University of Dayton
Academic Catalog 2013-14

Teacher Education

Degree:

Licensure:

Endorsements:

Certificates:

Connie Bowman, Department Chairperson

The mission of the Department of Teacher Education is the development of reflective, competent, and humane teachers. Recognizing the value of balancing theory and practice in professional education, the department provides candidates and faculty with the opportunity to be of service and to do research in P-12 settings. It dedicates itself to the discovery, construction, and development of the knowledge, skills, and dispositions that enable teachers to become educational leaders. The goal is to be a center of excellence in teacher education, thereby supporting continuing professional development and advocacy within the profession of teaching.

Four types of programs are offered in the Department of Teacher Education leading to different credentials for different purposes. The Master of Science in Education and Health Sciences (MSE) is an advanced degree for professional educators, which requires a minimum of 30 semester credit hours. Persons can select from several options representing a specialized field, or concentration. In addition to the concentration courses, students earning the MSE also complete 12 – 13 hours in foundations of education and research, known as the core courses to complete the required minimum of 30 hours.

Second, the department offers programs that lead to a state of Ohio teaching license (LMS). These programs are for persons who hold a bachelor’s degree and wish to pursue a teaching license at the post baccalaureate level. Students who are successful in a licensure program have the option to earn the Master of Science in Education and Health Sciences by completing the 12 – 13 hours of core courses and the minimum requirement of 30 semester hours.

The department also offers programs that lead to a state of Ohio endorsement (END). This credential is added to a valid state of Ohio teaching license and signifies specialized expertise in school settings.

Fourth, the department offers programs that lead to a University of Dayton graduate certificate. These programs also signify specialized expertise and often are the same as or similar to endorsement programs. Persons do not need to hold a valid state of Ohio teaching license to be eligible for a graduate certificate, but some certificate programs may require prior teaching experience for admission.

Faculty

 

Connie L. Bowman, Chairperson
Professors Emeriti: Anderson, Frye, Fuchs, Geiger, Joseph, Rowley, Sudzina, Weaver
Professors: Hart, Kinnucan-Welsch, Lasley, Talbert-Johnson, Watras
Associate Professors: Adams, Baldwin,  Bowman, Collopy, Herrelko, Hunn, Kelly, Richards, White
Assistant Professors: Bogard, Coovert
Clinical Faculty: Arnold, Engelhardt, Gallagher, Mathes, Nenonene, Sableski, Scheuermann

master of science in education and health sciences concentrations

Early Childhood Leadership and Advocacy (MSE.ECL)

The early childhood leadership and advocacy concentration is designed for experienced early childhood professionals, such as program administrators, supervisors, teacher leaders and other professionals who work with and advocate for young children and their families. This program prepares candidates with the knowledge and skills required to be effective leaders and advocates in the field of early care and education. All candidates in this concentration must complete the graduate leadership core requirements and either the administration strand or the advocacy strand.

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

Graduate Leadership Core Requirements
EDA 505Educational Leadrshp3
EDA 509Supervisn&Prof Dvlp3
EDA 556Ldrshp-Divrs Comm3
EDT 565EECL Internship Sem3
Choose from one of the following focus areas11-18
Early Childhood Administration Strand
EDT 560EECEPrgmPrsnnlMngt3
EDT 560ELECPrgmPrsnnlMgtLab0-1
EDT 561ESptQltyClminsElyCrEd3
EDT 561ELSptQltyClminsElyCrEd0-1
EDT 562ERgnsLcsLwErlyCreEd3
EDT 562ELRgnsLcsLwErlyCrEdLb0-1
EDT 563EMngFncsMktErlyCareEd3
EDT 563ELMngFncsMktErlyCrEdLb0-1
Early Childhood Advocacy Strand
EDT 510Int Trn-Erly Chl Ed2
EDT 561ESptQltyClminsElyCrEd3
EDT 561ELSptQltyClminsElyCrEd0-1
EDT 564EAdvcyErlyCreEd3
EDT 573Collbrtng W/Fam-Agnc3

 

Interdisciplinary Educational Studies (MSE.EIP)

A concentration in interdisciplinary educational studies offers the graduate candidate flexibility to design a program to meet diverse professional goals. Candidates must select concentration coursework (18 semester hours) from both the School of Education and Health Sciences and from at least one department outside of the SEHS.

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

 

Concentration Requirements
Approved Concentration Courses in Education6-12
Approved Concentration Courses outside of the SOEAP6-12

 

Literacy (MSE.ELT)

The master's degree concentration in literacy prepares a candidate to assume professional and leadership roles related to literacy in a school setting. The coursework in this concentration aligns with performance outcomes as outlined by the Standards for Reading Professionals, International Reading Association. Candidates must have already completed prerequisite reading requirements or the approved equivalents: EDT 600, EDT 601, EDT 602, and EDT 603.

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

 

Concentration Requirements
EDT 605Adv Stdy-Rdg-Lng Art3
EDT 606Assess&Eval /Rd Diff3
EDT 607Prac In Rd Intgrv Tch3
EDT 608The Writing Classrm3
EDT 609Iss,Trnds&Res in Rdg3
EDT 650Prf Dev-Teach Ldrs3
Total Hours18

 

Music Education (MSE.EUS)

The concentration in music education is offered collaboratively through the School of Education and Health Sciences and the College of Arts & Sciences. This program is designed for music educators and focuses on practical applications to the music classroom and rehearsal room. Candidates must have a bachelor's degree or licensure in music education as a requirement for admission to the program.

Note: Requirements for the MSE in Music Education (MSE.EUS) are currently undergoing revisions to reduce the number of courses required and increase individual course credit from two to three semester hours. Please contact Dr. Linda Hartley for the most current curriculum information. http://www.udayton.edu/directory/artssciences/music/hartley_linda_a.php

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

Concentration Requirements
MUS 501Grad Sem in Musiclgy2
MUS 503Teaching World Music2
MUS 511Music Theory& Tech2
MUS 531Current Issues Mus2
Select one of the following:1
MUS 535Lit/Resrc for Classrm Music1
MUS 536Lit Res Choral Music1
MUS 537Lit & Res Instr Ens1
Select one of the following:2
MUS 544Adv. Tech. for Classrm Music2
MUS 545Adv Choral Cond2
MUS 546Adv Instr Cond2
MUS 599Grad Perf Studies1-2
Electives (courses in MUS, EDT, EDW or EDA)6
Total Hours27-28

 

Teacher as Leader (MSE.ETL)

The teacher as leader concentration offers teachers an opportunity to pursue professional development and leadership opportunities outside of building and district administration. Teachers pursuing this degree would likely fulfill roles such as instructional leader, lead teacher, mentor teacher and curriculum committee member. All candidates in this concentration must complete the teacher leader core sequence; several options are available for specialty areas. The teacher as leader concentration does not meet the requirements for the state of Ohio teacher leader endorsement, which is a post-master's program.  See the teacher leader endorsement program under the endorsements section (END.ETL).

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

Concentration Requirements
EDA 505Educational Leadrshp3
EDA 556Ldrshp-Divrs Comm3
EDT 650Prf Dev-Teach Ldrs3
Choose from one of the following specialty areas9
Leadership
EDA 509Supervisn&Prof Dvlp3
EDA 511Curriculum3
EDA 515School Law3
Literacy
EDT 605Adv Stdy-Rdg-Lng Art3
EDT 609Iss,Trnds&Res in Rdg3
Elective
Special Education
EDT 572Intro Ed Mld/Mod Nds3
EDT 573Collbrtng W/Fam-Agnc3
EDT 574Behavior Management3
Technology
EDT 629Cognition Learn&Tech3
EDT 631Pln/Asg Tch Enhd Lrn3
Elective

Technology-Enhanced Learning (MSE.TEl)

This graduate program prepares in-service teachers to integrate technology-enhanced learning into their own teaching and to assist other professionals in their buildings in accomplishing the same. The courses focus on helping master's candidates increase teacher and student learning in the context of a technology-enhanced, problem-based learning environment. The concentration courses also meet the requirements for the computer technology endorsement from the state of Ohio (END.TEC) and the graduate certificate in technology-enhanced learning (CER.TEC).

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

Concentration Requirements
EDT 629Cognition Learn&Tech3
EDT 630Multimedia Productn3
EDT 631Pln/Asg Tch Enhd Lrn3
EDT 632Dist Learn-Dgtl Age3
EDT 633Web Design/Develop3
EDT 634Bcm Eff Bldg Tech Ld1-4
Total Hours16-19

transdisciplinary Early Childhood Education (MSE.ECE)

The transdiciplinary early childhood education graduate program is a cohort program designed for individuals who seek to work with young children and their families. The program has multiple options, including a master's degree and two state of Ohio licenses,  early childhood and early intervention specialist (see licenses section). The program is a blended program,  meaning that the coursework specific to special education and general education is blended and cannot be separated. Other options include the prekindergarten special needs endorsement (see endorsements section) and  the early intervention specialist certification (issued by DODD) (see certificates section).

MSE Core Requirements
EDT 500Models of Teaching3
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 660Intro to Ed Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Ed Research Seminar3

 

Concentration Requirements
EDT 510Int Trn-Erly Chl Ed2
EDT 511Ingrtd Curric ECE2
EDT 512Summer Play Inst2
EDT 513Dvlp&Indv Appr Prac3
EDT 516Assmnt Brth to Age 83
EDT 517E C Sem/Med&Hlth Iss3
EDT 573Collbrtng W/Fam-Agnc3

 

1

Field experience required.

 

licensure programs

 For those persons who have an undergraduate degree in a field other than education, the department of Teacher Education offers programs leading to teacher licensure at the graduate level, identified by the admission code LMS. All licensure programs include coursework, corresponding lab courses requiring field hours between 20-90 hours, and a clinical experience (student teaching) of  a minimum of 12 weeks full time in a classroom. Candidates who complete the requirements for licensure may choose to complete the Master of Science of Education and Health Sciences core requirements and the minimum 30 semester hours for the master's degree, but it is not mandatory. Credit earned for student teaching does not apply to a master's degree.

Prior to any field experience, all candidates must complete at the University of Dayton a BCII and FBI criminal background background check. Prior to the final clinical experience, candidates must complete an application and have satisfied all prerequisites and program requirements. In order for the University of Dayton to approve the state of Ohio teaching license application, applicants must have on file in the SEHS Dean's Office:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, passing scores on the state of Ohio licensure tests, and transcript evidence of having met the required coursework in reading. 

Adolescence to Young Adult Education (Lic.eya)

Completion of the program requirements for adolescence to young adult education leads to licensure in the State of Ohio for grades 7 - 12. Candidates must complete approved licensure program coursework in one of the following teaching concentration areas: earth sciences, integrated language arts, integrated mathematics, integrated science, integrated social studies, life sciences, and physical sciences. Concentration requirements also include professional education coursework. Refer to general information under licensure programs section.

Professional Education Requirements
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 507Profession of Tchng2
EDT 507LProf of Teaching Lab1
EDT 508Thr Lrng&Hum Dev3
EDT 509Instrct, Asmnt&Mgt3
EDT 570Ed Dvse St Pop-Incl3
EDT 602Crtl Rdg-Cntnt Areas3
EDT 569Student Teachng-AYA3-7
Methods Courses (select one)
EDT 550Mthds Tchg-LA (AYA)3
EDT 551Mthds Soc Std (AYA)3
EDT 553Mthds Math (AYA)3
EDT 554Mthds Science (AYA)3

 

Early Childhood education (lic.ECE)

Early Intervention Specialist (lic.ECE.EIS)

Students who enter the Transdiciplinary Early Childhood Education program are eligible to earn two State of Ohio licenses,  Early Childhood and  Early Intervention Specialist. The early childhood license is valid for teaching children who are typically-developing, at-risk, gifted, and who have mild to moderate educational needs. The license is issued for ages three through eight, or prekindergarten through grade three. The early intervention specialist license is valid for teaching children who have mild, moderate to intensive educational needs, including service coordination. Refer to general information under licensure programs section.

To be eligible for either the Early Childhood or the Early Intervention Specialist licenses, 16 hours of the following coursework must be satisfied (undergraduate or graduate), before beginning coursework in the Transdiciplinary Early Childhood Education Cohort Group. The remaining courses can be taken as co-requisites during the Cohort Group coursework. The cohort coursework is listed in the course list following the pre-requisite list.
EDT 507Profession of Tchng2
EDT 507LProf of Teaching Lab 11
EDT 508Thr Lrng&Hum Dev3
EDT 518Intgrtd Curr&Inst-Kn3
EDT 527Studnt Tchng: K-Prim3-7
EDT 570Ed Dvse St Pop-Incl3
EDT 571Lng Dvlp&Emergnt Lit3
EDT 600Reading Methods3
EDT 601Phonics3
EDT 602Crtl Rdg-Cntnt Areas3
EDT 603Found of Literacy3
Total Hours30-34

Transdisplinary ECE Cohort Coursework
EDT 510Int Trn-Erly Chl Ed2
EDT 511Ingrtd Curric ECE2
EDT 512Summer Play Inst2
EDT 513Dvlp&Indv Appr Prac3
EDT 516Assmnt Brth to Age 83
EDT 517E C Sem/Med&Hlth Iss3
EDT 528Intrn Trnsds ECE 3-53
EDT 573Collbrtng W/Fam-Agnc3

 

1

Field experience required.

 

Intervention Specialist Mild/Moderate (lic.EIS.EMM)

This program is for individuals wishing to teach students with mild/moderate disabilities (learning disabilities, mild cognitive disabilities, and emotional disturbance). Completion of this program leads to a license in intervention specialist mild/moderate grades K - 12. Refer to general information under licensure programs section. Course of study may vary based on sponsorship for licensure.

Professional Education Requirements
EDT 600Reading Methods3
EDT 600LReading Methods lab1
EDT 601Phonics3
EDT 602Crtl Rdg-Cntnt Areas3
EDT 603Found of Literacy3
EDT 570Ed Dvse St Pop-Incl3
EDT 571Lng Dvlp&Emergnt Lit3
EDT 572Intro Ed Mld/Mod Nds3
EDT 573Collbrtng W/Fam-Agnc3
EDT 574Behavior Management3
EDT 575Assessmnt:Mild/Mod3
EDT 576Curriculum:Mild/Mod2
EDT 579Inst Str/Mld/Mod2
EDT 587Stdnt Tchng Mild.Mod1
or EDT 589 Std Tchg:Mild/Mod
Total Hours36

 

Middle Childhood Education (lic.EMS)

Completion of the program requirements for middle childhood education leads to licensure in the State of Ohio for grades 4-9. Candidates must complete approved  coursework in two teaching concentration areas. The teaching concentration areas include: mathematics, science, social studies, and reading/language arts. Refer to general information under licensure programs section.

Professional Education Requirements
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 507Profession of Tchng2
EDT 507LProf of Teaching Lab1
EDT 508Thr Lrng&Hum Dev3
EDT 509Instrct, Asmnt&Mgt3
EDT 530Mdle Sch Prin&Prac3
EDT 570Ed Dvse St Pop-Incl3
EDT 600Reading Methods3
EDT 601Phonics3
EDT 602Crtl Rdg-Cntnt Areas3
EDT 603Found of Literacy3
Select two of the following methods courses:
MC Lang&Arts Mthds
MC Math Methods
MC Science Methods
MC Social St Mthds
EDT 549Student Teachng-MC3-7

 

multi-age education (lic.eag)

Completion of the program requirements for multi-age education leads to licensure in the State of Ohio for grades prekindergarten through twelve. Candidates must complete approved  coursework in one of the following teaching concentration areas: foreign language, visual arts, and music. Refer to general information under licensure programs section.

Professional Education
EDT 502Philosphcl Study-Edu3
or EDT 503 History of Educ-US
EDT 507Profession of Tchng2
EDT 507LProf of Teaching Lab1
EDT 508Thr Lrng&Hum Dev3
EDT 509Instrct, Asmnt&Mgt3
EDT 570Ed Dvse St Pop-Incl3
EDT 602Crtl Rdg-Cntnt Areas3
Methods courses specific to licensure: See advisor for specific courses3
Student teaching specific to licensure: See advisor for specific courses3-7

 

endorsement programs

Computer Technology Endorsement (END.TEC)

The state of Ohio computer technology endorsement can be added to a valid Ohio teaching certificate/license and is valid for grades K-12. The program prepares in-service teachers to integrate technology-enhanced learning into their teaching and to assist other professionals in their buildings in accomplishing the same. Applications for the endorsement must be submitted to the SEHS Dean's office for approval.

Program Requirements
EDT 629Cognition Learn&Tech3
EDT 630Multimedia Productn3
EDT 631Pln/Asg Tch Enhd Lrn3
EDT 632Dist Learn-Dgtl Age3
EDT 633Web Design/Develop3
EDT 634Bcm Eff Bldg Tech Ld1-4
Total Hours16-19

Early Childhood Generalist Endorsement (END.ECE.get)

The state of Ohio early childhood generalist endorsement can be added to a valid early childhood license. The endorsement allows teachers in self-contained 4th and 5th grade classrooms to teach the concentration areas of math, science and social studies. In order for the University of Dayton to approve the state of Ohio endorsement application, candidates must have on file in the SEHS Dean's Office passing scores on the state of Ohio licensure tests.

Program Requirements
EDT 519Soc Std 4&5 Grade3
EDT 523Math 4&5 Grade3
EDT 524Science 4&5 Grades3
Total Hours9

 

Middle Childhood Generalist Endorsement (END.EMS.gen)

The state of Ohio middle childhood generalist endorsement can be added to a valid  middle childhood license for any combination of the four areas of concentration. The generalist endorsement will allow teachers to teach grades 4-6 only. In order for the University of Dayton to approve the state of Ohio endorsement application, candidates must have on file in the SEHS Dean's Office passing scores on the state of Ohio licensure tests.

Middle Childhood Endorsement
Reading/Language Arts3
EDT 541MC LA 4-6 Gen Meth3
Select one from following3
The Writing Classrm
History of English
Structure of English
Intro-Linguistics
Mathematics
EDT 542MC Math 4-6 Gen Meth3
MTH 214Math Concepts for MS3
Science (Prerequisites: SCI 190, 190L, 210 & 210L)
EDT 543MC Sci 4-6 Gen Meth3
SCI 230
  & 230L
Org,Evol,Envrmnt
   and Org,Evl,Envirn Lab
4
Social Studies
EDT 544MC SocS 4-6 Gen Meth3
HST 251Amer Hst to 18653

 

PreKindergarten Special Needs Endorsement (END.ECE.PSN)

The prekindergartern special needs endorsement is valid for teaching children ages 3-5 who have mild, moderate, to intensive needs.The endorsement  can be added to an intervention specialist or early childhood license. In order for the University of Dayton to approve the state of Ohio endorsement application, candidates must have on file in the SEHS Dean's Office passing scores on the state of Ohio licensure tests.

EDT 513Dvlp&Indv Appr Prac3
EDT 516Assmnt Brth to Age 83
EDT 517E C Sem/Med&Hlth Iss 43
EDT 528Intrn Trnsds ECE 3-53
EDT 573Collbrtng W/Fam-Agnc3
Total Hours15

 

Reading Endorsement (END.ERE)

The reading endorsement program is a 15 semester hour graduate program that signifies advanced work in the field of reading. The state of Ohio reading endorsement can be added to a valid  teaching certificate/license, and is for grades P - 12. To begin the coursework for the reading endorsement, candidates must have already completed prerequisite reading requirements or the approved equivalents. Three semester hours of prerequisites, which may be at the graduate or undergraduate level, may be applied to the reading endorsement program requirements. In order for the University of Dayton to approve the state of Ohio endorsement application, candidates must have on file in the SEHS Dean's Office passing scores on the state of Ohio licensure tests.

EDT 605Adv Stdy-Rdg-Lng Art3
EDT 606Assess&Eval /Rd Diff3
EDT 607Prac In Rd Intgrv Tch3
EDT 650Prf Dev-Teach Ldrs3
Three approved credit hours in reading to total 15 semester hours

 

TEACHER LEADER ENDORSEMENT (end.ETL)

 The teacher leader endorsement program is a post-master's program that acknowledges the important role of teacher leaders in school settings, such as mentoring and coaching, providing professional development, and decision-making. The program's nine semester hours consist of coursework and associated clinical activities. To be eligible for admission, prospective students need to have a master's degree and at least four years of successful teaching experience. Due to the unique nature of the content and clinical practice,  transferring credits for these courses will not be considered. Candidates completing the endorsement program may apply to the Ohio Department of Education for the Teacher Leader Endorsement, a criterion of the Tier 4 Lead Professional Educator License. Applications for the endorsement must be approved by the SEHS Dean's Office.

EDT 650Prf Dev-Teach Ldrs3
EDT 649Coaching and Teacher Leaders3
EDT 648Teacher Leaders Using Data for Decision Making 3

 

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES ENDORSEMENT (end.TSL)

The graduate TESOL endorsement program is for P-12 teachers who hold a valid state of Ohio teaching license in any subject. This program prepares teachers to serve English language learners effectively as content-area and grade-level classroom teachers or as ESOL specialists. Completion of the endorsement program leads to eligibility for a TESOL endorsement from the state of Ohio. In order for the University of Dayton to approve the state of Ohio endorsement application, candidates must have on file in the SEHS Dean's Office passing scores on the state of Ohio licensure tests.

EDT 537L2 Learning & Tchng3
EDT 538TESOL Practicum 11
EDT 539Sociolinguistics in Language Education 3
EDT 540Practicum in ESOL Instruction and Assessment3
ENG 541TESOL Methods
ENG 594Structure of English3
LNG 568Intro-Linguistics2

1

 Pre-requisite: all other TESOL certificate courses or permission of instructor

 

certificate programs

early childhood leadership and advocacy

The early childhood leadership and advocacy certificate is designed for experienced early childhood professionals, such as program administrators, supervisors, teacher leaders and other professionals who work with and advocate for young children and their families. This program prepares candidates with the knowledge and skills required to be effective leaders and advocates in the field of early care and education.

Professional Courses
EDT 560EECEPrgmPrsnnlMngt3
EDT 560ELECPrgmPrsnnlMgtLab1
EDT 561ESptQltyClminsElyCrEd3
EDT 561ELSptQltyClminsElyCrEd1
EDT 562ERgnsLcsLwErlyCreEd3
EDT 562ELRgnsLcsLwErlyCrEdLb1
EDT 563EMngFncsMktErlyCareEd3
EDT 563ELMngFncsMktErlyCrEdLb1
EDT 564EAdvcyErlyCreEd3
EDT 565EECL Internship Sem3
Total Hours22

 

Early Intervention Specialist Certificate (CER.ECE.EIC)

The early intervention specialist certificate program is granted through the Ohio Department of Developmental Disabilities. It is valid for servicing infants and toddlers, ages birth through two, who have an identified developmental delay or who are at risk for developing such a delay. The young child is served within the context of its family.

Prequisites/Corequisites
EDT 508Thr Lrng&Hum Dev3
EDT 570Ed Dvse St Pop-Incl3
Total Hours6

 

To be eligible for the Early Intervention Specialist Certification from DODD the following coursework must be satisfied as a part of the Transdisciplinary ECE cohort group.
EDT 510Int Trn-Erly Chl Ed2
EDT 511Ingrtd Curric ECE 12
EDT 512Summer Play Inst2
EDT 514Cur&Inst Inf&Tod SPN 13
EDT 515Inf/Tod Dvlpmt Prac2
EDT 516Assmnt Brth to Age 83
EDT 517E C Sem/Med&Hlth Iss3
EDT 573Collbrtng W/Fam-Agnc3
Total Hours20

1

Field experience required.

 

Teaching English to sPEAKERS of other languages certificate (cer.tsl)

The graduate TESOL certificate program is for individuals who already hold a bachelor's degree in any field. This program prepares students to teach English as an additional language in post-secondary schools, adult education settings, and private language institutes in the US and abroad. It can also help pre- and in-service P-12 teachers gain competence in working with English language learners in their grade-level and content-area classrooms. It should be noted the  certificate alone does not qualify a teacher for TESOL endorsement from the state of Ohio.

EDT 537L2 Learning & Tchng3
EDT 538TESOL Practicum 11
ENG 541TESOL Methods
ENG 594Structure of English3
LNG 568Intro-Linguistics2

 

1

 Pre-requisite: all other TESOL certificate courses or permission of instructor

 

technology-enhanced learning certificate (cer.tel)

This graduate program has the same curriculum as the computer technology endorsement, which is a credential for those persons holding a state of Ohio teaching license. For those persons who do not hold an Ohio license, the Technology-Enhanced Learning certificate program is an option. This program prepares in-service teachers to integrate technology-enhanced learning into their own teaching and to assist other professionals in their buildings in accomplishing the same. The courses focus on helping master's candidates increase teacher and student learning in the context of a technology-enhanced, problem-based learning environment.

EDT 629Cognition Learn&Tech3
EDT 630Multimedia Productn3
EDT 631Pln/Asg Tch Enhd Lrn3
EDT 632Dist Learn-Dgtl Age3
EDT 633Web Design/Develop3
EDT 634Bcm Eff Bldg Tech Ld1-4
Total Hours16-19

Courses

EDT 500. Models of Teaching. 3 Hours

This course is a study of eight instructional models specifically designed to meet the needs of diverse learners. Candidates will be expected to design instructional units that integrate the models.

EDT 501. Introduction to American Education. 3 Hours

This course is designed for individuals who are new to the American educational system and will include site visits to a variety of educational settings including public and private schools serving students in pre-k through 12th grade. Students will visit schools and discuss American education policies, practices and the impact of the reform efforts with educators and administrators. Prerequisite (s): Intensive English Program level 5 or equivalent TOEFL score.

EDT 502. Philosophical Studies in Education. 3 Hours

This course is a study of the writings of major philosophers as they relate to education (including those in the Marianist tradition). Interpretations are made for the development of a critical, personal theory of teaching, counseling, educational administration, and psychological services.

EDT 503. History of Education in the United States. 3 Hours

This course is a study of the relationship of schools and social change in the United States from Colonial times to the present. Interpretations of changes in educational policies for the development of a critical theory of education are discussed.

EDT 505. School, Self & Society. 3 Hours

No description available.

EDT 506. History of Catholic K12 Schools in the United States. 3 Hours

This course examines the Catholic K- 12 educational experience in the United States with a particular emphasis on the impact that Catholic schools have had on the creation of Catholic culture in America and on American culture in general. Particular emphasis is placed upon those historical antecedents that directly or indirectly affect Catholic schools today.

EDT 507. The Profession of Teaching. 2 Hours

This course is designed to study the principal components of effective teaching that facilitate the learning of all students. Current educational issues, the PRAXIS III/Pathwise framework, INTASC standards, other professional standards, developing a community of learners, service learning and teaching incorporating the Marianist traditions are other topics of the course. Field experience required. Prerequisite(s): Acceptance to Teacher Education. Corequisite(s): EDT 507L.

EDT 507L. Profession of Teaching Laboratory. 0-1 Hours

This course accompanies EDT 507, and is designed to study the principal components of effective teaching and will serve primarily, initial licensure candidates. Corequisite(s): EDT 507.

EDT 508. Theories of Learning & Human Development. 3 Hours

This course is a study of theories of learning and human development (physical, social, emotional, intellectual, and moral) as they relate to PK - 12 practices, including early, middle, and adolescent/young adult licensure areas.

EDT 509. Instruction, Management & Assessment. 3 Hours

This course is a study of curriculum, instruction, management styles, and assessment techniques that promote student learning and achievement. Emphasis is on classroom-based theory-to-practice connections. This course is primarily intended for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508; a passing score on the PRAXIS II specialty area exam(s).

EDT 509L. Instruction, Management & Assessment Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to instruction, management, and assessment in school settings. Corequisite(s): EDT 509.

EDT 510. Introduction to Transdiciplinary Early Childhood Education. 2 Hours

This course is an introduction to the early childhood cohort group and to transdisciplinary methods of teaming and collaboration. Candidates will work in teams to explore educational models and current issues associated with the field of early childhood education. This course is technology enhanced. Early childhood cohort application must have been submitted and approved before registering for this course. Prerequisite(s): (EDT 504 or EDT 508); EDT 570.

EDT 510L. Introduction to Transdisciplinary Early Childhood Education Laboratory. 0-1 Hours

This lab supports is designed for international students who are new to American culture and educational practice. Students will develop field related vocabulary while exploring schools and centers in the Miami Valley and processing what they see.

EDT 511. Integrated Curriculum for Young Children. 2 Hours

This course introduces and develops the theoretical and practical bases for the creation of integrated curriculum for infants, toddlers, and preschoolers using a play-based approach. The content areas of mathematics and science provide opportunities for Reggio style documentation, and the Ohio Early Learning Academic Content Standards are emphasized.

EDT 512. Summer Play Institute. 2 Hours

The Summer Play Institute is a field-based forum in which candidates implement the integrated curriculum activities developed in EDT 511. Candidates will engage in child-initiated play sessions that will be videotaped and reviewed by members of the cohort and the instructor. Supported play which facilitates development will be emphasized. Prerequisite(s): EDT 510 (may be taken as a corequisite).

EDT 513. Developmentally & Individually Appropriate Practice. 3 Hours

The course shifts focus from the age-appropriate practice to the needs of the individual child and family. Candidates will learn to develop practice that supports and facilitates the development of young children ages birth to 8 - specifically those with disabilities. Significant review of related research drives this course. Field experience required. Prerequisite(s): EDT 510.

EDT 514. Curriculum & Instruction for Infants & Toddles With Special Needs. 3 Hours

This course focuses on the planning and instructional methods, materials and evaluation techniques for working with young children who are at risk for or who have been identified with developmental delays (birth-age 3) and their families. Field experience required. Prerequisite(s): EDT 510.

EDT 514L. Curriculum & Instruction for Infants & Toddlers With Special Needs Laboratory. 0 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to planning, instruction, and assessment for children with special needs. Corequisite(s): EDT 514.

EDT 515. Infant & Toddler Development Practicum. 2 Hours

This guided practicum will provide an opportunity for candidates to develop and apply their knowledge of typical and atypical development from conception to age 3 as they observe young children in both structured and naturalistic settings. Developmental milestones as well as related risk factors will be emphasized. Field experience required. Prerequisite(s): EDT 510.

EDT 516. Collaborative Assessment Birth to Age 8. 3 Hours

This course is the study of the transdisciplinary and collaborative nature of assessment in diagnosis, screening, and instruction of young children (birth to age 8) who are typically developing as well as those with disabilities. The course will focus on the role of the family in the assessment process. Systemic observation using a play-based approach will be emphasized. Prerequisite(s): EDT 510.

EDT 517. Early Childhood Seminar on Medical & Health Issues. 3 Hours

This course is the study of the health care and medical needs associated with young children with disabilities. Students engage in the study of how medical/physical conditions affect the cognitive, social/emotional, language, motor, and adaptive development of a child and family. Collaboration between educational and medical professionals is stressed, in an effort to integrate services for young children.

EDT 518. Integrated Curriculum & Instruction for Kindergarten-Primary Grades. 3 Hours

This course will focus on integrating curriculum and instruction for kindergarten and the primary grades. Special attention will be paid to the Ohio academic content standards with an emphasis on science, social studies, and math instruction. Planning, instructional methods, materials, and evaluation techniques for teaching children on the kindergarten-primary levels will be covered. Field experience required. Prerequisite(s): EDT 509.

EDT 518L. Integrated Curriculum & Instruction for Kindergarten-Primary Grades Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to integrated planning, instruction, and assessment in elementary school settings. Corequisite(s): EDT 518.

EDT 519. Social Studies for Fourth & Fifth Grades. 3 Hours

A course designed to address social studies content including social aspects of learning, and pedagogy specific to 4th/5th grades. Prerequisite(s): ECE licensure or permission of instructor.

EDT 523. Early Childhood Mathematics Grades Four & Five Methods. 3 Hours

Planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching mathematics to students in grades 4 and 5 with varied needs and abilities using a tier method. Topics include: Ohio Academic Content Standards, applications and instructional techniques that address proficiency testing, resources, technologies, manipulatives, interdisciplinary connections, grouping techniques, current research, and 21st Century Skills. Prerequisite(s): Ohio, Licensed PK-3 teacher or Junior standing in UD ECE program.

EDT 524. Early Childhood Science Grades Four & Five Methods. 3 Hours

Planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching science to students in grades 4 and 5 with varied needs and abilities using a tier method. Topics include: Ohio Academic Content Standards, applications and instructional techniques that address proficiency testing, resources, technologies, manipulatives, interdisciplinary connections, grouping techniques, current research, and 21st Century Skills. Prerequisite(s): Ohio, Licensed PK-3 teacher or Junior standing in UD ECE program.

EDT 526. Student Teaching- K-Primary. 1 Hour

No description available.

EDT 527. Student Teaching K-Primary. 3-7 Hours

Full-time supervised and evaluated teaching in a K-3 setting. The candidate will demonstrate the knowledge, skills, attitudes and dispositions required of a beginning K-Primary teacher. Prerequisite(s): Registration for the course and approved student teaching/internship application packet submitted to the Department of Teacher Education at the beginning of the term prior to the student teaching experience.

EDT 528. Internship in Transdisciplinary Early Childhood Education (Ages 3-5). 3 Hours

Supervised and evaluated teaching in a preschool special needs setting. The candidate will demonstrate the knowledge, skills, attitudes and dispositions needed to comply with the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood of the Council of Exceptional Children (DEC) guidelines for appropriate practice. Field experience required. Prerequisite(s): Registration for the course and approved student teaching/internship application packet submitted to the Department of Teacher Education at the beginning of the term prior to the student teaching experience.

EDT 529. Internship in Early Intervention. 3-10 Hours

Supervised and evaluated teaching in an infant/toddler educational setting. Candidates are to demonstrate the knowledge, skills, attitudes and dispositions needed to comply with the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood and the Council of Exceptional Children (DEC) guidelines for appropriate practice. Field experience required. Prerequisite(s): Registration for the course and approved student teaching/internship application packet submitted to the Department of Teacher Education at the beginning of the term prior to the student teaching experience.

EDT 530. The Middle School Principles & Practices. 3 Hours

This course is primarily a study of organization (school structure), philosophy, and curriculum of middle-level education (9-14 year olds), grades 4-9. It is designed to present the theoretical knowledge base about middle-level (school) education. Issues and concerns, current trends and the essential elements relating to middle level education will be discussed throughout the semester of study. A variety of inquiry methods will be modeled that encourage critical thinking skills.

EDT 530L. Middle School Principles and Practices. 0-1 Hours

No description available.

EDT 532. Reading/Language Arts for Middle Childhood. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching reading/language arts to students in the middle schools with varied needs and abilities. The topics emphasized in this course include: an understanding of Ohio's academic content standards for grades 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, interdisciplinary connections, various grouping techniques, and current research. Prerequisite(s): EDT 530; (EDT 531 or EDT 509 and EDT 509L); EDT 603; passing score on PRAXIS II specialty area exam.

EDT 532G. Middle Childhood Language Arts 4-6 General Methods. 3 Hours

No description available.

EDT 532L. Reading/Language Arts Methods for Middle Childhood Education Lab. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching reading/language arts to students in middle schools. Corequisite(s): EDT 532.

EDT 533. Math for Middle Childhood. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching mathematics to students in the middle schools with varied needs and abilities. The topics emphasized in this course include: an understanding of Ohio's academic content standards for grades 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, manipulatives, and other visuals, interdisciplinary connections, various grouping techniques, and current research. Prerequisite(s): EDT 530; (EDT 531 or EDT 509 and EDT 509L); EDT 603; passing score on PRAXIS II specialty area exam.

EDT 533G. Middle Childhod Math 4-6 General Methods. 3 Hours

No description available.

EDT 533L. Math Methods for Middle Childhood Education Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching math to students in middle schools. Corequisite(s): EDT 533.

EDT 534. Science for Middle Childhood. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching science to students in the middle schools with varied needs and abilities. The topics emphasized in this course include: an understanding of Ohio's academic content standards for grades 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, experiments, and other hands-on experiences, interdisciplinary connections, various grouping techniques, and current research. Prerequisite(s): EDT 530; (EDT 531 or EDT 509); EDT 603; passing score on PRAXIS II specialty area exam. Corequisite(s): A second content methods course.

EDT 534G. Middle Childhood Science 4-6 General Methods. 3 Hours

No description available.

EDT 534L. Science Methods for Middle Childhood Education Laboratory. 0-1 Hours

No description available. Corequisite(s): EDT 534.

EDT 535. Social Studies for Middle Childhood. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching social studies to students in the middle schools with varied needs and abilities. The topics emphasized in this course include: an understanding of Ohio's academic content standards for grades 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies and active hands-on experiences, other visuals, interdisciplinary connections, various grouping techniques, and current research. Prerequisite(s): EDT 530; (EDT 531 or EDT 509); EDT 603; passing score on PRAXIS II specialty area exam. Corequisite(s): A second content methods course.

EDT 535G. Middle Childhood Social Studies 4-6 General Methods. 3 Hours

Middle Childhood Social Studies 4-6 General Methods.

EDT 535L. Social Studies Methods for MIddle Childhood Education Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching social studies to students in middle schools. Corequisite(s): EDT 535.

EDT 536. The Culture of the Catholic School. 3 Hours

This course explores the theological, moral, academic, human, and social components that give the Catholic school its distinctive culture. The role of spiritual, sacramental, and communal relationships in the creation of Catholic school identity will be examined.

EDT 537. Second Language Learning & Teaching. 3 Hours

This course is an exploration of the nature of language proficiency, second language acquisition and literacy, bilingualism and biliteracy, the role of culture in language learning, and implications for second language teaching.

EDT 538. TESOL Practicum. 1 Hour

This course provides opportunities to practice planning, instruction and assessment in an ESOL classroom under the mentorship of an experienced ESOL teacher. Prerequite(s): EDT 537, ENG 472, LNG 568, ENG 541.

EDT 539. Sociolinguistics In Language Education. 3 Hours

This course examines social, cultural, linguistic, and policy issues relevant to working with English language learners in US schools.

EDT 540. Practicum in ESOL Instruction & Assessment. 3 Hours

This course focuses on planning and implementing ESOL instruction and assessment and on interpreting and using assessment data. It includes both course meeting and field experience components. Prerequisite(s): EDT 537, EDT 539, ENG 541, ENG 546, LNG 568.

EDT 541. Middle Childhood Language Arts 4-6 General Methods. 3 Hours

No description available.

EDT 542. Middle Childhood Mathematics 4-6 General Methods. 3 Hours

No description available.

EDT 543. Middle Childhood Science 4-6 General Methods. 3 Hours

No description available.

EDT 544. Middle Childhood Social Studies 4-6 General Methods. 3 Hours

No description available.

EDT 549. Student Teaching- Middle Childhood. 3-7 Hours

Full-time supervised and evaluated teaching in grades 4-9 in at least one of the two candidate's concentration subjects. The candidate will demonstrate the knowledge, skills and dispositions required of a beginning middle-level teacher. Attendance at weekly seminars is required. Prerequisite(s): (Two of the following: EDT 532, EDT 533, EDT 534, EDT 535); formal admission to student teaching a full term in advance.

EDT 550. Integrated Language Arts Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of integrated language arts to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, interdisciplinary connections, various grouping techniques, best practices, and current research. This course is for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508, EDT 509; passing score on PRAXIS II specialty area exam.

EDT 550L. Integrated Social Studies Methods for Adolescent to Young Adults Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching integrated language arts to students in grades 7-12. Corequisite(s): EDT 550.

EDT 551. Integrated Social Studies Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of integrated social studies to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities, interdisciplinary connections, various grouping techniques, best practices, and current research. This course is for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508, EDT 509; passing score on PRAXIS II specialty area exam .

EDT 551L. Integrated Social Studies Methods for Adolescent to Young Adult Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching integrated social studies to students in grades 7-12. Corequisite(s): EDT 551.

EDT 552. Foreign Language Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of foreign language to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities and other visuals, interdisciplinary connections, various grouping techniques, best practices, and current research. This course is for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508, EDT 509; passing score on PRAXIS II specialty area exam .

EDT 552L. Foreign Language Methods for Adolescent to Young Adult Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching foreign language to students in grades 7-12. Corequisite(s): EDT 552.

EDT 553. Math Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of mathematics to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, manipulatives, hands-on activities, and other visuals, interdisciplinary connections, various grouping techniques, best practices, and current research. This course is for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508, EDT 509; passing score on PRAXIS II specialty area exam.

EDT 553L. Math Methods for Adolescent to Young Adult Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching mathematics to students in grades 7-12. Corequisite(s): EDT 553.

EDT 554. Science Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of science to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities, and interdisciplinary connections, various grouping techniques, safety issues, best practices, and current research. This course is for initial licensure candidates. Field experience required. Prerequisite(s): EDT 508, EDT 509; passing score on PRAXIS II specialty area exam .

EDT 554L. Science Methods for Adolescent to Young Adult Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching science to students in grades 7-12. Corequisite(s): EDT 554.

EDT 556. Whole Language III. 4 Hours

No description available.

EDT 559. Music Student Teaching. 3-7 Hours

Full-time supervised and evaluated teaching in music classes in schools (P-12). The candidate will demonstrate the knowledge, skills and dispositions required of a beginning music teacher. Attendance at a weekly seminar is required. The student teaching seminar is designed so that student teachers may reflect and share experiences with one another and with experienced teachers. Each seminar will include informal sharing/discussion sessions as well as formal presentations on topics of importance related to the practice of music education as well as securing a teaching position.

EDT 560E. Early Childhood Progam & Personnel Management. 3 Hours

This course is the first in the Early Childhood Leadership program. Students will explore program and personnel management and human relations in early care and education. Prerequisite(s): Admittance to the Graduate ECE Leadership program Corequisite(s): EDT 560E Lab.

EDT 560EL. Early Childhood Program & Personnel Management Laboratory. 0-1 Hours

This lab course is a corequisite the first in the Early Childhood Leadership program. Students will explore program and personnel management and human relations in early care and education. Prerequisite(s): Admittance to the Graduate ECE Leadership program Corequisite(s): EDT 560E.

EDT 561E. Supporting Quality Curriculum & Instruction in Early Care & Education. 3 Hours

This course provides opportunities for students to use research to identify and support quality early childhood curriculum, instruction and assessment Prerequisite(s): EDT 560E Corequisite(s): EDT 561E LAB.

EDT 561EL. Supporting Quality Curriculum & Instruction in Early Care & Education Laboratory. 0-1 Hours

This course provides opportunities for students to use research to identify and support quality early childhood curriculum, instruction and assessment. Prerequisite(s): EDT 560E Corequisite(s): EDT 561E.

EDT 562E. Regulations, Licensing & the Law in Early Care & Education. 3 Hours

This course addresses ethics in early care and education as well as issues related to health, safety and nutrition regulations including first aid, communicable disease, safety policies and practices. Reporting and recognizing child abuse is addressed. Students will learn to respond to regulations, licensing and laws that impact programs for young children. Prerequisite(s): EDT 560E Corequisite(s): EDT 562E Lab.

EDT 562EL. Regulations, Licensing & the Law in Early Care & Education Laboratory. 0-1 Hours

This lab course addresses ethics in early care and education as well as issues related to health, safety and nutrition regulations including first aid, communicable disease, safety policies and practices. Reporting and recognizing child abuse is addressed. Students will learn to respond to regulations, licensing and laws that impact programs for young children. Prerequisite(s): EDT 560E Corequisite(s): EDT 562.

EDT 563E. Managing Finances & Marketing in Early Care & Education. 3 Hours

Students will explore strategies for managing finances and developing marketing plans in the field of early care and education. Field Experience required. Prerequisite(s): EDT560E Corequisite(s): EDT 563 Lab.

EDT 563EL. Managing Finances & Marketing in Early Care & Education Laboratory. 0-1 Hours

This lab supports students in EDT 563E as they explore managing finances and developing marketing plans in the field of early care and education. Prerequisite(s): EDT 560E Corequisite(s): EDT 563E.

EDT 564E. Advocacy in Early Care & Education. 3 Hours

This course explores current political, educational and societal issues related to early care and education and examines how teachers develop leadership skills to become better advocates for children, families, and the profession. Prerequisite(s): EDT 560E.

EDT 565E. Internship & Practicum in Early Childhood Leadership. 3 Hours

This internship serves as the culminating experience where students demonstrate the knowledge, skills and disposition addressed in the 4 proceeding early childhood leadership courses. Students complete a 6 week full time internship working with/as a early childhood director or administrator. Prerequisite(s): EDT 560E, EDT 561E, EDT 562E, EDT 563E.

EDT 568. Student Teaching Languages PK-12. 3-7 Hours

No description available.

EDT 569. Student Teaching- Adolescent to Young Adult. 3-7 Hours

Full-time supervised and evaluated teaching in the content area in a junior or senior high school classroom. The candidate will demonstrate the knowledge, skills, and dispositions required of a beginning secondary teacher. Attendance at weekly seminars is required. Prerequisite(s): Passing score on PRAXIS II specialty area exam; completion of 80% of content area courses; formal admission to student teaching a semester in advance.

EDT 570. Educating Diverse Student Populations in Inclusive Settings. 3 Hours

This course is the study of the characteristics, legal aspects, and educational needs of students with challenges in learning. The role of the general educator in making curricular modifications and accommodations, adapting instruction and collaborating with other educators to facilitate learning in the general classroom for these students is examined. Field experience required.

EDT 570L. Educating Diverse Student Populations in Inclusive Settings Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to educating students with special needs in school settings. Corequisite(s): EDT 570.

EDT 571. Language Development & Emergent Literacy. 3 Hours

This course is the study of oral language and literacy development in children, with implications for all learners, including children with special needs. Prerequisite(s): EDT 570.

EDT 572. Introduction to Education of Learners with Mild/Moderate Needs. 3 Hours

This course is the study of the role and function of the intervention specialist. This course presents issues of definition, identification, and placement procedures. The candidate will acquire knowledge of major researchers and history, variations in belief, traditions and values across cultures, and current practices in the field. Field experience required. Prerequisite(s): EDT 570.

EDT 572L. Introduction to Education of Learners with Mild/Moderate Needs Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to the role and function of the intervention specialist. Corequisite(s): EDT 572.

EDT 573. Collaborating with Families, Professionals & Agencies. 3 Hours

This course examines theories and techniques to assist teachers in working with professionals, families and agency personnel to provide an appropriate educational program, improve home-school relationships and develop family-professional partnerships. Historical and legal perspectives of parental influence on special education services are examined. Prerequisite(s): EDT 570.

EDT 574. Behavior Management. 3 Hours

This course examines the principles and methods of observing, recording, assessing, and managing human behavior with emphasis on students with disabilities. Prerequisite(s): EDT 570.

EDT 575. Assissment: Mild/Moderate. 3 Hours

This course is the study of the multidisciplinary use of assessment instruments and techniques in the diagnosis, planning and evaluation of the special needs learner and the development of individual education programs. Field experience required. Prerequisite(s): EDT 570, EDT 572, EDT 573, EDT 574.

EDT 575L. Assessment: Mild/Moderate Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to use of assessment instruments and techniques in the school setting. Corequisite(s): EDT 575.

EDT 576. Curriculum: Mild/Moderate. 2-3 Hours

This course is the study of curriculum development considering the motor, cognitive, academic, social, language, affective, functional, life skills, and individual programming of students with mild/moderate disabilities. Field experience required. Prerequisite(s): EDT 570, EDT 572, EDT 573, EDT 574, EDT 575. Corequisite(s): EDT 579.

EDT 576L. Curriculum: Mild/Moderate Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to curriculum development for students with mild/moderate disabilities. Corequisite(s): EDT 576.

EDT 577. Career Education/Special Education. 2 Hours

This course examines the theories and techniques of job classification, assessment, selection, placement, and activities related to work experience. Career development and transition needs are examined for teachers working with preschoolers to adults. Prerequisite(s): EDT 570.

EDT 578. Application of Computers/Technology in Special Education. 2 Hours

This course is the study of basic computer applications in special education, including instructional programs, software evaluation, telecommunications, multimedia and hypermedia, assistive technology, augmentative devices, resources, and legal/ethical issues. Prerequisite(s): EDT 570; basic computing/technology skills.

EDT 579. Instructional Strategies: Mild/Moderate. 2-3 Hours

This course examines the strategies, materials, and evaluation techniques for teaching students with mild/moderate learning needs. Field experience required. Prerequisite(s): EDT 570, EDT 572, EDT 573, EDT 574, EDT 575. Corequisite(s): EDT 576, EDT 589.

EDT 579L. Instructional Strategies: Mild/Moderate Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to planning, instruction, and assessment for students with mild/moderate learning needs. Corequisite(s): EDT 579.

EDT 580. Introduction- Moderate to Intern. 5-10 Hours

No description available.

EDT 583L. Teaching Visual Arts Lab. 0-1 Hours

This laboratory course is the field experience portion of VAE 583, and consists of activities related to curriculum, planning, theory, and practice for teaching visual arts to students, grades kindergarten through twelve. Corequisite(s): VAE 583.

EDT 587. Student Teaching: Mild/Moderate. 1 Hour

Supervised and evaluated teaching with students demonstrating mild/moderate learning needs. The candidate will demonstrate the knowledge, skills, and dispositions of an intervention specialist. Attendance at seminars may be required. Prerequisite(s): EDT 575, EDT 576, EDT 579 and approval of faculty.

EDT 589. Student Teaching: Mild/Moderate. 3-7 Hours

Supervised and evaluated teaching with students demonstrating mild/moderate learning needs. The candidate will demonstrate the knowledge, skills and dispositions of an intervention specialist. Attendance at seminars may be required. Prerequisite(s): EDT 575, EDT 576, EDT 579.

EDT 590. Curriculum Theory in Art Education. 3 Hours

This course is an analysis of critical, aesthetic, artistic, and historical theories in the education curriculum, with emphases on planning, diagnosis, instructional methods, evaluation techniques and the interdependence of the community, school, art educator and students in diverse settings.

EDT 591. Current Issues in Art Education. 3 Hours

This course is a study and analysis of literature on teaching approaches to art education. The role of the art teacher is examined with an emphasis on developing an awareness of various philosophical positions on current issues in art education.

EDT 599. Student Teaching- Art (P-12). 3-10 Hours

Full-time supervised and evaluated teaching in art classes in school (P-12). The candidate will demonstrate the knowledge, skills, and dispositions required of a beginning art teacher. Attendance at weekly seminars is required. Prerequisite(s): Passing score on PRAXIS II specialty area exam; completion of 80% of content area courses; formal admission to student teaching a semester in advance.

EDT 600. Reading Methods. 3 Hours

An integrated language arts course focusing on the knowledge base underpinning the teaching of reading and related language arts processes within the language arts and across curriculum to students of various ages, needs, and abilities. Topics include: planning, instructional methods, materials, assessment, and evaluation techniques. Early childhood, middle childhood, and intervention specialist licensure candidates must meet program requirement in reading. Adolescence/young adult candidates are also required to meet this requirement if working toward Ohio's Reading Endorsement. Field experience required.

EDT 600L. Reading Methods Laboratory. 0-1 Hours

This lab consists of planned field experiences providing candidates the opportunity for field reflections in regard to planning, instruction, and assessment of language arts across the curriculum in school settings. Corequisite(s): EDT 600.

EDT 601. Phonics, Spelling & Vocabulary. 3 Hours

This course provides the background knowledge necessary for effectively teaching and assessing the role of phonics in the reading process. Emphasis is on developing phonemic awareness, phonics, spelling, and word recognition/word meaning embedded in the context of a total reading/language arts program focused on meaning construction. Early childhood, middle childhood and intervention specialist initial licensure candidates must meet program requirements in reading. Adolescence/young adult candidates are also required to meet this requirement if working toward Ohio's Reading Endorsement.

EDT 602. Critical Reading in the Content Areas. 3 Hours

In this course, middle childhood and intervention specialist candidates examine the strategies and techniques in the development of prior knowledge skills, study skills, vocabulary, technology, and assessment as they relate to critical reading abilities in a variety of curriculum areas. This course is part of Ohio's 12 Hour State Mandated Reading Core. Early childhood, middle childhood, intervention specialist, and multi-age licensure students must meet this requirement.

EDT 603. Foundations of Literacy Through Literature. 3 Hours

This course serves as an introductory course to the reading/language arts (listening, speaking, reading, writing, viewing, visual representation) and the role literature plays in these processes. It is a foundation course in reading and is intended to align with the requirements of Ohio Reading Core licensure standards for the early childhood, middle childhood, and intervention specialist programs. Topics examined include the foundations of literacy, research theories and related models of reading, various children's and young adult literature, the integration of technology in literacy, an overview of the importance of on-going assessment in teaching reading/language arts, and an awareness of cultural, linguistic, and ethnic diversity in individual learners.

EDT 605. Advanced Study in Reading/Language Arts. 3 Hours

This course is designed to provide teachers the opportunity to extend their knowledge of the reading/language arts processes and the principles underlying effective instruction. Key concepts are drawn from recent research and theory in language learning, developmental reading research, and research describing the literacy processes of children.

EDT 606. Assessment & Evaluation of Reading Difficulties. 3 Hours

This course is the study of formal and informal diagnostic tests and procedures for identifying reading strengths and weaknesses with applications for reading programs. Candidates must register for EDT 607 the next semester. Prerequisite(s): EDT 605 or EDT 610.

EDT 607. Practicum in Reading Intervention Techniques. 3 Hours

In this course the candidate will apply knowledge of informal and formal evaluation instruments for diagnosing reading ability and disability and their causes with students and to plan appropriate intervention experiences for those students. Laboratory portion of EDT 606. This course must be taken the semester immediately following EDT 606. Prerequisite(s): EDT 606.

EDT 608. The Writing Classroom. 3 Hours

This course will focus on the teacher as a writer. Elements of the writing process will be discussed and implemented. Candidate will develop a classroom writing program.

EDT 609. Issues, Trends & Research in Reading. 3 Hours

Basic course for teachers concerned with the psychology of learning to read and current issues, trends and research in teaching reading/language arts.

EDT 629. Cognition, Learning & Technology. 3 Hours

This course focuses on the connections between cognitive psychology and technology-enhanced teaching and learning. New insights emerging from the latest research on human cognition have important implications for instructional design. Such insights suggest ways of teaching and learning that foster deep understanding, better thinking, and the use of knowledge to solve complex problems. Students will learn how to build technology-enhanced, problem-based learning environments grounded in the latest research on human cognition and constructivist learning theory. This course is the gateway course leading to the Master of Science in Education with a concentration in technology-enhanced learning. It is the prerequisite for all other courses in the program.

EDT 630. Multimedia Production. 3 Hours

This course will allow students to manipulate and manage multimedia resources, including presentation software, graphics, and audio and video clips to create engaging learning experiences. Students will engage in multimedia activities that focus on classroom technology integration. Prerequisite(s): EDT 629.

EDT 631. Planning & Assessing Technology. 3 Hours

In this course, candidates will learn how to systematically plan and assess growth in the use of technology by K-12 teachers, students, and administrators. Prerequisite(s): EDT 629.

EDT 632. Distance Education in a Digital Age. 3 Hours

This course teaches candidate to design powerful learning experiences that connect students to the real world by using a variety of distance education tools, including web-based and teleconferencing technologies. Prerequisite(s): EDT 629.

EDT 633. Web Design & Development. 3 Hours

This course is designed to be an introductory level course for educators with no previous web design experience. The course focuses on using HTML authoring software to build a working website that can be implemented for a typical classroom setting. Upon completion of this course, students will have developed a class web site and demonstrate the technical proficiency to update their web site as needed. Prerequisite(s): EDT 630.

EDT 634. Becoming an Effective Building Technology Leader. 1-4 Hours

This capstone course examines the practical concerns of becoming a building leader and resource in the integration of technology-enhanced learning. Study of research on leadership and innovation undergirds the candidate's understanding of the issues of building level mangement. Field experience required. Prerequisite(s): EDT 631, EDT 632, EDT 633.

EDT 648. Teacher Leaders Using Data for Decision Making. 3 Hours

Study of the role of teacher leaders facilitating collaborative team efforts at building and district levels in using data to inform instruction. Types of assessments and their respective roles in instructional planning and differentiation of teaching will be explored. Prerequisite(s): EDT 650.

EDT 649. Coaching & Teacher Leaders. 3 Hours

Designed to prepare classroom teachers for work as instructional mentors and coaches. Course learning activities are structured around a coaching framework designed to support mentor teachers in the process of reflection and self assessment. Prerequisite(s): EDT 650.

EDT 650. Professional Development of Teacher Leaders. 3 Hours

This course is a study of existing and emerging models of professional development designed to provide classroom teachers with opportunities to assume new leadership roles and responsibilities in the school community.

EDT 658. Independent Study. 1-3 Hours

This course is an in-depth study of a selected educational topic. The candidate develops an individual learning plan that includes objectives, schedule of readings, and assignments, products and methods of evaluation. Prerequisite(s): Permission of department chairperson.

EDT 659. Special Topics in Teaching. 1-3 Hours

This course is the study of specialized areas of education not typically included in the professional education sequence. Topics are announced.

EDT 660. Introduction to Educational Research. 3 Hours

This course is a study of key components necessary to understand, analyze, and evaluate research. Emphasis is on understanding the foundational principles of inquiry and related issues. EDT 660 is taken early in the master's program.

EDT 662. Thesis. 2 Hours

The thesis serves as the culmination of courses in a candidate's graduate program where thesis was chosen as a research option. There is a mandatory two-term requirement for thesis.

EDT 663. Thesis. 2 Hours

The thesis serves as the culmination of courses in a candidate's graduate program where thesis was chosen as a research option. There is a mandatory two-term requirement for thesis.

EDT 667. Educational Research Seminar. 3 Hours

In this course students apply the principles of design by implementing a research study in an educational setting. The findings are presented in a public forum. This course is the capstone learing activity of the Master's Degree. Prerequisite(s): EDT 660.

EDT 672. History of Higher Education in the United States. 3 Hours

This course is a study of the development of post-secondary American education from Colonial times to the present with special emphasis on mission, purposes, governance and curriculum as they change over time and differ by institutional type.

EDT 680. Coaching in Diverse Classrooms. 2 Hours

The focus of this course is on the preparation of literacy specialists to coach teachers in the implementation of culturally responsive instruction for diverse learners. This population includes special needs, culturally and linguistically diverse students. Emphasis will be placed on connections between current theory, research, and instructional practice. Prerequisite(s): Acceptance to END. LTS program.

EDT 681. Coaching for Effective Assessment Practice. 2 Hours

Designed for reading specialists, this course teaches knowledge, skills and dispositions in school-based professional development and coaching on classroom-based reading assessment concepts and skills. Prerequisite(s): Acceptance to END.LTS program.

EDT 682. Pedagogy of Effective Literacy Instruction. 2 Hours

This course enables candidates to demonstrate knowledge of a wide range of instructional practices, methods, and curriculum materials, including technology, that support effective reading and writing instruction. Candidates integrate their knowledge and dispositions regarding curriculum, instructional practices, curricular materials, assessment and evaluation to create literate environments that foster both reading and writing in all students. Prerequisite(s): Acceptance to END.LTS program.

EDT 683. Professional Development in Literacy. 2 Hours

An introduction to research and knowledge bases related to teacher professional development from a variety of perspectives. Examines coaching as one venue of supporting teacher professional development. Prerequisite(s): Acceptance to END.LTS program.

EDT 684. Advanced Literacy Research. 2 Hours

This course is an introduction to literacy research as an integral part of professional development. It builds on candidate understanding of a variety of research paradigms in reading and writing research, supports engagement in inquiry that significantly advances candidates' current understanding of the teaching of reading and writing, and provides opportunities for candidates to collaborate with other literacy professionals in order to advance understanding of evidence-based practice. Prerequisite(s): Acceptance to END.LTS program.

EDT 685. LTS Internship. 4 Hours

The internship is the culminating activity supporting and integrating the accomplishment of the Literacy Specialist Endorsement Standards I - VI. This school-based practicum over an academic year includes providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on databased decision making to inform coaching. Prerequisite(s): Acceptance to END. LTS program.