Teacher Education


Connie L. Bowman, Department Chairperson
Professors Emeriti: Frye, Fuchs, Geiger, Hart, Herrelko, Joseph, Lasley, Rowley, Sudzina, Talbert-Johnson, Weaver
Professors: Kinnucan-Welsch
Associate Professors: Adams, Baldwin, Bogard, Bowman, Collopy, Kelly, Richards, White
Assistant Professors: Arnold, Gallagher, Gold, Sableski
Clinical Faculty: Comingore, Lawless-Frank, Mathes, McIntosh, Nenonene
Visiting Professors: Falk


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 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 major. In addition to the major specific courses, students earning the master's 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 educator preparation programs that lead to a state of Ohio issued teaching license. These programs are for persons who hold a bachelor’s degree and wish to pursue the coursework for a teaching license at the post-baccalaureate level. Students who are successful in a state of Ohio issued 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 educator preparation programs that lead to a state of Ohio issued endorsement. 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 issued graduate certificate. These programs also signify specialized expertise. 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.
 

Master of Science in Education Programs

Adolescence to Young Adult Education (EYA)

The Adolescence to Young Adult (EYA) education program leads to a state of Ohio issued license to teach grades seven to 12. Candidates must complete approved program coursework in one of the following teaching concentration areas: earth sciences, integrated language arts, integrated mathematics, integrated social studies, life sciences or physical sciences.The following professional education courses are also required:

Professional Education Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 507The Profession of Teaching
EDT 507LThe Profession of Teaching Laboratory
EDT 508Theories of Learning and Human Development3
EDT 509Instruction, Management and Assessment3
EDT 509LInstruction, Management and Assessment Laboratory
EDT 570Educating Diverse Student Populations in Inclusive Settings3
EDT 570LEducating Diverse Student Populations in Inclusive Settings Laboratory0-1
EDT 602Critical Reading in the Content Areas3
EDT 569Student Teaching- Adolescence to Young Adult3-7
EDT 659Special Topics in Teaching1-3
Methods Courses (select one course with the corresponding laboratory course):
EDT 550Integrated Language Arts Methods for Adolescence to Young Adult3
EDT 550LIntegrated Language Arts Methods for Adolescence to Young Adult Laboratory0-1
EDT 551Integrated Social Studies Methods for Adolescence to Young Adult3
EDT 551LIntegrated Social Studies Methods for Adolescence to Young Adult Laboratory0-1
EDT 553Integrated Mathematics Methods for Adolescence to Young Adult3
EDT 553LIntegrated Mathematics Methods for Adolescence to Young Adult Laboratory0-1
EDT 554Science Methods for Adolescence to Young Adult3
EDT 554LScience Methods for Adolescence to Young Adult Laboratory0-1

Early Childhood Leadership and Advocacy (ECL)

The early childhood leadership and advocacy (ECL) program 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 major must complete the graduate leadership core requirements and either the administration strand or the advocacy strand.

MSE Core Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Graduate Leadership Core Requirements
EDA 505Educational Leadership3
EDA 509Supervision & Professional Development3
EDA 556Leadership in Diverse Communities3
EDT 565Internship and Practicum in Early Childhood Leadership3
Choose from one of the following focus areas:11-18
Early Childhood Leadership Option
EDT 560Early Childhood Program and Personnel Management3
EDT 560LEarly Childhood Program and Personnel Management Laboratory1
EDT 561Supporting Quality Curriculum and Instruction in Early Care and Education3
EDT 561LSupporting Quality Curriculum and Instruction in Early Care and Education Laboratory1
EDT 562Regulations, Licensing and the Law in Early Care and Education3
EDT 562LRegulations, Licensing and the Law in Early Care and Education Laboratory1
EDT 563Managing Finances and Marketing in Early Care and Education3
EDT 563LManaging Finances and Marketing in Early Care and Education Laboratory1
Early Childhood Advocacy Option
EDT 510Introduction to Transdisciplinary Early Childhood Education2
EDT 510LIntroduction to Transdisciplinary Early Childhood Education Laboratory1
EDT 561Supporting Quality Curriculum and Instruction in Early Care and Education3
EDT 561LSupporting Quality Curriculum and Instruction in Early Care and Education Laboratory1
EDT 564Advocacy in Early Care and Education3
EDT 573Collaborating with Families, Professionals and Agencies3

Interdisciplinary Educational Studies (IDS)

The interdisciplinary educational studies program offers the graduate candidate flexibility to design a program to meet diverse professional goals. Candidates must select coursework (18 semester hours) from both the School of Education and Health Sciences and from at least one department outside of the School of Education and Health Sciences. Students working toward the state of Ohio issued licenses in visual arts or music education programs apply for this degree.

MSE Core Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Major Requirements
Approved Courses in Education6-12
Approved Courses outside of the SEHS6-12

Intervention Specialist Mild/Moderate (EIS)

The Intervention Specialist educator preparation program leads to a state of Ohio issued license to teach students with mild/moderate disabilities (learning disabilities, mild cognitive disabilities and emotional disturbance). Classes required for this license are offered both online and face-to-face.  Completion of this program also leads to the Professional Educator Certificate issued by the University of Dayton. The following professional education courses are required:

Professional Education Requirements
EDT 507The Profession of Teaching3
EDT 507LThe Profession of Teaching Laboratory0
EDT 508Theories of Learning and Human Development 13
EDT 509Instruction, Management and Assessment 13
EDT 509LInstruction, Management and Assessment Laboratory 10-1
EDT 571Language Development and Emergent Literacy 13
EDT 572Introduction to Education of Learners with Mild/Moderate Needs3
EDT 573Collaborating with Families, Professionals and Agencies3
EDT 574Behavior Management3
EDT 575Assessment: Mild/Moderate3
EDT 575LAssessment: Mild/Moderate Laboratory0-1
EDT 576Curriculum: Mild/Moderate3
EDT 576LCurriculum: Mild/Moderate Laboratory1
EDT 579Instructional Strategies: Mild/Moderate3
EDT 600Reading Methods3
EDT 600LReading Methods Laboratory0-1
EDT 601Phonics, Spelling and Vocabulary3
EDT 602Critical Reading in the Content Areas3
EDT 603Foundations of Literacy through Literature3
EDT 659Special Topics in Teaching (Student Teaching Seminar)1
EDT 589Student Teaching: Mild/Moderate 23-7

Leadership for Educational Systems (ESY)

The leadership for educational systems program is designed to provide students with a thorough understanding of the United States system of education and to develop leadership skills to administer educational systems. The program addresses the growing need of international students to study the United States educational systems and yet will not pursue, or qualify for, state of Ohio issued licensure. This program will feature an interdisciplinary approach with other Departments; however, the degree is awarded through the Department of Educational Administration. Courses in the program will be provided by the Educational Administration (EDL), the Department of Counselor Education and Human Services (EDC) and the Department of Teacher Education (EDT). The Leadership in Educational Systems program will guide students through critical analyses of leadership issues, and will promote rational problem-solving and decision-making regarding issues facing educational systems from preschool to higher education (P-16).

Teacher Education Courses:
EDT 500Becoming a Master Educator3
EDT 501Introduction to American Education 3
EDT 504Scholarly Study in Education3
EDT 505School, Self and Society3
Educational Leadership Courses:
EDA 505Educational Leadership3
EDA 510Instructional Leadership3
EDA 511Curriculum3
Counselor Education Courses:
EDC 540Perspectives in Higher Education3
EDC 560Leadership in College & University Environment3
Research Course (select one):3
Educational Research Seminar
Research
Research & Evaluation in Human Services

Literacy (ELT)

The master's degree program in literacy prepares a candidate to assume professional and leadership roles related to literacy in a school setting. The coursework in this major 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 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Major Requirements
EDT 605Advanced Study in Reading/Language Arts3
EDT 606Assessment and Evaluation of Reading Difficulties3
EDT 607Practicum in Reading Intervention Techniques3
EDT 608The Writing Classroom3
EDT 609Issues, Trends and Research in Reading3
EDT 650Professional Development of Teacher Leaders3
Total Hours18

Middle Childhood Education (EMS)

The Middle Childhood Education program (EMS) leads to the state of Ohio issued license to teach grades four to nine. Candidates complete approved coursework in two teaching concentration areas: mathematics, science, social studies and reading/language arts. The following professional education courses are required. 

Professional Education Requirements
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 507The Profession of Teaching
EDT 507LThe Profession of Teaching Laboratory
EDT 508Theories of Learning and Human Development3
EDT 530Middle School Principles and Practices3
EDT 530LMiddle School Principles and Practices Laboratory0-1
EDT 570Educating Diverse Student Populations in Inclusive Settings3
EDT 570LEducating Diverse Student Populations in Inclusive Settings Laboratory0-1
EDT 600Reading Methods3
EDT 600LReading Methods Laboratory0-1
EDT 601Phonics, Spelling and Vocabulary3
EDT 602Critical Reading in the Content Areas3
EDT 603Foundations of Literacy through Literature3
Select two of the following methods courses with the corequisite laboratory courses:
Reading/Language Arts Methods for Middle Childhood Education
Reading/Language Arts Methods for Middle Childhood Education Laboratory
Mathematics Methods for Middle Childhood Education
Math Methods for Middle Childhood Education Laboratory
Science Methods for Middle Childhood Education
Science Methods for Middle Childhood Education Laboratory
Social Studies Methods for Middle Childhood Education
Social Studies Methods for Middle Childhood Education Laboratory
EDT 549Student Teaching- Middle Childhood3-7
EDT 659Special Topics in Teaching1-3

Multi-Age Education (EAG)

The Multi-Age Education program (EAG) leads to the state of Ohio issued license to teach prekindergarten through 12. Candidates must complete approved coursework in one of the following teaching concentration areas: French, Spanish, and German. The following professional education courses are required. 

Professional Education
EDT 502Philosophical Studies in Education3
or EDT 503 History of Education in the United States
EDT 507The Profession of Teaching3
EDT 507LThe Profession of Teaching Laboratory0
EDT 508Theories of Learning and Human Development3
EDT 509Instruction, Management and Assessment3
EDT 509LInstruction, Management and Assessment Laboratory0-1
EDT 570Educating Diverse Student Populations in Inclusive Settings3
EDT 570LEducating Diverse Student Populations in Inclusive Settings Laboratory0-1
EDT 602Critical Reading in the Content Areas3
Methods courses specific to licensure: See adviser for specific courses3
Student teaching specific to licensure: See adviser for specific courses3-7

Teacher as Leader (ETL)

The teacher as leader program 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 major must complete the teacher leader core sequence; several options are available for specialty areas. The teacher as leader major does not meet the requirements for the state of Ohio issued teacher leader endorsement, which is a post-master's program.  Please see the teacher leader programs leading to a state of Ohio issued endorsement for more information.

MSE Core Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Major Requirements
EDA 505Educational Leadership3
EDA 556Leadership in Diverse Communities3
EDT 650Professional Development of Teacher Leaders3
Choose from one of the following concentrations:9
Leadership
Supervision & Professional Development
Curriculum
School Law
Literacy
Advanced Study in Reading/Language Arts
Issues, Trends and Research in Reading
Elective
Special Education
Introduction to Education of Learners with Mild/Moderate Needs
Collaborating with Families, Professionals and Agencies
Behavior Management
Technology
Cognition, Learning and Technology
Technology Trends Seminar
Elective

Technology-Enhanced Learning (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 and the graduate certificate in technology-enhanced learning.

MSE Core Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Concentration Requirements
EDT 629Cognition, Learning and Technology3
EDT 630Multimedia Production3
EDT 631Technology Trends Seminar3
EDT 632Creating and Delivering Online Courses3
EDT 633Web Design and Development3
EDT 634Becoming an Effective Building Technology Leader1-4
Total Hours16-19

Transdisciplinary Early Childhood Education (TCE)

The transdisciplinary early childhood education (TCE) graduate program is a cohort program designed for individuals who seek to work with young children and their families. This master's degree program is a blended program, meaning that the coursework specific to special education and general education is blended and cannot be separated. The following professional education courses are required for the degree.

MSE Core Requirements
EDT 500Becoming a Master Educator3
EDT 502Philosophical Studies in Education3
or EDT 505 School, Self and Society
EDT 660Introduction to Educational Research3
Select one of the following options:
Option A
EDT 662Thesis2
EDT 663Thesis2
Option B
EDT 667Educational Research Seminar3
or EDT 648 Teacher Leaders Using Data for Decision Making
Concentration Requirements
EDT 510Introduction to Transdisciplinary Early Childhood Education2
EDT 511Integrated Curriculum for Young Children2
EDT 512Summer Play Institute2
EDT 513Developmentally and Individually Appropriate Practice3
EDT 516Collaborative Assessment Birth to Age Eight3
EDT 517Early Childhood Seminar on Medical and Health Issues
EDT 573Collaborating with Families, Professionals and Agencies3

The Transdisciplinary Early Childhood Education program can also lead to two state of Ohio issued licenses, early childhood education (ECE) and early childhood intervention specialist (ECIS). The ECE license is valid for teaching children ages three through eight or for prekindergarten through grade three who are typically-developing. The ECIS license is valid for teaching children who have mild, moderate to intensive educational needs, including service coordination. Other options include meeting the requirements for the prekindergarten special needs endorsement and meeting the coursework requirements for the early (childhood) intervention specialist certificate (certificate issued by Ohio Department of Developmental Disabilities).

Master of Mathematics Education (MME)

The MME program was developed primarily to meet the professional needs of high school mathematics teachers. Although Ohio Department of Education licensure guidelines no longer require all K-12 grade teachers complete a master's degree program in their content area or general education, the MME completed in its entirety or in part will certainly satisfy ongoing professional development requirements for license renewal, and has been designed by the Department of Mathematics to address issues that are especially important to high school mathematics educators. The MME may also be of interest to upper grades middle school mathematics teachers, provided they have the AYA 7-12 license in mathematics. (Note: The MME does not meet the requirements for a state of Ohio issued teaching license. For more information, please contact the Department of Mathematics at the University of Dayton.)

Certificate in Autism (AUT)

This certificate develops knowledge and skills in the role and function of the Intervention Specialist and the general education teacher in providing services to students with autism and related disorders. The following professional education courses are required.

Take 3 courses:
EDT 520Introduction to Education of Learners with Autism and Related Disorders3
EDT 521Interventions and Functional Curriculum for Learners with Autism and Related Disorders3
EDT 522Developing Behavioral, Social, and Communication Skills for Autism and Related Disorders3
Total Hours9

Certificate in Dyslexia (DYS)

This certificate prepares candidates to work with students with dyslexia within the regular classroom. Candidates will learn advanced phonics and multisensory instructional methods to meet the needs of students with dyslexia in their classrooms. Individuals must be admitted to the Literacy degree or Reading endorsement program before admission into the Dyslexia Certificate program. The following professional education courses are required.

Required Courses:
EDT 601Phonics, Spelling and Vocabulary 13
EDT 605Advanced Study in Reading/Language Arts3
EDT 606Assessment and Evaluation of Reading Difficulties3
EDT 607Practicum in Reading Intervention Techniques3
EDT 567Advanced Phonics and Multisensory Instruction
EDT 582Dyslexia Methods Practicum
Total Hours12

Certificate in Early Childhood Generalist Preparation (ECG)

The Early Childhood Generalist concentration leads to a state of Ohio issued endorsement which can be added to a valid Early Childhood Education Ohio teaching license and is valid for teaching grades four and five. The following professional education courses are required.

EDT 519Social Studies for Fourth and Fifth Grades3
EDT 523Early Childhood Mathematics Grades Four and Five Methods3
EDT 524Early Childhood Science Grades Four and Five Methods3
Total Hours9

Certificate in Early Childhood Leadership and Advocacy (ECL)

The early childhood leadership and advocacy (ECL) certificate is designed for experienced ECE 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. The following professional education courses are required.

Professional Courses
EDT 560Early Childhood Program and Personnel Management3
EDT 560LEarly Childhood Program and Personnel Management Laboratory1
EDT 561Supporting Quality Curriculum and Instruction in Early Care and Education3
EDT 561LSupporting Quality Curriculum and Instruction in Early Care and Education Laboratory1
EDT 562Regulations, Licensing and the Law in Early Care and Education3
EDT 562LRegulations, Licensing and the Law in Early Care and Education Laboratory1
EDT 563Managing Finances and Marketing in Early Care and Education3
EDT 563LManaging Finances and Marketing in Early Care and Education Laboratory1
EDT 564Advocacy in Early Care and Education3
EDT 565Internship and Practicum in Early Childhood Leadership3
Total Hours22

Certificate in Infant and Toddler Specialist (ITS)

A baby’s early experiences shape the brain’s architecture into a strong—or fragile—foundation for learning, health, and success in the workplace. Adverse early experiences, such as poverty, can weaken babies’ brain development and follow them their entire lives. The ability to build a strong, competitive economy in an increasingly global marketplace is jeopardized when the future of so many young children is compromised. All babies need good health, strong families, and positive early learning experiences to foster healthy brain development.

The University of Dayton Infant and Toddler Specialist Certificate is designed for early childhood professionals. Coursework can be taken as a stand alone certificate at the graduate or undergraduate level. It can also be applied to the master of education in Early Childhood Leadership and Advocacy.

PROGRAM OBJECTIVES:
•Create high quality programs for infants and toddlers and that support secure parental and caregiver attachment, social and emotional development and resilience 

•Identify and implement culturally responsive strategies that support infant and toddler development within the context of their family

•Demonstrate skills that support language development in ways that form the neuro network shown to be the foundation for all future learning

Required Courses
EDT 514Curriculum and Instruction for Infants and Toddlers3
EDT 515Infant and Toddler Development Practicum2
EDT 525Attachment, Nurturing, Resilience and Challenging Behaviors in Infants and Toddlers3
EDT 573Collaborating with Families, Professionals and Agencies3
EDT 565Internship and Practicum in Early Childhood Leadership3
Total Hours14

Certificate in Middle Childhood Generalist Preparation (MCG)

The Middle Childhood Generalist concentration leads to a state of Ohio issued endorsement which can be added to a valid Middle Childhood Education Ohio teaching license and is valid for teaching grades four through six. The following professional education courses are required.

Reading/Language Arts
Digital Literacies, ELL and Content Reading Strategies
Middle Childhood Reading/Language Arts 4-6 General Methods 1
Mathematics
Middle Childhood Mathematics 4-6 General Methods 2
Discrete & Finite Mathematics for Middle School Teachers
Science
Middle Childhood Science 4-6 General Methods 3
Social Studies
Middle Childhood Social Studies 4-6 General Methods 4
American History to 1865

Certificate in Prekindergarten Special Needs Preparation (PSN)

The Prekindergarten Special Needs concentration leads to a state of Ohio issued endorsement which can be added to a valid Early Childhood Education or Intervention Specialist Ohio teaching certificate/license and is valid for teaching children age three to age five. The following professional education courses are required.

EDT 513Developmentally and Individually Appropriate Practice3
EDT 516Collaborative Assessment Birth to Age Eight3
EDT 517Early Childhood Seminar on Medical and Health Issues3
EDT 528Internship in Transdisciplinary Early Childhood Education (Ages 3-5)3
EDT 573Collaborating with Families, Professionals and Agencies3
Total Hours15

Certificate in Reading Preparation (ERE)

The Reading program leads to a state of Ohio issued endorsement which can be added to a valid Ohio teaching certificate/license and is valid for teaching reading grades P-12. To begin the coursework for the reading endorsement, candidates must have already completed prerequisite reading requirements or the approved equivalents. The following professional education courses are required.

EDT 605Advanced Study in Reading/Language Arts3
EDT 606Assessment and Evaluation of Reading Difficulties3
EDT 607Practicum in Reading Intervention Techniques3
EDT 650Professional Development of Teacher Leaders3
Total Hours12

Certificate in Teacher Leader Preparation (ETL)

The Teacher Leader concentration leads to a state Ohio issued endorsement. The concentration acknowledges the important role of teacher leaders in school settings, such as mentoring and coaching, providing professional development and decision-making. The concentration's nine semester hours consist of coursework and associated clinical activities. To be eligible for admission, prospective candidates 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. The following professional education courses are required.

EDT 648Teacher Leaders Using Data for Decision Making 3
EDT 649Coaching and Teacher Leaders 3
EDT 650Professional Development of Teacher Leaders3
Total Hours9

Certificate in Teaching English to Speakers of Other Languages (TSL)

The teaching English to speakers of other languages (TESOL) graduate 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 postsecondary schools, adult education settings and private language institutes in the U.S. 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 a TESOL endorsement from the state of Ohio. The following professional education courses are required.

Certificate Required Courses
EDT 537Second Language Learning and Teaching 3
EDT 538TESOL Practicum1
EDT 566TESOL Methods3
ENG 594Structure of English
LNG 568Introduction to Linguistics
Endorsement Required Courses
EDT 537Second Language Learning and Teaching3
EDT 539Sociolinguistics in Language Education3
EDT 540Practicum in ESOL Instruction and Assessment3
EDT 566TESOL Methods3
ENG 594Structure of English3
LNG 568Introduction to Linguistics3

Certificate in Technology-Enhanced Learning (TEL)

The technology-enhanced learning certificate program has the same curriculum as the computer technology endorsement preparation program. This endorsement is a credential for those persons holding a state of Ohio teaching license. 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. The following professional education courses are required.

EDT 629Cognition, Learning and Technology3
EDT 630Multimedia Production3
EDT 631Technology Trends Seminar3
EDT 632Creating and Delivering Online Courses3
EDT 633Web Design and Development3
EDT 634Becoming an Effective Building Technology Leader1-4
Total Hours16-19

Professional Educator Preparation Programs leading to state of Ohio Professional Licensure

For those persons who have an undergraduate degree in a field other than education, the Department of Teacher Education offers educator preparation programs leading to teacher licensure at the graduate level. All educator preparation programs include coursework, corresponding laboratory 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 then complete the requirements for the Master of Science of Education and Health Sciences core with the minimum required 30 semester hours. Credit earned for student teaching does not apply to a master's degree.

Preparation Programs leading to the state of Ohio Professional Licenses:

  • Adolescence to Young Adult Education
  • Intervention Specialist Mild/Moderate
  • Middle Childhood Education
  • Multi-Age Education
  • Early Childhood Education and Early Childhood Intervention Specialist

Educator Preparation Programs leading to state of Ohio issued Endorsements:

  • Early Childhood Generalist
  • Middle Childhood Generalist
  • Prekindergarten Special Needs
  • Reading
  • Teacher Leader
  • Teaching English to Speakers of Other Languages
  • Technology

Prior to any field experience, all candidates must complete at the University of Dayton a BCI and FBI criminal background check. Prior to the final clinical experience, candidates must complete an application to student teach and have satisfied all prerequisites and program requirements. In order for the University of Dayton to approve the state of Ohio issued teaching license application, applicants must have on file in the SEHS Dean's Office the passing scores on the state of Ohio required licensure tests.

Courses

EDT 500. Becoming a Master Educator. 3 Hours

This course empowers educators to adapt the most effective planning, instructional, and assessment practices to their unique context to improve student achievement. It will explore what educators can do to take intentional steps toward enhanced professional practice.

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 grades P-12. Students will visit schools, and discuss American education policies, practices and the impact of 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 504. Scholarly Study in Education. 3 Hours

This course provides students with the background knowledge, understanding and practice to complete graduate level study in education. The course will focus on academic planning, information literacy, scholarly writing, collaboration and independent writing, source analysis and argument construction.

EDT 505. School, Self and Society. 3 Hours

A study of the relationships among institutional reform, personality development and social change in various levels and types of education such as ECE, MCE and AYA. The students will make a comparison of schools around the world. One aim of such a study is to locate the differences that derive from differences in the cultures of the communities they serve. Another aim is to record how schools have changed from forces of globalization. A third aim is to determine the causes and the effects of the changes.

EDT 506. History of Catholic K-12 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. 3 Hours

This course is designed to study the principal components of effective teaching that facilitate the learning of all students. Students will explore and demonstrate knowledge of current educational issues, the Ohio Standards for the Teaching Profession and other professional standards. Students will provide evidence of the development of professional dispositions and their understanding of the importance of developing a community of learners that respects and appreciates diversity. Students will provide evidence of critical reflection on the teaching process as it relates to incorporating social justice and the Marianist characteristics of education. The field experience will be embedded in the course. This will involve 20 hours in the field connecting theory to practice.

EDT 507L. The Profession of Teaching Laboratory. 0 Hours

This 20 hour field experience is designed to accompany the EDT 507 course. Both the course and field experience are designed to study the principal components of effective teaching that facilitate the learning of all students. Students will explore and demonstrate knowledge of current educational issues, the Ohio Standards for the Teaching Profession and other professional standards. Students will provide evidence of the development of professional dispositions and their understanding of the importance of developing a community of learners that respects and appreciates diversity. Students will use their lab experience as the basis for providing evidence of critical reflection on the teaching process as it relates to incorporating social justice and the Marianist characteristics of education into their understanding about the profession.

EDT 508. Theories of Learning and 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 P-12 practices, including ECE, MCE and AYA licensure areas.

EDT 509. Instruction, Management and 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. Prerequisite(s): EDT 507, EDT 507L, EDT 508; a passing score on the Ohio Assessment for Educators (or the Oral Proficiency Interview and Writing Proficiency Test for foreign language) specialty area exam(s).

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to instruction, management and assessment in school settings.

EDT 510. Introduction to Transdisciplinary Early Childhood Education. 3 Hours

An introduction to the theory base that drives developmentally appropriate practice recommended for working with young children birth through age eight and their families. This course introduces the models of instruction associated with early childhood and early childhood special education.

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

This course 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. Corequisite(s): EDT 510.

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.

EDT 513. Developmentally and 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 eight specifically those with disabilities. Significant review of related research drives this course. Field experience required.

EDT 514. Curriculum and Instruction for Infants and Toddlers. 3 Hours

Students will explore the standards for the field of infant and toddler care and education and design curriculum and environments that reflect current research-based practice. Critical reflection on practice and team collaboration will be emphasized.

EDT 515. Infant and Toddler Development Practicum. 3 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 three 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 Eight. 3 Hours

This course is the study of the transdisciplinary and collaborative nature of assessment in diagnosis, screening and instruction of young children, ages birth to eight, that 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.

EDT 517. Early Childhood Seminar on Medical and 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 and 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 emphases on science, social studies and mathematics instruction. Planning, instructional methods, materials and evaluation techniques for teaching children on the kindergarten to primary levels will be covered.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to integrated planning, instruction and assessment in elementary school settings.

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

A course designed to address social studies content including social aspects of learning, and pedagogy specific to fourth and fifth grades.

EDT 520. Introduction to Education of Learners with Autism and Related Disorders. 3 Hours

This course is a study of the role and function of the Intervention Specialist and general education teacher in providing services to students with autism and related disorders. This course presents issues of definition, identification and placement procedures, ethical standards, and assessment techniques. The candidate will also acquire knowledge of major researchers and history, variations in belief, traditions and values across cultures, and current practices in the field.

EDT 521. Interventions and Functional Curriculum for Learners with Autism and Related Disorders. 3 Hours

This course is a study of the role and function of the Intervention Specialist and general education teacher in providing services in the general education classroom setting to students with autism and related disorders. This course assists educators in developing strategies and techniques to make inclusion successful for students with higher function autism spectrum disorders. This course also examines the use of functional curriculum in relation to individuals with autism and life beyond the classroom and school setting.

EDT 522. Developing Behavioral, Social, and Communication Skills for Autism and Related Disorders. 3 Hours

This course is a study of the role and function of the Intervention Specialist and general education teacher in providing services to students with autism and related disorders. This course presents issues of behavior management, behavioral functions in relation to communication, and communication foundations in assisting students with autism and related disorders. The candidate will also acquire knowledge of major behavioral interventions, use of behavioral techniques and interventions across a wide spectrum of abilities and needs, communication for varied functioning students, and current practices in the field. This course also explores social skills deficits and interventions to address the social world, in school and beyond, for students with autism and related disorders.

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

Planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching mathematics to students in grades four and five 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.

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

Planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching science to students in grades four and five 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.

EDT 525. Attachment, Nurturing, Resilience and Challenging Behaviors in Infants and Toddlers. 3 Hours

Research is clear that respectful and responsive relationships and interactions are critical to brain development in young children. This course will focus on strategies that support the development of attachment between very young children and adults and nurturing behaviors that foster resilience.

EDT 526. Student Teaching- K-3. 1 Hour

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-3 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; completion of all coursework; previous experience in a K-3 classroom; instructor permission.

EDT 527. Student Teaching- K-3. 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-3 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; completion of all coursework.

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. Middle School Principles and Practices. 3 Hours

This course is primarily a study of organization (school structure), philosophy and curriculum of middle level education (ages nine to 14) grades four to nine. 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 Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in regards to the study of organization (school structure), philosophy and curriculum of middle level education (ages nine to 14), grades four to nine. It is designed to support the course study of 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 observed and studied throughout the semester.

EDT 532. Reading/Language Arts Methods for Middle Childhood Education. 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 proficiency tests, various resources, technologies, interdisciplinary connections, various grouping techniques and current research.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching reading/language arts to students in middle schools.

EDT 533. Mathematics Methods for Middle Childhood Education. 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 four to nine, 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.

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

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

EDT 534. Science Methods for Middle Childhood Education. 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 four to nine, 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.

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

This course consists of planned field experiences providing candidates with the opportunity for field reflections in regard to teaching science to students in middle schools.

EDT 535. Social Studies Methods for Middle Childhood Education. 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 four to nine, 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.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching social studies to students in middle schools.

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 and 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. 1-3 Hours

This course provides opportunities to practice planning, instruction and assessment in an ESOL classroom under the mentorship of an experienced ESOL teacher. Prerequisite(s): EDT 537, ENG 594, 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 U.S. schools.

EDT 540. Practicum in ESOL Instruction and 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 Reading/Language Arts 4-6 General Methods. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching reading/language arts to students with varied needs and abilities in the middle schools. The topics emphasized in this course include: Ohio's academic content standards for grades 4-6, applications and instructional techniques that address the Ohio proficiency tests, resources, technologies, interdisciplinary connections, grouping techniques and current research.

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

The topics emphasized in this course include: Ohio academic content standards for grades 4-6, applications and instructional techniques that address state testing for students with varied needs and abilities using a tier method, resources, technologies, manipulatives, interdisciplinary connections, grouping techniques, current research and 21st century skills.

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

This course focuses on the instructional methods, materials, assessments and evaluation techniques for teaching science to students with varied needs and abilities in grades 4-6. The topics emphasized in this course include: national and state content standards for science in grades 4-6; applications and instructional techniques addressing relevant Ohio assessments; resources, technologies, experiments and other hands-on experiences; interdisciplinary connections; grouping techniques; and current research in science teaching and learning.

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

Planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching social studies to students in the middle schools with varied needs and abilities using a tier method. The topics emphasized in this course include: an understanding of national and state content standards for social studies for grades four through six, applications and instructional techniques that address relevant Ohio assessments, various resources, technologies, hands-on experiences, interdisciplinary connections, various grouping techniques, current research in social studies teaching and learning.

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

Full-time supervised and evaluated teaching in grades four to nine 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.

EDT 550. Integrated Language Arts Methods for Adolescence 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 seven to 12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades seven to 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.

EDT 550L. Integrated Language Arts Methods for Adolescence to Young Adult Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching integrated language arts to students in grades seven to 12.

EDT 551. Integrated Social Studies Methods for Adolescence 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 seven to 12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades seven to 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.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching integrated social studies to students in grades seven to 12.

EDT 552. Foreign Language Methods for Adolescence 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 seven to 12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades seven to 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.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching foreign language to students in grades seven to 12.

EDT 553. Integrated Mathematics Methods for Adolescence 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 seven to 12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades seven to 12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, manipulatives, hands-on activities, other visuals, interdisciplinary connections, various grouping techniques, best practices and current research. This course is for initial licensure candidates.

EDT 553L. Integrated Mathematics Methods for Adolescence to Young Adult Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching mathematics to students in grades seven to 12.

EDT 554. Science Methods for Adolescence 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 seven to 12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades seven to 12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities, interdisciplinary connections, various grouping techniques, safety issues, best practices and current research. This course is for initial licensure candidates.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to teaching science to students in grades seven to 12.

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 560. Early Childhood Program and 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.

EDT 560L. Early Childhood Program and Personnel Management Laboratory. 0-1 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.

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

This course provides opportunities for students to use research to identify and support quality early childhood curriculum, instruction and assessment.

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

This course consists of planned field experiences providing the opportunity for field reflections for students to use research to identify and support quality early childhood curriculum, instruction and assessment.

EDT 562. Regulations, Licensing and the Law in Early Care and 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.

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

This course provides a field experience that 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.

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

Students will explore strategies for managing finances and developing marketing plans in the field of early care and education.

EDT 563L. Managing Finances and Marketing in Early Care and Education Laboratory. 0-1 Hours

This course supports students in EDT 563 as they explore managing finances and developing marketing plans in the field of early care and education.

EDT 564. Advocacy in Early Care and 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 professions.

EDT 565. Internship and Practicum in Early Childhood Leadership. 3 Hours

This internship serves as the culminating experience where students demonstrate the knowledge, skills and dispositions addressed in the four proceeding early childhood leadership courses. Students complete a six week full-time internship working with/as an early childhood director or administrator.

EDT 566. TESOL Methods. 3 Hours

Introduction to key concepts, theories, and methods in TESOL. Graduate standing.

EDT 567. Advanced Phonics and Multisensory Instruction. 3 Hours

This is the first course of a two-course practicum sequence for the dyslexia certificate. This course will cover the specific nature of dyslexia as a language-based learning disability, multisensory instruction, advanced phonics, spelling, vocabulary and lesson planning for tutoring.

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

Full-time supervised and evaluated teaching of foreign languages in P-12 classes. The candidate will demonstrate the knowledge, skills and dispositions required of a beginning foreign language teacher. Attendance at weekly seminars is required.

EDT 569. Student Teaching- Adolescence 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 the Ohio Assessment for Educators 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.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to educating students with special needs in school settings.

EDT 571. Language Development and 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.

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.

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to the role and function of the intervention specialist.

EDT 573. Collaborating with Families, Professionals and 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.

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.

EDT 575. Assessment: 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.

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

This course 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.

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. Prerequisite(s): EDT 572, EDT 572L, EDT 573, EDT 574, EDT 575, EDT 575L (varies by program).

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

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to curriculum development for students with mild/moderate disabilities.

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): 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. Prerequisite(s): EDT 572, EDT 572L, EDT 573, EDT 574, EDT 575, EDT 575L (varies by program).

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

This course 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.

EDT 582. Dyslexia Methods Practicum. 3 Hours

This is the second course of a two-course practicum sequence for the dyslexia methods certificate. This course will take place in a local school and will involve one-to-one, supervised tutoring of a student with reading difficulties using a multisensory instructional approach. Prerequisite(s): EDT 567.

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

This 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 P-12. 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 575L, EDT 576, EDT 576L, EDT 579, EDT 579L; approval of faculty.

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

Full-time supervised and evaluated teaching with students demonstrating mild/moderate learning problems. The candidate will demonstrate the knowledge, skills and dispositions of a beginning mild/moderate intervention specialist teacher. Attendance at seminars is required. Formal admission to student teaching a full semester in advance is required.

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 the Ohio Assessment for Educators 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. ECE, MCE and IS licensure candidates must meet program requirement in reading. AYA candidates are also required to meet this requirement if working toward Ohio's Reading Endorsement.

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

This course 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.

EDT 601. Phonics, Spelling and Vocabulary. 3 Hours

This course provides the background knowledge necessary for effectively teaching and assessing the role of phonics in the reading process. Emphases are 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. ECE, MCE and IS initial licensure candidates must meet program requirements in reading. AYA 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, MCE and IS 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. ECE, MCE, IS and multi-age licensure candidates 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 ECE, MCE and IS 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 and 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.

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. Candidates will develop a classroom writing program.

EDT 609. Issues, Trends and 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 and 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.

EDT 631. Technology Trends Seminar. 3 Hours

This course introduces, examines, and evaluates current technology trends in education. Students will discuss the advantages and disadvantages of current trends, plan activities predicated on trending technology, and justify their benefit for achieving student learning outcomes. Topics include: Gamification, Social Media, Digital Communication, Video, and Virtual Reality.

EDT 632. Creating and Delivering Online Courses. 3 Hours

This course aims to equip learners with a background in essential e-learning pedagogical philosophies. Additionally, learners will gain the requisite skills to adapt content to an online learning environment using structures and practices that promote student learning and healthy online learning communities.

EDT 633. Web Design and 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 develop a class website and demonstrate the technical proficiency to update the website as needed.

EDT 634. Becoming an Effective Building Technology Leader. 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.

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.

EDT 649. Coaching and 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.

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 chair.

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. Emphases are 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. Prerequisite(s): EDT 660.

EDT 663. Thesis. 2 Hours

The thesis serves as the culmination of courses in a candidate's graduate program where the thesis option was chosen as a research choice. There is a mandatory two-term requirement for the thesis option. Prerequisite(s): EDT 662.

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 learning 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 postsecondary American education from Colonial times to the present with special emphases 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.