Educators (Act 48)
Educators (Act 48)
We are now an Act 48 Provider. Please visit the ed2go website for a complete list of classes.
To receive Act 48 hours for credit or non-credit courses, please email elena.lydon@bucks.edu.
ed2go.com/bucks
Pennsylvania Department of Education (PDE) Act 48 Guidelines
Please note that all Act 48 hours will be issued in alignment with the PA Department of Education's Act 48 guidelines.
(Credit: education.pa.gov for use of this information) For a complete listing of the Frequently Asked Questions, click here.
AMERICAN SIGN LANGUAGE RCEGN 8877 C01
2/2 - 4/6 6:30 - 8:30pm
This class is an introduction to American Sign Language (ASL), one of the primary languages used by the Deaf community in the United States. This class is intended for absolute beginners with no prior knowledge of ASL, and will be taught by a Deaf individual. You will be introduced to ASL grammar, Deaf culture, and the history of Deaf culture and ASL.
Deaf-Hearing Communication Center (DHCC)
Must purchase book. Approx. cost $85
Title: ASL at Work
ISBN: 978-1-58121-081-1
Direct link to website for textbook: https://www.dawnsign.com/products/details/asl-at-work-student-text-book-and-dvd
Certificate in Teaching Adults ECPED 1505 C30
This is your invitation to teach others in-person and join in one of the more important functions in life - passing on knowledge and skills to others. It is both an opportunity and a responsibility. Whether you want to teach others or currently teach others, in any setting, either formally or informally, this course is for you. We will give you both the fundamental and advanced information to improve your teaching. Your lead instructor is author of How to Teach Adults, the best-selling book on the subject.
Parent Transition from High School to College WSMCE 9040 C20
You will learn the general transition process from the secondary education system to the higher education system for students. The collaboration of the parents, the student and the IEP team will be discussed with the expectations for students and the new role that parents play when students enter the higher education system. Participants will learn how to effectively plan, prepare students and work together for a successful transition for the adult student. Jennifer Osinski, M.Ed., M.S.
Effective IEP Writing Core Competencies for College Skills WSMCE 9041 C20
You will learn the general transition process from the secondary education system to the higher education system for students. The essential core competencies of college will be addressed and how to write effective IEP goals to allow students to gain these skills in addition to fading accommodations and modifications in the IEP for students to have a successful transition to the higher education setting. Jennifer Osinski, M.Ed., M.S.
The Difference Between High School and College IDEA vs ADA WSMCE 9042 C20
You will learn the general transition differences between the secondary education system to the higher education system for students. Specifically, the differences between Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities (ADA). You will learn how each level of education provides support to individuals with disabilities and how to prepare students for the change between the system of entitlement (k-12) to a system of eligibility (higher education). Jennifer Osinski, M.Ed., M.S.
UDL and The Various Learning Styles WSMCE 9043 C20
You will learn the various learning styles for all students and how presentation of material can address these specific needs. You will also be presented with Universal Design for Learning (UDL) general information, frameworks and how to apply it to their curriculum. You will be provided with example of how to apply UDL to their educational practices and presentations to make learning accessible for all students and types of learners. Jennifer Osinski, M.Ed., M.S.
Understanding Neurodiversity in the Classroom: Strategies to Support Neurodivergent Students WSMCE 9044 C01
You will explore the history surrounding neurodiversity and support the participants in developing a definition. The presenter will use video, antidotal stories, and historical timelines as the springboard for discussions. A review of metacognition will be the foundation to introduce universal designed strategies that will support a learner to know more about their learning style and take ownership and agency of “doing better” in course work. Deborah Hoelper, M.Ed. BSL-PA
Understanding Neurodiversity in the Classroom: Time Management Strategies WSMCE 9047 C01
This workshop will provide an opportunity to discuss the history of the Neurodivergent Thinker, how the time relates to the executive function skills and a new perspective on time management strategies in the K-12 classroom. Come and discuss the theory of Time Blindness, the strategies you use in your classroom and new strategies that may change your perception of Time Management. Deborah Hoelper, M.Ed. BSL-PA
Instructional Design I WSMCE 9048 C01
This Instructional Design course provides the foundational knowledge and skills needed to be Instructional Designers in corporate, K-12, or higher education settings. The role of an instructional designer is examined, job opportunities are explored, learning theories and technologies are discussed, and current models of Instructional Design are studied. Student projects include the design and development of basic instructional materials. Instructor: Diane Darling, M.Ed.
Instructional Design II
This course advances the students’ foundational knowledge of instructional design. Topics include pedagogy/andragogy, technical writing, Universal Design for Learning (UDL), Open Educational Resources (OER), assessment, copyright, accessibility, and evaluation. Student projects include the design, development, and the evaluation of instructional materials.
Coming in Summer 2022
Instructional Technologies WSMCE 9049 C01
This course provides an overview of current educational technology tools. Students demonstrate strategies for using and integrating technologies in the design, implementation, and assessment of formal and informal instructional materials in various learning settings. Jacqueline Burger, MSLIS
Capstone: Instructional Design Systems and Technology Portfolio WSMCE 9052 C01
This course is the culminating activity in the Instructional Design Systems and Technology certificate program. You will be provided with the structure and guidance needed to design and develop a digital portfolio to display their knowledge and skills in the field of instructional design and technologies. Requirements for the portfolio are the inclusion of student-created instructional materials that reflect Universal Design for Learning (UDL), align instructional objectives and materials, provide meaningful assessments, display solid technical writing skills, and adhere to accessibility and copyright laws. Content for instructional materials is open to student interests and/or employment needs.