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Graduate Programs
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Education and Human Services—Teacher Education Programs
Introduction
The Teacher Education Department offers programs that lead to licensure as a teacher, to master’s degrees, or to both. Each program has a brief description before the requirements. The list below represents the programs available from the Teacher Education department:Master’s Degree Programs for Initial Teacher Licensure (for those who are not teachers)
Classroom Teacher: Middle Childhood Education
Classroom Teacher: Adolescent to Young Adult Education
Classroom Teacher: Multi-Age Education
Master’s Degree Programs for Initial Teacher Licensure and for Current Teachers Seeking Advanced Study and/or Additional Teaching Credentials
Classroom Teacher: Intervention Specialist: Mild to Moderate Educational Needs
Classroom Teacher: Intervention Specialist: Moderate to Intensive Educational Needs
Classroom Teacher: Intervention Specialist: Gifted Educational Needs
Master’s Degree Programs for Teachers Seeking Advanced Study and/or Additional Teaching Credentials (Not Initial Teacher Licensure Programs)
Classroom Teacher: Early Childhood Education: Early Childhood Intervention Specialist (a non-degree or licensure program)
Classroom Teacher: General
Classroom Teacher: Mathematics
Classroom Teacher: Modern Languages
Classroom Teacher: Reading
Classroom Teacher: Science
Admission
In addition to meeting requirements for admission established by the School of Graduate Studies, candidates for these degrees who do not meet the minimum cumulative GPA requirement to waive the GRE or MAT, must submit satisfactory Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores, unless otherwise noted (see Admission Standards). The Adolescence Young Adult, Multi-Age, and Middle Childhood initial teacher licensure programs require passing scores on the state of Ohio’s mandated Praxis II Specialty (Content) Area Exam(s). Contact the college’s Office of Student Services or visit their Web site at www.ed.wright.edu/ss/ to learn more about the Praxis II exams.All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality from undergraduate study. Graduate study requires that students be increasingly self-directed. Students are not guaranteed a master’s degree by attending and completing courses. Exit requirements must be met in all programs.
Admission to the College of Education and Human Services is based on the candidate’s written statement of purpose, consideration of undergraduate and/or graduate cumulative grade point average, submission of satisfactory scores on either the MAT, GRE, or other required examination, and in some cases, letters of reference and a personal interview (see Admission Standards).
Technology Policy
For admission to the college, all College of Education and Human Services students, graduate and undergraduate, part-time and full-time, will be expected to certify that they own or have access to a computer and the Internet.
In order to meet the mission of the college “…to prepare professionals to meet the educational and human services needs of a diverse, democratic society,” it is necessary for our students to play an active role in the technological environment the college and Wright State University are creating to assist in the completion of this mission. An increasing number of classes and options will become available to students using a variety of distributed learning formats; library resources are available in a growing number of full-text formats, and global connections via telecommunications will be part of daily operations. Students preparing to become professionals in education and human service areas must demonstrate appropriate and effective skills and knowledge in technological aspects of their work.
Minimum equipment standards will be either a Power Macintosh or Pentium-based Personal Computer (PC). The college supports Macintosh computers in faculty and staff offices and maintains computer labs. Wright State University has purchased a site license for most Microsoft software (see the Web page for Wright State’s Computing and Telecommunications Services, http://www.wright.edu/cats/ for details). The college’s standard software packages are currently Office 2001 (Word, Excel, PowerPoint), FileMaker Pro, and Netscape; the specific packages, however, are subject to change.
Initial Teaching Credential
Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential (license) are required to pass the Praxis II specialty/content area exam(s) as defined by current state of Ohio standards. Candidates to these programs must contact the college’s Office of Student Services for assistance in identifying the appropriate exam(s) for his/her desired teaching field. Students unable to achieve a passing score as defined by state of Ohio standards will not be admitted to a Teacher Education program. Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential will not be required to take the GRE or MAT exams. An exception to this rule is the Intervention Specialist programs. Applicants to these programs must take the GRE or MAT exams, unless eligible to waive testing requirement based on cumulative GPA (see Admission Standards).
Admission Standards
Candidates with a grade point average of less than 2.3 on a 4.0 grading system are not ordinarily admitted to graduate school. A petition process is available to formally request admissions not having met an admission standard. Candidates for admission to the Department of Human Services must meet additional requirements, which include three letters of reference, a personal interview, and a writing sample. Candidates for admission to certain programs in the Departments of Educational Leadership and Teacher Education must meet additional requirements, which include letters of reference, a personal interview, a writing sample, a self-assessment instrument, and Praxis II specialty area exams.
Waiver of GRE/MAT
Candidates to Educational Leadership master’s degree programs, Health, Physical Education, and Recreation (HPR) programs, and select Teacher Education programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher (graduate level GPA must be 3.0 or higher.) Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) must submit passing Praxis scores regardless of undergraduate GPA.
Candidates to Human Services programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.3 or higher.
Conditional
Students who have an undergraduate grade point average of 2.5 or better, or who have an average between 2.3 and 2.5 with 2.7 or better in the last half of undergraduate work, may be granted conditional admission.
Regular admission to the College of Education and Human Services is granted after successful completion of 12 hours of course work with a grade of B or better in each course.
Licensure Candidate
Students who wish to complete licensure requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with the permission of the department in which the programs are housed. See Praxis II testing requirement above.
Nondegree Status
Persons who have a bachelor’s degree may enroll in nondegree status for graduate courses without being admitted to a graduate program. If you wish to enroll in a degree program, only 50 percent of such credits may be applied to a degree program if they are appropriate, with the exception of the Department of Human Services, which only allows 12 hours of nondegree credit to be applied to one of its degree programs.
Entry requirements vary by program. All students will be required to pass a standardized test, have a 2.7 grade point average as an undergraduate, submit a sample of writing, and have an admissions interview and a criminal background check. All students who seek to attain a teaching license will be required to meet Ohio standards on a Praxis II Principles of Learning and Teaching exam at the end of the licensure portion of the program.
Praxis II Specialty (Content Area) exams will serve as the entrance exam for the Middle Childhood, Multi-Age, and Adolescent to Young Adult initial licensure programs. The Early Childhood program and the Intervention Specialists programs require the Graduate Record Exam (a combined score of 800 or more on the Quantitative and Verbal portion of the exam) or the Miller Analogy Test (a score of 30 or better) as the entrance exam. All candidates for an initial licensure program (in any licensure area) must complete the college’s application process concurrent with the School of Graduate Studies application. The college’s initial teacher applications are found on the Office of Student Services Web site at www.ed.wright.edu/ss/. Please contact the college’s Office of Student Services if you have any questions about the requirements of a particular program.
Please note that the initial licensure programs in Middle Childhood (MC), Multi-Age (MA), and Adolescent Young Adult (AYA) programs currently require students to be full-time students in order to complete both course work and meet the Ohio Department of Education requirements for field experiences in schools.
Advising
Teacher Licensure Advisors and Faculty AdvisorsThe college’s Office of Student Services is referred to in many areas of this catalog. Persons considering becoming a teacher and teachers who have questions about adding a new licensure area are encouraged to visit the Office of Student Services and consult with a licensure advisor. The office is located in 378 Allyn Hall and employs full-time professional licensure advisors for consultation. Advisors are available without an appointment during regularly scheduled walk-in advising times. Daytime and evening walk-in advising is available; please consult the office’s Web site for current information regarding advising times at www.ed.wright.edu/ss/.
These advisors are charged by the college to audit student’s programs for compliance with state of Ohio teacher licensure standards. Working with these advisors as you begin your studies will greatly increase the probability that you will select and take the appropriate courses for any given licensure area. Your application for the teaching license is filed with this office, and the licensure advisors assist the faculty by auditing your program at various stages of your program.
Many of our teacher licensure programs are also degree programs. We also offer advanced programs of study that provide current teachers with the opportunity for an in-depth study of an area, and the program does not include a new teaching license. Faculty advisors are assigned to each degree-seeking student at the point of acceptance to develop a separate plan for the degree. This formal program of study should be completed during the first term of a student’s program. The faculty advisor will determine course substitutes, transfer of credit, and other appropriate modifications of the published degree curriculum as it appears in this catalog. The faculty advisor provides professional advising regarding current research, career development, and professional organizations. Any questions regarding the degree portion of your program will be directed to this faculty advisor. The licensure advisors will consult with this faculty person when needed.
Degree Requirements
Middle Childhood (Grades 4 through 9 and ages 8 through 14)Middle Childhood teachers will teach two of the following subject (content) areas: language arts, mathematics, science, and social studies. This is a full time program of study currently requiring your commitment Monday through Friday. Students from Wright State University’s Bachelor of Education program in Middle Childhood Education and others with a bachelor’s degree who meet the content requirements (two content concentrations) of Wright State’s educator program will be enrolled in this program in a cohort group. Prerequisite content requirements are described on the college’s Web site at www.ed.wright.edu/ss/.
Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching 5–9 and the Praxis II subject area(s), the student may apply for a provisional license in Middle Childhood Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 15 months of full time study and internship.
At the time of publication of this catalog, the above program was being revised. Please contact the college’s Office of Student Services for current information.
Note regarding the Middle Childhood Generalist Endorsement:
The state of Ohio has an endorsement available to the Middle Childhood license. The college has an approved program for the middle childhood generalist licensed teacher to add the English and/or Social Studies concentrations to their Middle Childhood mathematics and science concentrations license. This endorsement requires additional undergraduate content courses and passing the required Praxis II subject area assessments. The Middle Childhood Generalist Endorsement qualifies one to work in self-contained classrooms in grades 4 to 6. We expect to have approval from the state of Ohio for adding the Mathematics and Science areas by Fall 2005.
Adolescent Young Adult (Grades 7 through 12, ages 12 through 21)
The holder of an AYA license will teach a single subject such as language arts, social sciences, mathematics, or science in grades 7 through 12. To learn more about the approved AYA teaching (content) areas of study that Wright State offers, please visit our college’s Office of Student Services.
This is currently a full-time program of study requiring your commitment Monday through Friday. Students from Wright State University and others with a bachelor’s degree who meet the content requirements of Wright State’s educator program will be enrolled in this program in a cohort group. Prerequisite content requirements are described on the college’s Web site at www.ed.wright.edu/ss/.
Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching 7-12 and the Praxis II subject area(s), the student may apply for a provisional license in Adolescent to Young Adult Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 15 months of full time study and internship.
At the time of publication of this catalog, the above program was being revised. Please contact the college’s Office of Student Services for current information.
Multi-Age (Grades pre-kindergarten through 12, ages 3 through 21)
Wright State is approved to endorse candidates for the Multi-Age license for those persons who wish to teach a modern language (French or Spanish), health education, physical education, or visual arts. (Music education is only available on the undergraduate level through the university’s College of Liberal Arts.)
This is currently a full-time program of study requiring your commitment Monday through Friday. Students from Wright State University and others with a bachelor’s degree who meet the content requirements of Wright State’s educator program will be enrolled in this program in a cohort group. Prerequisite content requirements are described on the college’s Web site at www.ed.wright.edu/ss/.
Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching (any level) and the Praxis II subject area(s), the student may apply for a provisional license in Multi-Age Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 15 months of full time study and internship.
At the time of publication of this catalog, the above program was being revised. Please contact the college’s Office of Student Services for current information.
Early Childhood Programs (Grades pre-kindergarten through 3, ages 3 through 8)
The Early Childhood graduate programs are designed to address the needs of two different audiences: (1) holders of an early childhood education license or certificates who seek a master’s degree, and (2) holders of an elementary teaching certificate or license who seek a master’s degree (and the early childhood license).
The college requires the GRE or MAT exam as the entrance exam for this program unless the cumulative undergraduate and graduate GPA is 3.0 or higher.
Classroom Teacher: Early Childhood Education
This program is for those individuals with a valid certificate or license in Early Childhood or Elementary Education. Students not licensed in Early Childhood will need additional courses in order to achieve licensure first or concurrently. Please visit our college’s Office of Student Services to learn about licensure requirements.
At the time of publication of this catalog, the above program was being revised. Please contact the college’s Office of Student Services for current information.
Early Childhood Education Intervention Specialist License
This is not a master’s degree program. This enables a teacher to work with children 3–5 years old with special needs. This can be an initial licensure program or a program for one who already has a teaching credential. Please visit our college’s Office of Student Services to learn about the licensure requirements for this program.
Intervention Specialist Programs (Grades Kindergarten through 12, ages 5 through 21)
The Intervention Specialist Programs in Gifted, Mild to Moderate, and Moderate to Intensive Educational Needs are available for the currently practicing teacher as well as those persons who are not currently holding a teaching license. These are separate, individual programs. Because of the high demand for intervention specialists, it is not uncommon for persons to be employed by a school district on a special, temporary license pending completion of an Intervention Specialist licensure program. These programs are designed to serve both of those populations. Candidates who are not currently licensed will be required to complete prerequisite coursework prior to entering the professional course sequence. Please consult with a licensure advisor in the college’s Office of Student Services regarding prerequisite coursework.
Upon successful completion of the licensure portion of this program and passing any one of the Praxis II exams in the Principles of Learning and Teaching and passing the Praxis II Specialty (Content) exams in special education, the student may apply for a provisional Intervention Specialists license valid for teaching students in the program area the student completed (Mild to Moderate, Moderate to Intensive, Gifted). A Master of Education degree in classroom teaching may be earned with the successful completion of the balance of the programs.
Note: The following Classroom Teacher programs are not initial licensure programs. They are available solely for advanced study by current teachers.
Classroom Teacher: General
The general classroom teacher program is designed for teachers who desire additional preparation in a field or area not offering a specialized program or certificate/licensure. This program offers a more flexible option for highly motivated persons who seek a master’s degree with a specific professional objective, such as additional course work to update knowledge or skills in the content field. 12 hours may be taken either in advanced professional studies or in courses offered outside the College of Education and Human Services in a teaching discipline.
At the time of publication of this catalog, the above program was being revised. Please contact the college’s Office of Student Services for current information
Classroom Teacher: Mathematics
This program enables teachers to take substantial advanced graduate course work in mathematics in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Science and Mathematics.
This is not an initial licensure program to become a mathematics teacher. (See CT: AYA)
Classroom Teacher: Modern Languages
This program enables teachers to take substantial advanced graduate course work in Modern Languages in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Liberal Arts (COLA). The Teacher Education (CEHS) department and the Modern Language department (COLA) jointly make admissions and advising decisions.
This is not an initial licensure program to become a Spanish or French teacher. (See CT: MA)
Classroom Teacher: Reading
The reading program is designed to aid the classroom teacher in helping students improve reading and thinking skills. The program leads to a validation of a standard certificate for a reading teacher. Opportunities for graduates of this program include classroom teaching, tutoring in a variety of settings, and work in training departments in business and industry.
This major could also lead to supervisory positions for the coordination and improvement of school or district-wide reading programs.
This is not an initial licensure program to become a Reading teacher.
Classroom Teacher: Science
This program enables teachers to take substantial advanced graduate course work in the sciences in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Science and Mathematics.
This is not an initial licensure program to become a Science teacher.
Faculty
ProfessorsGregory R. Bernhardt (dean), education, counselor education
Donna Cole, teacher education
Diane E. Frey, counselor education
G. William Gayle, health and physical education
T. Stevenson Hansell, reading, language arts
Jan La Forge, rehabilitation counseling
Bonnie K. Mathies, educational technology
Charles W. Ryan, educational leadership, counselor education
Associate Professors
Beth Basista, science education/physics
Thomas Diamantes, educational leadership
Colleen Finegan, early childhood education, special education
Stephen Fortson, counselor education
Stephen D. Frederick, health and physical education
Charlotte Harris, teacher education
Ron Helms, teacher education
Phyllis A. Henderson, counselor education
Mary Ann Jones, counselor education
Burga Jung, teacher education
Susann Mathews, mathematics education
Richelle O’Connor, teacher education
June A. Ovington, educational leadership
D. Drew Pringle, health and physical education
Linda Ramey, teacher education
Patricia Renick, special education
James Tomlin, science education/biology
Carol Wagner Williams, rehabilitation counseling
Richard Wantz, counselor education
Assistant Professors
Kathy Adams, educational leadership
Mary Ellen Bargerhuff, special education
Angela Beumer-Johnson, English education
Jacqueline Collier, literacy education
Roger Carlsen, educational leadership
James Dunne, special education
Nancy Gallenstein, early childhood education
Rochelle Garner, educational leadership/organizational leadership
Scott Graham, educational leadership/organizational leadership
Grant Hambright, educational leadership
Deborah Hess, early childhood education
Doris Johnson, teacher education
Joseph Keferl, rehabilitation counseling
Jill Lindsey, educational leadership
Will Mosier, early childhood education
Timothy Rafferty, educational leadership
Joanne Risacher, educational leader/student affairs in higher education
Doug Roby, educational leadership
Tracy Rusch, mathematics education
Ken Schatmeyer, literacy education
Eileen F. Self, counselor education
William Slattery, science education/geology
Donna Tromski-Klingshirn, counselor education
Lecturers
Lori Carter, workforce education
Glenn Graham, educational leadership
Marguerite Veres, educational leadership
Tony Ortiz, athletic training
Course of Study
Master’s Degree Programs for Initial Teacher Licensure (for those who are not teachers) Classroom Teacher: Middle Childhood Education| Phase I Summer A: For students who do not complete the following courses as undergrads | |
| ED 602 Education in a Pluralistic Society: Middle Childhood Perspective | 4 |
| ED 621 Human Development and Learning: Middle Childhood Perspective | 4 |
| EDS 624 Addressing Learning Differences | 4 |
| Phase I Summer B: For all students | |
| ED 612 Practicum I: Middle Childhood Level | 1 |
| ED 732 Principles and Practices of Middle School | 4 |
| ED 606 Reading & Literacy Instruction I | 4.5 |
| Phase II Fall Quarter (First Quarter Phase II) | |
| ED 600 Classroom Management: Middle Childhood Level | 4 |
| ED 717 Word Study: Phonics | 5 |
| ED 614 Practicum II: Middle Childhood Level | 1 |
| ** Content Pedagogy (See below) | 8 |
| Phase II Winter Quarter (Second Quarter Phase II) | |
| ED 709 Diagnosis & Assessment of Reading Performance | 4.5 |
| ED 607 Reading & Literacy Instruction II | 4.5 |
| ED 616 Practicum III: Middle Childhood Level | 1 |
| ED 645 Inquiry & Assessment | 3 |
| Phase III Spring Quarter | |
| ED 641 Internship/Seminar: Middle Childhood | 12 |
| **Content Pedagogy: Choose Two | 8 |
| ED 636 Integrated Middle Childhood Level Science Methods | 4 |
| ED 610 Middle Childhood Mathematics: Philosophy, Curriculum and Materials | 4 |
| ED 624 Middle Childhood Literature, Speech, and Drama | 4 |
| ED 629 Middle School Social Studies: Curriculum and Materials | 4 |
| Summer Quarter | |
| ED 771 Inquiry Project Completion (Course required for M.Ed.) | 1 |
| Total M.Ed. Program Hours if Graduate Phase I Is Needed | 65.5 |
| Total M.Ed. Program Hours if Graduate Phase I is not needed | 53.5 |
| Phase I Summer A: For students who do not complete the following courses as undergrads | |
| ED 602 Education in a Pluralistic Society | 4 |
| ED 621 Human Development and Learning | 4 |
| EDS 624 Addressing Learning Differences | 4 |
| ED 612 Practicum I/Seminar | 2 |
| Phase II Fall Quarter (First Quarter Phase II) | |
| ED 600 Classroom Management | 4 |
| ED 670 Research Methods | 4 |
| ** Content Pedagogy I(See below) | 4 |
| ED 614 Practicum II/Seminar | 2 |
| Phase II Winter Quarter (Second Quarter Phase II) | |
| ED 631 Literacy Skills Through Adolescence | 5 |
| ** Content Pedagogy II(See below) | 4 |
| ED 616 Practicum III/Seminar | 2 |
| ED 771 Inquiry Project Completion | 2 |
| Phase III Spring Quarter | |
| ED 651 Internship/Seminar: Adolescence | 12 |
| **Content Pedagogy (Choose one Area) | |
| Social Studies | |
| Content Pedagogy I | |
| ED 639 Adolescence Social Studies: Curriculum & Materials | 4 |
| Content Pedagogy II | |
| ED 648 Improvement of Social Studies Instruction | 4 |
| Science | |
| Content Pedagogy I | |
| ED 731 Adolescence & Young Adult Science: Methods, Curriculum, & Materials | 4 |
| Content Pedagogy II | |
| ED 746 Science, Technology & Society as a Teaching Imperative | 4 |
| English | |
| Content Pedagogy I | |
| ED 620 Studies in English Education | 4 |
| Content Pedagogy II | |
| ED 623 Adolescence English: Curriculum & Materials | 4 |
| Mathematics | |
| Content Pedagogy I | |
| ED 637 Secondary School Mathematics: Curriculum & Materials | 4 |
| Content Pedagogy II | |
| ED 638 Methods for Teaching Mathematics to Adolescence & Young Adults | 4 |
| Integrated Business | |
| Content Pedagogy I | |
| EDT 633 Business Education: Curriculum & Materials in Basic Business Subjects | 4 |
| Content Pedagogy II | |
| EDT 634 Curriculum & Materials: Office Procedures & Technology | 4 |
| Marketing | |
| Content Pedagogy I | |
| EDT 633 Business Education: Curriculum & Materials in Basic Business Subjects | 4 |
| Summer Quarter | |
| ED 645 Inquiry and Assessment | 4 |
| ED 646 Inquiry and Prospectus (Course required for M.Ed.) | 4 |
| Total M.Ed. Program Hours if Graduate Phase I Is Needed | 61 |
| Total M.Ed. Program Hours if Graduate Phase I Is Not needed | 47 |
| Phase I Summer A: For students who do not complete the following courses as undergrads | |
| ED 602 Education in a Pluralistic Society | 4 |
| ED 621 Human Development and Learning | 4 |
| EDS 624 Addressing Learning Differences | 4 |
| ED 612 Practicum I/Seminar | 2 |
| Phase II Fall Quarter (First Quarter Phase II) | |
| ED 600 Classroom Management | 4 |
| ED 670 Research Methods | 4 |
| ** Content Pedagogy I(See below) | 4 |
| ED 614 Practicum II/Seminar | 2 |
| Phase II Winter Quarter (Second Quarter Phase II) | |
| ED 631 Literacy Skills Through Adolescence | 5 |
| ** Content Pedagogy II(See below) | 4 |
| ED 616 Practicum III/Seminar | 2 |
| ED 771 Inquiry Project Completion | 2 |
| Phase III Spring Quarter | |
| ED 651 Internship/Seminar: Adolescence | 12 |
| Phase III Spring Quarter | |
| ED 661 Internship/Seminar: Multi-Age | 12 |
| **Content Pedagogy (Choose one Area) | |
| Visual Arts | |
| Content Pedagogy I | |
| AED 631 Art & the Child | 4 |
| Content Pedagogy II | |
| AED 638 Multi-Age Visual Arts Methods | 4 |
| Modern Language | |
| Content Pedagogy I | |
| ED 670 Foreign Language Education | 4 |
| Content Pedagogy II | |
| ED 625 Modern Foreign Languages: Curriculum & Materials | 4 |
| Summer Quarter | |
| ED 645 Inquiry and Assessment | 4 |
| ED 646 Inquiry and Prospectus (Course required for M.Ed.) | 4 |
| Total M.Ed. Program Hours if Graduate Phase I Is Needed | 61 |
| Total M.Ed. Program Hours if Graduate Phase I Is Not needed | 47 |
| EDS 700 Special Education Entrance Seminar | 2 |
| ED 704 Introduction to the Foundations of Education | 4 |
| EDL 771 Leadership Skills for School Improvement | 3 |
| EDL 751 Statistics and Research for Education | 4 |
| EDT 786 Application for Computers in Education | 4 |
| EDS 655 Nature and Needs of Students with Mild to Moderate Educational Needs | 4 |
| EDS 651 Nature and Needs of Students with Moderate to Intensive Educational Needs | 3 |
| EDS 654 Assessment Skills: The Intervention Specialist Role | 3 |
| EDS 642 Curriculum Methods and Materials to Teach Students with Mild/Moderate Educational Needs | 4 |
| EDS 644 Instructional and Behavioral Management Skills for Intervention Specialists | 3 |
| EDS 645 Transition of Students with Special Needs | 3 |
| EDS 659 Communication and Consultation Skills for Educators | 3 |
| HPR 710 Physical Education for Children with Special Needs | 4 |
| or | |
| HPR 712 Motor Development for Low Incidence Disabilities | 4 |
| ED 716 Foundations of Reading Instruction | 3 |
| ED 717 Instruction in Word Study: Phonics | 5 |
| ED 709 Diagnosis and Assessment of Reading Performance | 4 |
| EDS 656 Clinical Practice in Remediation | 4 |
| ED 769 Content Reading Instruction Grades 4-12 | 3 |
| ED 661 Practicum in Special Education Mild/Moderate | 5-12 |
| EDS 799 Special Education Exit Seminar | 2 |
| Total (M.Ed.) | 70-77 |
| EDL 752 Statistical Analysis and Research Design, 4 hours, and ED 899 Thesis, 1-9 hours, required for the Master of Arts option. The M.A. option removes EDT 786, EDS 700, and EDS 799 from this program of study. | |
| Total (M.A.) | 62-82 |
| EDS 700 Special Education Entrance Seminar | 2 |
| ED 704 Introduction to the Foundations of Education | 4 |
| EDL 771 Leadership Skills for School Improvement | 3 |
| EDL 751 Statistics and Research for Education | 4 |
| EDT 786 Application for Computers in Education | 4 |
| EDS 655 Nature and Needs of Students with Mild to Moderate Educational Needs | 4 |
| EDS 651 Nature and Needs of Students with Moderate to Intensive Educational Needs | 3 |
| EDS 652 Education of Individuals with Physical Sensory and Motor Disorders | 3 |
| EDS 653 Curriculum Methods, Materials and Adaptive Equipment | 3 |
| EDS 643 Introduction to Augmentative Communication | 3 |
| EDS 644 Instructional and Behavioral Management Skills for Intervention Specialists | 3 |
| EDS 645 Transition of Students with Special Needs | 3 |
| EDS 654 Assessment Skills: The Intervention Specialist's Role | 3 |
| EDS 659 Communication and Consultation Skills for Educators | 3 |
| HPR 710 Physical Education for Children with Special Needs | 4 |
| or | |
| HPR 712 Motor Development for Low Incidence Disabilities | 4 |
| ED 716 Foundations of Reading Instruction | 3 |
| ED 717 Instruction in Word Study: Phonics | 5 |
| ED 709 Diagnosis and Assessment of Reading Performance | 4 |
| DS 656 Clinical Practice in Remediation | 4 |
| ED 769 Content Reading Instruction: Grades 4-12 | 3 |
| ED 661 Practicum in Special Education Moderate/Intensive | 5-12 |
| EDS 799 Special Education Exit Seminar | 2 |
| Total (M.Ed.) | 75-82 |
| EDL 752 Statistical Analysis and Research Design, 4 hours, and ED 899 Thesis, 1-9 hours, required for the Master of Arts option. The M.A. option removes EDT 786, EDS 700, and EDS 799 from this program of study. | |
| Total (M.A.) | 72-87 |
| EDS 700 Special Education Entrance Seminar | 2 |
| ED 704 Introduction to the Foundations of Education | 4 |
| EDL 771 Leadership Skills for School Improvement | 3 |
| EDL 751 Statistics and Research for Education | 4 |
| EDS 655 Nature and Needs of Students with Mild to Moderate Educational Needs | 4 |
| EDS 722 Education of Students with Gifted Educational Needs | 4 |
| EDS 720 Creative Problem Solving in the Classroom | 4 |
| EDS 723 Curriculum for the Students with Gifted Educational Needs | 4 |
| EDS 654 Assessment Skills: The Intervention Specialist's Role | 3 |
| EDS 645 Transition of Students with Special Needs | 3 |
| EDS 659 Communication and Consultation Skills for Educators | 3 |
| CNL 961 Affective Needs/Counsel of Students with Gifted Educational Needs | 3 |
| or | |
| CNL 751 Counseling Skills for Educators | 3 |
| ED 622 Instructional Design and Technology | 6 |
| or | |
| EDT 749 Introduction to Instructional Media | 4 |
| EDT 786 Applications of Computers in Education | 4 |
| ED 716 Foundation of Reading Instruction | 3 |
| ED 717 Instruction in Word Study: Phonics | 5 |
| ED 709 Diagnosis and Assessment of Reading Performance | 3 |
| EDS 656 Clinical Practice in Remediation | 4 |
| ED 769 Content Reading Instruction: Grades 4-12 | 3 |
| EDS 661 Practicum in Special Education: Gifted | 5-12 |
| EDS 799 Special Education Exit Seminar | 2 |
| Total (M.Ed.) | 74-83 |
| EDL 752 Statistical Analysis and Research Design, 4 hours, and ED 899 Thesis, 1-9 hours, required for the Master of Arts option. The M.A. option removes EDT 786, EDS 700, and EDS 799 from this program of study. | |
| Total (M.A.) | 71-88 |
| Introductory Course Work | 12 |
| ED 704 Inquiry into Foundations of Education | 4 |
| EDL 771 Educational Leadership Behavior | 4 |
| EDL 751 Statistics and Research for Education | 4 |
| Professional Requirements | 22 |
| ED 701 Advanced Educational Psychology | 3 |
| EDL 791 Curriculum Design and Evaluation | 4 |
| ED 710 Teaching Strategies in Culturally Diverse Settings | 4 |
| EDL 740 Legal and Professional Issues | 4 |
| EDT 749 Introduction to Instructional Media | 4 |
| ED 820 Seminar in Secondary Education* | 3 |
| or | |
| ED 810 Seminar in Elementary Education* | 3 |
| Program Electives | 12 |
| 12 hours to be chosen by student and advisor. Electives may be selected from courses offered by the College of Education and Human Services or one of the other colleges offering appropriate graduate courses. For example, courses may be chosen in the areas of English, mathematics, religion, science, social studies, student learning and behavior, or othe
Graduate School
E344 Student Union Voice: (937) 775-2976 Fax: (937) 775-2453 E-mail: wsugrad@wright.edu |
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