Educational Foundations
The Programs
- Assessment, Curriculum & Teaching, M.Ed. - Integrative STEM Education
- Assessment, Curriculum and Teaching, M.Ed. - Online Instruction
- Chemistry Post-Baccalaureate Certification
- Curriculum & Instruction Supervisory Certification
- Educational Leadership, Ed.D.
- Educational Leadership, Post-Master's Specialist Certificate
- Language and Literacy, M.Ed.
- Leadership for Teaching and Learning - Music, M.Ed.
- Leadership for Teaching and Learning, M.Ed.
- Music Education Post-Baccalaureate Certification
- Online Teaching Endorsement
- Physics Post-Baccalaureate Certification
- Principal Post-Master's Certification
- Special Education Supervisory Certification
- STEM Education Endorsement
- Technology Education Post-Baccalaureate Certification
Brooks, Sarah; Associate Professor
College of Education and Human Services
B.A., Gordon College, 2002; M.A., University of Connecticut, 2006; Ph.D., University of Virginia, 2010
Deemer, Sandra; Professor
College of Education and Human Services
B.A., Millersville University, 1992; M.A., University of Delaware, 1997; Ph.D., Ibid., 1999
Dietrich, Nanette; Professor
College of Education and Human Services
Ph.D., University of Delaware, 2005
Dreon, Oliver; Professor
College of Education and Human Services
B.S., University of Pittsburgh, 1991; M.A., Ibid., 1992; Ph.D., The Pennsylvania State University, 2008
Gaudino, Ann; Professor
College of Education and Human Services
B.S., University of Michigan, 1989; M.S., Ibid., 1990; Ed.D., University of Pittsburgh, 2008
Hanich, Laurie; Professor
College of Education and Human Services
B.A., Temple University, 1993; M.S., Indiana University of Pennsylvania, 1998; Ph.D., University of Delaware, 2001
Ibrahim, Abdulsalami; Assistant Professor
College of Education and Human Services
B.S.Ed., Usmanu Danfodiyo University (Nigeria), 2007; M.Ed., Ibid., 2012; D.Ed., Indiana University of Pennsylvania, 2019
Licata, Ann Marie; Assistant Professor
College of Education and Human Services
B.S., Indiana University of Pennsylvania, 1986; M.S., St. Bonaventure University, 1991; Ph.D., Marywood University, 2006
Primus, Nakeiha; Associate Professor
College of Education and Human Services
B.A., Tufts University, 2005; M.A., Duke University, 2008; Ph.D., University of Delaware, 2014
Witmer, Miriam; Associate Professor
College of Education and Human Services
B.S., Millersville University, 1983; M.S., Ibid., 1992; Ph.D., Temple University, 2014
Wright, Tiffany; Professor
College of Education and Human Services
B.A, Gettysburg College, 1997; M.A., Millersville University, 2002; Ed.D., Johns Hopkins University, 2009
Analyze crucial educational questions and issues using the comparative method. Cross-cultural studies pursued in a multiple-disciplinary format will help participants discover how education serves economic, sociopolitical, ideological and other purposes, and how it reflects the historically derived tensions within national development. Factors underlying similarities and differences in various cultures, nations and contexts are studied. Includes appraisal of educational issues from a global perspective. Offered annually.
Students will study the history of sexual orientation and gender identity, the research on school climate related to sexual orientation and gender identity of students and professionals, knowledge of current laws and policies, and recommended practices for supporting LGBTQ+ youth and educators.
Students use case studies to explore the uses of technology and its application in elementary education. Topics include computer basics, applications software, curriculum integration, evaluation of educational software, telecommunication and multimedia presentation systems. Students are provided a series of hands-on experiences with hardware and software to develop the skills and competencies required of the elementary education teacher. Offered regularly. Students may not receive credit for both EDFN 520 and any of the following courses: EDFN 130, 320, 330, 333, 530, 533 and EDAR 330.
Instructional design and assessment will be used as a basis for planning and evaluating the use of technology for student-center teaching and learning within specific disciplines. Must be taken as a block with EDSE 321 (or graduate equivalent) and the Teaching of Methods class required in each secondary certification program. Students may not receive credit for both EDFN 530 and any of the following courses: EDFN 130, 320, 330, 333, 520, 533 and EDAR 330.
A review of psychological principles as they relate to human learning in the urban and non-urban setting. Special consideration is given to motivational and developmental factors in the school that influence students’ learning. Additional topics include examination of assessment and evaluation practices, classroom management and accommodating individual differences.
Investigation and development of educational topics of current interest not normally covered in regular courses. Special topics and methods will vary according to the needs of students involved. Offered periodically.
Investigation and development of educational topics of current interest not normally covered in regular courses. Special topics and methods will vary according to the needs of students involved. Offered periodically.
Investigation and development of educational topics of current interest not normally covered in regular courses. Special topics and methods will vary according to the needs of students involved. Offered periodically.
An analysis of the K-12 school system of the U.S. philosophical and historical influences, significance of education in society, contemporary problems in schooling, challenges and requirements of the profession. Offered annually.
Introduces methods of empirical educational research. Emphasis on training individuals to be intelligent consumers of educational research. It is strongly recommended that the course be taken early in the student’s program.
An analysis of current and perennial education problems using the tools of the philosopher: logic, language analysis and inquiry, and phenomenological description. Students articulate their own beliefs and assumptions about education as well as critically examine and evaluate selected texts. Offered annually.
An analysis of public policy development in the field of education. Major questions to explore include: (1) Who governs education? (2) What are the processes by which policies are formulated? (3) What values are reflected in specific present policy or proposed reform? (4) What do we know about reforming education? (5) How useful is social science research in the formulation of educational policy? Offered annually.