Course Descriptions

This course the integration of learning technologies into a technology curriculum. Emerging opportunities in learning technologies for active learning, virtual computer labs, media solutions and assessment are investigated. Promoting technology careers and supporting professional development through the use of learning technologies are also explored.

This course enables exploration and practice with “Web 2.0” learning technologies and investigates how the integration of these technologies in the classroom can impact teaching and classroom dynamics. A variety of tools for managing information, creating content and collaborating for learning will be explored. Within a peer learning model, the student designs, implements and evaluates a classroom activity that incorporates one or more Web 2.0 tools.

Effectively evaluating and selecting the right technology solution (software, hardware, and services) for a myriad of complex situations is a necessary skill in the development and management of learning technology projects and initiatives. This course explores the request for proposal (RFP) process for evaluation and selection including evaluating the needs and internal processes of the organization along with writing an RFP. Keys to the successful implementation of new technologies and solutions are also explored.

This course focuses on promoting active learning, impacting learning engagement and improving learning outcomes with technology-based activities, games and simulations. Concepts are applied throughout the course as the student designs engaging learning experiences using current techniques and technologies. The course promotes active learning solutions based on proven design and development trends and research-based practices in engagement, game and simulation concepts.

This course addresses writing styles, formats and techniques for asynchronous learning solutions. Best practices for technical writing and writing for the web are explored. Storytelling as an instructional strategy is emphasized throughout the course and is examined as an important element for successful learning design.

This course addresses the integral role that the course management system (CMS) plays in today’s classroom, online instruction, and blended learning environments. As systems advance and become more affordable, educators and learners are embracing the CMS as the hub of educational coordination and activity. The student creates a learning solution that uses a CMS to implement advanced pedagogical approaches to help the student achieve a higher level of learning. Open source and industry leading software options are both considered.

This course is an in-depth discovery of planning, producing and facilitating synchronous face-to-face and online communication and learning events. Classroom facilitation techniques are examined in comparison and support of developing online facilitation skills. Creating audience engagement with effective content development, media and interactive elements in an online synchronous session are addressed. The producer’s role in facilitator and participant preparation, technology validation, logistics, in-session troubleshooting and post-session follow-up is also examined. Industry leading web conferencing and virtual classroom software and open source options are both considered.

The student creates and executes a detailed project plan to use as part of a real-world project that applies concepts and skills previously explored throughout the program. The student’s project will be customized to their particular area of interest in learning technologies. This experiential course also provides an opportunity to reinforce and demonstrate the eight University competencies, i.e., critical thinking, communication, teamwork and collaboration, entrepreneurship, information literacy, ethical decision making, global awareness, and civic engagement.

This course addresses the need to extend visual authoring and editing tools with scripting and programming to achieve advanced features. Proprietary languages are used along with program, platform and device independent languages to create dynamic data display and advanced interactions. Web-based, Windows OS and mobile device environments are considered.

This course investigates the benefits of and opportunities for integrating learning technologies into talent management activities like hiring, onboarding, knowledge management and competency-based employee evaluation and development. Compliance throughout the organization and training employees to utilize human resource tools are explored, as will integrating learning technologies with human resource information systems (HRIS) and enterprise resource planning (ERP) tools.

This course explores general privacy and security needs to ensure data protection in learning solutions in addition to specific requirements based on federal, state and industry regulations. Records and information management, export compliance and safe harbor/international trade agreements are also considered in the context of a global audience. Security and privacy strategies for media, access and reporting are examined, as well as developing contingency plans for security and privacy breaches.

This course explores the use of social learning and communication in organizations, the software tools used to enable online social interaction and the challenges of organizational implementation. Social learning technologies enable conversations, content creation, connections and collaboration in the organization. When socially-enabled, these activities can increase productivity, deliver knowledge at the time of need and address time and location challenges that exist in today’s organizations. The student identifies a learning or communication opportunity tp create a solution using social learning technologies. Open source and industry leading hardware and software options are both considered.

This course focuses on identifying, selecting, installing and maintaining a technology infrastructure to support technology-enabled learning solutions. Administrative and educational technology needs along with the need for assistive technology resources to support learners with special needs are specifically addressed within the examination of the overall infrastructure.

This course focuses on creating highly realistic patient simulation training experiences by organizing pre-programmed scenarios, programming custom events, using event handlers to create automatic responses and using trending to create dynamic simulations in a medical mannequin authoring system.

This course is a study of debriefing strategies to evaluate performance and enhance learning in medical mannequin simulations. The use of a video debriefing system with synchronized recordings and comment logs is combined with questioning, facilitation and collaboration techniques to increase the effectiveness of medical mannequin simulations.

This course is a study of software and hardware devices that are used to address accessibility requirements. Design fundamentals, built-in accessibility development functions, scripting solutions, accessibility devices and alternative delivery methods are explored in the context of achieving compliance with the 1998 amendment to Section 508 of the Rehabilitation Act of 1973 requiring electronic and information technology accessibility by government and government-subsidized organizations for persons with disabilities.

This course explores the options available for eLearning design, development and implementation with existing enterprise applications and systems. Leveraging existing enterprise resource planning, asset management, communication and collaboration systems as resources for creating and managing learning solutions can decrease costs and create cross-functional process and technology synergies. The enterprise application landscape as it applies to the design, development and management of eLearning is examined within the context of creating an eLearning solution. Industry leading software and open source options are both considered.

The course explores the evolving role and nature of learning management (LMS) and learning content management systems (LCMS) to support learning in organizations. The Shared Content Object Reference Model (SCORM), Content Object Repository Discovery and Registration/Resolution Architecture (CORDRA) and the Aviation Industry CBT (Computer-Based Training) Committee (AICC) standards will be examined and applied as part of designing and creating learning objects that can be incorporated into an LCMS and administered by an LMS. Industry leading software and open source software are both examined.

Systems built for asynchronous eLearning development will be explored in a hands-on environment. The storyboarding, content management, asset management and team communication elements of eLearning authoring systems are also examined within the context of analyzing the systems’ abilities to enhance the instructional design process in a team environment.

An in-depth exploration of instructional design strategies and techniques are explored in a project-based group environment. Selecting media, identifying learning objectives, writing assessment instruments and creating a detailed instructional plan are examined as part of the complete design and development of a learning solution.

This course explores the benefits of visually representing ideas, concepts and processes to improve the results of learning and communication. The history of visualization for learning and communication along with the current research and trends in using visuals to improve learning and communication are explored. Techniques and technologies for brainstorming, mind mapping, creating instructional and curricular design, thinking creatively, planning, creating visuals and delivering visual learning and communication are applied in individual and group projects throughout the course.

An in-depth exploration of advanced eLearning application development is explored in a project-based group environment. Interactivity, personalization, data flow and management and system integration will be examined as part of developing an advanced eLearning application.

A graduate student pursuing the Pennsylvania Department of Education Instructional Technology Specialist (ITS) K-12 instructional certificate is required to create an ePortfolio. The ePortfolio presents the student’s knowledge and performance in the competencies required by the ITS guidelines.

The student conducts learning technology-related activities at an organization to apply concepts and skills previously explored throughout the program. This experiential course also provides an opportunity to demonstrate and further develop the eight University competencies, i.e., critical thinking, communication, teamwork and collaboration, entrepreneurship, information literacy, ethical decision making, global awareness, and civic engagement. This course is required for and limited to Pennsylvania School Teachers seeking the Instructional Technology Specialist Certification.

This course allows the student to pursue an area of interest that is within the broad scope of learning technologies. A faculty member will supervise this study.

This course is offered to the student who needs additional preparation in algebra or who has been away from mathematics for several years. Subject areas to be covered include arithmetic of whole numbers, fraction and decimals, ratios and percents, and basic algebraic concepts. Math study skills are an integral part of this course. Prepares the student for College Algebra. Credit does not count towards graduation requirements.

This course emphasizes numeracy, arithmetic fluency, and conceptual understanding through guided problem solving and individualized support.

This course covers topics related to Math. It is an in depth study of a selected specialized area and the content varies by semester.

This course covers topics related to Math. It is an in depth study of a selected specialized area and the content varies by semester.

This course is designed for the student with an elementary knowledge of algebra. Topics include properties of real numbers, problem-solving using equations and inequalities, algebraic functions, graphing, systems of equations and inequalities, polynomial functions and graphs, exponents and radicals, the binomial theorem, zeros of polynomials, inverse functions, and applications and graphs. Free on-line graphing and calculating utilities are used in lieu of a graphing calculator. This course meets a total of 4 hours per week to permit active learning activities each week driven by student interests or needs.

This course develops the properties, definitions and graphs of the algebraic, logarithmic and trigonometric functions and their inverses. The treatment emphasizes how to construct models of applications using the algebraic and transcendental functions.

The course introduces some of the major themes and ideas in mathematical reasoning and focuses on mathematical applications relevant to a non-physical science student. The content in the course will help the student to use mathematical concepts effectively in their respective disciplines. The course lays a lot of stress on geometry and trigonometry. Topics covered in the course includes plane geometry, transformational geometry, trigonometry, set theory, logic, and elementary graph theory. Offered Fall and Spring semester, annually.

This course provides the student with an understanding of multiple mathematical concepts and methods, which shape the foundation of modern information science in a form that is relevant and useful.  Discrete mathematics plays a fundamental role for computer science, which is similar to that played by calculus for physics and engineering.  Many concepts in computer science are best understood from a perspective that requires expertise with mathematical tools and certain reasoning skills associated with mathematical maturity.  The topics covered draw on current material from several mathematical disciplines: graph theory, mathematical logic, and set theory.

This course introduces techniques to evaluate limits and covers continuity, special trigonometric limits, absolute value limits and differentiation of algebraic, trigonometric, and logarithmic functions. The course explores intermediate value theorem, mean value theorem, and extreme value theorem. Other topics for exploration are application and formal definition of derivative average rate of change versus instantaneous rate of change, velocity, and the introduction of the definite integral and its applications. A graphing calculator is required for this course.

As science and engineering disciplines grow so does the use of mathematics; new mathematical problems are encountered, and new mathematical skills are required. In this respect, linear algebra has an essential role in various engineering and scientific disciplines. This course develops the fundamental algebraic tools involving matrices and vectors to study linear systems of equations and Gaussian elimination, linear transformations, orthogonal projection, least squares, determinants, eigenvalues and eigenvectors and their applications. This course develops concrete computational skills along with theoretical considerations.

This course focuses on the exploration of differential calculus, the derivatives of all functions. An emphasis is placed on the rules of differentiation and their proofs. The course analyzes graphs of functions using the concept of derivative and its application and includes an introduction to integral calculus, integration properties, differential equations and notation. Problem solving is learned using elementary integration techniques, elementary trigonometric integration, and hyperbolic functions. A graphing calculator is required for this course.

This course develops vector algebra, the calculus of more than one variable; partial derivative; volume; surface and line integrals; the polar, cylindrical and spherical coordinate systems; and the theory of vector fields. It develops the theory of vector calculus and conservative vector fields which lead to the conservation laws of nature. In addition, the course fully treats the mathematical framework of defining geometry in three dimensions.

This course covers elementary topics from the probability and statistics of both discrete and continuous random variables. Topics include independence and dependence, mean, variance and expectation, and distributions of random variables. Statistics is applied to hypothesis testing. This course provides the student with a broad, general knowledge and understanding of statistics. The emphasis of this course is on the utility and practical application of statistics rather than on the mathematical derivation of statistical principles.

This first project in the student’s experiential program challenges the student to identify, investigate and analyze a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member and may involve a community partner. Projects can involve scientific-based research or laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals.

This course is an introduction to applied design of experiments and the statistical analysis of scientific data. It provides a detailed development of specific parametric and non-parametric statistical procedures and their application to various experimental designs. This course is well-suited for a student to apply sound data analysis technique to experimental data. Key course objectives are: designing experimental procedures to obtain the desired information, application of the statistical procedures consistent with the design, and to draw meaningful inferences from the results.

Discrete Mathematics II builds on the principles introduced in Discrete Mathematics I, with a deeper focus on number theory, relations, and specialized counting techniques.  After exploring the foundational elements of number theory and the dynamics of relations, the course addresses the fundamentals of counting and probability.  These topics are essential for modeling and solving problems where counting distinct configurations or understanding probabilistic events is required.  The course concludes with advance counting techniques, enhancing students’ abilities to tackle complex problems in combinatorics and beyond, preparing them for further studies in computer science and other relevant disciplines.

This course serves as an introduction to Ordinary Differential Equations (ODEs) and their applications. Topics include: Existence, uniqueness and the stability of solutions; first and second order ODEs; applications; the Laplace transform; numerical methods; systems of ODEs and solutions of linear equations with constant coefficients. Developing applied models taken from a wide variety of fields and learning to communicate your understanding by writing effective arguments are key objectives of this course.

An internship allows the student to put theory into practice. The student applies classroom experiences to the workplace at an off-site placement, where ideas are tested and competencies and skills are developed. Throughout the internship, the student works regularly with a faculty supervisor, the Office of Experiential Programs, and a site supervisor who guides the learning process. The student integrates the collective observations, analyses, and reflections of the experiential team into an internship portfolio that showcases the accomplishments of the experience. The unique portfolio is constructed throughout the internship and represents the evolutionary and dynamic nature of the learning process.

This course covers the math methodologies that underlie the techniques of scientific computing and related numerical methods. Topics include: direct and iterative methods for linear systems, eigenvalue decompositions and factorizations, stability and accuracy of numerical algorithms, the IEEE floating-point standard, sparse and structured matrices, and linear algebra software. Other topics may include memory hierarchies and the impact of caches on algorithms, nonlinear optimization, numerical integration, FFTs, and sensitivity analysis. Problem sets will involve use of C++ programming language. The course is intensely practical with solved examples and graded exercises.

This course involves applications of mathematics to real-world problems drawn from industry, research, laboratories, the physical sciences, engineering and scientific literature. Techniques used include parameter estimation, curve fitting, calculus, elementary probability, optimization, computer programming, and ordinary and partial differential equations. People routinely solve problems using estimation, probability, optimization, and simulation or modeling techniques without considering themselves mathematicians. This course broadensand strengthens the exposure of the interested student to applications of mathematics frequently seen in industry, science, and government. The student planning to pursue a career in industry, science, or government will synthesize mathematical skills appropriate to these fields from topics learned in a variety of more elementary mathematics courses.

This course covers emerging topics in mathematics. It is an in-depth study of a selected specialized area of mathematics and the content varies by semester.

Several topics in advanced calculus are developed in this course including functions of a complex variable, infinite series, Fourier series, Partial Differential Equations, Probability Theory and Mathematical Statistics. Applied problems arising from many fields of science and data analysis are treated using the mathematical topics covered. Computer Aided Software is used to supplement the material in each topic.

This project must be in the student’s program of study or concentration(s). It should demonstrate application of the skills, methods, and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

This is an applied statistics course with probability theory being presented but applicable statistics is emphasized. The course covers the statistical methods and models that practitioners require for use in their professions and is an applied course in regression, analysis of variance, and linear models which includes experience with the SAS statistical software package. Topics include descriptive statistics/data summaries, inference in simple and multiple linear regression, residual analysis, estimation and testing of hypothesis, transformations, polynomial regression, model building with real data, nonlinear regression and linear models. The course is not matematically advancd but covers a large volume of material.

This training aims to improve upon supervisory skills by developing applied knowledge of principles and practices of organizational leadership. The training will focus on developing interdisciplinary skills in areas such as leadership, communications, organizational culture and relationships. Participants will be introduced to concepts and approaches that, combined with their existing knowledge and experience, will enable them to address the unique challenges of leadership within their organization. The following learning objectives are the intended outcomes of this training: Participants will be able to identify essential leadership attributes and skills, and understand the impact of these factors on their performance as supervisors. Participants will become familiar with the differences among individuals’ personal preferences and work styles, as a foundation for developing relationships, communicating effectively and adjusting to change. Participants will understand organizational culture and how this should shape their interactions with coworkers, how they approach problem solving and conflict resolution and as a guide for decision making.

Strategic thinking is a process. This workshop will present information on how to apply strategic thinking to every challenge and creation of flexible plans that can be modified when conditions change. The following learning objectives are the intended outcomes of this training: Participants will understand and apply the components of the Strategic Thinking Framework: 1. Systems Thinking – Organizations and the System Concept. 2. Thinking in Time – Applying Organizational History to Address Current Challenges. 3. Ethical Thinking – Considering Ethical Dimensions. 3. Critical Thinking – Applying the Critical Thinking Model. 4. Creative Thinking – Organizational Characteristics that Support Creativity. 5.Participants will discuss how the components of the Strategic Thinking Framework are applicable to Glatfelter Insurance Group leadership actions.

Innovation is a process and a culture, not a strategy. It is a tool to be used to advance the strategy, though not an end-point in itself. In this session, you will learn how best-in-class organizations innovate, and you will tap into the large body of work from the private and not-for-profit sectors. Through this experiential session you will explore how the innovation process can be applied to the state government in general, and your agency’s objectives, in particular. You will use some of the techniques from the innovation process and will have the opportunity to identify concrete next steps for your agency, including the business case for adopting proven innovation management tools. What strategic objective is the focus of your innovation efforts? By attending this session with a specific objective in mind – (cost-reduction being an inherent goal), you will be able to apply the process used in this training to generate initial steps toward implementation.

Goal: To support the organization’s strategic goals, this course aims to positively impact the attainment of key performance indicators for the Analytics and Reporting group by enhancing the capabilities of Data Analysts to: Improve their use of skills and knowledge of consulting and client-focused solution development Interact with internal clients with strong communications and interpersonal skills Apply an analytical process to custom report writing. Learning Objectives: Upon successful completion of training, participants will be able to: Understand the organizational context and role of analytics consulting at CBC Understand critical issues affecting needs assessment, including internal and external audiences and business implications Apply techniques for requirements gathering Apply techniques for analysis of information Apply problem solving techniques Identify, develop and deliver client-focused solutions Think and design systemically and with reusability in mind Manage client-consultant interactions Evaluate solution effectiveness and client satisfaction; manage trouble-shooting and changes

Problem Management and Decision Making: Examines the Seven-Step Problem Solving Process. Through the use of a Problem Solving Exercise, students apply associated tools (Five Whys, Fishbone Diagram, Buzz Groups, Decision Matrix, Action Plans) to address a real-world or simulated problem.

The Focused Innovation Technique (FIT) is a tool designed to help you take charge of your brainstorming meeting, and get to ideas-and from ideas, to action. Brainstorming gets a bad rap because we often think that creativity has to be free flowing and less structured than a regular meeting. The truth is, creativity is helped by structure, just like almost every other human endeavor. The Focused Innovation Technique was developed to help technical professionals find new solutions to complex problems. So often our goal is to think out of the box. However, the box is the very real constraints we all face in our day to day reality.

Killing Sacred Cows can be a complicated and difficult process. Sacred cows are big, slow moving, and there a lot more of them then there are of you. These cows stop traffic, eliminate change as an opportunity, and lead to a sense of personal and organizational futility. Sacred cows are the idea killers when what you want are killer ideas. It is important to remember that almost all of us have our own herd of sacred cows and seeing our herd is the first step in tackling the problem of organizational inertia.

Building a culture for innovation can seem like an elusive goal. There is, however, a large body of knowledge, as well as tools and techniques, we can all use for creating and sustaining a culture for innovation. Organizations each have their own style in dealing with the challenges presented by innovation. Understanding and helping an organization starts with understanding your own preferences and approach. This class will focus on building your understanding, skills and enthusiasm for facilitating the creation of a culture of innovation.

This innovative leadership development program provides Deputy Secretaries in PA State Government the opportunity to further develop their leadership abilities and succeed at the highest levels of their profession. Developed through a collaboration between Alvernia University, Harrisburg University of Science and Technology and the Governor’s Office of Administration, this unique program gives participants the opportunity to enhance their understanding of their workplace culture and to learn strategies, tactics, and management techniques applicable to the unique challenges government employees face. The program offers: Mentorship & Networking opportunities Discussions on real life issues and concerns Leadership skills assessment Each participant who successfully completes the course is awarded a Certificate of Completion.