Course Descriptions

EDD 700 DISSERTATION SEMINAR 1   3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to design the essential elements of the dissertation proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice.
Offered: As Needed All Years

EDD 701 DISSERTATION SEMINAR 2   3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to design the essential elements of the dissertation proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice. This course also prepares candidates to successfully complete their IRB application and Proposal Defense.
Offered: As Needed All Years

EDD 702 DISSERTATION SEMINAR 3   3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to implement their proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice. This seminar focuses on writing the results and discussion of the proposal as implemented.
Offered: As Needed All Years

EDD 703 DISSERTATION SEMINAR 4   3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to implement their proposal. By the end of this seminar, candidates will have completed the full Dissertation in Practice as described in the Dissertation Manual. This course also prepares candidates to successful complete their Dissertation Defense.
Offered: As Needed All Years

EDD 704 FOUND. OF SOCIAL & EMOTIONAL LEARNING   3.0 Credit(s)
This course is the first course addressing social and emotional learning (SEL). In completing this foundational course, students will establish an understanding of the history of the field of emotion science, the current SEL research, and related foundations of neuroscience. Looking through the lens of 21st-century societal context and challenges in education, as developing "emotion scientists and practitioners", students will integrate learnings to explore and develop their personal SEL skill set and competencies, as well as examine potential applications of foundational learning to SEL problems of practice in their own contexts.
Offered: As Needed All Years

EDD 705 SEL PEDAGOGY AND PRACTICE   3.0 Credit(s)
This course aims to equip doctoral students with foundational knowledge and practical skills in qualitative research. The course supports students in designing and conducting qualitative research for improvement science dissertations while introducing them to broader qualitative methodologies. By integrating theory with hands-on practice, the course aims to prepare students to critically and ethically investigate problems of practice in education through qualitative inquiry.
Offered: As Needed All Years

EDD 706 FOUNDATIONS OF SEL LEADERSHIP   3.0 Credit(s)
Building on the most current research, this third SEL course focuses on how teacher leaders and administrators can operationalize high-quality schoolwide/districtwide SEL by building upon SEL practices and programs, creating an environment that infuses SEL into every part of students' educational experience, and promoting equitable academic and social-emotional outcomes for all.
Offered: As Needed All Years

EDD 707 SEMINAR IN SEAL LEADERSHIP   3.0 Credit(s)
The course seeks to develop leadership qualities and practices in administrators by creating efficient strategies, networks and systems for leading sustainable schoolwide SEAL and school culture/climate initiatives.
Offered: As Needed All Years

EDD 708 TRAUMA SENSITIVE CLRMS. PRACT   3.0 Credit(s)
The course uses social-emotional learning strategies and content for recognizing, understanding, and responding to trauma in order to develop trauma-sensitive classroom spaces. Additionally, the course will explore indicators of trauma in students, the impact of violence and other stress on learning, trauma stewardship, the risk of secondary trauma and burnout tools for coping and other strategies that support teachers. Resilience as a factor in response to trauma will be examined.
Offered: As Needed All Years

EDD 709 CREATING A TRAUMA SENSITIVE SCHOOL   3.0 Credit(s)
The course explores characteristics of school settings sensitive and responsive to trauma and toxic stress, staff development and professional support for teachers and staff, and the role of families and community partners in developing a trauma-sensitive school.
Offered: As Needed All Years

EDD 710 SOCIAL JUSTICE FOR EDUCATIONAL LEADERS   3.0 Credit(s)
This course is designed to prepare students to think critically about how key elements of social justice - fairness, equity, excellence for all - intersect with public education. Students analyze the effectiveness of efforts to improve access to high quality schooling and academic outcomes for all students. Using a Social Justice lens, students examine case studies and initiatives at the school, district and state/federal policy level. They develop action plans that advance fairness and equity of opportunity for all students, focusing on the opportunity and achievement gaps between historically privileged and underserved populations.
Offered: As Needed All Years

EDD 711 MORAL & ETHICAL LEADERSHIP IN EDUCATION   3.0 Credit(s)
Through participant exercises, theoretical analysis, discussions, and a variety of readings, participants of this course examine how educators can construct, implement and institutionalize a plan for an ethical classroom, school, and society. An examination of critical issues, which educators commonly face, utilizing case studies and theoretical analysis will lead participants towards a professional ethics and a discipline-appropriate personal creative pedagogy for positively contributing to society.
Offered: As Needed All Years

EDD 712 LITERACY FOR EDUCATIONAL LEADERS   3.0 Credit(s)
This course is designed to support candidates, regardless of their literacy background, to become Literacy Leaders for their schools and districts. Through lectures, reading, research, group work, and practice opportunities, students will develop (1) a foundation in the science of reading instruction grounded in the Modified Cognitive Model of Reading and the "Simple View" situated in the Gradual Release of Responsibility Framework, (2) assessment literacy to inform instruction and monitor progress, (3) fluency with differences between content area literacy and disciplinary literacy, (4) an understanding of principles of andragogy, (5) strategies for supporting at-risk and EL students, and (6) a resource file to support parents and the community in supporting their engagement in literacy.
Offered: As Needed All Years

EDD 713 SPECIAL ED FOR EDUCATIONAL LEADERS   3.0 Credit(s)
This course prepares students to be professionals and leaders within an inclusive educational system. Students learn about federal legislation for the education of individuals with disabilities, and examine the relationship between legislation and special education procedures. Students also build a foundation of knowledge related to practices that support children with disabilities in public schools. The course particularly focuses on critical contemporary issues, including the following: least restrictive environment, data-based decision-making, evidence-based practices, and collaboration with families. 
Offered: As Needed All Years

EDD 714 NUMERACY FOR EDUCATIONAL LEADERS   3.0 Credit(s)
Educational leaders are tasked with improving the teaching and learning in content areas in which they may not have formal training. This course provides educational leaders with the knowledge base needed to effectively lead mathematics instruction and improve student outcomes in numeracy in K-12 schools and districts.  From understanding research-based approaches and cognitive theory, learning progressions, and Response to Intervention, candidates will develop the understandings and capacities that can lead to improved student learning.
Offered: As Needed All Years

EDD 720 DISSERTATION CONTINUANCE   1.0 Credit(s)
This course is for candidates who did not complete their dissertation at the conclusion of year three.
Offered: As Needed Contact Department

EDD 721 DISSERTATION DEFENSE   0.0 Credit(s)
This course will be taken in conjunction with Dissertation Seminars 3 and 4 in the last year of the program. No fee. Pass/fail.
Offered: As Needed Contact Department

EDL 605 ADVANCED CURRICULUM   3.0 Credit(s)
This course engages prospective administrators in investigating and applying theories, concepts, and principles of K-12 curriculum design that emphasize the development of K-12 students' conceptual understandings and their capacity to transfer learning to solve novel and not-yet-known problems and questions. Aspiring school leaders will extend their understanding and analysis of curriculum through application of a systems approach that focuses on processes to ensure relevant, equitable, authentic, and future-focused educational and learning opportunities. Critically, future leaders will apply learning to transform mission, vision, and intentions and aspirations to standards-aligned purposeful actions, while inclusively engaging stakeholders in dialogue about curriculum, teaching and learning, and reporting. Online/technological/digital advances in curriculum will be explored.
Offered: All Semesters All Years

EDL 610 THE TEACHER LEADER   3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on creating culture in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitating conversations and building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learning).

EDL 626 ASSESSMENT AND EVALUATION   3.0 Credit(s)
This course focuses on the use and interpretation of educational assessment data, and the translation of those data into school improvement plans. Current trends and issues, the examination of multiple methods of assessment, the use of data to evaluate, design, cultivate, and advocate for a supportive, equitable, and inclusive school culture and practices are addressed. Statistical methods for analyzing and tracking student assessment data, including trend analysis, are utilized. A working knowledge of the basic Microsoft Office Suite (Word, Excel, and PowerPoint) is beneficial to successful participation.
Offered: All Semesters All Years

EDL 635 TEACHER SUPERV/EVAL/STAFF DEV   3.0 Credit(s)
This course provides an opportunity for prospective school administrators to develop and practice the skills essential to the improvement of teaching through effective evaluation, and supervisory practices. The connection between supervision, evaluation, and professional learning is made explicit.
Offered: All Semesters All Years

EDL 650 EDUCATIONAL LAW AND FINANCE   3.0 Credit(s)
This course is designed to help candidates understand the legal framework that governs their daily actions and how to employ strategies that create the essential desired outcomes.  The course focuses on the role societal and regional beliefs, and feelings play in generating laws and policies governing education in The United States and Connecticut. Through the case study approach, candidates explore contemporary legal issues that relate to the leadership of schools.
Offered: All Semesters All Years

EDL 654 TRANSFORMATIVE LEADERSHIP   3.0 Credit(s)
Serving as a starting point for candidates on their journey as future educational leaders, this course focuses on ethical decision-making, applying leadership and change theories to contemporary educational issues and school improvement approaches to insure equitable and inclusive school outcomes.
Offered: All Semesters All Years

EDL 655 DISTINGUISHED LECTURE SERIES   3.0 Credit(s)
Students have the opportunity to hear lectures delivered by distinguished guest lecturers, each of whom has particular expertise in an area of school administration. Lecture topics include: the urban principalship, restructuring schools, data analysis for continuous school improvement, teacher fair dismissal, technology and vision building, and more. Readings and assignments are frequently presented in case study format.
Offered: Spring & Summer Semesters All Years

EDL 671 ADMINISTRATIVE INTERNSHIP I   1.5 Credit(s)
K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total. Prerequisite: Pre or co-req EDL-654
Offered: Fall Semester All Years

EDL 672 ADMINISTRATIVE INTERNSHIP II   1.5 Credit(s)
K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total. Prerequisite: Take EDL-671
Offered: Spring Semester All Years

EDL 696 ADMINISTRATIVE INTERNSHIP I, II, III   1.0 Credit(s)
The 092 Internship prepares future administrators to relate theory and practice to building level school administration.  Candidates are immersed in the school context and engage with the community as an active reflective teacher/leader while under the direct supervision of their administrative mentor. The program is coordinated and supervised by a Sacred Heart University coach and candidates meet in groups to discuss their experiences. This requirement is an essential experiential component of the 092 program. It is aligned to the National Educational Leadership Preparation (NELP) Standards and requires a minimum 250 continuous hours and takes place over three successive semesters. Coaching sessions take place virtually on weeknights for both cohort and traditional students 3 times in the Fall & Spring and 2 times during the Summer session. The Internship may only be started in the Fall or Spring term. Pre-requisite: EDL 654 and EDL 635/or EDL 605 or EDL 650. Pass/Fail. 1 credit per term. (1 time $250 fee). Prerequisite: Take EDL-654 EDL-635 or EDL-605 or EDL-650
Offered: Fall, Spring & Summer Sems All Years

EDL 930 LEADING SCHOOL SYSTEMS   3.0 Credit(s)
This course is the first in the sequence leading to eligibility for the 093 Superintendent of Schools certification. It includes an overview of the major responsibilities of the position of superintendent of schools. Candidates develop a Mission, Vision and Theory of Action for district leadership. They use data and educational research to prepare a long-range District Improvement Plan, including implementation, assessment, accountability and coherence with school and departmental improvement plans. A theme throughout this course and those that follow is an emphasis on the legal, moral and ethical considerations of each issue.
Offered: Fall Semester All Years

EDL 931 UTILIZATION HUMAN & FINANCIAL RESOURCES   3.0 Credit(s)
This course, the second in the Superintendent Certification program, enables candidates to learn the basic concepts of human resource management and financial management of a school district to support the improvement of achievement for all students. Candidates learn and apply the best practices in recruitment, selection, orientation, professional learning and evaluation of educational personnel as well as a collaborative and comprehensive approach to budget development that results in an equitable distribution of resources to improve student learning.
Offered: Fall Semester All Years

EDL 932 LEADING CORE OPERATION OF SCHOOL SYSTEM   3.0 Credit(s)
In this third course in the Superintendent Certification Program, candidates learn how to plan, manage and improve all major aspects of school district operations. These include emergency management, school facilities, construction projects, technology, transportation, complaint resolution, the Freedom of Information Act, Special Education processes, and others. Through the study of best practices and data collection, candidates learn to assess and improve the effectiveness of the core functions of a school district.
Offered: Spring Semester All Years

EDL 933 Policy Governance, Community Involvement   3.0 Credit(s)
This course teaches candidates about Superintendent/School Board relationships, developing effective communication and partnership with the community at large, and how to develop and implement policies that will further the Mission of the school district. Candidates also learn about the impact of critical state and federal education policies on local school districts.
Offered: Spring Semester All Years

EDL 935 SUPERINTENDENT INTERNSHIP I   1.5 Credit(s)
This course serves as the first half of the internship required for 093 Superintendent of Schools certification. Students complete an Action Plan with their mentor superintendent of schools in a nearby school system. Students engage in the activities from the Action Plan and are required to complete journal entries about their experiences, linking internship activities with coursework, readings and discussions. Students submit a proposal for their Capstone project by the end of the semester. Prerequisite: Take EDL-930, EDL-931
Offered: Fall Semester All Years

EDL 936 SUPERINTENDENT INTERNSHIP II   1.5 Credit(s)
This course serves as the second half of the internship required for 093 Superintendent of Schools certification. Students complete all activities enumerated in their Action Plan (developed in EDL 935). Students complete journal entries about their experiences, linking internship activities with coursework, readings and discussions. Students complete their Capstone project as submitted in EDL 935.
Offered: Spring Semester All Years

EDR 505 EARLY READING & LANG ARTS SUCCESS(PK-3)   3.0 Credit(s)
This course examines the fundamentals of a comprehensive and evidence-based literacy program for the diverse learner in today's classroom, focusing on foundations of reading and the integration of story, diologic conversation, and writing.
Offered: All Semesters All Years

EDR 507 DEVELOPMENTAL READING & LANG ARTS (4-6)   3.0 Credit(s)
This course focuses on evidence-based literacy teaching in the middle grades in culturally responsive and sustaining ways. The role of knowledge building in reading comprehension, comprehension strategies, vocabulary knowledge, advanced word reading skill development, and fluency development is explored.
Offered: All Semesters All Years

EDR 510 CONTENT AREA READING INSTRUCTION (grades 7-12)   3.0 Credit(s)
This course focuses on a disciplinary approach to literacy instruction and the habits of mind through which experts in the discipline communicate in reading and writing. Incorporating evidence-based methods to differentiate instruction for today's diverse learners, course participants use multimodal and digital pedagogies to reflect on their practice as they develop standards-based lessons, into which academic and domain-specific language is embedded. Required for secondary education and literacy candidates.
Offered: All Semesters All Years

EDR 525 Methods & Materials English Lang Learner   3.0 Credit(s)
This course explores the study of language acquisition of students who are English language learners, whose dominant language is one other than English. Students examine the necessary education support that research indicates is necessary to acquire English literacy. Candidates develop and support personal philosophies after studying models.
Offered: Spring & Summer Semesters All Years

EDR 527 ORGANIZATION, ADMINISTRATION AND SUPERVISION: READING & LANG ARTS   3.0 Credit(s)
This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the field. Candidates refine the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing classroom-embedded professional development, and providing leadership for school-wide change.
Offered: Spring Semester All Years

EDR 538 EVIDENCED BASED PROCESS WRITING K-12   3.0 Credit(s)
This course focuses on evidence-based theory pertaining to the writing process, how students develop as writers, the teacher's role in facilitating student writing, and the importance of creating conditions within the learning environment for students to be motivated and engaged to write for a variety of audiences, and purposes.
Offered: Summer 2 Semester All Years

EDR 540 ADVANCED DIAGNOSIS & REMEDIATION I   3.0 Credit(s)
This course explores the selection, administration, and interpretation of a variety of criterion and norm-referenced assessments that effectively utilize screening, progress monitoring, diagnostic, and outcome measures to evaluate student reading performance.
Offered: Fall Semester All Years

EDR 541 ADVANCED DIAGNOSIS&REMEDIATION II   3.0 Credit(s)
This course builds on the candidate's understanding of the administration and interpretation of assessment data from multiple sources including screening, diagnostic, progress monitoring, and summative instruments using traditional and online resources. Candidates draw on their understanding of test administration, scoring, and analysis of a variety norm-referenced and criterion referenced assessments in data analysis and interpretation. They collaborate with other teachers, administrators, and resource personnel for examining student data and performance-based assessments.
Offered: Spring Semester All Years

EDR 545 ASSESSMENT & EVALUATION CT MODEL   3.0 Credit(s)
Literacy leaders are often charged with the technical, organizational, and substantive aspects of literacy data at the grade, school, or district level. This course will support candidates in how to establish, grow, and maintain a culture of inquiry and data use that can inform decisions that impact literacy teaching and learning to improve the literacy achievement of all students.
Offered: Spring Semester All Years

EDR 550 CLINICAL EXPERIENCE I   3.0 Credit(s)
Candidates assess a struggling student in their practice, design intervention, and use diagnostic teaching in working with the student, utilizing a web-based platform for recording student and teacher interactions.
Offered: Spring Semester All Years

EDR 553 FOUNDATIONS OF DYSLEXIA   1.0 Credit(s)
This online course provides students with an introduction to the nature and needs of students with dyslexia as well as academic, social, and emotional implications. This course addresses dyslexia's neurobiological origins, its effect on language and literacy development, and variations in the processing and development of the various elements of language and literacy among students with dyslexia.
Offered: Summer 1 Semester All Years

EDR 554 EVIDENCE-BASED WRITING INSTRUCTION   1.0 Credit(s)
This online course provides students with an introduction to the challenges students with dyslexia and other language-based exceptionalities face with writing and how to design and implement specialized instruction to support students' writing development. Course modules provide a framework for strategic and meaningful evidence-based writing instruction using a levels of language approach to understand how to support students' development of ideation and composition, strategic writing across genre, goal-directed execution of the writing process, and writing skill development including paragraph construction, transcription skills, word choice, and sentence conventions.
Offered: Summer 1 Semester All Years

EDR 555 CLINICAL EXPERIENCE II   3.0 Credit(s)
This is the second of two clinical courses in which candidates provide virtual literacy intervention to small groups of children in a public school setting, which includes multiple opportunities for candidates to discuss their practices through collaborative problem-solving and peer coaching.
Offered: Late Spring Semester All Years

EDR 569 STRUCTURED LITERACY I   3.0 Credit(s)
This course employs a structured synthetic (sound-by-sound) approach for teaching word decoding and spelling, incorporating traditional phonics and Visual-Auditory-Kinesthetic-Tactile (VAKT) methodology, and is particularly effective for struggling students and students who have been identified with dyslexia, or any of a variety of language-based learning disabilities. Participants examine procedures for teaching letters and sounds, utilizing the phonics generalizations to decode regular and irregular spelling patterns, and structures for teaching explicit comprehension. A clinical component provides a virtual platform for candidates to practice pedagogy for students having diverse needs. No Prerequisite.
Offered: Summer 1 Semester All Years

EDR 572 STRUCTURED LITERACY II   3.0 Credit(s)
The Structured Literacy II coursework is designed to hone the educator's ability to provide diagnostic and prescriptive instruction in a one-to-one remedial setting. In addition, it exposes the student to more sophisticated levels of language instruction than can be provided in the Structured Literacy I - Classroom Educator course. The Structured Literacy II coursework will include but is not limited to: morphology; assessment, both formal and informal; vocabulary, comprehension, and fluency; and the writing process. An additional emphasis will be on developing lesson plans and student profiles in preparation for the educator's application to the OGA at the Associate Level.
Offered: Summer 2 Semester All Years

EDR 574 STRUCTURED LITERACY PRACTICUM   3.0 Credit(s)
The Structured Literacy CoLAB Practicum is designed to give candidates the opportunity to practice and apply the information and teaching skills acquired through the structured literacy coursework. Candidates will be paired with an experienced OG educator who will provide mentorship as students deliver multi-tiered instruction in the school setting. The practicum includes ongoing support with an experienced OG educator, regular individual and group check-ins, virtual OG lesson observations, and post-observation feedback.
Offered: Fall Semester All Years

EDR 580 READING INTERVENTIONS   3.0 Credit(s)
Designed to reflect the most current reading research in meeting the diverse needs of students who require intensive intervention, this course begins with an emphasis on current legislation and moves into a model for the implementation of best practices in grades K-12. No prerequisite.
Offered: Summer 1 Semester All Years

EDR 590 LITERACY CAPSTONE   3.0 Credit(s)
This course provides an in-depth view of the processes and products of research in the field of literacy. Candidates design and carry out their own literacy action research project and share their findings in both oral and written form. This course is designed to provide future literacy specialists with the skills needed to effectively evaluate literacy research, engage in teacher research, share research findings in a professional manner with colleagues, and use research to inform one's literacy teaching practice. Required for MEd Literacy candidates and Sixth Year Degree Literacy candidates who have opted not to pursue 097 coursework.
Offered: Summer Semester All Years

EDR 599 LITERACY ELECTIVE   3.0 Credit(s)

Offered: As Needed Contact Department

EDR 691 PRACTICUM IN CONSULTING   3.0 Credit(s)
This is the first of two research courses in which the candidate examines current trends and issues in literacy, and ultimately undertakes the writing of a scholarly paper, which begins with the identification of a problem of practice. The candidate conducts a review of literature and prepares for the implementation of an action research project emanating from the research, resulting in the design of a professional development plan to address an area of need. The plan is presented to faculty and colleagues for critique and formative feedback as part of an individual capstone project that is completed in EDR 692.
Offered: Summer Semester All Years

EDR 692 APPLIED READING&LANGUAGE ARTS RESERACH   3.0 Credit(s)
In this second of two research courses, the candidate implements the action research project begun in EDR 691 and shares findings with the design of a multimedia presentation at SHU's annual literacy conference to which the public is invited. Prerequisite: Take EDR-691
Offered: Fall Semester All Years

EDR ELEC EDR ELECTIVE   1.0-9.0 Credit(s)