component (CPC) competencies in Business Ethics and Legal Environment.
Health Care leadership is an introduction to the principles of management and leadership as the foundations for the administration of health care products and service delivery. The course covers the evolution of management principles and practices, and the bases for health care administration. Emphasis is on the management of global health care systems and the need for innovation and creativity in health care administration. The focus is placed on mastering graduate-level critical thinking, writing and ethical decision making skills.
Examination of the nature and structure of decision-making in the midst of uncertainty. Formal techniques for measurement of risks and rewards are applied to case studies based chiefly on production systems. Concludes with a survey of current techniques for operations analysis, planning and control. Prerequisites: Common Professional Component (CPC) competencies in Management and Quantitative/Statistics.
The objective of this course is to help students develop a broad understanding of marketing techniques, strategies and tactics employed by the marketing manager. This course will cover the use of the 'marketing mix' elements as they pertain to the planning and implementation of the marketing plan. Prerequisites: Common Professional Component (CPC) competencies in Management and Marketing.
From a decision-makers point of view, students will participate in a seminar involving middle and upper-level managerial responsibilities, as well as discussions concerning 'state-of-the-art' methodologies appropriate to all levels of management. Case studies and group projects will be combined with informal lectures and discussions involving such areas as strategic planning, action planning techniques, policy-making, managerial ethics, decision-making methods, control systems and the integration of all resources for optimum performance. Prerequisites: BU 5190, BU 5120, BU 5210 and Common Professional Component (CPC) competency in Economics.
This course is designed to provide School Media Specialists and Technology Integrators with hands-on experience with multimedia technology and its effects on the 21st century learner. Current web and multimedia tools will be explored. Other topics to be covered are collaboration/teamwork with other educators and the role of the Library Media Specialist in integrating technology.
Please note that this course is cross-listed with LM 5040, CRN 10057.
This instructional technology course is designed to provide technology educators, School Media Specialists, K-12 educators, and administrators with an understanding of ways current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Sessions will focus upon gaining experience integrating digital technology within the Common Core Standards, evaluating web 2.0 tools, exploring video resources, and designing technology enhanced lessons utilizing digital storytelling for K-12 curriculum integration.
This course is designed to investigate the principles of assessment educational technology that relate to the design, development, and assessment of electronic portfolios. Students will learn about the history, types, components, process, delivery, presentation, and assessment of electronic portfolios. Student will be expected to define the assessment approach, construct an electronic portfolio, and collaboratively design assessment tools that will be used to evaluate electronic portfolios. Additional areas of study in the course may include the influence of educational policy on the implementation of electronic portfolios, the role of the electronic portfolios in professional development and recertification, or innovate technologies used in electronic portfolio development.
The evolution of the World Wide Web from what is being called Web 1.0 to Web 2.0 has brought about a new way of teaching and learning in this digital age. The use of Web 2.0 tools such as blogs, wikis, podcasting, videocasting, and a host of other free tools are allowing educators to connect to knowledge and each other like never before. Learners will gain hands-on experiences with Web 2.0 tools and explore the learning theory that supports their use a networked classroom environment.
Designed to allow students to pursue, in depth, a personal interest in the field of educational computing. Students working with a faculty advisor will design and carry out an individual project that applies the knowledge and skills gained in the classroom to a real problem in their home district. Projects, which will vary with individual student interest, may consist of original research, curriculum development, programming original courseware, etc.. The final report must be approved by the faculty advisor. Offered according to demand. Prerequisite: ED 5030.
Designed to allow students to pursue, in depth, a personal interest in the field of educational computing. Students working with a faculty advisor will design and carry out an individual project that applies the knowledge and skills gained in the classroom to a real problem in their home district. Projects, which will vary with individual student interest, may consist of original research, curriculum development, programming original courseware, etc.. The final report must be approved by the faculty advisor. Offered according to demand. Prerequisite: ED 5030.
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
This course provides a foundation to historic preservation. The course will focus on principles and theories pertaining to preservation and restoration practices; recognition of architectural periods, styles, and construction methods in context of the evolution of cultural landscapes; the definition of significance and integrity in buildings and districts; strategies by which buildings and their settings have been preserved and used; and methods of reading and interpreting the cultural environment.
This course traces the evolution of architecture in the British colonies and the United States from settlement to the late twentieth century. The course identifies the major styles and their broad and detailed attributes; changes in technology that had an influence on American buildings and their function; influential theorists and designers. The course will identify major monuments in American architecture but will concentrate on examples that might be encountered in fieldwork and will address vernacular building types.
This course will examine the nature of first and second language acquisition and development. Topics include first language acquisition, second language acquisition by children and adults, bilingualism, and their applications to language teaching. The course provides an overview of current theories of language acquisition.
This course is designed to provide School Media Specialists and Technology Integrators with hands-on experience with multimedia technology and its effects on the 21st century learner. Current web and multimedia tools will be explored. Other topics to be covered are collaboration/teamwork with other educators and the role of the Library Media Specialist in integrating technology.
Please note that this course is cross-listed with CE 5040, CRN 10172.
This course is designed to provide School Media Specialists and Technology Integrators with hands-on experience with multimedia technology and its effects on the 21st century learner. Current web and multimedia tools will be explored. Other topics to be covered are collaboration/teamwork with other educators and the role of the Library Media Specialist in integrating technology.
Please note that this course is cross-listed with CE 5040, CRN 10201.
The practicum is to provide the student with a supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous coursework to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by PSU faculty.
Participants will be introduced to core principles and the newest research findings related to the brain and learning. The course will focus on the key brain principles, neural networks (i.e., recognition, strategic, affective) and neurodevelopmental learning functions of the brain (e.g., attention, memory, language) and their impact on learning. It is expected that participants will already have an existing knowledge of child development theories; the neurodevelopmental framework will be layered with these theories to understand what a student can be expected to do at a given age. During the course participants will practice the skill of observing for evidence of learning strengths and weaknesses and linking them to academic performance through a case study. Participants must have access to a student/students on a regular basis as a large component of this course requires observation. This course is appropriate for anyone who works with students (child-adult).
This course provides an in-depth examination of Positive Behavioral Interventions and Support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well being of all students. Students will learn how to create and nurture a leadership team of stakeholders who are responsible for school wide implementation as well as evidence based strategies for improving behavior and academic achievement. Topics include developing school wide expectations, creating a behavior matrix, designing teaching scripts to address prosocial behaviors, creating a school wide reinforcement system, determining office versus classroom referrals, designing a data-based system for behavior, and evaluating the universal system using data based decision making and utilizing data for improving practice.
This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement, and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement, and testing. Educational approaches such as explicit instruction, content enhancement, and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.