Teacher Education

Majors:


Additional License Option:


Endorsements:


Certificates:


Faculty

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


The University of Dayton's Department of Teacher Education prepares teachers for the early, middle, and secondary grade levels. In addition, the department offers programs in intervention specialist (special education), grades K-12, and foreign language education, grades P-12. The music education and art education programs are offered in the College of Arts and Sciences.  It is also possible for students to complete a degree in a teaching field in the College of Arts and Sciences and also complete the Bachelor of Science in Education leading to licensure.

The department has adopted a theme that is integrated throughout the programs of study, Teacher as Reflective Decision Maker in a Pluralistic Society. This theme aligns with the Marianist mission of the University, the university wide Student Learning Outcomes and the unit outcomes for the School of Education and Health Sciences (SEHS):

  • Embracing diversity
  • Building community
  • Engaging in critical reflection
  • Developing as a scholarly practitioner


The department has established policies that require students to achieve benchmarks and demonstrate professional competencies in coursework and field experiences. Furthermore, all students must complete a good moral character form, and BCII and FBI criminal background check prior to field experience in P-12 schools. 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 passing scores on the state of Ohio licensure tests.

Teacher Education Undergraduate Academic policies:

  1. Candidates for undergraduate licensure are placed in schools in the Miami Valley area for all clinical experiences. Student teaching is the capstone clinical experience for the preparation programs. Once students have been approved and placed for student teaching, they may not withdraw from the program except with the approval of the department chair. A student who withdraws without this approval forfeits future placement in student teaching.
  2. An education course taken as an independent study cannot be applied toward teacher licensure.
  3. Independent study is not available for regularly scheduled undergraduate courses.
  4. Candidates must meet each of the following benchmarks:
  • Cumulative GPA must be ≥ 2.5 after completing EDT 109; ≥ 2.75 after completing EDT 110; ≥ 3.0 after completing the program specific development course
  • GPA in each teaching concentration must be ≥ 2.5 prior to entry into the clinical experience (methods)
  • GPA in professional education (EDT) must be ≥ 2.5 after completing EDT 109; ≥ 2.75 after completing EDT 110; ≥ 3.0 after completing the program specific development course
  • Grade of C- or higher in all EDT courses
  • Grade of S in all EDT laboratories prior to entry into clinical experience
  • Unexcused absences in a teacher education course cannot exceed 13% in any given course.
     

Bachelor of Science in Education, Adolescence to Young Adult Education (EYA) minimum 124 hours

The Department of Teacher Education offers a Bachelor of Science in Education in Adolescence to Young Adult Education. The program meets all requirements for a state of Ohio license to teach learners ages 12-21 and grades 7-12. A student has three options to meet the program requirements for adolescence to young adult licensure: 1) BSE with a major in adolescence to young adult education; 2) BSE with a major in adolescence to young adult education and an additional major in the College of Arts and Sciences; 3) BSE with a major in adolescence to young adult education and a Bachelor of Arts or Bachelor of Science degree in the College of Arts and Sciences (dual degree).

A student in the adolescence to young adult education program is required to have a single comprehensive teaching field. The number of semester hours to complete the teaching field requirements varies across programs. A student must meet all academic and competency requirements in order to continue in the program, to student teach and be recommended for licensure. In addition, all field and clinical experiences must be successfully completed. Students are expected to have completed all of the teaching concentration courses prior to student teaching; exceptions must be approved by a faculty advisor.  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 passing scores on the state of Ohio licensure tests.

Adolescence to young adult education teaching fields include:

  • Integrated Language Arts
  • Integrated Mathematics
  • Integrated Science
  • Integrated Social Studies
  • Earth Sciences/Chemistry
  • Earth Sciences/Physics
  • Earth Sciences
  • Life Sciences/Chemistry
  • Life Sciences/Earth
  • Life Sciences/Physics
  • Life Sciences
  • Physical Sciences/Chemistry
  • Physical Sciences/Physics
  • Physical Sciences/Physics & Chemistry
     
Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching 13
EDT 110LThe Profession of Teaching Laboratory0
EDT 222Middle Childhood to Young Adult Development in a Diverse Society 13
EDT 222LMiddle Childhood to Young Adult Development in a Diverse Society Laboratory 0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 338Teaching, Learning and Management 13
EDT 338LTeaching, Learning and Management Laboratory0
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice) 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 459Critical Reading and Writing in the Content Area 23
EDT 436AYA Capstone Course (Satisfies CAP Capstone)3
EDT 475Student Teaching-Adolescence to Young Adult 312
EDT 481Adolescence to Young Adult Assessment3
EDT Content methods in teaching field 1,33
EDT Content methods laboratory course 1
MTH 114Contemporary Mathematics (Satisfies CAP Mathematics) 43
Concentration (10 courses)30
Concentration/elective (6 courses)18
1

Must register for the corequisite laboratory course, all field experiences arranged by the University.

2

EDT 459 and content methods in teaching field must be taken concurrently.

3

Students will have a required seminar throughout the semester.

4

Only applicable to language arts and social studies majors.

Bachelor of Science in Education, Early Childhood Education (ECE) minimum 124 hours

The Department of Teacher Education offers a Bachelor of Science in Education in Early Childhood Education. This program meets all requirements for a state of Ohio license to teach prekindergarten through grade three.
A student in the early childhood education program is required to choose an area of focus for elective coursework which must bring the total number of credit hours to 124 required for graduation. A student must meet all academic and competency requirements in order to continue in the program, to student teach, and to be recommended for licensure. In addition, all field and clinical experiences must be successfully completed. 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 passing scores on the state of Ohio licensure tests.
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching 13
EDT 110LThe Profession of Teaching Laboratory0
EDT 211Child Development: Birth to Age Eight 13
EDT 211LChild Development: Birth to Age Eight Laboratory 1
EDT 212Early Childhood Theory and Practice 1,23
EDT 212LEarly Childhood Theory and Practice Laboratory0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 313Developmentally Appropriate Practice for Preschool 1,33
EDT 313LDevelopmentally Appropriate Practice for Preschool Laboratory1
EDT 317Integrating the Arts in Early Childhood Curriculum 32
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice) 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 341Language Development and Emergent Literacy3
EDT 344Collaboration with Families, Professionals and Agencies3
EDT 350Foundations of Literacy through Literature3
EDT 412Developmentally Appropriate Practice in Mathematics for Early Childhood 33
EDT 413Developmentally Appropriate Practice in Social Studies for Early Childhood 32
EDT 414Developmentally Appropriate Practice in Science for Early Childhood 33
EDT 415Working with Young Learners with Mild to Moderate Disabilities 1,32-3
EDT 415LEarly Childhood Primary (K-3) Field Internship 31-2
EDT 416Early Childhood Capstone Seminar (Satisfies CAP Capstone)3
EDT 450Phonics, Spelling and Vocabulary3
EDT 453Introduction to Literacy for Early Childhood3
EDT 454Methods of Literacy for Early Childhood 33
EDT 472Internship in Prekindergarten Special Needs 45
EDT 473Student Teaching-Primary Grades (Satisfies CAP Capstone) 53-12
GEO 204Geology for Teachers (Satisfies CAP Natural Sciences)4
HST 251American History to 1865 (Satisfies CAP Advanced Study in History)3
MTH 204Mathematical Concepts I 63
MTH 205Mathematical Concepts II (Satisfies CAP Mathematics) 63
MUS 232Integrating the Arts (Satisfies CAP Arts)2
SCI 190The Physical Universe (Satisfies CAP Natural Sciences)3
SCI 190LThe Physical Universe Laboratory1
SCI 230Organisms, Evolution & Environment (Satisfies CAP Natural Sciences and Inquiry)3
VAE 101Early Childhood Art Education2
Focus area electives (0-4 courses)Variable credit
1

Must register for the corequisite laboratory course, all field experiences arranged by the University.

2

Field experiences arranged at the Bombeck Family Learning Center.

3

Designates cohort courses to be taken together in the same semester.

4

Course should only be taken by students pursuing PKSN focus area or ECIS licensure.

5

Students pursuing PKSN focus area or ECIS licensure should take the course for 10 semester hours; all other students should take the course for 12 semester hours. 

6

MTH 168 can also substitute for MTH 204 and MTH 205.

Bachelor of Science in Education, Early Childhood Leadership and Advocacy (ECL) minimum 121 hours

The Department of Teacher Education offers a Bachelor of Science in Education in Early Childhood Leadership and Advocacy. The early childhood leadership and advocacy program provides knowledge and skills required of program administrators, supervisors, teacher leaders, and advocates for effective leadership and advocacy in a variety of early childhood settings. Students will be admitted after earning an associate degree or equivalent in early childhood education or a related field. Students must complete at least 54 hours from a four-year institution, 30 semester hours of which must be completed at the University of Dayton, for a minimum of 121 credit hours.
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 305Philosophy and History of American Education3
EDT 340Educating Diverse Student Populations in Inclusive Settings3
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 344Collaboration with Families, Professionals and Agencies3
EDT 460EEarly Childhood Program and Personnel Management3
EDT 460ELEarly Childhood Program and Personnel Management Laboratory0-1
EDT 461ESupporting Quality Curriculum and Instruction in Early Care and Education3
EDT 461ELSupporting Quality Curriculum and Instruction in Early Care and Education Laboratory0-1
EDT 462ERegulations, Licensing and the Law in Early Care & Education3
EDT 462ELRegulations, Licensing and the Law in Early Care & Education Laboratory0-1
EDT 463EManaging Finances and Marketing in Early Care and Education3
EDT 463ELManaging Finances and Marketing in Early Care and Education Laboratory0-1
EDT 464EAdvocacy in Early Care and Education3
EDT 465EInternship and Practicum in Early Childhood Administration6
Workshop 12

Bachelor of Science in Education, Foreign Language Education (ELA) minimum 124 hours

The Department of Teacher Education offers a Bachelor of Science in Education in Foreign Language Education. The program meets all requirements for a state of Ohio license to teach P-12. Three teaching concentrations are available: French, German, and Spanish. Students enrolled in this program may also elect to complete a dual degree or an additional major in the College of Arts and Sciences.

A student must meet all academic and competency requirements in order to continue in the program, to student teach and to be recommended for licensure. In addition, all field and clinical experiences must be successfully completed. Students are expected to have completed all of the teaching concentration courses prior to student teaching; exceptions must be approved by a faculty advisor. 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 passing scores on the state of Ohio licensure tests, including the Oral Proficiency Interview and the Writing Proficiency Test offered by the American Council on the Teaching of Foreign Languages (ACTFL).
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching3
EDT 110LThe Profession of Teaching Laboratory0
EDT 207Child and Adolescent in Education3
EDT 207LChild and Adolescent in Education Laboratory0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 338Teaching, Learning and Management3
EDT 338LTeaching, Learning and Management Laboratory0
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice)3
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 433Foreign Language Methods for Adolescence to Young Adult 3
EDT 433LForeign Language Methods for AYA (7-12) Field Internship1-2
EDT 436AYA Capstone Course3
EDT 471Student Teaching- Foreign Languages P-12 (Satisfies CAP Capstone)12
LNG 320Instructed Second Langauge Acquisition2
LNG 330Teaching World Languages in the Elementary School (PK-6)4
LNG 468Introduction to Linguistics3
MTH 114Contemporary Mathematics (Satisfies CAP Mathematics)3
Concentration (12 courses) 236
Concentration/electives (3 courses)9
Study Abroad (Concentration) 12-14
1

Participation in an approved study-abroad immersion program for a summer, semester or academic year is strongly recommended. Experience shows that study abroad is a major factor in the successful completion of the professional requirements which include field experiences and required assessments for licensure.

2

One course must be FRN 469, GER 469 or SPN 469.

Bachelor of Science in Education, Intervention Specialist (EIS) minimum 124 hours

The Department of Teacher Education offers a Bachelor of Science in Education in Intervention Specialist Education. The intervention specialist program meets all requirements for a state of Ohio license to teach learners in kindergarten through grade 12 with mild to moderate educational needs. Students in this program also have an emphasis in inclusive general education.

A student must meet all academic and competency requirements in order to continue in the program, to student teach and to be recommended for licensure. In addition, all field and clinical experiences must be successfully completed. 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 passing scores on the state of Ohio licensure tests.
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching 1,33
EDT 110LThe Profession of Teaching Laboratory0
EDT 207Child and Adolescent in Education 13
EDT 207LChild and Adolescent in Education Laboratory0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 321Classroom Environment for Middle Childhood 13
EDT 321LClassroom Environment for Middle Childhood Laboratory1
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice) 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 341Language Development and Emergent Literacy3
EDT 342Behavior Management3
EDT 343Introduction to Education of Learners with Mild/Moderate Learning Needs 13
EDT 343LIntroduction to Education of Learners with Mild/Moderate Learning Needs Laboratory0
EDT 344Collaboration with Families, Professionals and Agencies3
EDT 350Foundations of Literacy through Literature3
EDT 425Middle School Principles and Practices3
EDT 441Adapting Content Standards for Students with Special Needs 13
EDT 441LAdapting Content Standards for Students with Special Needs Laboratory0
EDT 442Assessment: Mild/Moderate 1,23
EDT 442LIntervention Specialist: Mild/Moderate Field Internship 21-2
EDT 443Curriculum: Mild/Moderate 22
EDT 444Instructional Strategies: Mild/Moderate 23
EDT 445Application of Computers/Technology in Special Education2
EDT 450Phonics, Spelling and Vocabulary3
EDT 453Introduction to Literacy for Early Childhood3
EDT 454Methods of Literacy for Early Childhood3
EDT 484Intervention Specialist Capstone Seminar (Satisfies CAP Capstone)0-3
EDT 476Student Teaching- Intervention Specialist: Mild/Moderate12
GEO 204Geology for Teachers (Satisfies CAP Natural Sciences)4
HST 251American History to 1865 (Either satisfies CAP Advanced Study in History)3
or HST 252 American History Since 1865
MTH 204Mathematical Concepts I3
MTH 205Mathematical Concepts II (Satisfies CAP Mathematics)3
SCI 190The Physical Universe (Satisfies CAP Natural Sciences) 43
1

Must register for the corequisite laboratory course, all field experiences arranged by the University.

2

EDT 442, EDT 442L, EDT 443 and EDT 444 must be taken concurrently. Field experience is required.

3

Designates cohort courses to be taken together in the same semester.

4

Students must take either SCI 190L or SCI 230L.

Bachelor of Science in Education, Middle Childhood Education (EMS) minimum 124 hours

The Department of Teacher Education offers the middle childhood education program, which leads to the Bachelor of Science in Education. The program meets all requirements for a state of Ohio license to teach grades four through nine. A student in the middle childhood education program is required to have two concentrations of 24 or more semester hours in the following content areas:

  • Mathematics
  • Science
  • Social Studies
  • Reading/Language Arts
     

A student must meet all academic and competency requirements in order to continue in the program, to student teach and to be recommended for licensure. In addition, all field and clinical experiences must be successfully completed. Students are expected to have completed all of the teaching concentration courses prior to student teaching; exceptions must be approved by a faculty advisor. 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 passing scores on the state of Ohio licensure tests.
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching 13
EDT 110LThe Profession of Teaching Laboratory0
EDT 222Middle Childhood to Young Adult Development in a Diverse Society 13
EDT 222LMiddle Childhood to Young Adult Development in a Diverse Society Laboratory 0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 321Classroom Environment for Middle Childhood 1,23
EDT 321LClassroom Environment for Middle Childhood Laboratory1
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice) 1,23
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 350Foundations of Literacy through Literature3
EDT 423Middle Childhood Capstone Seminar3
EDT 425Middle School Principles and Practices3
EDT 425LMiddle School Principles and Practices Laboratory0
EDT 450Phonics, Spelling and Vocabulary3
EDT 452 Digital Literacies, ELL and Content Reading Strategies3
EDT 458 Reading, Writing and Assessment - Middle Childhood 1,23
EDT 458LMiddle Level (4-9) Field Internship1-2
EDT 474Student Teaching- Middle Childhood (Satisfies CAP Capstone)12
Methods courses (select two): 6
Reading/Language Arts for Middle Childhood
Mathematics for Middle Childhood
Science for Middle Childhood
Social Studies for Middle Childhood
SCI 190The Physical Universe (Satisfies CAP Natural Sciences)3
SCI 190LThe Physical Universe Laboratory1
Concentration (12 courses) 336
Total Hours94-95
1

Must register for the corequisite laboratory course, all field experiences arranged by the University.

2

Designates cohort courses to be taken together in the same semester.

3

Fewer concentration hours may be required depending upon chosen concentrations.

Bachelor of Science in Education, Secondary Catholic Religion Education (ERL) minimum 124 hours

The Department of Teacher Education offers the Bachelor of Science in Education in Secondary Catholic Religion Education. This program leads to the Archdiocese of Cincinnati Certificate to teach religion grades 7-12.

A student must meet all academic and competency requirements in order to continue in the program, to student teach and to be recommended for the certificate.  In addition, all field and clinical experiences must be successfully completed.  Students should take electives as needed to achieve 124 semester credit hours.
 

Common Academic Program (CAP)
*credit hours will vary depending on courses selected
First-Year Humanities Commons 112
West and the World
Introduction to Religious and Theological Studies
Intro To Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication3
Principles of Oral Communication
Mathematics3
Social Science3
Social Science Integrated
Arts3
Natural Sciences 47
Crossing Boundariesvariable credit
Faith Traditions
Practical Ethical Action
Inquiry
Integrative
Advanced Studyvariable credit
Philosophy and/or Religious Studies
Historical Studies
Diversity and Social Justice3
Major Capstone0-3
1

Completed with ASI 110 and ASI 120.

2

Or ENG 100A and ENG 100B, or ENG 200H, by placement.

3

Completed with ENG 200H or ASI 120.

4

Must include two different disciplines and accompanying lab.


Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110The Profession of Teaching 13
EDT 110LThe Profession of Teaching Laboratory0
EDT 222Middle Childhood to Young Adult Development in a Diverse Society 13
EDT 222LMiddle Childhood to Young Adult Development in a Diverse Society Laboratory 0
EDT 305Philosophy and History of American Education (Satisfies CAP Practical Ethical Action and Advanced Study in Philosophy)3
EDT 331LReligion Methods Laboratory1
EDT 338Teaching, Learning and Management 13
EDT 338LTeaching, Learning and Management Laboratory0
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice) 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 436Adolescence to Young Adult Capstone Seminar (Satisfies CAP Capstone)3
EDT 459Critical Reading and Writing in the Content Area3
EDT 475Student Teaching-Adolescence to Young Adult12
MTH 114Contemporary Mathematics (Satisfies CAP Mathematics)3
Concentration (31 hours)
1

Must register for the corequisite laboratory course, all field experiences arranged by the University.

Early Childhood Intervention Specialist License

The Department of Teacher Education offers the early childhood intervention specialist program, as an additional licensure option for students who successfully complete the early childhood education program. Persons earning this license are qualified to teach children ages three through eight who have mild or moderate to intensive needs. In order for the University of Dayton to approve the state of Ohio teaching license application, the candidate must have on file in the SEHS dean’s office passing scores on the required state of Ohio licensure test.
 

Early Childhood Intervention Specialist License
EDT 314Collaborative Assessment and Team Models3
EDT 315Health and Medical Issues for Early Childhood3
EDT 342Behavior Management3
EDT 445Application of Computers/Technology in Special Education2
EDT 472Internship in Prekindergarten Special Needs5
Total Hours16

Early Childhood Generalist Endorsement

The Department of Teacher Education offers the early childhood generalist endorsement program. The endorsement will allow teachers in self-contained fourth and fifth grade classrooms to teach the subjects of mathematics, science and social studies. Students enrolled in an early childhood education program may complete the coursework for the early childhood generalist endorsement as a focus area for their undergraduate degree. In order for the University of Dayton to approve the state of Ohio endorsement application, applicants must have on file in the SEHS dean's office passing scores on the state of Ohio licensure tests.
 

Early Childhood Generalist Endorsement
EDT 409Mathematics for 4th and 5th Grades3
EDT 410Science for 4th and 5th Grades3
EDT 411Social Studies for 4th and 5th Grades3
Total Hours9

Prekindergarten Special Needs Endorsement

The Department of Teacher Education offers the prekindergarten special needs endorsement program. This endorsement can be added to an intervention specialist or early childhood education license and allows teachers to teach children ages three to five who have mild or moderate to intensive needs. Students enrolled in an early childhood education program may complete the coursework for the prekindergarten special needs endorsement as a focus area for their undergraduate degree. 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.
 

Prekindergarten Special Needs Endorsement
EDT 314Collaborative Assessment and Team Models3
EDT 315Health and Medical Issues for Early Childhood3
EDT 341Language Development and Emergent Literacy3
EDT 344Collaboration with Families, Professionals and Agencies3
EDT 472Internship in Prekindergarten Special Needs5
Total Hours17

Middle Childhood Generalist Endorsement

The Department of Teacher Education offers the middle childhood generalist endorsement program. This endorsement can be added to any existing middle childhood educaiton license for any combination of the four areas of concentration. The generalist endorsement will allow teachers to teach grades four to six 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 Generalist Endorsement
Language and Reading
EDT 426Reading/Language Arts for Middle Childhood3
Select one course from3
The Writing Classroom
History of English
The Structure of English
Introduction to Linguistics
Mathematics
EDT 427Mathematics for Middle Childhood3
MTH 266Discrete & Finite Mathematics for Middle School Teachers3
Science (Prerequisites: SCI 190, SCI 190L, SCI 210, & SCI 210L))
EDT 428Science for Middle Childhood3
SCI 230Organisms, Evolution & Environment3
SCI 230LOrganisms, Evolution & Environment Laboratory1
Social Studies
EDT 429Social Studies for Middle Childhood3
HST 251American History to 18653

Catholic Education Certificate

The Department of Teacher Education offers the undergraduate Catholic education certificate, which is an interdisciplinary program designed for University of Dayton students enrolled in any major. The program includes courses in the departments of Teacher Education and Religious Studies, and prepares students with historical, cultural, catechetical, and spiritual background that is particularly relevant for students interested in teaching in Catholic schools or pursuing parish ministry. Embedded within the program are opportunities for preservice teacher education students to develop competencies and dispositions that are considered desirable by Catholic school administrators, while for others it may provide experience that may help the student to discern a call to a career in Catholic education or in another ecclesial area. It should be noted that the certificate alone does not meet the requirements for teacher licensure in the state of Ohio.
 

Certificate in Catholic Education
EDT 306History of Catholic K-12 Schools in the United States3
EDT 336The Culture of the Catholic School3
REL 281Forum for Catechetical Leaders I1
REL 282Forum for Catechetical Leaders II1
REL 283Forum for Catechetical Leaders III1
REL 284Forum for Catechetical Leaders IV1
Total Hours10

Dyslexia Certificate

The Department of Teacher Education offers the undergraduate dyslexia certificate program.  This certificate program provides knowledge and practical application of skills for instructing students with dyslexia within the regular classroom.  Teacher Education candidates enrolled in a licensure program may choose to add the dyslexia certificate to their coursework.  This is a University issued certificate and does not represent state licensure.
 

Required Courses:
EDT 340Educating Diverse Student Populations in Inclusive Settings 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
EDT 350Foundations of Literacy through Literature3
EDT 450Phonics, Spelling and Vocabulary3
EDT 467Advanced Phonics and Multisensory Instruction3
EDT 482Dyslexia Methods Practicum3
Early Childhood and Intervention Specialist Required Coursework:
Introduction to Literacy for Early Childhood
Methods of Literacy for Early Childhood
Middle Childhood Required Coursework:
Digital Literacies, ELL and Content Reading Strategies
Reading, Writing and Assessment - Middle Childhood 1
Middle Level (4-9) Field Internship
1

 Must register for the corequisite laboratory course, all field experiences arranged by the University.

Early Childhood Leadership and Advocacy Certificate

The Department of Teacher Education offers the early childhood leadership and advocacy certificate program. This certificate provides knowledge and skills required of program administrators, supervisors, teacher leaders, and advocates for effective leadership and advocacy in a variety of early childhood settings. Students enrolled in an early childhood education license program may complete the coursework for the early childhood leadership and advocacy certificate as a focus area for their undergraduate degree.
 

Early Childhood Leadership and Advocacy Certificate
EDT 460EEarly Childhood Program and Personnel Management3
EDT 460ELEarly Childhood Program and Personnel Management Laboratory0-1
EDT 461ESupporting Quality Curriculum and Instruction in Early Care and Education3
EDT 461ELSupporting Quality Curriculum and Instruction in Early Care and Education Laboratory0-1
EDT 462ERegulations, Licensing and the Law in Early Care & Education3
EDT 462ELRegulations, Licensing and the Law in Early Care & Education Laboratory0-1
EDT 463EManaging Finances and Marketing in Early Care and Education3
EDT 463ELManaging Finances and Marketing in Early Care and Education Laboratory0-1
EDT 464EAdvocacy in Early Care and Education3
EDT 465EInternship and Practicum in Early Childhood Administration6
Total Hours21-25

Teaching English to Speakers of Other Languages Certificate

The Department of Teacher Education offers the undergraduate certificate in teaching English to speakers of other languages (TESOL) program. This program is an interdisciplinary program, drawing from courses in the departments of Teacher Education, English, and Global Languages and Cultures. The program is designed for current University of Dayton students enrolled in any major. It prepares students to teach English as an additional language in postsecondary schools, adult education settings and private language institutes in the United States and abroad. It can also provide opportunities for preservice teacher education students to develop competence in working with English-language learners in their grade level and content area classrooms. It should be noted that the certificate alone does not meet the requirements for the TESOL endorsement from the state of Ohio; however, the certificate coursework will apply toward the TESOL endorsement program, which is offered at the post-baccalaureate level.

TESOL Certificate
LNG 468Introduction to Linguistics3
or ENG 468 Introduction to Linguistics
or EDT 448 Introduction to Linguistics
ENG 472The Structure of English3
EDT 437Second Language Learning and Teaching3
ENG 466TESOL Methods for Teaching English Language Learners3
or EDT 466 TESOL Methods for Teaching English Language Learners
EDT 438TESOL Practicum1
Total Hours13

  Urban Teacher Certificate

The Department of Teacher Education offers the urban teacher certificate program.  This certificate program provides for the development for the development of knowledge, skills and dispositions that prepares candidates to be culturally competent educators who can understand and respond to the needs and challenges of urban students, families and schools. Students enrolled in any licensure program in Teacher Education who complete the Urban Teacher Academy program qualify for this certificate.
 

Foundational Coursework:
EDT 110The Profession of Teaching 13
EDT 110LThe Profession of Teaching Laboratory0
EDT 340Educating Diverse Student Populations in Inclusive Settings 13
EDT 340LEducating Diverse Student Populations in Inclusive Settings Laboratory0
One of the following Sociology or History Courses with an Urban Focus:3
Perspectives on Education and Social Justice
Perspectives on Education & Social Justice
History of the American Family
American Urban History
United States Working Class
Social & Cultural History of the United States
African American History before 1877
History of Blacks in the United States Since 1900
Racial & Ethnic Relations
Social Inequality
Self & Society
Urban Sociology
Community
Families & the Economy
Sociology of Human Rights
Structure of Privilege
Urban Poverty
Social Science Integrated
Early Childhood Coursework: 2
Developmentally Appropriate Practice for Preschool 1
Developmentally Appropriate Practice for Preschool Laboratory
Collaboration with Families, Professionals and Agencies
Middle Childhood and Adolescence to Young Adult Coursework: 2
Middle Childhood to Young Adult Development in a Diverse Society 1
Middle Childhood to Young Adult Development in a Diverse Society Laboratory
Intervention Specialist Coursework: 2
Child and Adolescent in Education 1
Child and Adolescent in Education Laboratory
Certificate Coursework:
EDT 318Urban Teacher Academy-Junior Seminar 3,40-1
EDT 418Urban Teacher Academy- Senior Seminar 3,40-1
1

 Must register for the corequisite laboratory course, all field experiences arranged by the University.

2

 Candidates must apply by the second semester of sophomore year in order to complete certificate requirements.

3

 Must register for credit in both Fall and Spring semesters.

4

All field placements will be in urban settings, including the culminating full term student teaching in licensure area.

Adolescence to Young Adult

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
MTH 1143REL 1033
PHL 1033CAP Natural Science3
CAP Natural Science3Concentration3
CAP Natural Science Lab1 
 17 15
Second Year
FallHoursSpringHours
EDT 2223CAP Adv Historical Study3
EDT 222L0CAP Inquiry3
Concentration12Concentration9
SSC 2003ENG 2003
 18 18
Third Year
FallHoursSpringHours
EDT 3383CAP Arts3
EDT 338L0EDT 3053
EDT 3403Concentration12
EDT 340L0 
CAP Adv Rel/Faith Traditions3 
Concentration6 
 15 18
Fourth Year
FallHoursSpringHours
EDT Assessment Course3EDT 47512
EDT 4593EDT 4360-3
EDT Special Methods3 
EDT Special Methods Lab1 
Concentration 6 
 16 12-15
Total credit hours: 129-132

Early Childhood Education

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
MTH 2043REL 1033
PHL 1033GEO 2044
SCI 1903MTH 2053
SCI 190L1 
 17 16
Second Year
FallHoursSpringHours
EDT 2113EDT 2123
EDT 211L0-1EDT 212L0
MUS 2322SCI 2303
VAE 1012Faith Traditions/Adv Religious Studies3
ENG 2003HST 2513
EDT 3403EDT 3053
EDT 340L0 
SSC 2003 
 16-17 15
Third Year
FallHoursSpringHours
EDT 3413EDT 3133
EDT 3503EDT 313L1
EDT 3443EDT 3172
EDT 4503EDT 4533
Focus Area6Focus Area9
 18 18
Fourth Year
FallHoursSpringHours
EDT 4123EDT 473 or 473 and 47212-15
EDT 4132 
EDT 4143 
EDT 4152-3 
EDT 415L1-2 
EDT 4543 
Focus Area3 
 17-19 12-15
Total credit hours: 129-135

Foreign Language

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
MTH 1143REL 1033
PHL 1033CAP Natural Science3
Concentration3CAP Natural Science Lab1
 Concentration3
 16 16
Second Year
FallHoursSpringHours
EDT 2073EDT 3383
EDT 207L0EDT 338L0
Adv Rel/Faith Traditions3CAP Adv Historial Study3
CAP Natural Science3Concentration6
SSC 2003ENG 2003
Concentration3CAP Inquiry3
 15 18
Third Year
FallHoursSpringHours
LNG 4683LNG 3304
Concentration6Concentration12
EDT 3403 
EDT 340L0 
LNG 3202 
CAP Arts3 
 17 16
Fourth Year
FallHoursSpringHours
EDT 3053EDT 47112
EDT 4333EDT 4360-3
EDT 433L1-2 
Concentration9 
 16-17 12-15
Total credit hours: 126-130

Intervention Specialist

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
REL 1033PHL 1033
SCI 1903GEO 2044
SCI 190L1MTH 2053
MTH 2043 
 17 16
Second Year
FallHoursSpringHours
EDT 2073EDT 3053
EDT 207L0EDT 3413
SCI 2303EDT 3433
SSC 2003EDT 343L0
CAP Adv Rel/Faith Traditions3ENG 2003
HST 251 or 2523CAP Arts3
 15 15
Third Year
FallHoursSpringHours
EDT 3213EDT 4253
EDT 321L0-1EDT 4413
EDT 3423EDT 441L0
EDT 4452EDT 4503
EDT 3503EDT 4533
EDT 3403Elective 3
EDT 340L0 
Elective 3 
 17-18 15
Fourth Year
FallHoursSpringHours
EDT 3443EDT 47612
EDT 4422-3 
EDT 442L0-1 
EDT 4432 
EDT 4443 
EDT 4543 
 13-15 12
Total credit hours: 120-123

Middle Childhood Education

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
MTH 114 or 2073REL 1033
PHL 1033GEO 2044
SCI 1903CAP Arts3
SCI 190L1 
 17 16
Second Year
FallHoursSpringHours
EDT 2223ENG 2003
EDT 222L0Adv Rel/Faith Traditions3
CAP Adv Historical Study3CAP Inquiry3
SSC 2003Concentration9
Concentration6 
 15 18
Third Year
FallHoursSpringHours
EDT 3213EDT 3053
EDT 321L0-1EDT 4253
EDT 3503EDT 425L0
EDT 3403EDT 4503
EDT 340L0EDT 4523
Concentration6Concentration6
 15-16 18
Fourth Year
FallHoursSpringHours
EDT 4583EDT 47412
EDT 458L1-2EDT 4233
EDT 426, 427, 428, or 4293 
EDT 426, 427, 428, or 4293 
Concentration6 
 16-17 15
Total credit hours: 130-132

Secondary Catholic Religion Education

First Year
FallHoursSpringHours
EDT 1091EDT 1103
CMM 1003EDT 110L0
HST 1033ENG 1003
MTH 114 or 2073PHL 1033
REL 1033CAP Natural Science3
CAP Natural Science3Adv Historical Study3
CAP Natural Science Lab1 
 17 15
Second Year
FallHoursSpringHours
EDT 2223CAP Arts3
EDT 222L0REL 281, 282, 283, 284, or UDI 4191
Adv Rel/Faith Traditions3REL 310, 311, or 3123
REL 281, 282, 283, 284, or UDI 4191REL 315, 316, 318, or 3193
REL 323 or 3243REL 443 or 4463
REL 360 or 3633ENG 2003
SSC 2003 
 16 16
Third Year
FallHoursSpringHours
EDT 3383REL 281, 282, 283, 284, or UDI 4191
EDT 338L0Religion Elective3
EDT 3403REL-World Religions Course3
EDT 340L0CAP inquiry3
EDT 3053Elective6
 9 16
Fourth Year
FallHoursSpringHours
EDT 331L0-1EDT 47512
EDT 4593EDT 4360-3
Elective15 
 18-19 12-15
Total credit hours: 119-123

Courses

EDT 109. Personal Aspects of Teaching. 1 Hour

This course is a candidate's general introduction to education as a profession, and to the University of Dayton. Candidates' personal values, goals, motives and strengths will be identified and reflected upon in relation to the qualities and dispositions necessary to be an effective teacher. This course serves as an introduction to the different program areas (AYA, MCE, ECE, IS and multi-age), to technology in education and to various educational issues. EDT 109 is waived for those candidates who transfer to the University.

EDT 110. 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. Prerequisite(s): EDT 109 or by permission. Corequisite(s): EDT 110L.

EDT 110L. The Profession of Teaching Laboratory. 0 Hours

This 20 hour field experience is designed to accompany the EDT 110 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. Corequisite(s): EDT 110.

EDT 207. Child and Adolescent in Education. 3 Hours

Study of the empirical principles of intellectual, moral, physical, personality and social development as related to performance in the classroom. Interpretations for appropriate generic teaching behaviors and developmental causes of behavior problems are discussed. Prerequisite(s): EDT 110, EDT 110L. Corequisite(s): EDT 207L.

EDT 207L. Child and Adolescent in Education Laboratory. 0 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to child and adolescent development in school settings. Corequisite(s): EDT 207.

EDT 211. Child Development: Birth to Age Eight. 3 Hours

This course focuses on the study of typical physical, motor, social-emotional and aesthetic development of young children ages preconception through eight. Assessment, risk factors, environmental design and guiding behavior are covered. Students will use this knowledge to reflect on and make decisions about practices that serve the needs of young children and their families. This course relies on field experience to be completed at the Bombeck Family Learning Center. Prerequisite(s): EDT 110, EDT 110L. Corequisite(s): EDT 211L.

EDT 211L. Child Development: Birth to Age Eight Laboratory. 0-1 Hours

This 45 contact hour practicum course is one semester of a yearlong field experience held in conjunction with EDT 211 and EDT 212. Only students who have been accepted to the ECE program are eligible. During registration, students should sign up for a weekly time slot at the Bombeck Family Learning Center. Current medical forms with a negative TB test, background check and references are required. Forms are available at the Bombeck Family Learning Center website. Corequisite(s): EDT 211.

EDT 212. Early Childhood Theory and Practice. 3 Hours

This course is an introduction to the theory base that drives developmentally appropriate practice for working with young children birth through age eight. It extends knowledge of how children develop and focuses on theories of Piaget, Kohlberg, Skinner, Pavlov, Erikson, Rogers and Vygotsky. Field experience required at the Bombeck Family Learning Center. Prerequisite(s): EDT 211, EDT 211L. Corequisite(s): EDT 212L.

EDT 212L. Early Childhood Theory and Practice Laboratory. 0 Hours

This practicum course is a yearlong field experience held in conjunction with EDT 211 and EDT 212. Only students who have been accepted to the ECE program are eligible. During registration, students should sign up for a weekly time slot at the Bombeck Family Learning Center. Current medical forms with a negative TB test, background check and references are required. Forms are available at the Bombeck Family Learning Center website. Corequisite(s): EDT 212.

EDT 222. Middle Childhood to Young Adult Development in a Diverse Society. 3 Hours

Examination of early adolescence to young adulthood development within the United States context with an emphasis on socioeconomic diversity.Students will explore the complexity of environmental influences on development and on disparities in outcomes. They will examine the teacher's role in promoting resiliency and positive developmental and educational outcomes. Prerequisite(s): EDT 110, EDT 110L. Corequisite(s): EDT 222L.

EDT 222L. Middle Childhood to Young Adult Development in a Diverse Society Laboratory. 0 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to young adolescent and young adult development in school settings. Corequisite(s): EDT 222.

EDT 303. School, Self and Society. 3 Hours

A study of the relationships among social change, institutional reform, and student socialization in various levels and types of schools. 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 responded to forces of globalization and from internal forces of change.

EDT 305. Philosophy and History of American Education. 3 Hours

This course is the study of American philosophy of education in a historical framework. This course emphasizes the political analyses of educational issues in their historical context. Thematic issues from the Catholic/Marianist perspective are included among the topics studied. Prerequisite(s): EDT 110, EDT 110L, PHL 103.

EDT 306. 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. Prerequisite(s): EDT 110, EDT 110L, HST 103, PHL 103.

EDT 312. Infant and Toddler Practicum Seminar. 2 Hours

This guided practicum and seminar 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.

EDT 313. Developmentally Appropriate Practice for Preschool. 3 Hours

This course will expand the knowledge of how young children, ages three through five, learn and develop. How to provide opportunities that will support this age group's physical, social, emotional, language, cognitive and aesthetic development will be explored. Extensive focus on the content areas of art, music, science, social studies and mathematics as well as guiding behavior and family culture will occur. Field experience in an urban preschool or preschool special education setting required. Prerequisite(s): EDT 212, EDT 212L. Corequisite(s): EDT 313L, EDT 453.

EDT 313L. Developmentally Appropriate Practice for Preschool Laboratory. 1 Hour

This field experience provides students with an opportunity to work with diverse populations. Placements are made in preschool programs that serve children from low income families, minority children who are at risk or children with identified special needs. Corequisite(s): EDT 313, EDT 453.

EDT 314. Collaborative Assessment and Team Models. 3 Hours

This course provides an in depth study of transdisciplinary teaming and collaborative assessment models in the field of early childhood special education. Included will be the transdisciplinary and collaborative nature of assessment in the diagnosis, screening and instruction of young children (birth to age eight) who are typically and atypically developing. Emphasis will be given to the role of the family in the assessment process. Systematic observation using a play-based approach will be emphasized. Prerequisite(s): EDT 212, EDT 212L.

EDT 315. Health and Medical Issues for Early Childhood. 3 Hours

Study of the health and medical needs associated with young children with disabilities. Students engage in collaboration between educational and medical professionals in an effort to integrate services for young children.

EDT 317. Integrating the Arts in Early Childhood Curriculum. 2 Hours

This course will provide opportunities for ECE majors to integrate the arts throughout the ECE curriculum in meaningful ways. Music, dance, drama and visual arts will be used to represent what young children know and are able to do as well as provide an opportunity to recognize and appreciate cultural difference in artistic expression. Candidates will create aesthetically pleasing newsletters and websites to communicate with families and to market their program.

EDT 318. Urban Teacher Academy-Junior Seminar. 0-1 Hours

This course is designed to deepen understanding of critical issues facing urban educators. Students will examine how the culture of poverty affects students, families and schools. Instructional and management strategies that encourage the learning and development of efficacy, risk-taking, socio-cultural awareness, contextual interpersonal skills and self-understanding are developed through integrated readings, discussions, field experience and presentations. Inherent in this deepening of understanding is the development of reflective thinking and writing and problem solving strategies.

EDT 321. Classroom Environment for Middle Childhood. 3 Hours

This course is the study of the middle childhood student within the classroom environment. Theories of learning and practical applications, motivation, classroom management and discipline, lesson and unit planning, teaching methodologies and assessment are examined and practiced. Prerequisite(s): EDT 222, EDT 222L. Corequisite(s): EDT 321L.

EDT 321L. Classroom Environment for Middle Childhood Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in regards to learning theories and classroom management in middle level school settings. Corequisite(s): EDT 321.

EDT 322. Perspectives on Education & Social Justice. 3 Hours

Exploration of research paradigms representing the different disciplines in relation to current educational issues from a social justice perspective. The educational issues will be critically explored from diverse perspectives or domains, and the skills learned will be transferable to the multiple disciplines. The primary student learning outcome (SLO) for the course will be: practical wisdom, as the students will address real problems/issues in P-12 education, drawing upon the knowledge, values and skills embedded within their specific discipline.

EDT 323. Historical Literacy and Historical Thinking. 3 Hours

Exploration of the cognitive processes that constitute historical thinking and historical understanding with emphases on the development of historical literacy in the students themselves and strategies designed to increase historical literacy in secondary school students.

EDT 331L. Religion Methods Laboratory. 0-1 Hours

This course examines the planning, diagnosis, instructional methods, materials and assessment techniques used in teaching religion to students with varied needs and abilities.

EDT 336. 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. Prerequisite(s): EDT 110, EDT 110L.

EDT 338. Teaching, Learning and Management. 3 Hours

This course is a study of the empirical principles of learning such as reinforcement, discovery, motivation and transfer theories. Interpretations for generic teaching behaviors especially in diagnosis, prescription and assessment are presented. Prerequisite(s): EDT 207 and EDT 207L or EDT 222 and EDT 222L. Corequisite(s): EDT 338L.

EDT 338L. Teaching, Learning and Management Laboratory. 0 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in regard to learning theories in school settings. Corequisite(s): EDT 338.

EDT 340. Educating Diverse Student Populations in Inclusive Settings. 3 Hours

The study of the evidence based practice in multicultural education where teachers are knowledgeable about and respect diversity, including cultural and racial/ethnic origins, language, gender, sexual identity, religion, economic status and learning challenges associated with exceptionalities. Candidates will aspire to create democratic classrooms with a culturally relevant and inclusive curriculum, incorporating legal aspects and social justice perspectives associated with student learning. Candidates will gain knowledge in the importance of assessments, and ways to differentiate the curriculum to the individual learning needs of students in general classrooms, working in collaboration with other adults in the student’s life. Prerequisite(s): EDT 110, EDT 110L or permission of the department. Corequisite(s): EDT 340L.

EDT 340L. Educating Diverse Student Populations in Inclusive Settings Laboratory. 0 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to adapting learning experiences for diverse learners in school settings. Corequisite(s): EDT 340.

EDT 341. 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. Prerequisite(s): EDT 110, EDT 110L.

EDT 342. Behavior Management. 3 Hours

This course examines the principles and methods of observing, recording, measuring and managing human behavior with emphasis on students with disabilities.

EDT 343. Introduction to Education of Learners with Mild/Moderate Learning Needs. 3 Hours

This course is a 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 historians, variations in belief, traditions and values across cultures and current practices in the field. Corequisite(s): EDT 343L.

EDT 343L. Introduction to Education of Learners with Mild/Moderate Learning Needs Laboratory. 0 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to the individual learning needs of students in school settings. Corequisite(s): EDT 343.

EDT 344. Collaboration with Families, Professionals and Agencies. 3 Hours

This course examines theories and techniques to assist teachers in working with colleagues, 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 service are examined. Prerequisite(s): IS: EDT 343, EDT 343L; ECE: EDT 340, EDT 340L.

EDT 350. 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. Prerequisite(s): EDT 110, EDT 110L.

EDT 400. Independent Study. 1-12 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 assessment. Prerequisite(s): Permission of department chairperson.

EDT 404. Current Innovations in Education. 3 Hours

This course is the study of current innovations in education. The course focuses on the examination and critical analysis of recent trends in curriculum and instructional and assessment strategies in P-12 schools.

EDT 406. 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 409. Mathematics for 4th and 5th Grades. 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. Prerequisite(s): MTH 204, MTH 205.

EDT 410. Science for 4th and 5th Grades. 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 411. Social Studies for 4th and 5th Grades. 3 Hours

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

EDT 412. Developmentally Appropriate Practice in Mathematics for Early Childhood. 3 Hours

This course will extend the candidate's knowledge of how children, ages six through eight, develop and learn in order to provide opportunities that support the physical, social, emotional, language, cognitive and aesthetic development of all young children. Students will learn to use knowledge of how young children differ in their development and approaches to learning mathematics in order to provide individually appropriate opportunities for learning the subject. The course will emphasize teaching in the content of mathematics and will focus on the Ohio Mathematics academic content standards and the National Council of Teachers of Mathematics (NCTM) standards. Field experience is integrated with the primary block. This course is part of the first semester senior year internship and culminates in the second semester of student teaching. Prerequisite(s): EDT 313, EDT 313L, EDT 453. Corequisite(s): EDT 413, EDT 414, EDT 415, EDT 415L, EDT 454.

EDT 413. Developmentally Appropriate Practice in Social Studies for Early Childhood. 2 Hours

Students will learn to use knowledge of how young children, ages six through eight, differ in their development and approaches to learning social studies in order to provide individually appropriate opportunities for learning the subject. The course will emphasize teaching in the content of social studies and will focus on the Ohio Social Studies academic content standards and the National Council for the Social Studies (NCSS) standards. Field experience is integrated with the primary block. This course is part of the first semester senior year internship and culminates in second semester student teaching. Prerequisite(s): EDT 313, EDT 313L, EDT 453. Corequisite(s): EDT 412, EDT 414, EDT 415, EDT 415L, EDT 454.

EDT 414. Developmentally Appropriate Practice in Science for Early Childhood. 3 Hours

This course will explore resources and techniques available to provide all early childhood students with a holistic, interdisciplinary understanding of science. Candidates will design lessons, activities and assessments which link the national standards, state model, and international goals to contemporary events and children's daily lives. Field experience is integrated with the primary block. Developmentally appropriate practices, science processes, inquiry, problem-solving and safety issues will be addressed. Prerequisite(s): EDT 313, EDT 313L, EDT 453, GEO 204; SCI 190, SCI 190L, SCI 230. Corequisite(s): EDT 412, EDT 413, EDT 415, EDT 415L, EDT 454.

EDT 415. Working with Young Learners with Mild to Moderate Disabilities. 2-3 Hours

This course is the study of the role and function of the early childhood educator in working with learners with mild to moderate disabilities. The course presents issues of definition, identification and placement procedures. The candidate will acquire knowledge of major researchers and historians, variations in belief, traditions and values across cultures and current practices in the field. Field experience is integrated with the primary block. Prerequisite(s): EDT 313, EDT 313L, EDT 453. Corequisite(s): EDT 412, EDT 413, EDT 414, EDT 415L, EDT 454.

EDT 415L. Early Childhood Primary (K-3) Field Internship. 1-2 Hours

This ECE field experience is the first semester of the senior level internship, which provides the candidate the opportunity for practice and reflection in K-3 settings. Corequisite(s): EDT 412, EDT 413, EDT 414, EDT 415, EDT 454.

EDT 416. Early Childhood Capstone Seminar. 3 Hours

The exploration of different aspects of the teaching profession through the application of knowledge and skills. Three student learning outcomes are assessed through the capstone course; scholarship, vocation, and practical wisdom. Successful completion of the capstone course includes the submission of a teacher performance assessment and a summative teaching assessment. Prerequisite(s): EDT 412, EDT 413, EDT 414, EDT 415, EDT 415L, EDT 454. Corequisite(s): EDT 473.

EDT 417. Theatre in Education. 3 Hours

Theories and practices of educational drama and theatre as applied to content areas in the early, middle and secondary classroom. Attention given to the relationship of creative drama and applied theatre practices to speaking, thinking, writing, reading, history and other curricular subjects. Co-curricular and experiential immersion required.

EDT 418. Urban Teacher Academy- Senior Seminar. 0-1 Hours

This course is designed to deepen understanding of critical issues facing urban educators. Students will examine how the culture of poverty affects students, families and schools. Instructional and management strategies that encourage the learning and development of efficacy, risk-taking, socio-cultural awareness, contextual interpersonal skills and self-understanding are developed through integrated readings, discussions, field experience and presentations. Inherent in this deepening of understanding is the development of reflective thinking and writing and problem solving strategies.

EDT 419. Kindergarten-Primary Curriculum and Instruction. 3 Hours

This course focuses on planning, assessment, instructional methods, materials and evaluation techniques for teaching children in kindergarten and primary grades. Integrated curriculum and the Ohio Early Learning/Academic Content Standards in mathematics and science will be emphasized. Prerequisite(s): EDT 212, EDT 212L. Corequisite(s): EDT 419L.

EDT 419L. Kindergarten-Primary Curriculum and Instruction Laboratory. 0 Hours

This 20 contact hour course in a kindergarten or primary grades classroom supports the material covered in EDT 419. Corequisite(s): EDT 419.

EDT 423. Middle Childhood Capstone Seminar. 3 Hours

This capstone seminar focuses on the scholarship and practical wisdom needed for mastery of instructional planning, incorporation of developmental appropriate strategies, along with assessment and evaluation techniques where student learning is the focus for teaching all students in the middle level classrooms. The vocational tools of research and theories of learning, unit planning, teaching methodologies and assessment are practiced and mastered through the completion of a teacher performance assessment. Field experience: Full time clinical experience in a middle level classroom.. Prerequisite(s): EDT 426 or EDT 427 or EDT 428 or EDT 429. Corequisite(s): EDT 474.

EDT 425. 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 9 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. Prerequisite(s): EDT 321, EDT 321L. Corequisite(s): MCE: EDT 425L.

EDT 425L. Middle School Principles and Practices Laboratory. 0 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. Corequisite(s): EDT 425.

EDT 426. 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 four to nine, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, interdisciplinary connections, various grouping techniques and current research. Prerequisite(s): EDT 425, EDT 425L. Corequisite(s): EDT 458, EDT 458L; an additional MCE content methods course.

EDT 427. Mathematics 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 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. Prerequisite(s): EDT 425, EDT 425L. Corequisite(s): EDT 458, EDT 458L; an additional MCE content methods course.

EDT 428. 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 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. Prerequisite(s): EDT 425, EDT 425L. Corequisite(s): EDT 458, EDT 458L; an additional MCE content methods course.

EDT 429. 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 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. Prerequisite(s): EDT 425, EDT 425L. Corequisite(s): EDT 458, EDT 458L; an additional MCE content methods course.

EDT 431. 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. Prerequisite(s): EDT 338, EDT 338L, EDT 340, EDT 340L. Corequisite(s): EDT 431L, EDT 459.

EDT 431L. Integrated Language Arts Methods AYA (7-12) Field Internship. 1-2 Hours

This AYA field experience is the first semester of the senior level internship, providing the candidate with practice and reflection in the integrated language arts in an AYA setting. Corequisite(s): EDT 431, EDT 459.

EDT 432. 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, and other visuals, interdisciplinary connections, various grouping techniques, best practices and current research. Prerequisite(s): EDT 338, EDT 338L, EDT 340, EDT 340L. Corequisite(s): EDT 432L, EDT 459.

EDT 432L. Integrated Mathematics Methods AYA (7-12) Field Internship. 1-2 Hours

This AYA field experience is the first semester of the senior level internship, providing the candidate with practice and reflection in a mathematics AYA setting. Corequisite(s): EDT 432, EDT 459.

EDT 433. 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. Prerequisite(s): EDT 338, EDT 338L, EDT 340, EDT 340L. Corequisite(s): EDT 433L.

EDT 433L. Foreign Language Methods for AYA (7-12) Field Internship. 1-2 Hours

This AYA field experience is the first semester of the senior level internship, which provides the candidate with practice and reflection in a foreign language AYA setting. Corequisite(s): EDT 433.

EDT 434. 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, best practices and current research. Prerequisite(s): EDT 338, EDT 338L, EDT 340, EDT 340L. Corequisite(s): EDT 434L, EDT 459.

EDT 434L. Science Methods for AYA (7-12) Field Internship. 1-2 Hours

This AYA field experience is the first semester of the senior level internship, which provides the candidate with practice and reflection in a science AYA setting. Corequisite(s): EDT 434, EDT 459.

EDT 435. 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. Prerequisite(s): EDT 338, EDT 338L, EDT 340, EDT 340L. Corequisite(s): EDT 435L, EDT 459.

EDT 435L. Integrated Social Studies Methods for AYA (7-12) Field Internship. 1-2 Hours

This AYA field experience is the first semester of the senior level internship, which provides the candidate with practice and reflection in a social studies AYA setting. Corequisite(s): EDT 435, EDT 459.

EDT 436. Adolescence to Young Adult Capstone Seminar. 0-3 Hours

The examination of different aspects of the teaching profession through critical self-reflection in the implementation of content area pedagogy, data-driven assessment, and the integration of these elements to measure and improve student achievement. Three learning outcomes are assessed: vocation, practical wisdom, and scholarship. Successful completion of the capstone course includes the submission of a teacher performance assessment and a summative teaching assessment. Corequisite(s): EDT 475.

EDT 437. Second Language Learning and Teaching. 3 Hours

This course provides opportunities to explore the nature of language proficiency, second language acquisition, second language literacy, bilingualism and biliteracy, the role of culture in language learning and implications for second language teaching.

EDT 438. 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. Prerequisite(s): EDT 437,LNG 468, ENG 472, ENG 466.

EDT 441. Adapting Content Standards for Students with Special Needs. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment and evaluation techniques used by intervention specialists in inclusive and more restrictive settings to address K-12 content area standards. The topics emphasized include an understanding of how to align Ohio's academic content standards with applications and instructional techniques that ensure the achievement of special education students in the general education curriculum. The course examines the role of the intervention specialist in collaboration with general educators in making appropriate accommodations and modifications. Prerequisite(s): EDT 343, EDT 343L. Corequisite(s): EDT 441L.

EDT 441L. Adapting Content Standards for Students with Special Needs Laboratory. 0 Hours

This lab focuses on the planning, diagnosis, instructional methods, materials, assessment and evaluation techniques used by intervention specialists in inclusive and more restrictive settings to address K-12 content area standards. IS students will work with licensed educators to develop an understanding of how to align Ohio's academic content standards with applications and instructional techniques that ensure the achievement of special education students in the general education curriculum. The course emphasizes the role of the intervention specialist in collaboration with general educators in making appropriate accommodations and modifications. Corequisite(s): EDT 441.

EDT 442. Assessment: Mild/Moderate. 2-3 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. Prerequisite(s): EDT 321, EDT 321L, EDT 441, EDT 441L, EDT 425. Corequisite(s): EDT 442L, EDT 444.

EDT 442L. Intervention Specialist: Mild/Moderate Field Internship. 0-1 Hours

This field experience is the first semester of the senior level internship, providing the candidate with practice and reflection in mild/moderate intervention specialist settings. Corequisite(s): EDT 442, EDT 444.

EDT 443. Curriculum: Mild/Moderate. 2 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 321, EDT 321L, EDT 340, EDT 340L, EDT 343, EDT 343L, EDT 425. Corequisite(s): EDT 442, EDT 442L, EDT 444.

EDT 444. Instructional Strategies: Mild/Moderate. 3 Hours

This course examines the strategies, materials and evaluation techniques for teaching students with mild/moderate learning problems. Field experience required. Prerequisite(s): EDT 321, EDT 321L, EDT 340, EDT 340L, EDT 343, EDT 343L, EDT 425. Corequisite(s): EDT 442, EDT 442L, EDT 443.

EDT 445. 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 341, EDT 343, EDT 343L.

EDT 446. Career Education/Special Education. 2 Hours

Theory and techniques of job classification, assessment, selection, placement and activities related to work from preschool to adult. Prerequisite(s): EDT 343, EDT 343L. Corequisite(s): EDT 442, EDT 442L, EDT 443, EDT 444.

EDT 447. Instructional Strategies: Moderate. 2 Hours

This course examines strategies for teaching and managing behaviors of students with moderate disabilities. Prerequisite(s): EDT 321, EDT 321L, EDT 340, EDT 340L, EDT 343, EDT 343L, EDT 425, EDT 425L. Corequisite(s): EDT 442, EDT 442L, EDT 443, EDT 444.

EDT 448. Introduction to Linguistics. 3 Hours

Survey of the various aspects of a scientific description of human language: phonetics, phonology, morphology, syntax, semantics, and pragmatics. Interdisciplinary exploration of the reciprocal impact of linguistics on psychology, sociology, and language acquisition theory.

EDT 450. 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.

EDT 452. Digital Literacies, ELL and Content Reading Strategies. 3 Hours

In this course, MCE 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.

EDT 453. Introduction to Literacy for Early Childhood. 3 Hours

Study of appropriate instruction and assessment supporting the literacy development of children grades P-3. Major emphases are on developing the knowledge base related to a comprehensive framework for literacy instruction, including reading, writing and content area literacy, with a focus on instruction supporting emerging and early readers and writers.

EDT 454. Methods of Literacy for Early Childhood. 3 Hours

The continued study of appropriate instruction and assessment supporting the literacy development of children grades P-3, with a focus on instruction supporting developing and transitional readers and writers. Major emphases are on the classroom application of the principles of comprehensive literacy instruction and assessment, including the writing process and comprehension strategies across the content areas. Prerequisite(s): EDT 350, EDT 453. Corequisite(s): ECE: EDT 412, EDT 413, EDT 414, EDT 415, EDT 415L.

EDT 458. Reading, Writing and Assessment - Middle Childhood. 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 the curriculum to students of various ages, needs and abilities. Topics include planning, instructional methods, materials, assessment and evaluation techniques. Prerequisite(s): EDT 350. Corequisite(s): EDT 458L; two content methods courses.

EDT 458L. Middle Level (4-9) Field Internship. 1-2 Hours

This MCE field experience is the first semester of the senior level internship, which provides the candidate with practice and reflection in middle level school settings. Corequisite(s): EDT 458; two content methods courses.

EDT 459. Critical Reading and Writing in the Content Area. 3 Hours

This class focuses on the teaching of reading and writing in the AYA and multi-age content area that includes instruction in organizing instruction, use of protocols for oral language development, strategies for word skill development, strategies for reading comprehension and assessment strategies for instructional purposes for the multi-age and AYA licenses. Prerequisite(s): EDT 338, EDT 338L. Corequisite(s): One of the following sets: EDT 431 and EDT 431L or EDT 432 and EDT 432L or EDT 434 and EDT 434L or EDT 435 and EDT 435L.

EDT 460E. 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. Corequisite(s): EDT 460EL.

EDT 460EL. Early Childhood Program and Personnel Management Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to program and personnel management and human relations in early care and education. Corequisite(s): EDT 460E.

EDT 461E. 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. Corequisite(s): EDT 461EL.

EDT 461EL. Supporting Quality Curriculum and Instruction in Early Care and Education Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to using research to identify and support quality early childhood curriculum, instruction and assessment. Corequisite(s): EDT 461E.

EDT 462E. 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. Corequisite(s): EDT 462EL.

EDT 462EL. Regulations, Licensing and the Law in Early Care and Education Laboratory. 0-1 Hours

This course consists of planned field experiences providing candidates the opportunity for field reflections in relation to regulations, licensing and laws that impact programs for young children. Corequisite(s): EDT 462E.

EDT 463E. 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. Prerequisite(s): EDT 460E, EDT 460EL. Corequisite(s): EDT 463EL.

EDT 463EL. Managing Finances and Marketing in Early Care and Education Laboratory. 0-1 Hours

This course supports students in EDT 463E as they explore managing finances and developing marketing plans in the field of early care and education.

EDT 464E. 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 the profession. Prerequisite(s): EDT 460E, EDT 460EL.

EDT 465E. Internship and Practicum in Early Childhood Administration. 6 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. Prerequisite(s): EDT 460E, EDT 460EL.

EDT 466. TESOL Methods for Teaching English Language Learners. 3 Hours

Introduction to key concepts in Teaching English to Speakers of Other Languages. Theoretical perspectives on second language (ESL) and literacy instruction will be interwoven with practical techniques for classroom instruction. Students will investigate approaches to teaching the four skills of English (reading, writing, listening, speaking) across varying contexts and proficiency levels. Prerequisite(s): ENG 200 or ENG 200H or ASI 120; and junior or senior standing or permission of department chairperson.

EDT 467. Advanced Phonics and Multisensory Instruction. 3 Hours

This is the first course of a two-course practicum sequence for the dyslexia methods 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. Prerequisite(s): EDT 340, EDT 340L, EDT 350; EDT 450.

EDT 471. Student Teaching- Foreign Languages P-12. 12 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. Prerequisite(s): EDT 433; formal admission to student teaching a full semester in advance; completion of 80% of the content area courses.

EDT 472. Internship in Prekindergarten Special Needs. 5 Hours

Supervised and evaluated teaching in a preschool special education 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 of the Council of Exceptional Children (DEC) guidelines for appropriate practice that are specific to prekindergarten age children with special needs. Field experience required. Prerequisite(s): EDT 314, EDT 315, EDT 344, EDT 415, EDT 415L; Students must register for the course and submit a student teaching/internship application packet to the department of teacher education by the deadline in January prior to the fall methods block.

EDT 473. Student Teaching-Primary Grades. 3-12 Hours

The student teaching experience is a full-time, evaluated experience in a primary setting. The candidate will demonstrate the knowledge, skills and dispositions required of a beginning primary grade teacher. Prerequisite(s): EDT 412, EDT 413, EDT 414, EDT 415, EDT 415L, EDT 454; Formal admission to student teaching a full semester in advance. Corequisite(s): EDT 416.

EDT 474. Student Teaching- Middle Childhood. 12 Hours

Full-time supervised and evaluated teaching in grades four through 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. Prerequisite(s): Two of the following: EDT 426, EDT 427, EDT 428, EDT 429; formal admission to student teaching a full semester in advance. Corequisite(s): EDT 423.

EDT 475. Student Teaching-Adolescence to Young Adult. 12 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): Formal admission to student teaching a full semester in advance; completion of 80% of the content area courses. Corequisite(s): EDT 436.

EDT 476. Student Teaching- Intervention Specialist: Mild/Moderate. 0-12 Hours

Full-time supervised and evaluated teaching with students demonstrating mild/moderate learning needs. The candidate will demonstrate the knowledge, skills and dispositions of a beginning mild/moderate IS teacher. Attendance at seminars is required. Formal admission to student teaching a full semester in advance. Prerequisite(s): EDT 442, EDT 442L, EDT 444.

EDT 477. Student Teaching- Art P-12. 12 Hours

Full-time supervised and evaluated teaching in art classes in schools (P-12). The candidate will demonstrate the knowledge, skills and dispositions required of a beginning art teacher. Attendance at a weekly seminar is required. Prerequisite(s): VAE 231, VAE 383, VAE 483; formal admission to student teaching a full semester in advance and the methods courses.

EDT 479. Student Teaching- Music P-12. 12 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. Prerequisite(s): MUS 242, MUS 250, MUS 331, MUS 332, MUS 335, MUS 450; formal admission to student teaching a full semester in advance.

EDT 481. Adolescence to Young Adult Assessment. 3 Hours

Student performance assessment is one of the most challenging tasks teachers must create. To do so effectively, teachers must know their state standards, learning goals, and lesson objectives and how they can be measured. The course objectives are aimed at using assessment tools to improve student learning and how the teacher can frame instruction to meet the needs of a diverse group of students. The course will introduce how to analyze data results and communicate assessment results to students, parents, and the school. These objectives will be met by readings, activities, assignments, discussions, lectures, and demonstrations.

EDT 482. 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 467.

EDT 484. Intervention Specialist Capstone Seminar. 0-3 Hours

This capstone focuses on the scholarship and practical wisdom needed for mastery of instructional planning, incorporation of developmentally appropriate strategies, along with assessment and evaluation techniques where student learning is the focus for teaching students with disabilities in both general education and special education K-12 settings. The vocational tools of research and theories of learning, unit planning, teaching methodologies and assessment are practiced and mastered through the completion of a teacher performance assessment. Field experience: Full time clinical experience in a K-12 setting under the supervision of university and K-12 faculty. Prerequisite(s): EDT 442, EDT 442L, EDT 443, EDT 444, EDT 445. Corequisite(s): EDT 476.

EDT 486. Comparative Study-Public Education. 3 Hours

This course is designed to study the background and development of education as compared to educational systems in other countries. The organizing themes are how social, political and cultural foundations shape schools. Comparisons across countries and cultures will provide a context to understand how educational practices are shaped by culture.

EDT 498. Honors Thesis. 3 Hours

This course is based on the selection, design, investigation, and completion of an independent, original research thesis under the guidance of a faculty research director. Restricted to juniors in the University Honors or Berry Scholars programs. Prerequisite(s): Permission of program director and department chairperson.

EDT 499. Honor Thesis. 3 Hours

This course is based on the selection, design, investigation, and completion of an independent, original research thesis under the guidance of a faculty research director. Restricted to seniors in the University Honors or Berry Scholars Programs with permission of the program director and EDT chairperson.