Master of Arts in Education

Dr. Jeannie DeFazio, Chair
Dr. Alan Digianantonio, Graduate Program Director

Division of Education Mission Statement

Mission guided by the vision of the Brothers of Christian Instruction, the Division of Education develops educators who serve all learners with a willing spirit in a global society.

Three distinctive features characterize the Division of Education at Walsh University:  The commitment to Judeo-Christian ideals in professional practices; respect for the dignity of all learners and the potentials they represent; and the critical importance of service learning.  These commitments are evident in all aspects of the activities and services offered by the Division of Education.

The faculty and students enjoy close connections that represent the best ideals of the Judeo-Christian traditions. The small student/faculty ratio enables students to develop caring, compassionate, and supportive relationships in the interest of accommodating each student’s unique life experiences and academic needs.  Intra-community relationships provide a foundation in which open communication, collaboration, and creativity manifest in the professional practices that students apply and demonstrate in field and clinical experiences.

Believing that ALL learners have special needs, the Division of Education fosters the positive development of each student’s knowledge, skills, and dispositions to enable each one to teach a diverse learning population effectively.  Each Walsh University student is exposed to a wide variety of models of teaching, curriculum designs, and diverse community connections in classroom practices and in field experiences.

The commitment to service learning is evident in the number and variety of field placements, which are carefully structured throughout the Teacher Preparation Program.  These experiences enable each student to provide tutorial support, intervention service, and enrichment instruction through partnerships with community programs and schools.

The Walsh University graduate program in Education seeks to provide superior educational service to its students and the communities it serves. The program curriculum enhances the professional growth of practicing educators and, as a result of the improved instruction they then provide in their own schools, furthers the growth and development of their pupils and students. The school systems and communities mutually benefit from these professional educators because of their leadership, enhanced abilities, increased knowledge, effective modeling of the best in the profession, and expanded resources.  The program also prepares students to respond to the call of leadership as teachers, teacher leaders or principals.

The Master of Arts in Education degree is designed for in-service school personnel.

Program Objectives

  • Provide opportunities for improved instruction through the acquisition of new or more highly developed skills and abilities.
  • Develop new attitudes or reinforce currently held beliefs that result in a productive learning climate.
  • Address the needs of educators as lifelong learners.
  • Provide resources and growth opportunities for counselors, administrators, and other school personnel.
  • Establish a network of mutually beneficial interaction and communication with school systems and communities that provide students for the program.
  • Provide information and courses to extend or enhance teacher knowledge in content areas and/or grade levels.
  • Provide opportunities to aid teachers in assisting their students in adjusting to life in an increasingly diverse world.
  • Provide a strong foundation in leadership for teacher leaders and principals.

Program Student Learning Outcomes (PSLOs)

The Graduate of the Master of Arts in Education Program will:

  1. Critique research and theories related to pedagogy, learning, and leadership
  2. Create intervention and teaching strategies, based on research and literature in the field, to meet the needs of all learners
  3. Construct appropriate education artifacts reflecting best practices relative to 21st Century Skills
  4. Analyze current professional teaching, leadership, and learning practices to determine those most appropriate for application
  5. Use data to make decisions and inform their teaching and/or leadership practice in a transformative learning environment.
  6.  Engage in or facilitate professional learning and leadership as a lifelong effort and responsibility.

The Master of Arts in Education Program (MAED) now has three program tracks to address the ever-changing education landscape. These tracks include: Traditional Program, Reading Literacy, and Educational Leadership.

Areas of Concentration

  1. Master of Arts in Education - Traditional Program
    The Master of Arts is Education Traditional Program addresses the needs of educators in their own journeys as lifelong learners. Candidate will be with other teachers in an environment that promotes learning from each other. Working with faculty with expertise in the K-12 environment, candidates will extend their knowledge of providing better instruction for their students.
  2. Master of Arts in Education - Reading Literacy Track
    Teachers who are highly qualified in the area of language arts are in high demand as literacy expectations continue to increase. The Reading Literacy Track serves to strengthen a teacher’s competency, making them extremely valuable and in the area of reading proficiency. The Reading Literacy track serves to strengthen a candidates’ competency, making them extremely valuable in the area of reading proficiency.
  3. Master of Arts in Education - Education Leadership with Principal Licensure Track
    The Leadership Track is designed for current teachers seeking to enhance their leadership potential with an educational organization. Students will be taught by experienced leaders in education to prepare them for current issues effecting today’s Educators. Students in this program can complete 12 hours of course work post-master's to add the principal license.

Transition Points in the Master of Arts in Education Program

In the MAED there are four major transition points about which candidates should be knowledgeable.  The first occurs at admission with entry into the graduate program; the second occurs at entrance to the graduate practicum; the third is at the exit from graduate capstone experience; and the last point is at graduation with program follow-up.  This follow-up occurs through the use of surveys to candidates and their employers.

Data is collected at each gate to measure program effectiveness and to determine adjustments in the curriculum to ensure each MAED candidate adequately meets the minimum standard for the six candidate proficiencies. Candidates should be aware of deadlines and program requirements for each transition point and should work closely with their advisors to ensure all pre-conditions are met in a timely basis.

Transition Point #1 Entry Into The Graduate Program

Transition Point #1 for students in the MAED program occurs during the admissions process. Candidates pursuing admission to the MAED should refer to the Admission Policy.

Transition Point #2 Entry Into Candidacy

In order to move into the next phase of the MAED program, the candidate must successfully fulfill the following requirements:

  • Have a 3.0 GPA in accepted graduate work
  • Complete 18 hours of courses with 9 credits coming from foundation (EDF) courses and assigned assignments (minimum grades B)
  • Be presented to and approved by the Graduate Faculty

Transition Point #3 Exit From Graduate Practicum

  • Completion of EDF 701 course (minimum grade of B)
  • Passage of the Comprehensive Exam or Action Research Project (Candidate can choose one of the two options or for a candidate beginning the program in Fall, 2016, My Learning Journey)

Transition Point #4 Program Follow-Up

  • Focus groups with alumni or
  • Alumni surveys
  • Employer survey

Title II Information

On the Ohio Assessments for Educators  for the 2014/2015 academic year, Walsh University candidates achieved a pass rate of 92% on the Principles of Learning and Teaching Assessment of Professional Knowledge and Content Assessments.

For additional data on the Ohio Assessments for Educators scoring, please contact the university’s Office of Admissions or visit the Walsh University website at www.walsh.edu/ed-data.

MAED Academic Guidelines

Admission Policy for Graduate Education Program

Persons with bachelor’s degrees from accredited colleges, with promising scholastic standing, and with personal and professional potential, will be considered for admission to the Division of Education Graduate Program. New students planning to take graduate courses should contact the Director of Graduate Education (adigianantonio@walsh.edu) or Graduate Admissions (pmerrell@walsh.edu) at least six weeks before classes begin.

Requirements for admission as a matriculated student in the Master of Arts in Education Program:

  • Completed application form, accompanied by a non-refundable application/registration fee of $25.
  • Official transcript(s) from an accredited college  or university of undergraduate (must be completed prior to beginning MAED coursework) and other graduate study sent directly from the applicant's college(s) to Graduate Admissions at Walsh University.  Transcripts are not necessary for Walsh University graduates.
  • Recommendations by three unrelated persons qualified to appraise scholastic aptitude and personal and professional promise.
  • Minimum cumulative GPA of 3.0 on a 4.0 scale on the baccalaureate transcript. Applicants who meet this criterion do not need to submit results from the Graduate Record Examination (GRE) or Miller Analogies Test (MAT).
  • Applicants with a minimum cumulative GPA of 2.99 or less may be considered for conditional admission once they have submitted their results from the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) in addition to all required admissions documents.
  • Minimum scores for applicants required to take GRE (290) and MAT (396).
  • Individuals who hold a Master’s degree from an accredited college or university are not required to provide GRE or MAT results.
  • Notarized Affidavit of Good Moral Character.
  • Copy of Teaching License (If a licensed teacher)
  • Interview with the Director of Graduate Education Studies in the Division of Education
  • Evidence of proficiency in written English on writing sample (minimum score of 2 [of 3]).

With permission of the Dean of Graduate Studies in the Division of Education, a maximum of three courses or nine semester credits of graduate work may be allowed to transfer from other accredited institutions, provided the work is "B" quality or better. The remainder of the course work for the Master’s degree must be earned at Walsh University. Usually no transfer of credit will be allowed for courses taken more than five years prior to matriculation in the graduate program.

Permission to register for a course without formal admission to the Master of Arts in Education program may be granted to a non-matriculated college graduate by the Director of Graduate Education in the Division of Education.

A maximum of six graduate credit hours may be taken prior to admission to the M.A. program. Once application is complete and approved student may continue course work.

Registration Procedures

Students who are fully admitted to the program can register in one or two ways.

The first method is by completing the Graduate Registration Form and following the directions below.  Please note that students enrolling for their first semester must register by completing the Graduate Registration Form.   This form may be completed with the Director of Graduate Education Studies or downloaded and completed.  The form can downloaded from http://www.walsh.edu/form.  The completed form must be signed by the Director of Graduate Education Studies or the assigned advisor. Once it is signed, please do one of the following:

  • Bring the form to Graduate Admissions, Barrette Business Center
  • Mail the form to Graduate Admissions, Walsh University, 2020 East Maple St., North Canton,  OH  44720-3336
  • Fax  the form to (330) 244-4680
  •  Scan and email to: adice@walsh.edu

The second method for registration is for students who have completed one semester in the program.  These students can utilize the Cavalier Center and register using the assigned PIN number.  PIN numbers can be secured through the student's assigned advisor.

Categories of Students

  • Non-Matriculated
    A non-matriculated student is a student enrolled in a graduate course who has not completed admission requirements or who does not intend to pursue a graduate degree but wishes to enroll in graduate coursework for professional development. A non-matriculated student may apply for transfer as a matriculated student. Not more than 6 semester hours taken as a non-matriculated student may be applied toward the master’s degree.
  • Matriculated
    A matriculated student is a degree-seeking student who has met all admission requirements for the degree program.
  • Candidate
    A candidate is a matriculated student who has successfully completed at least one half of the coursework for the degree program with a cumulative quality point average of 3.0 or higher and has received the recommendation of advancement to candidacy status from the Graduate Faculty.

Academic Advising

Graduate students in all categories are to consult with advisors. The advisors’ duties are to serve as a consultant in planning the student’s program, and arrange for required culminating activity comprehensive exam, or action research project or My Journey: Reflections and Connections.

An interview with the advisor is required prior to the first registration for graduate courses and before each subsequent registration.

The following options are available for candidates as a requirement for program completion.

Comprehensive Examination

The comprehensive examination is offered twice a year (October and March). Candidates must make application by the date established by Director of Graduate Education Studies.  Application can be obtained through the Division of Education Secretary.  Candidates must either include a $60 check payable to Walsh University or charge to a credit card at the time of application. Candidates must have 30 hours of coursework.  All foundation courses except EDF 701 Capstone MUST be completed prior to sitting for the comprehensive exam. 

This option available only to candidates who were admitted to the program prior to Fall, 2016.

Action Research/Impact Project

Candidates can choose to complete the Action Research Project in lieu of the comprehensive examination, or the My Journey: Reflections and Connections.

The candidate will also have to apply and receive approval from the Internal Review Board (IRB) prior to beginning research. Candidates must complete the tutorial for the IRB proposal by going to the Walsh website (www.walsh.edu/irb). The candidate must complete the tutorial, obtain the certificate, complete the proposal and submit the proposal with the certificate to the IRB. Candidates need to obtain the approval from the Division of Education and the IRB the semester prior to completing the research. Any candidate who begins research before receiving approval from the Director of Graduate Education and IRB will NOT be able to continue research until all requirements and permissions/approvals have been met. Data collected prior to approval would not be valid.  Candidate will work with an advisor assigned by the Director of Graduate Education Studies

The dates for submission of the proposal to the Division of Education are November 1st for candidates completing the action research in Spring semester and April 1st for candidates completing the action research in Fall semester.  Candidates must either include a $60 check payable to Walsh University or charge to a credit card at the time of submission of the proposal.

My Journey: Reflections and connections

The candidate will complete and submit a paper in which he or she reflects on and makes connections among core and elective courses and how these apply to current professional practice.  My Journey is due in either October or March during the candidate's final semester.   The dates will be established by the Director of Graduate Education Studies.  Candidates must make application by the date established by Director or Graduate Education Studies.  Application can be obtained through the Division of Education Secretary.  Candidates must either include a $60 check payable to Walsh University or charge to a credit card at the time of application.  

This option is available to all candidates enrolled in the program. 

Student Retention Policy

Both the Master of Arts in Education Graduate Student Handbook and the Division of Education Student Handbook: Essential Information for LEAD Students state the policies and processes for remediation and retention.

A student must earn a grade of B- or higher in each course required for graduation from the MAED program.  If an earned grade is lower than a B-, the student may repeat the course one time.  Failure to receive a B- or higher in the second and final attempt will result in dismissal from the MAED program. 

PROGRAM REQUIREMENTS (36 semester hours) 

Those interested in pursuing a Master of Arts in Education degree who already have a valid teaching certificate/license or who do not intend to teach follow the guidelines listed below. A total of 36 semester hours are necessary for graduation.

MAED Requirements

Core 1
Psychology of Learning
Acc Learn w/Special Needs
Research Methods
Teaching and Learning
Legal/Ethical Issues in Educ
Philosophy of Education
Capstone Course 2
Capstone Experience
Electives 3
Select 15 sem. hrs. from the following:
Creat Approach Individ Instruc
Information and Communications
Implementing Content Area Curr
Mentoring and Supervision
School-Community Relations
Hist Perspectives in Education
Multicultural Educ: Curr/Instr
Instructional Leadership
Learning & Design Technologies
App Instruc Des and Developmen
Design,Develop/Deliv of elearn
Learn Des & Tech Practicum
Dev Language/Literacy
Meth Teach Dev Reading
Prin/Pract of Teach Phonics
Reading Assess/Intervention
Reading in Content Area
Clinical Practicum in Reading
Independent Study in Educ
Positive Strat in Discipline
Soc Stud Content/Meth grd 4-5
Math Content/Methods grd 4-5
Science Content/Method grd 4-5
Assess Student Performance
Special Topics in Educ
1

 A minimum of 3 EDF courses must be taken prior to approval for candidacy.

2

Taken during the final semester of the MAED program

3

With the approval of the Walsh University graduate advisors, the remaining 15 hours may be fulfilled by elective, or alternative format courses. The choice includes courses from EDT (3 digit course numbers) and up to six hours of alternative format courses or workshops. 

Candidates may apply a maximum of six credit hours from workshops or alternative format courses to their program of graduate studies. The Division of Education at Walsh University, the Ohio Department of Education, and other accredited institutions offer these opportunities to in-service educators. The candidate's advisor, the Director of Graduate Education, and Registrar should be consulted PRIOR to workshop or course enrollment at another institution to confirm that the content is of sufficient rigor to warrant the University’s acceptance of the credits. Additionally, through a collaborative agreement with Walsh University, the Communicate Institute regularly offers the courses listed below. Only Communicate Institute courses listed in this catalog may be applied toward fulfillment of the MAED requirements at Walsh University. For a complete schedule of these offerings, visit their Web site at www.communicateinstitute.com.

IQ-EQ Connections
Strat Reduc Educ & Stud Stress
Read/Writing Across Curriculum
Character Education
Creativity to Teach Standards
Res:Strenght-Based Int for Stu
Hands-On Math K-8
Engag 21st Cen Learn Thru Tech
Bringing Out Best in Students
Brain Power
Courage for the Discouraged
The Teacher's Toolbox
Succeeding w/Studen of Poverty
The Well-Informed Educator
The Digital Student
Differentiated Teach & Learn
Healthy Pathways to Auth Learn
Google Tools in Education

Schedule of Classes

Graduate courses are offered predominantly during evening hours or online to allow students who work access to classes. Courses are offered in a three semester format through summer, fall, and spring. Courses will be offered in an accelerated format with two, 8-week sessions in Fall and Spring Semesters. Course rotation allows for an alternating format, which offers students easy access to the courses needed to complete their programs of study. Courses offered in the summer may be scheduled either during the day, evening hours, or online.

Course Rotation

Courses are offered on a regular rotation, as shown below.  Graduate students in the Division of Education are encouraged to attend to this rotation.  Fall and Spring semester offerings are scheduled in the evening or online to accommodate in-service educators and students with other daytime obligations. Those identified as occurring during the "May" term usually meet from the first week in May through the first week in June, during evening class sessions.  Those classes meeting during the "June/July" term begin in mid-June and continue through mid- to late-July.  These classes will meet during daytime periods and are scheduled so that students may enroll in multiple offerings during the same summer term.  Online course offered in May/June and June/August are eight weeks long.  Special Topics in Education (EDT 662) is offered in response to identified needs, interests, and new developments in the profession. (Rotation of courses may change based on increases/decreases in enrollments.)

Courses Offered Every FALL Term

Session I
Teaching and Learning
Legal/Ethical Issues in Educ (online and face-to-face course)
Philosophy of Education
Principalship (online course)
Internship I
Internship 2
School-Community Relations (online course )
Learning & Design Technologies (online course )
Dev Language/Literacy (online course )
Meth Teach Dev Reading (online course )
Prin/Pract of Teach Phonics (online course)
Session II
Psychology of Learning (online course)
Acc Learn w/Special Needs (online course)
Capstone Experience (online course)
Internship I
School Finance for Sch Adminis (online course)
Internship 2
Mentoring and Supervision (online course)
App Instruc Des and Developmen (online course)
Design,Develop/Deliv of elearn (online course)
Reading Assess/Intervention (online course)
Reading in Content Area (online course)
Clinical Practicum in Reading (online course)

Courses Offered Every SPRING Term

Session I
Research Methods (online course)
Teaching and Learning (online course)
Personnel Mgmt & Leadership (online course)
Internship I
Internship 2
Information and Communications (online course)
Implementing Content Area Curr (online course)
Instructional Leadership (online course)
Dev Language/Literacy (online course)
Meth Teach Dev Reading (online course)
Prin/Pract of Teach Phonics (online course )
Positive Strat in Discipline
Session II
Capstone Experience
Pupil Services
Multicultural Educ: Curr/Instr
Learn Des & Tech Practicum (online course)
Reading Assess/Intervention (online course )
Reading in Content Area (online course)
Clinical Practicum in Reading (online course)
Assess Student Performance (online course)

Courses Offered Every MAY Term

Acc Learn w/Special Needs

Courses Offered Every JUNE/JULY Term

Psychology of Learning

Courses Offered Every Summer Term

Session I - May/June
All Courses Online
Legal/Ethical Issues in Educ
Information and Communications
Instructional Leadership
Dev Language/Literacy
Meth Teach Dev Reading
Prin/Pract of Teach Phonics
Session II - July/August
All Courses Online
Philosophy of Education
Pupil Services
Reading Assess/Intervention
Reading in Content Area
Clinical Practicum in Reading

Clinical/Field Hours Requirements are listed with the course descriptions.

Program Concentrations

Reading Literacy

Core 1
EDF 601Psychology of Learning3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Capstone Course 2
EDF 701Capstone Experience3
Reading Literacy Required Courses
EDT 650Dev Language/Literacy3
EDT 651Meth Teach Dev Reading3
EDT 652Prin/Pract of Teach Phonics3
EDT 653Reading Assess/Intervention3
EDT 654Reading in Content Area3
EDT 655Clinical Practicum in Reading 33
Total Hours36

Leadership with Principal License

Core 1
EDF 601Psychology of Learning3
EDF 705Pupil Services3
EDF 607Research Methods3
EDF 620Teaching and Learning3
EDF 621Legal/Ethical Issues in Educ3
EDF 622Philosophy of Education3
Capstone Course 2
EDF 701Capstone Experience3
Leadership Required Courses
EDT 602Implementing Content Area Curr3
EDT 603Mentoring and Supervision 33
EDT 605School-Community Relations 33
EDT 614Instructional Leadership 33
EDT 710Assess Student Performance 33
Total Hours36
Principal Licensure - Required Courses (Post-Master's)
EDF 706Principalship3
EDF 707Personnel Mgmt & Leadership3
EDF 708Internship I1.5
EDF 709School Finance for Sch Adminis3
EDF 710Internship 21.5
Total Hours12
1

A minimum of 3 EDF courses must be taken prior to approval for candidacy.

2

Taken during the final semester of the MAED program

3

Courses that count towards Teacher Leader Endorsement.

MAED Education Foundations (EDF)

EDF 601  Psychology of Learning    3 sem. hrs.

An examination of theories of learning, creativity and fundamentals of human memory and cognition as related to psychology, counseling and education fields. A review of the historical development of learning theories and major learning theorists will be examined. Application of behavioral principles to student situations, evaluation of the progress of a participant in learning, demonstration of an ability to communicate using the specific language of learning and differentiate the various approaches across schools of learning. Offered every fall and summer.

EDF 606  Acc Learn w/Special Needs    3 sem. hrs.

Course is designed to provide students an overview of various exceptionalities/disabilities and educational implications. Issues such as inclusion, IDEA legislation, writing and implementing IEPs, positive behavioral supports, assessment, and teaching strategies are examined. Offered every fall and May.

EDF 607  Research Methods    3 sem. hrs.

An in-depth study of the rationale, dynamics, tools and techniques of research. Course includes skills in reviewing the literature, designing studies, and analyzing data. 10 hours of field experience required. Offered every spring.

EDF 620  Teaching and Learning    3 sem. hrs.

Course examines research pertinent to effective teaching and learning. Selection of appropriate instructional behavior for specific learning settings and actual application of this knowledge are essentials of the course. Phenomena such as classroom climate, lesson planning, curriculum organization, and the need for creativity are studied and strategies devised to address these issues. Offered every fall and spring.

EDF 621  Legal/Ethical Issues in Educ    3 sem. hrs.

In this course, legal and ethical issues are explored using case studies and topic-centered approaches. The responsibilities and rights of all parties involved in the educational process - teachers, students, parents, school board members, administrators, and others - are addressed. Using consequentialist and non-consequentialist ethical theories as well as the concepts of ordered liberty, class members. Offered every fall and spring.

EDF 622  Philosophy of Education    3 sem. hrs.

The goal of this course is to make educational philosophy relevant and meaningful to teachers who view philosophical concepts as too abstract, theoretical, and complex. Teachers will examine themselves, their beliefs and practices, district philosophies, and other educators' actions according to the different schools of philosophical thought. At the end of this course, teachers will be able to state why they do what they do in their professional lives. Offered every fall and summer.

EDF 700  Sem: Current Trends in Educ    3 sem. hrs.

Course is designed to generate among practitioners a global view of the education profession. Using seminar format, students will examine issues and trends influencing the profession in total and day-to-day conduct of instruction. Discussion of the influence of these trends and issues in the daily instructional process is an essential activity in this course.

EDF 701  Capstone Experience    3 sem. hrs.

This practicum is designed as a culminating course for the M.A. in Education degree for non-licensure students. Current methodology and practice are reviewed. Information and strategies that could change individual instructional behavior are investigated, and students participate in on-site, clinical appraisals of teaching. Prerequisites: Completion of at least 30 hours in the M.A.Ed. program, all required foundation courses (one which may be taken concurrently with EDF 701) and formal advancement to candidacy for the degree. Offered every fall and spring.

Prerequisites: Completion of at least 30 hours in the M.A. Ed.

EDF 705  Pupil Services    3 sem. hrs.

This course provides candidates with the background and mandates related to No Child Left Behind, HB1, special populations of students, the requirements for educating all children, and an analysis of current issues and trends. 10 hours of field experience required. Offered every spring and summer.

EDF 706  Principalship    3 sem. hrs.

The principal holds a unique position in the school in his or her role as the managerial and instructional leader. This course examines these roles in terms of the qualities of an effective leader who works with the various stakeholders in creating a shared vision on the based on high expectations with an emphasis on continuous improvement. This will be done in the context of the duties and responsibilities of the principal. Offered every fall.

EDF 707  Personnel Mgmt & Leadership    3 sem. hrs.

This course provides an introduction to the encompassing demands of personnel management and leadership. Applying the theory and practice to both certified and classified staff, the candidates will know and demonstrate and understanding of effective personnel scheduling, performance evaluation, growth planning, assistance plans, documentation strategies, delegation, and the interrelationship of leadership and management. Offered every fall and spring.

EDF 708  Internship I    1.5 sem. hrs.

This class is the first part of the culminating year-long experience for candidates pursuing principal licensure. The candidates will apply knowledge learned and skills developed in course work and prior field experiences. The course will provide candidates with practical and authentic onsite experiences under the direct supervision of a school principal or other building administrator. The candidate, school principal, and university supervisor will develop a plan outlining the specific activities to be completed during the internship. Candidates must complete both Internship 1 and 2 to meet requirements for principal licensure. 75 hours of clinical experience required. Offered every fall and Spring.

EDF 709  School Finance for Sch Adminis    3 sem. hrs.

This course will examine the financial operations of school systems, including taxes, other sources of revenue, expenditures, budgeting, effects of economic factors, Federal and State funding, laws, and legal decisions. The course will also examine the importance of monitoring and evaluating the management and operational systems, utilizing human, fiscal, and technological resources, acting to influence local, district, state, and national decisions, and analyzing and anticipating trends to adapt leadership strategies. Offered every fall.

EDF 710  Internship 2    1.5 sem. hrs.

This class is the second part of the culminating year-long experience for candidates pursuing principal licensure. The candidates will apply knowledge learned and skills developed in course work and prior field experiences. The course will provide candidates with practical and authentic onsite experiences under the direct supervision of a school principal or other building administrator. The candidate, school principal, and university supervisor will develop a plan outlining the specific activities to be completed during the internship. Candidates must complete both Internship 1 and 2 to meet requirements for principal licensure. 75 hours of clinical experience required. Offered every fall and Spring.

MAED Education and Teaching (EDT)

EDT 600  Creat Approach Individ Instruc    3 sem. hrs.

Techniques for designing and planning instructions for individual children is the major focus. In addition, a significant emphasis is placed on teaching creativity and meeting the creative needs of children as a method of personalizing instruction and adapting to learning-style differences for students P-12.

EDT 601  Information and Communications    3 sem. hrs.

This course provides an introduction to the roles of information and communication technologies in teaching and learning. Participants will evaluate software and study various techniques for integrating technology into the instructional process. The focus is on practical knowledge that will help educators develop an awaerness of current and potential application of technology in education or training settings. Offered every spring and summer.

EDT 602  Implementing Content Area Curr    3 sem. hrs.

One of a teacher's responsibilities beyond classroom instruction is serving on curriculum committees. Yet curriculum study and curriculum construction are not included in most pre-service teacher education programs. Curriculum theory, theorists, methods of curriculum development, and features of curricular change processes are addressed. Offered every spring.

EDT 603  Mentoring and Supervision    3 sem. hrs.

This course is one of four courses that leads to a Teacher Leader Endorsement. Candidates will learn mentoring, coaching, and supervision skills and examine current research about other educators through professional development to increase student learning. Planning, implementing, reflecting and evaluation professional development models will be used. Candidates will learn how to create a positive climate and establish structures that support professional development and collaboration. Candidates Individualizing Instruction learning, ensures that educators are able to collaborate with colleagues to improve student achievement. 13 hours of field experience required. This course is one of four required for a Teacher Leader Endorsement which also requires four years of teaching experience. Offered every fall.

EDT 605  School-Community Relations    3 sem. hrs.

A study of how school and community relations and effective communications impact the student’s learning, the teacher/staff roles in serving the community, and community support and perceptions of the learning environment while building a professional learning community. Identification of appropriate resources and practical strategies for enhancing collaboration with all stakeholders involved in the professional learning community are evaluated/utilized. Candidates plan and model collaborative professional learning experiences for educators, families and communities. Current models of school and community relations are utilized. 13 hours of field experience required. This course is one of four required for a Teacher Leader Endorsement which also requires four years of teaching experience. Offered every fall.

EDT 608  Hist Perspectives in Education    3 sem. hrs.

Teachers need to know how the American system of education has evolved in order to make sense of where it is now. An understanding of the forces that have shaped educational policy and practice - religion, politics, technology, economics, philosophy, media - gives educators a broad perspective on schooling. The values of a democratic political community based on the ideals of liberty, equality, justice, and obligation for the public good are contrasted with the realities of racism, sexism, materialism, class bias, and bureaucratic effects.

EDT 611  Multicultural Educ: Curr/Instr    3 sem. hrs.

Changing demographic patterns indicate that the United States is becoming more culturally diverse: new family structures are emerging, the number of minority children is increasing, the population is aging, and children have become the poorest segment of society. Teacher preparation programs will need to address such changes if future generations of Americans are to become responsible and responsive citizens. Course is designed to provide educators with essential knowledge, skills, attitudes, and dispositions necessary to educate children to function in a culturally pluralistic society. Specific strategies are offered to enable educators to construct multicultural curriculum designs and implement instruction from a multicultural perspective. Offered every spring in odd years.

EDT 614  Instructional Leadership    3 sem. hrs.

This course is designed to provide an introduction to instructional leadership. Candidates will know and demonstrate skill in evidence-based principles of effective leadership and teacher learning; promote the use of data-based decisions and evidence-based practice to enhance student learning outcomes; and participate in developing and supporting a shared vision and clear goals for their schools to sustain school renewal and improvement. 13 hours of field experience required. This course is one of four required for a Teacher Leader Endorsement which also requires four years of teaching experience. Offered spring and summer.

EDT 616  Learning & Design Technologies    3 sem. hrs.

This course orients graduate students to learning design and technology integration, including 21st century teaching and learning paradigms and best practices. Critical Information and Communication Technologies (ICT) will be evaluated including surveys of hardware, software, and web-based tools. Students will further explore the National Educational Technology Standards for Teachers, Students and Administrators, as well as TPACK, Technical Infrastructure, and Technology Integration. 10 hours of field experience required.

EDT 617  App Instruc Des and Developmen    3 sem. hrs.

Graduate students will explore instructional design theory and best practices for the design, development, and delivery of eLearning activities and multimedia production. Particular emphasis will be placed upon deliverables, online presence, evaluation, quality, integrity, and rigor. 10 hours of field experience required.

EDT 618  Design,Develop/Deliv of elearn    3 sem. hrs.

Graduate students will explore instructional design theory and best practices for the design, development and delivery of eLearning activities. Particular emphasis will be placed upon deliverables, quality, integrity, and rigor. 10 hours of field experience required.

EDT 619  Learn Des & Tech Practicum    3 sem. hrs.

Students will demonstrate competency in applying Information and Communication Technologies (ICT) skills through a comprehensive action-research project. Students will conduct a literature review, identify a problem/research question, and then design, develop, and implement an instructional intervention/deliverable as part of an action-research project. They will collect, analyze, and disseminate data on the impact and efficacy of their intervention/deliverable. 10 hours of field experience required.

EDT 650  Dev Language/Literacy    3 sem. hrs.

Students learn how children acquire language and how their early language is related to early literacy skills. Students explore a wide variety of methods for teaching early reading including teaching in the content areas. 10 hours of field experience required. Offered every fall, spring, and summer.

EDT 651  Meth Teach Dev Reading    3 sem. hrs.

Students are taught skills involved in reading. Wide variety of instructional strategies for teaching developmental reading from basal to whole language is explored. 20 hours field experience required for licensure-seeking or endorsement-seeking students. Offered every fall, spring, and summer.

EDT 652  Prin/Pract of Teach Phonics    3 sem. hrs.

The nature and role of phonics and phonemic awareness within the meaning-centered reading and writing process are explored, as well as current research regarding phonics instruction. Lessons are designed which demonstrate skill in teaching word study at the early and middle childhood levels. 10 hours of field experience required. Offered fall, spring, and summer.

EDT 653  Reading Assess/Intervention    3 sem. hrs.

The course focuses on assessment and intervention as part of ongoing instruction. Case study required. Students work with individuals in need of reading intervention. 20 hours of field experience required for licensure-seeking or endorsement-seeking students. Offered every fall, spring, and summer.

EDT 654  Reading in Content Area    3 sem. hrs.

Survey of principles, strategies and practical techniques used to assist students to deal effectively with reading/study materials in the content areas in MCE and AYA levels. 20 hours of field experience required. Offered every semester.

EDT 655  Clinical Practicum in Reading    3 sem. hrs.

Application of previous courses, including supervised assessment/interventionreading work with individuals in need of special reading instruction. Case studies are required. Students arrange to work with individuals with special reading instruction. 30 hours field experience required for licensure-seeking or endorsement-seeking students. Offered fall, spring, and summer.

Prerequisites: Completion of all reading courses.

EDT 662  Independent Study in Educ    1-3 sem. hrs.

Individually tailored library research, laboratory research, or field researchundertaken by the student under supervision of an appropriate faculty member. It is intended for the student whose research interests are so specialized as to warrant a separate course specifically oriented around these interests, or the student who requires additional work in a particular area, or, in special circumstances, to supplant another course in the program. Offered every semester.

EDT 670  Positive Strat in Discipline    3 sem. hrs.

Discipline or classroom management is best done in such a way that the activities are a part of and extend from instruction and learning. At the same time, the self-esteem and positive attitudes of students must be nurtured and enhanced while maintaining useful structure in the learning setting. 10 hours field experience for LEAD students. Offered every spring and June/July.

EDT 681  Soc Stud Content/Meth grd 4-5    3 sem. hrs.

This course is one in a series of three graduate level courses designed to lead to the addition of a 4-5 Generalist Endorsement in the Early Childhood teaching license. Students will demonstrate their knowledge of Social Studies content, young adolescent development, pedagogy, the Ohio Academic Standards for Social Studies, the Ohio Standards for the Teaching Profession (OES), and preparation for the Ohio Elementary Education Subtest #1 (018) and Ohio Elementary Education Subtest #2 (019). 17 hours of field experience required. Offered every fall, spring, and summer.

EDT 682  Math Content/Methods grd 4-5    3 sem. hrs.

This course is one in a series of three graduate level courses designed to lead to the addition of a 4-5 Generalist Endorsement in the Early Childhood teaching license. Students will demonstrate their knowledge of Mathematics content, young adolescent development, pedagogy, the Ohio Academic Standards for Mathematics, the Ohio Standards for the Teaching Profession (OES), and preparation for the Ohio Elementary Education Subtest #1 (018) and Ohio Elementary Education Subtest #2 (019). 17 hours of field experience required. Offered every fall, spring, and summer.

EDT 683  Science Content/Method grd 4-5    3 sem. hrs.

This course is one in a series of three graduate level courses designed to lead to the addition of a 4-5 Generalist Endorsement in the Early Childhood teaching license. Students will demonstrate their knowledge of Science content, young adolescent development, pedagogy, the Ohio Academic Standards for Science, the Ohio Standards for the Teaching Profession (OES), and preparation for the Ohio Elementary Education Subtest #1 (018) and Ohio Elementary Education Subtest #2 (019). 17 hours of field experience required. Offered every fall, spring, and summer.

EDT 710  Assess Student Performance    3 sem. hrs.

Educators must work to ensure high levels of achievement for all students. To accomplish this goal, they must have an excellent command of the relationship among curriculum, instruction and assessment. This course focuses on the pivotal role that assessment plays in informing instruction and determining if curricular goals are being met. Students will develop a facility in analyzing assessment data as one means of determining if instructional practices are effective and meet the needs of all students. In analyzing assessment data, students will identify areas in either instructional practice or the curricular program that may need improvement and will be able to access and use appropriate research to facilitate this improvement. Students will develop appropriate and meaningful research-based professional development for either individuals or staff to effect change. They will explore how to use technology effectively to assist them in collecting, analyzing, and reporting assessment data. 13 hours of field experience required. This course is one of four required for a Teacher Leader Endorsement which also requires four years of teaching experience. Offered every spring.

EDT 725  Special Topics in Educ    1-3 sem. hrs.

This course is designed in response to timely developments in the education profession. Scholarly research, critical analysis, and field-based applications characterize the course content. Topic, requirements, and schedule are subject to instructor's syllabus. Next offering TBA.

EDT 6438  IQ-EQ Connections    3 sem. hrs.

This course will explore the connection between cognitive and affective learning. Benjamin Bloom, well known for his hierarchy of thinking skills, also developed a hierarchy of affective skills. His work suggests that in order to help students reach higher levels of “thinking” (IQ), we must also help students reach higher levels of “caring” (EQ). David Sousa’s research (How The Brain Learns) further compels us to help students internalize and personalize the information we want them to learn. His research suggests the brain is a filter, not a sponge. While a student’s brain may accept information into short-term memory (“Remember until the test”), it unconsciously discards much of the information we teach. If information isn’t fully understood, the brain will eventually discard it as ‘untrue’. Equally, if information isn’t useful, the brain will eventually discard is as ‘unimportant’. TO get into long-term memory, information must make sense, and it must have personal meaning. Participants in this course will work together to translate this research into fun, engaging daily practice. Our goal will be long-term learning, not simply the short-term learning that’s readily assessed in standardized test. Using dozens of classroom-tested strategies and a variety of learning activities, participants will experience the role that novelty, interaction and choice play in student learning. Participants will also explore practical ways in which our systems for grading, classroom management and discipline can help students learn life lessons while they also learn curriculum lessons. The course is designed to inspire and equip educators to create “teachable moments” for students, so that school content can serve as a springboard for both cognitive and emotional growth.

EDT 6690  Strat Reduc Educ & Stud Stress    3 sem. hrs.

The hectic pace of our society can be very stressful for both students and educators. In this interactive life and stress management course students will have an opportunity to examine stressors and how they effect performance. Students will be exposed to a proven overall life approach for reducing stress as well as learn valuable specific techniques to be proactive and to manage stress. Many of the activities, techniques, and assessments used in this course can be adapted for use with students to help them deal effectively with stress.

EDT 6701  Read/Writing Across Curriculum    3 sem. hrs.

When you learn and use the dozens of strategies presented in this course, you can boost your students' mastery of content. Learn to plan lessons that effectively teach content and nurture greater literacy using writing strategies that deepen students' understanding of content, strategies that help students learn, retain, and recall important information, and comprehension and vocabulary strategies which will engage your students. This graduate course is designed to help educators learn how to help their students acquire and comprehend content through the purposeful use of reading and writing. It is based on the newest research and practices on literacy instruction for the content areas. Practical applications of research-proven strategies will be a major emphasis of the course.

EDT 6724  Character Education    3 sem. hrs.

With the general decline of responsible behavior in society, more and more school districts throughout the nation are realizing the importance of teaching character. The course is designed for K through 12 educators who wish to learn more about teaching character in their classroom as well as for those who wish to help design a character education program for their district. The major components discussed in this course are based on the "Character Counts!" core pillars of "Trust worthiness, Respect, Responsibility, Fairness, Caring and Citizenship." Participants will obtain many concrete ideas that can be put to use immediately.

EDT 6725  Creativity to Teach Standards    3 sem. hrs.

This course is designed for K-12 educators who wish to energize the curriculum through engaging students in the Four C’s of 21st Century Learning. These include Creativity and Innovation, Critical Thinking and Problem Solving, Communication, and Collaboration. An emphasis on the integration of the arts (music, visual, movement, drama) and classroom technology strategies are presented through motivating activities and authentic projects. Educators will leave with specific strategies aligned with their content that enhance the Core Standards. They will gain a unique perception of the process needed to develop lessons that are “hands on/minds on,” intrinsically meaningful, and cognitively stimulating for the 21st Century Learner. Research studies have concluded that there is a strong positive relationship between the creative arts and academic success. The content of this course is supported by theorists such as Piaget, Erikson, Maslow, Torrance, Jensen, and Gardner who promote personalized learning as a moral imperative to challenge student thinking and enhance social and intellectual development.

EDT 6747  Res:Strenght-Based Int for Stu    3 sem. hrs.

Educators need a practical and effective skill set in order to articulate, plan, and evaluate realistic learning goals and behavior expectations for all students. This graduate course was designed by Christine Haymond to help educators develop confidence and competence when dealing with students (and families) who present behavior and academic challenges. Participants will become familiar with relevant aspect of students' environments and how these personal challenges and stressors affect learning and behavior. Five distinct research based modules will explore Emotional Intelligence, Resiliency, Students from Addicted Families, Culture in the Classroom, and Reclaiming Youth: The Circle of Courage. Although research based, course emphasis is on practical applications and participants will be actively engaged in their learning. Participants will have an opportunity to collaborate and develop age appropriate classroom interventions for students who are often "school resistant".

EDT 6748  Hands-On Math K-8    3 sem. hrs.

Re-framed in 2012 to consider new Ohio Core Standards, this course has been developed by Rebecca Zullo for educators of grades K-8. In this graduate-level course, participants will deepen their conceptual understanding of may K-8 mathematics topics including: numbers and operations, geometry, measurement, algebra, and data analysis and probability. We will study these topics with a goal of increased understanding for improved instructional effectiveness. Mathematics lessons and classroom activities that are in alignment with the ODE standards, improving both teacher and student understanding and competency in mathematics, and supporting the mathematics teaching/learning process are the key elemets of this course. Participants will experience hands-on mathematics lessons, topic explorations, and collegial discussions. As each standard is investigated, participants will examine the concrete, representational, and abstract levels which students must move through in order to achieve meaningful comprehension.

EDT 6749  Engag 21st Cen Learn Thru Tech    3 sem. hrs.

This graduate course was designed to help educators develop new and varied strategies for meeting the needs of the 21st century student. Participants will examine practical and engaging forms of technology that enhance learning and student engagement. Participants will also develop strategies to enhance overall student engagement in the classroom while also identifying their own strengths and adapting those to the current reality of the 21st century classroom its students. (This course does not require participants to have a strong background in using technology.)

EDT 6750  Bringing Out Best in Students    3 sem. hrs.

Research on motivation and talent development shows there are certain character traits students need to achieve excellence in school and in life. In this course, K-12 educators will learn how to help students understand, value, and internalize such performance character traits as perseverance, a strong work ethic, self-discipline, resiliency, and humility. This course will focus on the performance character traits necessary for leading a productive fulfilling life, & bringing out students' best performance character.

EDT 6900  Brain Power    3 sem. hrs.

There has been an explosion of research and information on the brain. In the past, the focus was physiology and psychology. Today, brain research is linking the disciplines of psychology, biology, sociology, psychiatry and pedagogy in a new science referred to as "educational neuroscience." This educational model is often called "brain-based learning". This course is designed to offer educators, administrators and guidance counselors the basics of this new information. Participants will then have the opportunity to explore & develop practical techniques for putting it to work in their current situation.

EDT 6901  Courage for the Discouraged    3 sem. hrs.

The framework of this graduate level course will be the Circle of Courage. This research based model, developed by Reclaiming Youth International, combines the best practices of modern psychology with strength-based Native American family and child centered philosophies and traditions. The current trend in education, mandated by federal law, places emphasis on testing and the resulting data. This trend has resulted in the inclusion of many challenging students into the regular education classroom and curriculum, with maximum expectations and minimal support/training for the classroom teacher. At the same time, the trend in behavior intervention models has shifted from a deficit based system to a positive, strength- based model. These parallel trends have escalated frustrations for educators, administrators, and service providers, as they seek to positively assist and educate all children. Many students at risk of failing in our schools (and in our communities) present with behaviors resulting in multiple discipline referrals, failing grades, and low test scores. Participants in this course will explore a problem based and solution focused framework, and the insight and information that is essential to effectively educate students and empower teachers. Proactive (vs. reactive) strategies will be emphasized and will encourage and support educators to become and remain confident and competent in their chosen profession.

EDT 6915  The Teacher's Toolbox    3 sem. hrs.

This course is designed for classroom teachers who are looking for an equitable relationship between working hard and working smart in the classroom. This interactive process offers teachers the tools needed to "get the job done". Participants will leave with the ability to utilize instructional strategies that increase student achievement and with the ability to implement classroom management strategies that improve student engagement and motivation while maintaining high expectations. The concepts presented in this class are based on the best practices of Dr. Robert Marzano, Dr. Harry Wong, Stephen R. Covey, Dr. John Samara, Charlotte Danielson and other leaders in the field of education as well as information from Align, Assess, Achieve, and The Master Teacher Professional Development Program.

EDT 6916  Succeeding w/Studen of Poverty    3 sem. hrs.

Many schools and educators are challenged to meet the accountability demands of state and federal measures with their students of poverty. This graduate course is designed to provide the tools that will equalize opportunities for these students in order to maximize their academic achievement. These children can learn, and are just as capable as their peers, but life so far has not provided them with the necessary advantages for high academic achievement. This course will focus on what educators can actually do to overcome these significant demographic challenges. Succeeding with Students of Poverty is based upon the latest research.

EDT 6932  The Well-Informed Educator    3 sem. hrs.

We work in an age where outside forces impact our teaching and professional lives more than at any time in the past - and this course is meant to help educators grasp this ever changing educational landscape - to really augment their knowledge, so they can be confident in their understanding and communication regarding these forces. This course examines the education opportunities in Ohio, the flow of revenue, and changing evaluation and accountability requirements (testing/report cards), while using data driven decision making and organizational development to promote understanding, collaboration, and a team approach to educating today’s students. Participants will also develop strategies to develop, grow, and maintain professional learning teams while utilizing proven organizational development strategies to improve communication throughout their organization.

EDT 6935  The Digital Student    3 sem. hrs.

This graduate course helps educators develop lifelong character traits in today's digital students using digital tools. This course examines important character traits that lead to healthy adulthood and technology tools and applications that improve learning and support these traits. Participants will also develop strategies to develop, grow, and maintain technology skills while developing important character traits that maximize student learning, engagement, and lifelong success.

EDT 6940  Differentiated Teach & Learn    3 sem. hrs.

Differentiated Teaching and Learning Research shows that the single largest factor in improving student success is the effectiveness of that student's teacher. Differentiated instruction is a method of designing and delivering instruction to best reach each student. DTL focuses on assisting teachers to hone their effectiveness in doing just that - designing and delivering instruction to best reach each student. In other words Differentiated Teaching and Learning centers attention on effective research based instruction, allowing teachers to have a laser focus on proven methods of teaching and learning - areas where they have a direct impact. A few of the things you will learn: DTL specifically assists teachers by providing research based strategies and practices that allow teachers to reach and increase the achievement of more students. During this course, teachers will learn how to establish a positive learning environment; develop effective procedures and routines in the classroom; sucessfully create collaborative work through cooperative learning; design respectful and differentiated lessons; connect content to relevant life experiences and career opportunites; motivate students toward lesson mastery; assess and adjust lesson content to meet students' needs; and motivate students to work productively and assume responsibility for their own learning. The strategies presented are not content specific and therefore, can be applied to any grade level, discipline or classroom situation.

EDT 6945  Healthy Pathways to Auth Learn    3 sem. hrs.

Educators, students, parents, and the community all share a common goal in that each child maximizes his/her potential for academic and personal success. To date, most of the emphasis has been placed on academic achievement with a myriad of excellent methodologies being available for schools and staff. This course will offer another vital avenue for student success and that is total student health. The Common Core standards demands deeper teaching so all students are college or career ready upon graduation. This requires a healthy mind and body coupled with mental wellness. Many schools today have reduced physical education and health classes to a bare minimum; coupled with increased school stress, and a lack of basic executive function skills, a student's ability to meet the rigorous demands are greatly diminished. Educators will learn classroom implementation methods to promote the essential health mind, body, and spirit required to meet the rigorous demands places upon students today. This course is based on the lastest research demonstrating that total student health will enhance and promote student achievement.

EDT 6950  Google Tools in Education    3 sem. hrs.

Google Tools in Education are truly impacting classrooms around the world. Whether you have never used Google Tools, or if you have already started to integrate Google into your classroom, this course will benefit you. This course is designed to equip participants with the necessary knowledge, skills, and competencies to implement and integrate Google Tools for Education at their own pace and comfort. Participants will learn how to effectively integrate Google Tools with other technology and website into the classroom to encourage student ownership of learning. Course activites will prepare educators to successfully pass the Level 1 Google Certification Test (should they choose to take it).