Misericordia University

Catalog - Table of Index

Graduate Education Program

College of Professional Studies and Social Sciences

Department Co-Chair, Susan Tomascik, PhD and Molly Vitale, PhD
Director of Graduation Education Programs Catherine J. Kosenak, PhD

Faculty

Stephen Broskoske, Assistant Professor of Education, BS College Misericordia; MS Wilkes University, EdD Lehigh University

Catherine J. Kosenak, BA, MA, MS Wilkes University; PhD University of Pennsylvania

Joan L. Krause, Associate Professor Emeritus of Education, BS College Misericordia; MS Marywood College; MS University of Scranton

Patricia Marie McCann, RSM, Associate Professor of Education, BS College Misericordia; MS University of Scranton; EdD Lehigh University

Joseph P. Rogan, Professor of Education, BA Kutztown University; MA Marywood College; EdD Lehigh University

Susan R. Tomascik, Associate Professor of Education, BA Wilkes University; MS College Misericordia; PhD Marywood University

Molly Vitale, Associate Professor of Education, BS College Misericordia; MA, PhD The Pennsylvania State University

Philosophy
The graduate education program wants to attract experienced and dedicated classroom teachers who wish to become educational leaders. While it is expected that graduates of the graduate education program will be highly valued by their school districts and communities, the program is not designed to help classroom teachers become school administrators or to prepare teachers for roles outside their classrooms. The program respects and values classroom teachers; through it, we hope to empower these valued professionals and enable them to take the lead in making important educational decisions.

National reports indicate that our society wants classroom teachers to become more involved in the leadership and management of schools and of their profession. Teachers are willing to accept these new responsibilities; they are willing to take the lead in planning, implementing, and evaluating the educational programs needed in our nation’s schools. But good intentions are not enough. The graduate education program is designed to help teachers gain the knowledge necessary and develop the skills required to function as leaders.

Program Goals
Graduates of the graduate education programs (GEP) (elementary education, instructional technology, supervisor of curriculum and instruction, and educational strategies) will demonstrate the ability to:

Establish mutually respectful relationships with administrators, colleagues, students, and parents based on a solid values system that emphasizes mercy, justice, and service and hospitality.
Effectively communicate with various school communities regarding current educational issues and trends and the principles of teaching and learning which make schools effective and efficient.
Design, organize, and manage system-wide curriculum that prepares students within areas relating to the goals of quality education.
Coordinate district-wide subject area activities and subject area curriculum development.
Conduct evaluations of curriculum and instruction and apply the results to encourage and facilitate curricular and instructional improvements.
Use an understanding of how learning occurs as the basis for making curricular and instructional decisions that support the intellectual, social, and personal growth of all students.
Use an understanding of individual and group motivation, instructional practices, and assessment to create school environments that foster effective and efficient curricular and instructional practices and procedures and that enable all students to master curriculum and meet high standards.
Use the tools of research and inquiry to gather and apply information needed to make educational decisions.
Identify how educational technology can be used to facilitate and improve teaching and learning processes.

Selection, Retention, Advancement and Graduation Criteria-Graduate Students
To ensure quality, the GEP uses a series of assessments to monitor students’ progress through their programs. Information gathered from these assessments is used to make admission, program entry, retention, advancement, and graduation decisions.

Graduate Admissions Process (traditional and transfer students)
Initial admissions decisions are made by the Graduate Admissions Office. The GEP suggests that students be accepted to The University to participate in programs offered by the GEP only if they meet the following criteria:
1. Participated in a rigorous undergraduate teacher education program, posting of a cumulative grade point average of at least 3.0, and having a valid teaching certificate.
2. Demonstrated an interest and commitment to becoming educational leaders by participating in volunteer, extracurricular, and/or independent activities in which they interacted with groups of children.
3. The ability to demonstrate they can meet a series of "essential performance skills" typically expected of educators.
Initial Review Process
Toward the end of their first semester, graduate students must meet with their GEP advisors to present information that indicates both their desire to participate in the GEP and that they possess the requisite academic abilities and performance skills to succeed in the program. During this meeting, the GEP's programs and policies are thoroughly explained.
National Teachers Examination
Graduate students must complete sections of PRAXIS II-The National Teachers Examination (i.e., those required of their specialization-see www.pde.psu.edu), and meet or exceed the cut scores established by PDE.
Grading
Graduate students must earn a B or better in all EDU classes.
Academic Integrity and the The Honor Code
At the beginning of every course, instructors inform students of the details of the GEP's Academic Integrity Policy, which states that students are expected to do their own work (except when cooperative projects are assigned). If it is demonstrated that a student has submitted work done by others or falsified information, the student's work is awarded a failing grade and the student is charged with a violation of the Academic Integrity Policy.
Graduation
Students must meet all of the requirements for at least one GEP program to be recommended for graduation
Teacher Certifications
Students who have completed one or more of the programs sponsored by the GEP and a series of other requirements set by accrediting organizations (for example, PRAXIS I and II scores, Act 34, 114, and 151 clearances), may be recommended for certification to the Pennsylvania Department of Education and/or other certifying organizations. Students may also opt to qualify for certifications provided by other states.

Certifications

All four graduate specializations have been reviewed and approved by the Pennsylvania Department of Education. Thus, students who complete the programs may be eligible for state certifications, as long as they meet other requirements established by PDE. Persons specializing in elementary education must possess a certification in another instructional area, but become eligible for an instructional certification in elementary education. Persons specializing in instructional technology become eligible for a program specialist certificate and persons specializing in supervision become eligible for a certificate in supervision.

Specializations

Cited by the Pennsylvania Department of Education for its “innovative programmatic and curricular design,” the graduate education program breaks away from traditional programming. It reflects and respects the learning styles and schedules of adult learners.

The graduate education program offers participants a common body of necessary skills and knowledge through a common 12-credit core requirement. It then allows students to pursue an area of interest by specializing in one of four focus areas —instructional technology, (18 credits), supervision of curriculum and instruction (18 credits), elementary education (21 credits), and educational strategies (15 credits). Each program includes courses appropriate to the specialization and the opportunity to participate in additional elective courses, as well as independent and directed studies. The program‘s unique culminating experiences asks students to share what they have learned in their programs with colleagues by developing and implementing an in-service workshop.

Supervision of Curriculum and Instruction
Teachers should be primarily responsible for planning, implementing, and evaluating curriculum and instruction. The supervision specialization of the graduate education program gives them the knowledge and skills to deal with curriculum issues. Graduates can function as leaders of local school district curriculum planning teams, site-based management teams, building-level management teams, and will be able to otherwise work to improve curriculum in their schools. Participants in the curriculum track complete the core requirements, several required courses, two electives, and a professional contribution. Additionally, students participate in a post-graduate, projects-based internship in supervision.

The specialization meets all of PDE’s standards for supervision of instruction and curriculum. Candidates for certification must have a valid PDE instructional certificate and must have satisfactorily completed at least five years of classroom teaching.

Candidates for Supervision Certification must meet the requirements set by PDE, including completion of necessary tests.

Core 12 Credits: EDU 500 Issues in Education
EDU 504 Curriculum
EDU 510 Learning
EDU 515 Research Methods
Required Courses 12 credits: EDU 530 School Law and Finance
EDU 548 Clinical Supervision
EDU 521 Teaching Methods
EDU Technology Course Requirement
Electives 6 credits: EDU Elective
EDU Elective
Professional Contribution 6 credits: EDU 565 Staff Development
EDU 595 Professional Contribution
Total 36 credits
Postgraduate Internship 6 credits: EDU 559 Supervision Internship

Instructional Technology:
Teachers need to use advanced technology to implement modern curriculum. While they don’t need to become computer programmers or software writers, they do need to know how to use modern technology to plan and deliver instruction. The technology specialization of the graduate education program gives teachers the knowledge and skills, as well as the certification, they need to implement technology and to improve educational systems. Graduates can function as leaders of local school district instructional improvement teams, technology planning committees, site-based management teams, building-level management teams, and will also be able to otherwise work to improve instruction in their schools by helping their colleagues implement technology.

Participants who specialize in instructional technology complete the core, six required technology courses, and a culminating experience.

Core 12 Credits: EDU 500 Issues in Education or EDU 567 Issues in Educational Technology
EDU 504 Curriculum
EDU 510 Learning
EDU 515 Research Methods
Required courses 18 credits chosen from the following:: EDU 552 Multimedia for Instruction
EDU 553 Instructional Design
EDU 554 Videography
EDU 556 Programming for Instruction
EDU 558 Introduction to the Internet
EDU 563 Hypermedia Theory and Application
EDU 566 Principles of Instructional Design
EDU 568 Distance Education and Hybrid Technology
Professional Contribution 6 credits: EDU 565 Staff Development
EDU 595 Professional Contribution
Total 36 credits

Elementary Education:
Veteran teachers often want to expand their teaching abilities and credentials. Currently certified teachers (for example, secondary educators) can prepare to teach in elementary classrooms by participating in the graduate education program’s specialization in elementary education. In addition to becoming skilled curriculum developers, participants in this specialization become candidates for certification in elementary education.

The specialization in elementary education is available only to teachers who already have valid PDE instructional certification in another area. The specialization is not designed as a vehicle for initial certification; thus it does not deal with the state’s general standards for teachers. It is designed to help currently certified teachers expand their credentials by adding a certification in elementary education. The specialization in elementary education meets all of PDE's specific standards for elementary education.

Candidates for certification must also meet requirements set by PDE. For example, they must satisfactorily complete the testing requirements set by PDE.

Core 12 Credits: EDU 500 Issues in Education
EDU 504 Curriculum
EDU 510 Learning
EDU 515 Research Methods
Required Courses 21 credits: EDU 575 Human Development
EDU 590 Basic Methods in Elementary Education
EDU 520 Curriculum and Methods in Reading
EDU 524 Curriculum and Methods in Language Arts
EDU 525 Curriculum and Methods in Mathematics
EDU 581 Seminar in Elementary Education
EDU 582 Observation and Practicum
EDU Technology Course Requirement
Professional Contribution 6 credits: EDU 565 Staff Development
EDU 595 Professional Contribution
Total 39 credits

Educational Strategies
Teachers can expand their knowledge base with the educational specialization in educational strategies. This specialization is unique in that it is specifically designed to provide students with a graduate degree that combines the perspectives of learning designed coursework based on educational needs, and a focus on the K-12 educational spectrum of issues. The program provides a method of learning that allows for creativity and flexibility with its modified delivery model. This type of program encourages utilization of personal learning styles and responds to the educational needs of the community under the guidance of a faculty advisor and a variety of mentors. This program is especially appropriate for certified and practicing teachers and others interested in combining professional growth with best practices.

Participants who specialize in educational strategies complete the core, five designated graduate courses, and a culminating experience.

Core 12 credits: EDU 500 Issues in Education or
EDU 567 Issues in Educational Technology
EDU 504 Curriculum
EDU 510 Learning
EDU 515 Research Methods
Designated courses 15 credits chosen from the following:: EDU 620 Restructuring Schools and Classrooms
EDU 621 Strategies for Improving Instruction
EDU 622 Linking Assessment to Improved Instruction
EDU 623 Teaching to New State and National Standard
EDU 624 Enhancing School Climate
EDU 625 Technical Applications in Schools
EDU 626 Advanced Technological Applications
EDU 627 Integrating CAI into the Curriculum
EDU 628 Integrating Desktop Publishing
EDU 629 Web Page Development and HTML
EDU 531 College Teaching
EDU 532 Classroom and Instructional Management
EDU 533 Computer-Based Education
EDU 534 Teaching Sensitive Issues
EDU 535 Cooperative Learning
EDU 537 Outcomes-Based Education
EDU 538 Performance-Based Assessment
EDU 539 Learning Strategies
EDU 545 Instructional Support Teams/Elementary
EDU 546 Instructional Support Teams/Secondary
EDU 547 Collaboration and Consultation
EDU 523 Curriculum Adaptations for Mainstreamed Adolescents
EDU 630 Design and Delivery of Distance Learning Programs
Professional Contribution 3 credits: EDU 595 Professional Contribution
Total 30 credits

Culminating Activity
As a culminating activity, students are required to develop and deliver a professional contribution, which is a project in which they attempt to create curricular change through staff development. They first participate in a 3-credit course in staff development, during which they develop their projects. During a subsequent semester, they formally deliver their projects to a group of colleagues or to a professional group.

EDU 565 Staff Development
EDU 595 Professional Contribution

Structure of the Graduate Curriculum
The curriculum of the graduate education program requires all students to complete four core courses, a specialization track, and a professional contribution.

Core Courses: EDU 500 Issues in Education or EDU 567 Issues in Educational Technology
EDU 504 Curriculum
EDU 510 Learning
EDU 515 Research Methods

Course Scheduling and Sequence
The graduate education program utilizes evening, weekend, online or on-campus formats throughout the school year and during the summer months. Students who enroll on a part-time basis can complete the program in three years. Full-time students can complete the program in two years. Students may take up to nine credits during each of the semesters of the school year and up to 12 credits during the summer term.

Transfer Students
The graduate education program allows students to transfer up to six credits from other accredited graduate programs. Students who have earned a master’s equivalency certificate from the Pennsylvania Department of Education may transfer up to nine credits. Students who have completed graduate degrees at other institutions may transfer up to 12 credits. All requests for credit transfers must be reviewed and approved by the registrar in consultation with the director of the graduate education program.

Post-baccalaureate
Teaching English as a Second Language Certificate

View information on Teaching English as Second Language Certificate