Summer & Fall 2019

Tuition, Fees & Textbooks:

Summer 2019

  • $465 per credit 
  • $50/semester - Technology fee
    * Note:  Registration close date is June 15

Fall 2019

  • $475 per credit
  • $75/semester - Technology fee 

Textbooks

  • To view required textbooks, login to myEMU > Academics tab > Lancaster Academics and scroll down to myCourse Schedule. Textbooks will be listed under myCourse Schedule.

Notes

  • EMU at Lancaster is an approved PDE Act 48 provider.
  • Any course you take from another program will be invoiced at the rate of your home program.

Ready To Register?

Please click here to be directed to the appropriate step based on your status as a new or returning student. 

If you attempt to register for a course and run into problems or if you have any questions, please contact Lisa Sauder

Online/Hybrid Courses


EDDA 571M: Trauma, Restoration, and Resilience in Educational Environments  (3 credits, Online)
Most children experience traumatic events, and those events can profoundly influence their cognitive, physical, emotional, and social development. School staff may be unaware of the specific traumatic events impacting each child, and school environments may inadvertently exacerbate the impacts of trauma. Traumatic events may cause a child to have academic difficulty, behavior that interferes with learning or violates codes of student conduct, and troubled relationships with peers and school staff. Conversely, trauma-informed, resilience-fostering school environments can mitigate the impact of trauma and enhance the protective factors that provide the foundation for health, academic success, and positive peer and staff interactions. This course will introduce school personnel to the core concepts of adverse experiences, toxic stress, trauma, restoration, self-care, and resilience in the school environment, and provides a research-based, strength-based approach to creating a trauma-informed, resilience-fostering school environment.
Instructor: Wynne Kinder, MA
Dates: June 3 - August 2

EDDA 631: Research in Risk and Resiliency (3 credits, Hybrid)
Analyzes research bases for understanding risk and resiliency and explores protective factors within the child, family and community which enable resilience and mitigate risk factors.
Instructor: TBD
Dates: August 27-December 13 with face-to-face meetings on Tuesdays: 9/10, 9/24, 10/15, 11/5, 11/19, and 12/3 from 6 - 9 pm.

EDRJ 581: Analyzing Conflict in Educational Settings (3 credits, Hybrid)
This course explores the nature of conflict, including identity, human needs and motivations, power dynamics, structural violence, change theories, systems analysis, and trauma. We will examine frameworks for understanding and analyzing conflicts and apply them to educational situations. Your reflective practice skills will also be strengthened by using self-assessments to consider your own perspectives' impact on your ability to analyze conflicts. 
Instructor: TBA
Dates: August 27-December 13 with face-to-face meetings on Tuesdays: 9/10, 9/24, 10/8, 10/22, 11/5, 11/19, and 12/3 from 6 - 9 pm

EDCC 551L: Action Research in Educational Settings (3 credits, Hybrid)
This course is designed to give an overview of action research, particularly action research that is conducted within educational settings. Emphasis is placed upon gaining an understanding of the difference between qualitative and quantitative research design, as well as becoming competent in setting up an action research project. Participants are taught within the course to use computer technology to conduct a literature review, collect, analyze and interpret data. Participants prepare an action research proposal, ready to be fine-tuned with their program mentor. (Pre-requisite: admission to candidacy)
Instructor: Nadine Larkin, EdD
Dates: August 27 - December 13 with face-to-face meetings on Wednesdays: 8/28, 9/4, 9/18, 10/9, 10/23, 11/6, 11/20, and 12/11 from 5 - 8 pm

EDLA 501L: Foundations of Literacy (3 credits, Hybrid)
Examines the psychological, social, cultural and linguistic components of the developmental processes of reading and writing. The focus of the course is to develop an understanding of how children learn to read; to understand the spelling system of English orthography and how that influences word knowledge in reading and writing; to acquire an ability to select materials appropriate to the child's developmental stage and to explore what we as teachers can do to provide appropriate instruction. Appropriate instruction is based on the findings of the National Reading Panel and feature research and its implications in phonemic awareness, phonics, fluency, comprehension and vocabulary.
Instructor: Mary Roth, EdD
Dates: August 27 - December 13 with face-to-face meetings on Saturdays: 9/14, 10/5, 11/2 & 11/23 from 8:30 am - 4:30 pm.

EDLA 531:  Literacy in Community & Family Arenas  (3 credits, Online)
Addresses literacy development in a larger scope than traditionally covered through school, focusing on personal, cultural and political issues related to adult literacy. Addresses adult literacy in the context of various settings, including family literacy, workplace literacy and community literacy programs.
Instructor: Don Stiener, PhD
Dates: August 27 - December 13 with online meetings via Zoom on Tuesdays: 9/3, 10/15, and 11/12 from 7:30-8:30 pm


Traditional Classroom Courses

+ Note for traditional classes - Coursework to be completed throughout the summer term with a one-week intensive for on-site classes.

* EDCC 501L:  Creating Cultures of Change (3 credits)
Emphasizes concepts such as reflective practice, student centered learning, and processes for transformative change. Applying a constructivist perspective, participants will learn how to become meaningful change agents in classrooms and educational settings. Emphasis will be placed on integrating theory with practice as participants work through models of change utilizing their first-hand experiences within their own classrooms and educational settings.
Instructor:  Ron Shultz, MA
+ Dates: June 17-21

* EDCC 521L:  Peacebuilding & Conflict Transformation in Education (3 credits)
An introduction to the theories and processes of conflict transformation and peacebuilding within educational contexts.  Creating a culture of peace in education goes beyond solving problems.  The goal is to nurture peaceful, just and caring relationships within communities through active processes of tending, friending and mending.  As such, educators, nurses and counselors will examine educational systems and relational literacy approaches, as well as their own personal beliefs, conflict resolution style(s), relationships, communication skills, curriculum and instructional strategies, discipline systems and classroom organization processes.  Participants will learn restorative teaching approaches and conflict resolution strategies and develop culturally sensitive peaceable curricula (modeling integrated, infused, or direct instruction) for specific classroom, clinical or community settings.
Instructor:  Judy Mullet, PhD
+ Dates: July 8 - 12

* EDCC 531L:  Social and Ethical Issues in Education ( 3 credits)
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.  $50 technology fee
Instructor: Mike Young, PhD
+ Dates: June 24-28

EDCI 511L:  Teaming and Collaboration ( 3 credits)
Focuses on collaborative strategies for learning among educators, parents, and community to collaboratively maximize students’ achievement. Models of consensus building, team building, team planning, facilitation skills, and school-parent collaboration will be examined. Participants will explore current research on the effect of teaming and collaboration, affective and social outcomes of learning and collaboration, and organizational patterns for interdisciplinary teams. Students will work in teams to research their own learning development.
Instructor:  Dan Daneker, EdD
+ Dates: June 24-28

EDLA 601L:  Multicultural Children's Literature ( 3 credits)
Introduces practicing teachers to a wide spectrum of literature for children. The course focuses on literature by and about persons from a variety of ethnic and cultural groups. Course participants will develop skills for evaluating the works as well as design curricula for their own classrooms, which incorporate multicultural literature across the curriculum. Attention will be given to classroom applications using literature including writing and other literature response activities.
Instructor: Tracy Hough, MA
+ Dates: July 22-26 

EDPC 602L:  Clinic I: Diagnosis of Reading & Writing Difficulties (3 credits)
Complements EDPC 603 Clinic II, and includes 40 hours of practicum experience in which reading specialists develop a comprehensive study of students experiencing reading and writing difficulties. This course will result in a comprehensive case study. Requires an analysis of student performance and the use of a diagnostic-prescriptive-instruction-reflection framework. Designed to encourage reading specialists to participate in collaborative teams.
Prerequisites: EDLA 501, EDLA 521, EDLA 531, EDSL 581, and EDLA 601 or 611
Instructor:  Jody Allen, MEd
+ Dates: June 14 (8 am - 5 pm) and June 17-28 (8 am - 12 pm)

EDPC 603L:  Clinic II: Integrative Approach to Assessment & Instruction (3 credits)
Intentionally scheduled to immediately follow EDPC 602 Clinic I. This course is designed to focus on assessment as the basis for instruction. Teachers will learn to administer multiple assessments to diagnose and document literacy development. Teachers will also examine the design and purpose of the national, state, and district assessments. Includes practicum hours. Prerequisites: EDLA 501, EDLA 521, EDLA 531, EDSL 581, EDLA 601 or 611, and EDPC 602 Clinic I
Instructor:  Jody Allen, MEd
+ Dates: June 14 (8 am - 12 pm) / June 28 (1-5 pm) / July 1-12 (8 am - 12 pm; no class July 4)

EDSL 541L:  Foundations of English as a Second Language (3 credits)
This foundations course will introduce and provide background on English Language learners including the psychological, social, cultural and linguistic components of the developmental processes in learning a second language. The course provides an overview of first and second language acquisition. Planning, implementing, and managing instruction within the framework of research and best practices will be emphasized. The course also explores what we as teachers can do to provide appropriate instruction based on the Pennsylvania Academic Standards and Assessment Anchors.  
Instructor: Katelyn Barlet, EdD
+ Dates: June 17-21

EDSL 551L:  Methods of Teaching ESL and FL (3 credits)
Emphasizes theory, practical methods, assessment and materials, design and development for teachers teaching English as a second language and foreign language. This course is designed to help participants gain knowledge of the different ways languages have been taught and can be taught.  Participants in the class will gain knowledge through reading, writing, discussion, mini-lectures, demonstration and technology.  Participants will lead discussions on the readings and will conduct demonstration lessons in order to experience first-hand the feel and look of particular methods and principles.  Participants will be able to identify, compare and contrast various approaches to language learning and teaching.  In addition, there will be exposure to a variety of instructional strategies in each of the main language skills (listening, speaking, reading, writing, pronunciation, grammar and vocabulary).  The course will focus significant discussion and reflection on the relation of teaching principles, methods, and instructional strategies for the sociocultural and affective dimensions of language learning.  We will explore various aspects of working with language learners by integrating the theoretical and the practical.  Practicum Experience: The 20-hour practicum experience takes place at the Migrant Education Program this summer. This program allows the candidate to study ESL assessment and then implement the theory by teaching and assessing English Learners in a summer program setting. In complete alignment with the TESOL Competencies of the Pennsylvania Department of Education, this course ensures that the candidate is assessing the various English language and academic competencies of all ELs during teaching and assessment. The candidate will research, plan, utilize and evaluate formative assessment strategies and be able to share student progress with other stakeholders, whether family members or faculty and administration of the program, in order to make informed decisions about student linguistic and academic progress and placement. The candidate will also utilize summative data to plan and manage a test-taking situation, evaluate the received data, and be able to explain and clarify it to others. 
Instructor: Jennifer Kaufmann, M.Ed.
+ Dates:  July 20-31 (8 am - 5 pm)
In-person classes: July 22, 26, and 30 from 8 am - 5 pm
Online classes: July 20 and 31 from 2 - 5 pm
Practicum & Online classes: 7/23, 7/24, 7/25, 7/29 from 9 am - 5 pm 

EDSL 591L:  ESL Assessment and Support (3 credits)
This course explores assessment tools and practices as they relate to English Learners. It examines models of language assessment; examination of standardized tests and their appropriate application; approaches to evaluating language domains (speaking, listening, reading, and writing); adaptation of classroom assessments for early English learners; and utilization of assessment data in driving instruction. This course will examine support services in both language acquisition and content learning.  Practicum Experience: The 30-hour practicum experience takes place at the Migrant Education Program this summer. This program allows the candidate to study ESL assessment and then implement the theory by teaching and assessing English Learners in a summer program setting.  In complete alignment with the TESOL Competencies of the Pennsylvania Department of Education, this course ensures that the candidate is assessing the various English language and academic competencies of all ELs during teaching and assessment.  The candidate will research, plan, utilize and evaluate formative assessment strategies and be able to share student progress with other stakeholders, whether family members or faculty and administration of the program, in order to make informed decisions about student linguistic and academic progress and placement.  The candidate will also utilize summative data to plan and manage a test-taking situation, evaluate the received data, and be able to explain and clarify it to others.
Instructor: Katelyn Barlet, EdD
+ Dates:  July 9-19 (8am - 5 pm)
In person classes: July 9, 12, 19 (8:00-5:00)
Practicum & Online classes: (9 am - 2 pm) & Online classes (2-5 pm): July 10-11, 15-18 

EDRJ 601L:  Facilitating Circle Processes: Building and Sustaining Healthy Learning Environments
(3 credits)
This course explores the use of circle processes to build and sustain healthy learning environments in schools or other educational settings. Theoretical foundations and core assumptions will be discussed as well as different ways circles can be utilized to build community, resolve conflict, create safe instructional spaces, and promote social and emotional competency. Participants will learn how to design and implement Circles. In addition to learning about the guiding principles of the circle process, participants will have the opportunity to practice facilitating Circles and garnering feedback from the instructor and their colleagues.
Instructor: Ram Bhagat, EdD
+ Dates: 
July 22-26

* = Core Curriculum for the Master of Arts in Education degree

For more information contact:

MA in Education Program
Eastern Mennonite University Lancaster
1846 Charter Lane, P.O. Box 10936
Lancaster PA 17605-0936
(717) 397-5190 or (866) 368-5262
maed.lancaster@emu.edu

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