Department of Professional and Secondary Education

College of Education and Social Work

504 Wayne Hall
West Chester University
West Chester, PA 19383
610-436-3057
Department of Professional and Secondary
Dr. Elmore, Chairperson
Dr. Haworth, Graduate Coordinator

Programs of Study

The Department of Professional and Secondary Education offers the master of education, as well as graduate programs leading to teacher certification.

Master of Education in Secondary Education

Dr. Haggard, Program Coordinator

This program is designed primarily to strengthen the professional knowledge, skills, and understanding of the graduate student. Practicing teachers will increase their knowledge base of effective teaching. In addition to the education courses offered, the 15 semester-hour elective area allows students to increase their knowledge in the academic content area.

Master of Education

The Master of Education program has concentrations in chemistry, French, history, and Spanish, offered cooperatively by the College of Education and Social Work and the College of the Sciences and Mathematics. The academic requirements for each concentration are found under the respective department listing.

With this degree, students can strengthen their knowledge in the major subject area, as well as their professional knowledge and competence.

Students earning degrees in this program are advised primarily by their academic department representative but also must consult with a professional and secondary education adviser concerning the education portion of their program. Note: This program does not lead to teacher certification without additional course work.

Graduate Certificate Program in Education for Sustainability

Dr. Morgan, Coordinator

The graduate certificate program in education for sustainability (EFS) is designed for professionals who want to help others (students, co-workers, citizens) better understand the challenge of sustainability and become active participants in solutions. The EFS program consists of six courses that provide the perspective, experiences, and practical methods needed to integrate sustainability into the school, workplace, or community.

Graduate Certificate in Educational Technology

Dr. Penny, Coordinator

The educational technology certificate is designed to support professional educators with technology that connects them to data, content, resources, expertise, and learning experiences that empower and inspire them to provide more effective learning for all students. Effective teaching in the 21st century requires innovation, problem solving, creativity, continuous improvement, research, diagnostic use of data, and flexible and personalized approaches to meeting students' diverse needs and strengths.

Since the department believes the best way to prepare teachers for connected teaching is to have them experience it, this program provides technology-supported learning experiences that promote and enable the use of technology to improve learning, assessment, and instructional practices. The certificate in educational technology supports and develops educator identities as fluent users of advanced technology, creative and collaborative problem solvers, and adaptive, socially aware experts.

All applicants to one of West Chester University’s graduate programs will be held to the graduate admissions requirements. When applicable, additional requirements for admission into specific department program(s) may be listed below.

Admission Requirements for the M.Ed. in Secondary Education

In addition to meeting admission requirements of the University, the student must:

  1. Be approved by the Department of Professional and Secondary Education for graduate work.
  2. Attain an acceptable score on the Graduate Record Examination or the Miller Analogies Test. It is strongly recommended that the applicant have a valid teaching certificate.

Applicants whose certification is not in secondary education may, at the department chairperson's discretion, be required to take course work beyond the minimum semester-hour requirements for the degree.

Upon admission, students will be assigned advisers who will help them to outline the appropriate program. All work for the program must be approved by the program coordinator.

All students in graduate programs are held to the academic policies and procedures outlined in the graduate catalog. When applicable, additional policies for specific department programs(s) may be listed below.

Requirements for Admission to Degree Candidacy for the M.Ed. in Secondary Education

During the precandidacy period, the student must:

  1. Attain full status, if admission status to the program was provisional.
  2. Complete these required courses: EDF 500 and EDF 510, and EDP 550.
  3. Achieve a minimum overall grade point average (GPA) of 3.0 and a minimum GPA of 3.0 in the required courses in the area of concentration.
  4. Show evidence of academic, personal, and professional qualities that satisfy the adviser and the departmental graduate committee.

Professors

Deborah S. Brown (1992)

B.S., West Chester University; M.A., Ph.D., University of Delaware

John Elmore (2005)

Chairperson

B.A., B.S., Kansas Wesleyan University; M.S., Ph.D., Kansas State University

Paul Morgan (1999)

B.A., University of Illinois; Ph.D., Columbia University

Christian V. Penny (2002)

B.S., Lock Haven University; M.Ed., East Stroudsburg University; Ph.D., Pennsylvania State University

Lesley A. Welsh (1991)

B.A., Eastern Connecticut State University; M.A., Ph.D., University of Connecticut

Associate Professors

David L. Bolton (1991)

B.A., Seminar Marionhoehe (Germany); M.A., Andrews University; Ph.D., Florida State University

Cynthia S. Haggard (1990)

B.A., M.A., Ed.D., Indiana University

Stephanie L. Hinson (1992)

A.B., Princeton University; M.Ed., Ed.D., University of Virginia

Jane L. Kenney (1992)

B.A., Pennsylvania State University; M.A., Ohio State University; Ph.D., Temple University

Assistant Professors

Robert Haworth (2012)

Graduate Coordinator, Professional and Secondary Education

B.A., University of Utah; M.A., Ph.D., New Mexico State University

Curry S. Malott (2011)

B.A., Miami University; M.A., Ph.D., New Mexico State University

How to Read Course Descriptions

EDC

EDC 540. Assessment Methods in Counseling. 3 Credits.

Emphasis is on the test and nontest assessment of intelligence, achievement, special abilities, and aptitudes, including concepts such as reliability, validity, and standardization.

EDF

EDF 500. Methods & Materials Of Research In Educa. 3 Credits.

Historical, descriptive, and experimental methods of research. Methods for locating, evaluating, interpreting, and reporting research data. Each student prepares a research prospectus.
Distance education offering may be available.

EDF 501. Research Methods For Teachers. 3 Credits.

Designed to offer a practical and accurate introduction to various research methods that can be applied to a classroom setting for improving teaching practice.

EDF 502. Methods & Materials Of Research For Counselor Education. 3 Credits.

Designed to enable the counselor to read experimental, quasi-experimental, descriptive, and correlational research reported in the professional journals. Both univariate and multivariate designs are emphasized.
Pre / Co requisites: EDF 502 requires prerequisite of EDC 540.

EDF 506. Design & Use Of Indiv Learning Packages. 3 Credits.

Contact department for more information about this course.

EDF 509. Contemporary Teaching Trends. 3 Credits.

Team teaching, programmed instruction, and various media of communication in the elementary and secondary schools are evaluated. Effective adaptation to newer practices is emphasized.

EDF 510. Educational Foundations. 3 Credits.

History of education, integrated with educational philosophy and thought; the long evolution of education theory and issues.

EDF 511. Foundations of Transformative Education. 3 Credits.

History of education, integrated with educational philosophy and thought; the long evolution of education theory and issues.

EDF 520. Comparative Education. 3 Credits.

Contact department for more information about this course.

EDF 580. History Of American Education. 3 Credits.

Nature and direction of American education, studied through individual and group research.

EDF 581. Philosophy Of Education. 3 Credits.

Selected philosophies and their influence on educational principles and practices in a democratic social order.

EDF 582. Seminar In The Hist Of Probs Of Educ. 3 Credits.

Historical study of the recurrent problems of education and their solutions. Implications of these solutions for contemporary American educational problems.

EDF 583. The American School As Social Narrative. 3 Credits.

An integrated exploration of the philosophical culture, social, and physical foundations of schooling and education in the United States.

EDF 588. Critical Pedagogy and the Politics of Education. 3 Credits.

This course examines the historical development of critical pedagogy from its roots to its current models. By encouraging students to engage in a critical study of the educational system, this course seeks to aid in the development of analytical skills in regard to educational issues and provide a context within which future issues may be examined as they emerge.
Pre / Co requisites: EDF 588 requires prerequisite of EDF 511.

EDF 589. Sociological Foundations Of Education. 3 Credits.

Study of the socio-cultural influences on the structure of American educational institutions.

EDF 591. Introduction to Critical Action Research. 3 Credits.

Students will be introduced to the action research process. At the conclusion of this course students will demonstrate understanding of the steps involved in conducting systematic, data-driven inquiry and applying reflective practices in the context of educational and social change.

EDF 593. Evaluation of Educational and Social Change. 3 Credits.

This course provides the students with techniques to help the student evaluate educational and social change within the context and practice of action research. These techniques include both quantitative and qualitative methods. Specifically, students will learn to develop systematic approaches, which can be used to assess the effect of changes in educational practices and policies within the context of classrooms, schools, and school districts and society.

EDF 595. Critical Action Research Thesis Project. 3 Credits.

Students will design an action research project on a topic of interest related to educational change and transformation. They will formulate their design into a research proposal and defend the proposal.
Pre / Co requisites: EDF 595 requires prerequisites of EDF 591 and EDF 593.

EDF 599. Workshop In Professional Education. 3 Credits.

Contact department for more information about this course.
Repeatable for Credit.

EDO

EDO 500. Environmental & Sustainability Education. 3 Credits.

Advanced overview of the development of environmental and sustainability education with emphasis on theoretical perspectives and professional applications.

EDO 510. Systems and Sustainability. 3 Credits.

Examination of how systems thinking applies to learning for sustainability in schools and other institutions. Topics include curriculum, grounds, facilities, and missions.

EDO 520. Outdoor and Place-Based Education. 3 Credits.

School and organization-based applications of outdoor and place-based education, with emphases on experiential and authentic learning.

EDO 525. Independent Studies in Environment Educ. 3 Credits.

Special research projects, reports, and readings in conservation and outdoor education.
Consent: Permission of the Department required to add.

EDO 550. Education for Sustainability: Methods & Projects. 3 Credits.

Methods for integrating education for sustainability into schools and non-formal settings, using authentic projects to demonstrate and apply learning.

EDO 598. Workshop In Environmental Education. 3 Credits.

Contact department for more information about this course.

EDP

EDP 501. Young Adolescent/Adolescent Cognition, Development and Learning Theories. 3 Credits.

This course is a study of the physical, personal, social and emotional development of early through late adolescence in the context of classroom teaching; it also examines selected learning theories. There is a field component.

EDP 531. Principles Of Educational Testing. 3 Credits.

Contact department for more information about this course.

EDP 550. Advanced Educational Psychology. 3 Credits.

Processes by which skills, understanding, concepts, and ideals are acquired; teaching practices in relation to basic research concerning learning; similarities and differences in theories of learning.

EDP 553. Assessment for Learning Early Grades. 3 Credits.

This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of intervention and their implications for instruction for all students, and report assessment results.
Pre / Co requisites: EDP 553 requires a prerequisite of EGP 520.

EDP 554. Assessment for Learning- Middle Grades. 3 Credits.

This course is designed to provide middle grade candidates the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and report assessment results.
Pre / Co requisites: EDP 554 requires prerequisite of MGP 520, EDP 501, EDA 542; field clearances.

EDP 569. Adolescent Development & Learning. 3 Credits.

Mental, physical, emotional, and social development and behavior of the adolescent with emphasis on various types of learning. Case studies are used.

EDP 570. Cognition and Transformation. 3 Credits.

A course in helping students understand theories of learning as they relate to the pre-k through high school learner as well as the cognitive and social development of the learner. The goal of the course is to understand the student's cognitive and social needs within the framework of his or her education and social contexts and to empower the student to create educational and social change.

EDS

EDS 502. Curriculum Development in a Diverse Society. 3 Credits.

This course is designed to improve candidates' skills as instructional designers within a diverse society. Within this course students will design an educational program/curriculum that will result in a positive impact on a specific thematic concern.

EDS 505. Field Experience For Secondary Teachers. 3 Credits.

Students develop strategies that will increase the probability of their becoming successful classroom teachers. Topics include planning, instructional strategies, learning styles, motivation, and classroom management. Student will observe in area schools.
Pre / Co requisites: EDS 505 requirement - Majors only.
Repeatable for Credit.

EDS 590. Independent Study. 1-3 Credits.

Contact department for more information about this course.

EDS 599. Workshop In Secondary Education. 3 Credits.

Contact department for more information about this course.
Repeatable for Credit.

EDT

EDT 500. Integrating Ed Tech For Effective Instruction. 3 Credits.

This course covers the breadth of the conceptual foundation needed to integrate technology into teaching. In this survey course, the focus is on learning a process for determining which electronic tools and which methods for implementing them are appropriate for classroom situations.
Distance education offering may be available.

EDT 501. Using Internet Resources - Curriculum and Assessment. 3 Credits.

An in-depth course utilizing Internet resources for curriculum design, development, and assessment. Particular attention will be paid to the process of moving theory into practice to improve student learning. Extensive exposure to Web-based technologies and on-line resources, including professional journals, will be required in order to enhance familiarity with current educational issues and best practices.
Pre / Co requisites: EDT 501 requires a prerequisite of EDT 500.

EDT 502. Seminar and Field Experience in Educational Technology. 3 Credits.

Supervised use of educational technology integration in the field: clinical application of knowledge balancing the dynamic relationship of learning, teaching, and technology. Portfolio documentation of internship is required, as well as demonstration of professional skills and competencies, and pedagogical knowledge.

EDT 503. Learning And Leading With Technology. 3 Credits.

Participants will design comprehensive technology plans to create enhanced learning environments for all students to succeed. This course develops an informed leader involved with the change process in educational organization. The participants will analyze the impact of technology in the learning environment and identify key elements of professional development and support for change. In addition, educators will become familiar with technology funding sources and the grant writing process.

EDT 510. Instructional Design with Emerging Technology. 3 Credits.

In this course students will apply their understanding of educational technology to curriculum design process. Students will be asked to follow content area and pedagogical best practices in the design process. Special attention will be given to national standards, emerging technologies, and professional development. In addition, students will be required to research current methods and techniques in the application of educational emerging technologies.
Distance education offering may be available.

EDT 511. Social and Cultural Implications of Educational Technology. 3 Credits.

This course is focused on the social, cultural, economic, and educational implications of modern learning technologies. Importantly, in this class participants will be analyzing current theoretical and empirical research for a broader understanding of the dynamic influences of educational technology on social change. The positive and negatives effects of technology upon the schools and students will be explored, as well as global issues, such as the digital divide (i.e. who has and who does not have access to technology, why, and what can be done).
Pre / Co requisites: EDT 511 requires Prerequisite of EDF 588.

EDT 517. Technology and Universal Design for Learning. 3 Credits.

This course provides an introduction to the principles of Universal Design for Learning (UDL), the incorporation of assistive technologies to accomplish UDL, and the strategies for its inclusion in diverse instructional settings.
Distance education offering may be available.

EDT 519. Introduction to Assistive Technology. 3 Credits.

This course focuses on the awareness of assistive technologies as it relates to education, communication, vocation, recreation, and mobility for students with disabilities.
Distance education offering may be available.

EDT 530. Digital Media Production and Storytelling. 3 Credits.

This course offers an introduction to methods and strategies for the design and production of digital media and digital stories. Participants get hands-on experience with multimedia tools, produce their own new media and digital stories, learn to integrate digital stories in a school setting; and develop lessons that involve students in creating and sharing digital stories. Course topics include digital storytelling as an educational tool, assessing digital stories, the art and practice of storytelling, the media production process, copyright and fair use in education.
Distance education offering may be available.

EDT 540. Teaching and Learning Online. 3 Credits.

This is a course about teaching and engaging the online learner. The overarching goal of this class is for teachers, and teacher candidates, to develop strategies to help learners be successful in an online environment. To accomplish this goal, the primary objectives for participants in this courses are to: understand the emerging field of teaching K-12 students online and the essential differences from traditional face-to-face teaching; perceive the affordances and challenges offered by online resources, technologies, and online teaching; integrate various web 2.0 tools to enhance online teaching and learning; develop strategies to foster student collaboration and communication within an online environment; comprehend the broad concept of digital citizenship and its implications including ethical and legal issues.
Distance education offering may be available.

EDU

EDU 590. Independent Study. 1-3 Credits.

Contact department for more information about this course.

EDU 599. Workshop In Urban Education. 3 Credits.

Contact department for more information about this course.

EEE

EEE 500. Entrepreneurial Educator. 3 Credits.

This course offers support and practical tools for innovative educators to transform creative ideas into classroom practice. Educators collaborate to create or expand upon instructional ideas, develop strategic partnerships and formulate project plans to support implementation of these ideas.

EEE 501. Emerging Science & Technology. 3 Credits.

This course demonstrates Problems-Based Learning and the utilization of technology to inform education in emerging sciences.
Distance education offering may be available.

EEE 503. Applied Learning Seminar. 3 Credits.

Participants will learn and demonstrate the application of problem based learning appropriate to classroom curriculum.

EEE 504. The 21st Century Educator Externship. 3 Credits.

Educators dialogue with leaders in business, industry, and research and job shadow 35 hours with professionals.
Distance education offering may be available.

RES

RES 590. Independent Study in Education Research. 1-3 Credits.

Research project, reports, readings in educational research.
Consent: Permission of the Department required to add.

RES 610. Thesis. 3 Credits.

Contact department for more information about this course.

SEE

SEE 999. Transfer Credits (Graduate). 3-9 Credits.

transfer credit.