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Course Criteria
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3.00 Credits
This class examines aspects of the international financial arena. It explores systematically the way corporations function in the international financial setting. It examines the role international financial institutions and the significance of exchange rate fluctuations in corporate behavior and performance. Course Objectives Upon successful completion of the course, students will be able to: (1) Identify and define the theories and practices of international finance (2) Analyze the motivation of participants in foreign exchange markets (arbitrage, speculation, hedging) (3) Develop a market-based understanding of exchange rates and show how exchange rate volatility affects corporate decision-making (4) Interpret the type of foreign exchange operations (spot, forward, FX swaps, currency swaps, futures and option) (5) Discuss the prediction of future exchange rates movements by the tools of technical analysis
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1.00 Credits
No course description available.
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3.00 Credits
Independent Study in Economics
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3.00 Credits
This course is designed to be a hands-on, interactive technology course that will allow students to use technology that is found in our global society and to improve their future professional practice. Through group projects, individual presentations, and an e-portfolio, students will learn how technology can increase collaboration, communication, creativity and divergent thinking. Students will locate and use content-related technology resources. Course Objectives Upon successful completion of the course, students should be able to: (1) Upgrade basic technology skills and resources specific to his/her content area. (2) Incorporate technology as a tool for instruction in lesson planning and assessment. (3) Use technology to access data to drive instruction. (4) Identify and use different types of educational technology available for use in the classroom.
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3.00 Credits
With the increased range of family configurations resulting from various social forces such as immigration, divorce and separation and blended families, it has become increasingly imperative that teachers demonstrate both an effective knowledge base about contemporary families as well as the behavioral competencies needed to create and sustain effective partnerships with parents. Accordingly, this Building Family Partnerships course will focus on the review and analysis of research and best practices related to family partnerships as well as the refinement of students' cross-cultural competency skills. Course Objectives (1) identify and explain various theories and research-based practices related to effective partnerships with parents; (2) demonstrate an awareness of various non-profit, educational, and social service resources within the community that link families to key resources beyond the school's milieu; (3) apply their understanding of collaboration with families through a) active participation in a school event (e.g. open house, PTO) and b) participation in a family-teacher conference; (4) compare and contrast best practices related to effective family and community partnerships across various racial, ethnic, socioeconomic, and cultural groups; (5) demonstrate and understanding of the various concerns, legal issues, and intra-familial dynamics related to families of children with exceptional learning needs; (6) identify strategies for creating and maintaining ongoing channels of communication with families related to children's academic, social and behavioral progress and parents' educational goals for their children;
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3.00 Credits
By the completion of this course, students will: Course Objectives (1) Understand the historical influences which have shaped modern education and the contemporary issues which will impact education in the future (2) Explore and identify various theoretical and philosophical perspectives of education (3) Explore the issues related to the career of teaching (4) Understand the educational process within various contextual environments including family, school, peer group, community, society, government, and cultural settings (5) Have a knowledge of the historical, philosophical, social and cultural foundations of Early Childhood Education (6) Have knowledge of Pennsylvania Academic Standards according to content and grade level (7) Have knowledge of the behavior and professional conduct stated in Pennsylvania's Code of Professional Practice and Conduct for Educators and local, state, and federal laws and regulations (8) Interpret conduct and behavior in real life scenarios according to the Pennsylvania's Code of Professional Practice and Conduct for Educators (9) Begin to select, implement, and adapt effective instructional strategies, curriculum resources, and technologies in collaboration with other educators to meet the needs of diverse learners including: identifying, assessing, and building on the students' prior knowledge, experiences in each content area (10) Understand the planning of instruction based upon local, state, and federal mandates
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3.00 Credits
No course description available.
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3.00 Credits
This course will provide students from various disciplines with a comprehensive review of theory and practice related to diverse family structures and child and adolescent development in contemporary American society. Students will use a combination of educational, developmental, sociological, and psychological theories and research to better understand various structures and processes related to adolescents, families and communities. Students will also review strategies for building positive relationships with diverse families and communities, thereby enhancing their cultural competence skills in working with families and communities. Students will engage in a variety of on-site observations, field experiences, and applied learning activities to connect theory with practice. Each student will develop and maintain a portfolio containing various essays, field assignments, personal reflections, and capstone activities related to the course objectives. Course Objectives Upon successful completion of the course, students will be able to: (1) Compare and contrast various family structures in American society including but not limited to: nuclear, extended, blended, skip-generational, single-parent families and kinship networks. (2) Identify the major parenting styles and their impact on child and adolescent development. (3) Utilize the various components of Family Systems Theory as a framework for understanding the impact of various cultural, environmental, and historical processes on children, families and communities. (4) Apply contemporary theories and best practices from research on adolescents to developmentally appropriate practices in middle level schools and other youth-serving institutions. (5) Identify the range of individual differences of emerging adolescents and explain the implications of these differences for developmentally-appropriate service delivery to adolescents. (6) Demonstrate an awareness of various cultural dynamics and processes which influence adolescent development and family functioning. (7) Demonstrate an awareness of various cultural dynamics and variables which influence the educational environment, classroom teaching and the learning process. (8) Use their knowledge of adolescent development, academic disciplines and best practices to design and implement meaningful curricula.
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3.00 Credits
Students will identify diagnostic, formative and summative evaluation methods for the typically developing and special needs child. Students will complete anecdotal observations that reflect non-biased language and interpretations by recording and interpreting a child's development, progress and learning. Students will reflect upon and discuss the implications of biases, tracking, labeling and lowered expectations of children. Students will identify the strengths and limitations of formal, informal and authentic assessment techniques. Students will demonstrate an understanding of the lesson planning and assessment process by designing a lesson plan with special accommodations for children with special needs. Students will participate in a variety of classroom activities to demonstrate the establishment and maintenance a positive social context for learning. Students will identify typical and atypical development of children during classroom observations. Students will identify the strengths and limitations of formal, informal and authentic assessment practices. Students will reflect upon and discuss the implications of biases, tracking, labeling and lowered expectations of children after recording and interpreting a child's development, progress and learning. Students will identify methods and instruments - including formal and informal assessment - to evaluate the developmental progress of students and the effectiveness of curriculum experiences. Specific Course Objectives: This course shall require the candidates to demonstrate their knowledge of the fundamental concepts of Education and competence in applying developmentally appropriate practices to meet the diverse needs of all students including: Course Objectives (1) Methods and issues of assessment and evaluation (2) Diagnostic, formative and summative assessment instruments (3) Valid and reliable educational assessment and their use in screening; formal, informal and authentic assessment and reporting procedures (4) Achievement tests, aptitude tests and observational data (5) Biases, tracking, labeling and lowered expectations (6) Aligning assessment to teaching and learning of special needs students (7) Establishing and maintaining a positive learning environment for all students (8) Typical and atypical development and learning of children (9) Using informal and formal assessment strategies to plan and individualize curriculum and teaching practices (10) Lesson planning and behavioral objectives (11) Maintaining the instructional environment (12) Creating a positive, inclusive learning environment (13) Methods and instruments to evaluate the developmental process of students (14) Recording and interpreting children's development, progress and learning (15) Recording anecdotal observations that reflect non-biased language and interpretations (16) Communicating effectively with parents about the progress of their child (17) Develop assessment partnerships with families and other professionals (18) Design assessments that target academic standards and anchor content
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3.00 Credits
This course will assist students in better understanding the role that psychological and educational theories play in understanding human learning and human behavior. Prime emphasis will be placed on the role that psychological processes such as cognitive development, individual and group differences, motivation, psycho-social development and metacognition play in the functioning of humans in everyday settings and circumstances. Each student will be challenged to make connections between the various psychological theories studied in this course and their own personal and professional interests. As such, an interdisciplinary approach to educational psychology will be utilized. Course Objectives Upon successful completion of the course, students should be able to: (1) Describe the factors influencing personal development, and explain how various socio-cultural forces can influence this personal development. (2) Explain the influence of cognitive, intellectual, personal and social development on the human learning experience. (3) Compare and contrast theories of cognitive development of Piaget and Vygotsky and apply such theories to the study of humans in educational and other applied settings. (4) Apply social learning theory and the information processing approach to patterns of communication and interpersonal relationships. (5) Explain the role that various cultural factors including race, gender, SES and ability play in human learning and human interaction. (6) Identify various theories of moral development and apply the study of ethical conduct to individual development and social behavior. (7) Identify and explain the various approaches to educational assessment and demonstrate the ability to match assessment approaches to instructional objectives. (8) Explain the relationship between planning, preparation and models of instruction on classroom management and student learning.
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