Teaching Writing and Literacy Post-baccalaureate Credit Certificate Program

Admission Requirements

Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies. International applicants may be required to satisfy an English proficiency requirement; see GCAC-305 Admission Requirements for International Students for more information.

Certificate Requirements

Requirements listed here are in addition to requirements listed in Graduate Council policy GCAC-212 Postbaccalaureate Credit Certificate Programs.

The certificate will contain 12 core credits plus a 3-credit concentration for a total of 15 credits. A grade of C or higher must be earned in each course to be counted toward the certificate.

Required Courses
EDUC 425Literacy Assessment3
EDUC 452Teaching Writing3
or ENGL 409 Composition Theory and Practice for Teachers
EDUC 463Teaching With Modern Web Technologies3
EDUC 477Teaching Struggling Readers and Writers3
Electives
Select 3 credits from the following:3
Diversity and Cultural Awareness Practices in the K-12 Classroom
Teaching Secondary English and the Humanities
Children's Literature in Teaching Writing
Technology and the Learning Process
Serving Culturally and Linguistically Diverse (CLD) Learners
Best Practices in Literacy
Current Theories of Writing and Reading
Total Credits15

Courses

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

Learning Outcomes

  1. Develop tools and strategies for teaching writing.
  2. Demonstrate ability to write using process stages through narrative, informative, and argumentative modes.
  3. Apply domain scoring rubrics to assess various student levels of writing competency.
  4. Create formative and summative assessment tools for use in K-12 classrooms.
  5. Apply efficient strategies for assessing all types and modes of writing.
  6. Apply educational theory to internet technologies for teaching writing.
  7. Analyze student literacy needs and apply effective strategies.

Contact

Campus Hazleton
Graduate Program Head Mary Cockill Hutchinson
Program Contact

Nicole Rae Moschberger
Penn State Lehigh Valley
2809 Saucon Valley Road
Center Valley PA 18034
nrm157@psu.edu
(610) 285-5239

Program Website View
Campus Lehigh Valley
Graduate Program Head Mary Cockill Hutchinson
Program Contact

Nicole Rae Moschberger
Penn State Lehigh Valley
2809 Saucon Valley Road
Center Valley PA 18034
nrm157@psu.edu
(610) 285-5239

Program Website View
Campus Wilkes-Barre
Graduate Program Head Mary Cockill Hutchinson
Program Contact

Nicole Rae Moschberger
Penn State Lehigh Valley
2809 Saucon Valley Road
Center Valley PA 18034
nrm157@psu.edu
(610) 285-5239

Program Website View