University of Dayton
Academic Catalog 2013-14

Teacher Education

Majors:

Endorsements:

Certificates:

The University of Dayton's Department of Teacher Education has adopted a theme that is integrated throughout the program of study and is consistent with the school-wide conceptual framework. The theme of "Teacher as Reflective Decision Maker in a Pluralistic Society" is appropriate because of the complex needs of students from diverse backgrounds. The department adopted this theme in accordance with the University's Marianist mission which encourages students to take an active role in improving the larger community, and also reflects the unit outcomes for the SEHS which include:

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

The Department has established a selection and retention policy that requires students to demonstrate throughout their program of study a 2.5 grade-point average overall, in professional education courses, and in teaching fields; ability to pass all three sections of Praxis I, and competency in objectives in field-based experiences. Furthermore, all students must complete at the University of Dayton a BCII and FBI criminal background background check.  In order for the University of Dayton to approve the state of Ohio teaching license application, applicants must have on file:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and 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 chairperson. 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 grade point average must be ≥ 2.5
  • Grade point average in each teaching concentration must be ≥ 2.5 prior to entry into the clinical experience (methods)
  • Grade point average in professional education courses must be ≥ 2.5 after completing EDT 110 and the program specific development course, and maintained at ≥ 2.5 thereafter
  • PRAXIS I: Must pass/be exempt all sections
  • Grade of C- or higher in all EDT courses
  • Grade of S in all EDT labs prior to entry into clinical experience
  • Unexcused absences in a Teacher Education course cannot exceed 13% in any given course
Faculty

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

Bachelor of Science in Education and health sciences with a major in Adolescence to Young Adult Education (EYA) minimum of 124 credit hours

The Department of Teacher Education offers a Bachelor of Science in Education and Health Sciences Degree in Adolescence to Young Adult Education. The program meets all requirements for a state of Ohio  license to teach learners ages twelve through twenty-one and grades seven through twelve.

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 is dependent upon the chosen teaching field and the concentration within the teaching field. PRAXIS I is required, or waived based on SAT/ACT scores, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses, in their content area, and overall, 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 faculty adviser.  In order for the University of Dayton to approve the state of Ohio teaching license application, applicants must have on file:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and passing scores on the state of Ohio licensure tests.

Adolescence to young adult education teaching fields include the following:

  • 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Personal Aspects of Teaching 11
EDT 110
  & 110L
The Profession of Teaching
   and The Profession of Teaching Laboratory 1
3
EDT 222
  & 222L
Development in MC and AYA
   and Development in MC and AYA Laboratory 1
3
EDT 305Philosophy & History of American Education (Satisfies CAP Practical Ethical Action and Adv Study PHL)3
EDT 338
  & 338L
Teaching & Learning
   and Teaching & Learning Laboratory
3
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Educating Diverse Student Populations in Inclusive Settings Laboratory (Satisfies CAP Integrative and Diversity and Social Justice)
3
EDT 459Critical Reading & Writing in the Content Area 23
EDT 436AYA Capstone Course (Satisfies CAP Capstone)3
EDT 475Student Teaching-Adolescent to Young Adult 312
EDT Special methods in teaching field 1,34
EDT Special methods lab 1
MTH 114Contemporary Math (Satisfies CAP Mathematics) 43
Concentration (10 courses)30
Concentration/elective (6 courses)18

1

Field experiences are arranged by the University. Must register for lab.

2

EDT 459 and special 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 and Health sciences with a major in Early Childhood Education (ece) minimum of 124 credit hours

The Department of Teacher Education offers a Bachelor of Science in Education and Health Sciences Degree in Early Childhood Education.The program meets all requirements for a state of Ohio license to teach prekindergarten through grade 3.

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. PRAXIS I is required, or waived based on SAT/ACT scores, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses and overall, 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:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110
  & 110L
The Profession of Teaching
   and The Profession of Teaching Laboratory
3
EDT 211
  & 211L
Child Development: Birth to Age 8
   and Child Development: Birth to Age 8 Laboratory
4
EDT 212
  & 212L
Early Childhood Theory & Practice
   and Early Childhood Theory & Practice Laboratory 1
3
EDT 305Philosophy & History of American Education (Satisfies CAP Practical Ethical Action and Adv Study in PHL)3
EDT 313
  & 313L
Developmentally Appropriate Practice for Preschool Laboratory
   and Developmentally Appropriate Practice for Preschool Laboratory 2
4
EDT 317Integrating the Arts in Early Childhood Curriculum 22
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Educating Diverse Student Populations in Inclusive Settings Laboratory (Satisfies CAP Integrative and Diversity and Social Justice) 3
3
EDT 341Language Development & Emmergent Literacy3
EDT 350Foundations of Literacy Through Literature3
EDT 412Developmentally Appropriate Practice in Math for ECE 23
EDT 413Developmentally Appropriate Practice in Social Studies for ECE 22
EDT 414Developmentally Appropriate Practice in Science for ECE 23
EDT 415
  & 415L
Working with Young Learners with Mild To Moderate Disabilities
   and ECE Primary (K-3) Field Internship 2
4
EDT 450Phonics, Spelling & Vocabulary3
EDT 453Introduction to Literacy for Early Childhood 23
EDT 454Methods of Literacy for Early Childhood 23
EDT 472Internship in Pre-Kindergarten 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 Adv in HST)3
MUS 232Integrating the Arts (Satisfies CAP Arts)2
SCI 190
  & 190L
The Physical Universe
   and The Physical Universe Laboratory (Satisfies CAP Natural Sciences)
4
SCI 230Organisms, Evolution & Environment3
VAE 101Early Childhood Art Education2
Focus area electives (0-4 courses)Variable credit

1

Field experiences arranged at the Bombeck Family Learning Center.

2

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

3

Field experiences are arranged by the University. Must register for lab.

4

Course should only be taken by students pursuing PKSN focus area or EIS license.

5

Students pursuing PKSN focus area or EIS license should take course for 10 semester hours; all other students should take course for 12 semester hours.

 

Bachelor of Science in Education and health sciences with a major in Early Childhood Leadership and Advocacy (ecl) minimum of 121 credit hours

The Department of Teacher Education offers a Bachelor of Science in Education degree in Early Childhood Leadership and Advocacy. This programs 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's Degree or equivalent in ECE or related field. Student 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.



Major Requirements
EDT 305Philosophy & History of American Education3
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Educating Diverse Student Populations in Inclusive Settings Laboratory
3
EDT 344Collaboration with Families, Professional & Agencies3
EDT 460E
  & 460EL
Early Childhood Program & Personnel Management
   and Early Childhood Program and Personnel Management Laboratory
3-4
EDT 461E
  & 461EL
Supporting Quality Curriculum & Instruction in Early Care & Education
   and Supporting Quality Curriculum & Instruction in Early Care & Education Laboratory
3-4
EDT 462E
  & 462EL
Regulations, Licensing & the Law in Early Care & Education
   and Regulations, Licensing & the Law in Early Care & Education Laboratory
3-4
EDT 463E
  & 463EL
Managing Finances & Marketing in Early Care & Education
   and Managing Finances & Marketing in Early Care & Education Laboratory
3
EDT 464EAdvocacy in Early Care & Education3
EDT 465EInternship & Practicum in Early Childhood Administration6
Workshop 12

Bachelor of Science in Education and health sciences with a major in Foreign Language Education (ELA) minimum of 124 credit hours

The Department of Teacher Education offers a Bachelor of Science in Education and Health Sciences Degree 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.

 PRAXIS I is required, or waived based on SAT/ACT scores, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses, in their content area, and overall 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 faculty adviser. In order for the University of Dayton to approve the state of Ohio teaching license application, applicants must have on file:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and passing scores on the state of Ohio licensure texts, including the Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT) 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Personal Aspects of Teaching1
EDT 110
  & 110L
The Profession of Teaching
   and The Profession of Teaching Laboratory
3
EDT 207
  & 207L
Child & Adolescent in Education
   and Child & Adolescent in Education Laboratory
4
EDT 305Philosophy & History of American Education (Satisfies CAP Practical Ethical Action and Adv PHL)3
EDT 338
  & 338L
Teaching & Learning
   and Teaching & Learning Laboratory
3
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Educating Diverse Student Populations in Inclusive Settings Laboratory (Satisfies CAP Integrative and Diversity and Social Justice)
3
EDT 433
  & 433L
Foreign Language Methods for Adolescent to Young Adult
   and Foreign Language Methods for AYA (7-12) Field Internship
5
EDT 436AYA Capstone Course3
EDT 471Student Teaching- Foreign Languages K-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 Math (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 and health sciences with a major in Intervention Specialist (eis) minimum of 124 credit hours

The Department of Teacher Education offers a Bachelor of Science in Education and Health Sciences Degree in Intervention Specialist Education. The 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.

 PRAXIS I is required, or waived based on SAT/ACT scores, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses and overall, 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:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Personal Aspects of Teaching 11
EDT 110
  & 110L
The Profession of Teaching
   and The Profession of Teaching Laboratory 2
3
EDT 207
  & 207L
Child & Adolescent in Education
   and Child & Adolescent in Education Laboratory 2
4
EDT 305Philosophy & History of American Education (Satisfies CAP Practical Ethical Action and Adv Study in PHL)3
EDT 340Educating Diverse Student Populations in Inclusive Settings (Satisfies CAP Integrative and Diversity and Social Justice)3
EDT 321
  & 321L
Classroom Environment for Middle Childhood
   and Classroom Environment for Middle Childhood Laboratory 2,3
4
EDT 341Language Development & Emmergent Literacy3
EDT 342Behavior Management3
EDT 343
  & 343L
Introduction to Education of Learners with Mild/Moderate Learning Needs
   and Introduction to Education of Learners with Mild/Moderate Learning Needs Laboratory 2
3
EDT 344Collaboration with Families, Professional & Agencies3
EDT 350Foundations of Literacy Through Literature3
EDT 425The Middle School Principles & Practices3
EDT 441
  & 441L
Adapting Content Standards for Students with Special Needs
   and Adapting Content Standards for Students with Special Needs Laboratory
3
EDT 442
  & 442L
Assessment: Mild/Moderate
   and Intervention Specialist: Mild/Moderate Field Internship 2
4
EDT 443Curriculum: Mild/Moderate 22
EDT 444Instructional Strategies: Mild/Moderate 23
EDT 445Application of Computers/Technology in Special Education2
EDT 450Phonics, Spelling & Vocabulary3
EDT 453Introduction to Literacy for Early Childhood3
EDT 454Methods of Literacy for Early Childhood3
EDT 476Student Teaching- Intervention Specialist: Mild/Moderate (Satisfies CAP Capstone)12
GEO 204Geology for Teachers (Satisfies CAP Natural Sciences)4
HST 251American History to 1865 (Either satisfies CAP Adv Study in HST)3
or HST 252 American History Since 1865
MTH 204Mathematical Concepts I3
MTH 205Mathematical Concepts II (Satisfies CAP Mathematics)3
SCI 190
  & 190L
The Physical Universe
   and The Physical Universe Laboratory (Satisfies CAP Natural Sciences) 4
4
SCI 230
  & 230L
Organisms, Evolution & Environment
   and Organisms, Evolution & Environment Laboratory (Satisfies CAP Inquiry) 4
4

1

Field experiences are arranged by the University. Must register for lab.

2

Lecture and lab must be taken concurrently. EDT 443 & 444 must be taken concurrently. Field experience is required.

3

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

4

Students should take a lab with either SCI 190, or SCI 230.

Bachelor of Science in Education and health sciences with a major in Middle Childhood Education (ems) minimum of 124 credit hours

The Department of Teacher Education offers the Middle Childhood Education program, which leads to the Bachelor of Science in Education and Health Sciences Degree. The program meets all requirements for a state of Ohio license to teach grades four through nine in concentration areas. 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

PRAXIS I is required, or waived based on SAT/ACT scores, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses, in their content area, and overall, 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 faculty adviser. In order for the University of Dayton to approve the state of Ohio teaching license application, applicants must have on file:  a completed Good Moral Character form, copies of FBI and BCII fingerprint clearance certificates, and 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Persnl Aspcts-Tchng1
EDT 110
  & 110L
Profession-Teachng
   and Prfssn Tchng Lab 1
3
EDT 222
  & 222L
Devlpmnt-MC & AYA
   and Dvplmt MC & AYA lab 1
3
EDT 305Phil&Hist of Amer Ed (Satisfies CAP Practical Ethical Action and Adv Study PHL)3
EDT 321
  & 321L
Clrm Env Mid Chdhd
   and Clsrm Envmnt MC Lab 1,2
4
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Ed Dvs st Pop Inc Lb (Satisfies CAP Integrative and Diversity and Social Justice) 1,2
3
EDT 350Found Literacy Thr Lit3
EDT 423MC Capstone Seminar2
EDT 425
  & 425L
Md Schl Prin&Prac
   and Mid Chld Prin&Prac Lb
3
EDT 450Phonics,Spell,Voc3
EDT 452 Digital Literacies, ELL and Content Reading Strategies3
EDT 458
  & 458L
Reading, Writing, and Assessment – MC
   and MCE Ml Fld Intnshp 1,2
4
EDT 474Std Tch Mid Chldhd ((Satisfies CAP Capstone))12
Methods courses (select two): 6
Rdg/Lng Arts-MC
Math-Middle Childhd
Sci-Middle Childhd
Soc Std-Middle Chld
Concentration (12 courses) 336
Total Hours89

1

Field experiences are arranged by the University. Must register for Lab.

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 and health sciences with a major in Secondary Catholic Religion Education (ERL) minimum of 124 credit hours

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

PRAXIS I, is required or waived, by the end of the first year. A student must maintain a 2.5 grade point average, in their professional education courses and overall, 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
The West & the World
Introduction to Religioius & Theological Studies
Introduction to Philosophy
Writing Seminar I 2
Second-Year Writing Seminar 30-3
Writing Seminar II
Oral Communication 3
Principles of Oral Communication
Mathematics 3
Social Science3
Arts3
Natural Sciences7
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.


 

Major Requirements
EDT 109Persnl Aspcts-Tchng1
EDT 110
  & 110L
Profession-Teachng
   and Prfssn Tchng Lab 1
3
EDT 222
  & 222L
Devlpmnt-MC & AYA
   and Dvplmt MC & AYA lab 1
3
EDT 305Phil&Hist of Amer Ed3
EDT 331LReligion Methods Lab1
EDT 338
  & 338L
Teaching & Learning
   and Teach & Learn 1
3
EDT 340
  & 340L
Educating Diverse Student Populations in Inclusive Settings
   and Ed Dvs st Pop Inc Lb 1
3
EDT 436AYA Capstone Course3
EDT 459Crt Rdg Wrtg Cnt Ar3
EDT 475Student Teachng AYA12
MTH 114Contemporary Math3
Concentration (31 hours)

 

1

 Field experiences aer arranged by the University.  Must register for lab.

 

Early Childhood Generalist Endorsement

The Department of Teacher Education offers the Early Childhood Generalist Endorsement program. The endorsement will allow teachers in self-contained 4th and 5th grade classrooms to teach the subjects of math, 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 409Math 4&5 Grades3
EDT 410Science 4&5 Grades3
EDT 411Soc Std 4&5 Grades3
Total Hours9

 

Early Intervention Specialist Certification

The Department of Teacher Education offers the Early Intervention Specialist Certification program. This certification, granted through the Ohio Department of Developmental Disabilities, is valid for servicing infants and toddlers, ages birth through two, who have an identified developmental delay or who are at risk for developing such a delay. The young child is served within the context of its family. Students enrolled in an Early Childhood Education program may complete the coursework for the Early Intervention Certificate as a focus area for their undergraduate degree.

Early Intervention Certificate
EDT 312Infant/Toddler Pract2
EDT 314Coll Asmnt & Team Mdls3
EDT 315HEALTH AND MEDICAL ISSUES FOR EARLY CHILDHOOD3
EDT 341Lng Dvlp&Emergnt Lit3
EDT 344Coll w/Prnt/Coll/Agn3
Total Hours14

 

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 license and allows teachers to teach children ages 3-5 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.

Pre-Kindergarten Special Needs Endorsement
EDT 314Coll Asmnt & Team Mdls3
EDT 315HEALTH AND MEDICAL ISSUES FOR EARLY CHILDHOOD3
EDT 341Lng Dvlp&Emergnt Lit3
EDT 344Coll w/Prnt/Coll/Agn3
EDT 472PKSE Internship5
Total Hours17

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 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 460E
  & 460EL
ErlyChldPrgmPersnlMng
   and ErlyDhdPrgmPrsnlMngLb
3-4
EDT 461E
  & 461EL
SptQltyClminsElyCrEd
   and SptQltyClminsElyCrEd
3-4
EDT 462E
  & 462EL
RgnsLcsLwErlyCreEd
   and RgnsLcnsLwErlyCrEdLb
3-4
EDT 463EMngFncsMktErlyCareEd3
EDT 464EAdvcyErlyCreEd3
EDT 465EItrnPrctmErlyChldAdm6
Total Hours21-24

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

Middle Childhood Generalist Endorsement
Language and Reading
EDT 426Rdg/Lng Arts-MC3
Select one course from3
The Writing Classrm
History of English
Structure of English
Intro Linguistics
Mathematics
EDT 427Math-Middle Childhd3
MTH 266Disc&Fin Mth in MS3
Science (Prerequisites: SCI 190, SCI 190L, SCI 210, & SCI 210L))
EDT 428Sci-Middle Childhd3
4
SCI 230
  & 230L
Org,Evol,Envrmnt
   and Org,Evl,Envirn Lab
4
Social Studies
EDT 429Soc Std-Middle Chld3
HST 251Amer Hst to 18653

Teaching English to speakers of other languages certificate (TESOL)

The Department of Teacher Education offers the Undergraduate Certificate in Teaching English to Speakers of Other Languages 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 post-secondary 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 468Intro Linguistics3
or ENG 468 Intro to Linguistics
ENG 472Structure of English3
EDT 437Second Language Learning and Teaching3
ENG 466TESOL Methods for Teaching English Language Learners3
EDT 438TESOL Practicum1
Total Hours13

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. 2 Hours

This course is designed to study the principal components of effective teaching that facilitate the learning of all students. Current educational issues, the Ohio Standards for the Teaching Profession and other professional standards, developing a community of learners, service learning and teaching incorporating the Marianist traditions are other topics of the course. Field experience: 20 hours. Prerequisite(s): EDT 109 or permission of dean's undergraduate coordinator. Corequisite(s): EDT 110L.

EDT 110L. The Profession of Teaching Laboratory. 1 Hour

This lab consists of planned field experiences providing candidates the opportunity for field reflections in school settings. Corequisite(s): EDT 110.

EDT 207. Child & 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. Field experience required. Prerequisite(s): EDT 110. Corequisite(s): EDT 207L.

EDT 207L. Child & Adolescent in Education Laboratory. 1 Hour

This lab 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 8. 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. Corequisite(s): EDT 211L.

EDT 211L. Child Development: Birth to Age 8 Laboratory. 1 Hour

This 45 contact hour practicum course is one semester of a year long field experience held in conjunction with EDT 211and EDT 212. Only students who have been accepted to the Early Childhood 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 & 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. Students will learn to write lesson plans using a Praxis based lesson plan format. Field experience required at the Bombeck Family Learning Center. Prerequisite(s): EDT 110. Corequisite(s): EDT 212L.

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

This practicum course is a year long field experience held in conjunction with EDT 211 and EDT 212. Only students who have been accepted to the Early Childhood 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. Development in MC and AYA. 3 Hours

This course is the study of the physical, social, emotional, intellectual and moral characteristics of the developmental period of early adolescence to young adulthood, within the context of human growth and development. The course focuses on changes in the family setting, social and community contexts, threats to health and safety, and typical risk behaviors. Field experience required. Prerequisite(s): EDT 110. Corequisite(s): EDT 222L.

EDT 222L. Development in MC and AYA Laboratory. 0 Hours

This lab 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 & Society. 3 Hours

This course is a study of the relationships among institutional reform, personality development, and social change in rural, urban, and suburban schools to examine the influence of the cultures of communities on their schools. The responses of local schools to national policies will also be included in the course.

EDT 305. Philosophy & 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; 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, HST 103, PHL 103.

EDT 312. Infant & 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 3 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 Laboratory. 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 math 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 110, 212. Corequisite(s): EDT 313L, 340, 340L, 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 314. Collaborative Assessment & 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 110, EDT 212.

EDT 315. Health & 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 early childhood majors to integrate the arts throughout the early childhood 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. Field experience required. Prerequisite(s): EDT 110, EDT 222. Corequisite(s): EDT 321L.

EDT 321L. Classroom Environment for Middle Childhood Laboratory. 1 Hour

This lab 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

Students will explore various 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 & Historical Thinking. 3 Hours

Exploration of the cognitive processes that constitute historical thinking and historical understanding with an emphasis 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

No description available.

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, saramental, and communal relationships in the creation of Catholic school identity will be examined. Prerequisite(s): EDT 110.

EDT 338. Teaching & Learning. 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. Field experience required. Prerequisite(s): EDT 207 or EDT 222. Corequisite(s): EDT 338L.

EDT 338L. Teaching & Learning Laboratory. 0 Hours

This lab 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

This course is the study of the characteristics, legal aspects, and educational needs of students with challenges in learning. The role of the general educator in making curricular modifications and accommodations, adapting instruction and collaborating with other educators to facilitate learning in the general classroom for these students is examined. Field experience required. Prerequisite(s): EDT 110. Corequisite(s): EDT 340L.

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

This lab 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 & Emmergent 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 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. Prerequisite(s): EDT 340 (may be taken as a corequisite).

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. Field experience required. Prerequisite(s): ECE: EDT 340. Corequisite(s): EDT 343L.

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

This lab 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, Professional & 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; ECE: EDT 340.

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 Early Childhood, Middle Childhood, and Intervention Specialist programs. Topics examined include the foundations of literacy, research, theories, and related models of reading, various children's and young adult literature, the integration of technology in literacy, an overview of the importance of on-going assessment in teaching reading/language arts, and an awareness of cultural, linguistic, and ethnic diversity in individual learners. Prerequisite(s): EDT 110.

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 & 5th Grades. 3 Hours

Planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching mathematics to students in grades 4 and 5 with varied needs and abilities using a tier method. Topics include: Ohio Academic Content Standards, applications and instructional techniques that address proficiency testing, resources, technologies, manipulatives, interdisciplinary connections, grouping techniques, current research, and 21st Century Skills.

EDT 410. Science for 4th & 5th Grades. 3 Hours

Planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching science to students in grades 4 and 5 with varied needs and abilities using a tier method. Topics include: Ohio Academic Content Standards, applications and instructional techniques that address proficiency testing, resources, technologies, manipulatives, interdisciplinary connections, grouping techniques, current research, and 21st Century Skills.

EDT 411. Social Studies for 4th & 5th Grades. 3 Hours

Course designed to address social studies content including social aspects of learning, and pedagogy specific to 4th/5th grades.

EDT 412. Developmentally Appropriate Practice in Math for ECE. 3 Hours

This course will extend the candidate's knowledge of how children, six through eight years, 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, ages six through eight, 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 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 110, EDT 212, EDT 313; successful completion of field experience. Corequisite(s): EDT 413, EDT 414, EDT 415, EDT 415L, EDT 454.

EDT 413. Developmentally Appropriate Practice in Social Studies for ECE. 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 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 110, EDT 212, EDT 313; successful completion of field experience. Corequisite(s): EDT 412, EDT 414, EDT 415, EDT 415L, EDT 454.

EDT 414. Developmentally Appropriate Practice in Science for ECE. 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. Developmentally appropriate practices, science processes, inquiry, problem-solving, and safety issues will be addressed. Prerequisite(s): EDT 110, EDT 212, EDT 313; GEO 204; SCI 190, SCI 190L, SCI 230, SCI 230L; successful completion of field experience. Corequisite(s): EDT 412, EDT 413, EDT 415, EDT 415L, EDT 454.

EDT 415. Working with Young Learners with Mild To Moderate Disabilities. 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 required as part of the K-3 block. Prerequisite(s): EDT 212, EDT 340; successful completion of field experience. Corequisite(s): EDT 412, EDT 413, EDT 414, EDT 415L, EDT 454.

EDT 415L. ECE 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 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 & 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 math and science will be emphasized. Prerequisite(s): EDT 110, EDT 211, EDT 212. Corequisite(s): EDT 419L.

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

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

EDT 423. MC Capstone Seminar. 2 Hours

No description available.

EDT 425. The Middle School Principles & Practices. 3 Hours

This course is primarily a study of organization (school structure), philosophy and curriculum of middle level education (9-14 year olds), grades 4-9. It is designed to present the theoretical knowledge base about middle level (school) education. Issues and concerns, current trends and the essential elements relating to middle level education will be discussed throughout the semester of study. A variety of inquiry methods will be modeled that encourage critical thinking skills. Prerequisite(s): EDT 222, EDT 321.

EDT 425L. Middle Childhood Principles & Practices Laoratory. 0 Hours

This lab 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 (9-14 year olds), grades 4-9. 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 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, interdisciplinary connections, various grouping techniques and current research. Prerequisite(s): EDT 321, EDT 425. Corequisite(s): EDT 458, EDT 458L; two content methods courses.

EDT 427. Math for Middle Childhood. 3 Hours

This course focuses on the planning, diagnosis, instructional methods, materials, assessment and evaluation techniques for teaching mathematics to students in the middle schools with varied needs and abilities. The topics emphasized in this course include: an understanding of Ohio's academic content standards for grades 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, manipulatives, and other visuals, interdisciplinary connections, various grouping techniques and current research. Prerequisite(s): EDT 321, EDT 425. Corequisite(s): EDT 458, EDT 458L; two content methods courses.

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 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies, experiments, and other hands-on experiences, interdisciplinary connections, various grouping techniques, and current research. Prerequisite(s): EDT 321, EDT 425. Corequisite(s): EDT 458, EDT 458L; two content methods courses.

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 4-9, applications and instructional techniques that address the Ohio achievement tests, various resources, technologies and active hands-on experiences, other visuals, interdisciplinary connections, various grouping techniques and current research. Prerequisite(s): EDT 321, EDT 425. Corequisite(s): EDT 458, EDT 458L; two content methods courses.

EDT 431. Integrated Language Arts Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of integrated language arts to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, interdisciplinary connections, various grouping techniques, best practices, and current research. Field experience required. Prerequisite(s): EDT 222, EDT 222L, EDT 338, EDT 338L. Corequisite(s): EDT 305, EDT 431, 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, AYA setting. Corequisite(s): EDT 305, EDT 431, EDT 459.

EDT 432. Math Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of mathematics to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, manipulatives, and other visuals, interdisciplinary connections, various grouping techniques, best practices, and current research. Field experience required. Prerequisite(s): EDT 222, EDT 222L, EDT 338, EDT 338L. Corequisite(s): EDT 305, EDT 432L, EDT 459.

EDT 432L. Math 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 math, AYA setting. Corequisite(s): EDT 305, EDT 432, EDT 459.

EDT 433. Foreign Language Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of foreign language to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities and other visuals, interdisciplinary connections, various grouping techniques, best practices, and current research. Field experience required. Prerequisite(s): EDT 207, EDT 207L, EDT 338, EDT 338L. Corequisite(s): EDT 305, EDT 433L, EDT 459.

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 305, EDT 433, EDT 459.

EDT 434. Science Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of science to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities, interdisciplinary connections, various grouping techniques, best practices, and current research. Field experience required. Prerequisite(s): EDT 222, EDT 222L, EDT 338, EDT 338L. Corequisite(s): EDT 305, 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 305, EDT 459.

EDT 435. Integrated Social Studies Methods for Adolescent to Young Adult. 3 Hours

This course focuses on planning, diagnosis, instructional methods, materials, assessment, and evaluation techniques for teaching all levels of integrated social studies to students in grades 7-12 with varied needs and abilities. Topics include: understanding Ohio's academic content standards for grades 7-12, applications and instructional techniques that address the Ohio achievement and competency tests, various resources, technologies, hands-on activities, interdisciplinary connections, various grouping techniques, best practices, and current research. Field experience required. Prerequisite(s): EDT 222, EDT 222L, EDT 338, EDT 338L. Corequisite(s): EDT 305, 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 305, EDT 435, EDT 459.

EDT 436. AYA Capstone Course. 3 Hours

This course will serve as a culminating course to the AYA Senior Block experience. It will provide content for topics that former students deemed important as well as educational research techniques. The course was designed by AYA faculty to meet the missing components that our work with NCATE spa requirements demands from our individual content areas. Specifically, the course will cover action research, educational research, content area research, data collection analysis and management, real classroom issues, and the integration of all these elements to measure and improve student achievement. Corequisite(s): EDT 475.

EDT 437. Second Language Learning & 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. TSEOL 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. Pre-requisite (s): EDT 437, LNG 468, ENG 472, ENG (TESOL Methods).

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.

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. I.S. 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 lab emphasizes the role of the intervention specialist in collaboration with general educators in making appropriate accommodations and modifications.

EDT 442. Assessment: Mild/Moderate. 3 Hours

This course is the study of the multidisciplinary use of assessment instruments and techniques in the diagnosis, planning and evaluation of the special needs learner and the development of individual education programs. Prerequisite(s): EDT 321, EDT 340, EDT 343, EDT 425. Corequisite(s): EDT 442L, EDT 443, EDT 444.

EDT 442L. Intervention Specialist: Mild/Moderate Field Internship. 1-2 Hours

This Intervention Specialist: Mild/Moderate 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 443, 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 340, EDT 343, EDT 425. Corequisite(s): EDT 344, 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 340, EDT 343, 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 446. Career Education/Special Education. 2 Hours

Theory and techniques of job classification, assessment, selection, placement, and activities related to work from pre-school to adult. Prerequisite(s): EDT 343. 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 340, EDT 343, EDT 425 Corequisite(s): EDT 442, EDT 442L, EDT 443, EDT 444.

EDT 450. Phonics, Spelling & Vocabulary. 3 Hours

This course provides the background knowledge necessary for effectively teaching and assessing the role of phonics in the reading process. Emphasis is on developing phonemic awareness, phonics, spelling, and word recognition/word meaning embedded in the context of a total reading/language arts program focused on meaning construction. Prerequisite(s): EDT 350. Corequisite(s): EDT 453 or EDT 458.

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

In this course, Middle Childhood 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. Prerequisite(s): EDT 350.

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

Study of appropriate instruction and assessment supporting the literacy development of children PK - grade 3. Major emphasis is 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. Prerequisite(s): EDT 350.

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

The continued study of appropriate instruction and assessment supporting the literacy development of children PK - grade 3, with a focus on instruction supporting developing and transitional readers and writers. Major emphasis is 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.

EDT 458. Reading Methods & Assessment - MC. 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. Field experience required. Prerequisite(s): EDT 350. Corequisite(s): EDT 458L; two content methods courses.

EDT 458L. MCE 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 & 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 adolescence to young adult licenses. Prerequisite(s): EDT 110, EDT 222, EDT 338, EDT 338L. Corequisite(s): EDT 305; two content methods courses.

EDT 460E. Early Childhood Program & 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 lab 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 & Instruction in Early Care & Education. 3 Hours

This course provides opportunities for students to use research to identify and support quality early childhood curriculum, instruction, and assessment. Corequisite(s): EDT 461EL.

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

This lab 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 & the Law in Early Care & Education. 3 Hours

This course addresses ethics in early care and education as well as issues related to health, safety, and nutrition regulations including first aid, communicable disease, safety policies, and practices. Reporting and recognizing child abuse is addressed. Students will learn to respond to regulations, licensing, and laws that impact programs for young children. Corequisite(s): EDT 462EL.

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

This lab 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 & Marketing in Early Care & Education. 3 Hours

Students will explore strategies for managing finances and developing marketing plans in the field of early care and education. Prerequisite(s): EDT 460E.

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

This lab 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 & Education. 3 Hours

This courses 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 465E. Internship & Practicum in Early Childhood Administration. 6 Hours

This internship serves as the culminating experience where students demonstrate the knowledge, skills, and disposition addressed in the four proceeding early childhood leadership courses. Students complete a six week full time internship working with/as a early childhood director or administrator. Prerequisite(s): EDT 460E.

EDT 471. Student Teaching- Foreign Languages K-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 Pre-Kindergarten 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 pre-kindergarten age children with special needs. Field experience required. Prerequisite(s): EDT 314, EDT 315, 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): Formal admission to student teaching a full semester in advance.

EDT 474. Student Teaching- Middle Childhood. 12 Hours

Full-time supervised and evaluated teaching in grades 4-9 in at least one of the two candidate's concentration subjects. The candidate will demonstrate the knowledge, skills and dispositions required of a beginning middle-level teacher. Attendance at weekly seminars is required. Prerequisite(s): Two of following: EDT 426, EDT 427, EDT 428, EDT 429; formal admission to student teaching a full semester in advance.

EDT 475. Student Teaching-Adolescent 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.

EDT 476. Student Teaching- Intervention Specialist: Mild/Moderate. 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 intervention specialist teacher. Attendance at seminars is required. Prerequisite(s): EDT 342, EDT 343, EDT 343L, EDT 344, EDT 442, EDT 442L, EDT 443, EDT 444, EDT 445; formal admission to student teaching a full semester in advance.

EDT 477. Student Teaching- Art K-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 K-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 331, MUS 332, MUS 335; formal admission to student teaching a full semester in advance; piano proficiency and completion of junior/senior recital.

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 with permission of the program director and EDT chairperson. Prerequisite(s): Permission of department chairperson and program director.

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.