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Old Dominion University

2013-2014 Catalog

Department of Teaching & Learning



145 Education Building
757-683-3283, 757 683-3284

Charlene Fleener, Chair

The Department of Teaching and Learning offers programs leading to the Master of Science in Education Degree with majors in Early Childhood, Elementary, Reading, and Secondary Education, and the Doctor of Philosophy in Education Degree with concentrations in Early Childhood, Literacy Leadership, and Curriculum and Instruction. Programs leading to the Master of Science in Education Degree include the 5-year undergraduate/graduate program leading to the Bachelor of Science in Interdisciplinary Studies through the College of Arts and Letters with continuation into the Masters of Science in Education Degree with initial teacher licensure in Early Childhood or Elementary Education. State-approved teacher preparation programs at the graduate level are also available for individuals with non-teaching bachelors degrees interested in licensure at the Elementary, Middle, or Secondary school grade levels. Additionally, the Department of Teaching & Learning offers programs leading to state licensure in Library Science, and programs for licensed teachers in Reading including the Reading Specialist endorsement, and the Field-Based Masters Program.

Early Childhood Education

  • Master of Science in Education-Research Emphasis (non-licensure)
  • Master of Science in Education, with Initial Licensure (PreK-3) Continuation of undergraduate Interdisciplinary Studies – Teacher Preparation Concentration (IDS Fifth Year program]
  • Doctor of Philosophy in Education – Early Childhood Emphasis

Elementary and Middle School Programs

  • Master of Science in Education, Elementary Education, Initial Licensure (PreK-6) [Continuation of undergraduate Interdisciplinary Studies – Teacher Preparation Concentration (IDS Fifth Year program]
  • Master of Science in Education, Elementary Education, Initial Licensure (PreK-6)
  • Master of Science in Education, Elementary/Middle Education, Initial Licensure Middle School (Grades 6-8)
  • Master of Science in Education, Elementary/Middle Education, Licensed Teachers

Secondary Education Programs

  • Master of Science in Education with Initial Licensure (6-12) Secondary Education
  • Master of Science in Education for Licensed Teacher - Secondary Education

Field-Based Master’s Programs

  • Master of Science in Education, Elementary Education, Licensed Teachers
  • Master of Science in Education, Secondary Education Licensed Teachers

Library Science – School Librarianship

  • Library Science Endorsement for licensed teachers (non-degree)
  • Master of Science in Education, Elementary or Secondary Education (Endorsement for licensed teacher)
  • Master of Science in Education, Elementary or Secondary Education (Initial Licensure for non-teachers)

Military Career Transition Program

  • Master of Science in Education with Initial Licensure Elementary Education (PreK-6)
  • Master of Science in Education with Initial Licensure Elementary/Middle Education (Grades 6-8)
  • Master of Science in Education with Initial Licensure Secondary Education (6-12)

Reading Education

  • Reading Specialist K-12 Endorsement for licensed teachers (non-degree)
  • Master of Science in Education – Reading plus Reading Specialist Endorsement (for licensed teachers)
  • Doctor of Philosophy in Education - Literacy Leadership Emphasis

Doctor of Philosophy in Education - Curriculum and Instruction Emphasis

Due to changing University requirements, national accreditation standards, and Commonwealth licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in the catalog. Students are encouraged to obtain current program information from their advisors and the Darden College of Education website at http://education.odu.edu/.

Master of Science in Education-Early Childhood -Research Emphasis Prek-3

145 Education Building

757-683-3284

Andrea DeBruin-Parecki, Program Director

A master’s degree in early childhood education with a research emphasis will provide educators with an advanced professional degree and qualifications beyond licensure. Course work for the degree includes a focus on scholarly research, statistical analysis, and writing for professional journals. This emphasis also will serve as the prerequisite course work to the PhD in education with a concentration in early childhood, thereby facilitating entry into the PhD program.

Admission

Admission to the graduate program in early childhood education is granted by the graduate program director in conjunction with early childhood faculty. The following requirements are necessary for admission to the program. Students must:

  1. hold a baccalaureate degree from a regionally accredited institution;
  2. have an undergraduate GPA of 3.0 or better;
  3. submit satisfactory scores on the Graduate Record Examination (GRE) or a Miller Analogies Test (MAT); and,
  4. submit a 400-500 word goal statement indicating personal goals and motivation for pursuing the early childhood education program

Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to the conditions specified by the graduate program director.

Continuance

Students must:

  1. maintain a grade point average of 3.00 overall, and
  2. successfully complete all competencies relative to the program of study
  3. complete the RCR modules during your first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf 
     

Exit

Students must:

  1. have a grade point average of 3.00 overall and a grade of B- or better in all course work;
  2. satisfactorily complete all program requirements, including the comprehensive examination;
  3. complete a Graduate Student Assessment;
  4. complete the Post Task Rating Form online at http://education.odu.edu/esse/; and
  5. submit a written research project according to the program guidelines prior to the awarding of the Master of Science in Education degree.

Program Requirements

The master’s degree requires a minimum of 30 credits of graduate study.

Curriculum

Research Core Courses15
Applied Research Methods in Education
Introduction to Applied Statistics and Data Analysis
Assessment and Evaluation of Student Learning
Connecting Research In Early Developmental Practice in Early Childhood Education
Problems in Education
Electives15
Social/Emotional Aspects of Child Development
Working with At-Risk Children and Families: An Ecological Approach
Practicum in Early Childhood
Topics in Education
Total Hours30

Fifth Year Master of Science in Education, Initial Licensure Early Childhood
(PreK-3)

145 Education Building

757-683-3284

Charlene Fleener, Graduate Program Director

This program is designed for prospective teachers who have completed the undergraduate program in teacher education primary/elementary offered by the Department of Interdisciplinary Studies in the College of Arts and Letters.

Admission

All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Early Childhood Education (grades PreK-3). The following admission criteria must be met:

  1. The Bachelor of Science Degree in Interdisciplinary Studies with a concentration in teacher education, primary/elementary from the College of Arts and Letters at Old Dominion University is required.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages (GPA). Virginia Board of Education prescribed assessments are outlined in the Teacher Education Services and Advising section of this catalog. To review more information on the Virginia Board of Education prescribed assessments, visit the Teacher Education Services website, http://www.odu.edu/tes.
  3. A cumulative undergraduate GPA of 2.80 is required for admission.
  4. No courses in the academic major in which the student has made below a C will be accepted for admission in the Darden College of Education.
  5. Satisfactory scores must be submitted on either the Graduate Record Examination or Miller Analogies Test.
  6. An application for graduate studies, two letters of reference, a 400-500 word goal statement indicating personal goals and motivation for pursuing early childhood education, and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for early childhood education.

Continuance

  1. Students must maintain a cumulative GPA of 3.00 and a minimum of 3.00 GPA in the major.
  2. A grade of “B” or higher is required in all practicum coursework.
  3. Complete the  Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Reading for Virginia Educators (RVE) coded 0306 paper delivered or 5306 computer delivered, the Virginia Communication and Literacy Assessment (VCLA), and the PRAXIS II code 0014 paper delivered or 5014 computer delivered prior to or while enrolled in the Seminar in Teacher Education (TLED 583) course.
  5. All course work in the program must be completed with at least a 3.00 graduate GPA, a grade of B in the advanced graduate practicum, and all assessments must be passed prior to attending the Teacher Candidate Internship Orientation session.
  6. A grade of B- or higher is required in all professional education courses in the master's degree.  
  7. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information, please review the policy in the Teacher Education Services website http://www.odu.edu/tes

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include:

  1. Passage of the written comprehensive exam;
  2. Completion of the Graduate Assessment;
  3. A minimum cumulative 3.00 GPA, successful completion of the Teacher Candidate Internship, an exit interview, and submit an application for graduation. No courses in the academic major in which the student earned below a C and no courses in professional education in which the student earned below a B- will be accepted toward licensure requirements in the Darden College of Education.

Curriculum

Prerequisite *
TLED 474/574Foundations and Contemporary Issues in Early Childhood Education (if not completed in BS program)3
Required Courses
READ 683Diagnostic Teaching of Reading in the Classroom3
SPED 500Foundations of Special Education: Legal Aspects and Characteristics3
TLED 592Integrating Mathematics and Science Across the Curriculum, PK-33
FOUN 641Assessment and Evaluation of Student Learning3
TLED 677Advanced Child Development Theory and Research3
TLED 690The Child and the Family3
TLED 679Advanced Classroom Management and Practicum in PreK-63
TLED 583Seminar in Teacher Education1
TLED 668Internship/Student Teaching and Seminar9
Total Hours34

*

If not completed in the BS IDS Teacher Preparation Concentration program.


Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Early Childhood Education Post-baccalaureate Endorsement Program

145 Education Building

757-683-3284

Charlene Fleener, Graduate Program Director

This program is available only to students who already possess an undergraduate degree from Old Dominion University in Interdisciplinary Studies (IDS) Teacher Preparation concentration and who want to obtain a Virginia teaching license with an endorsement in preschool through grade three.

Admission

All students must apply for and be admitted into the approved post-baccalaureate endorsement program for Early Childhood Education (grades PreK-3). The following admission criteria must be met:

  1. A bachelor’s degree from Old Dominion University in Interdisciplinary Studies (IDS) Teacher Preparation concentration is required to be considered for admission in this program.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages (GPA) below. Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of the catalog. Virginia Board of Education prescribed assessments:
    • A passing PRAXIS I composite score of 532 or
    • Qualifying SAT or ACT test scores or
    • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

    *To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

  3. A cumulative undergraduate GPA of 2.80 is required for admission.
  4. No courses in the academic major or professional education in which the student has made below a C will be accepted for admission in the Darden College of Education.
  5. An application for non-degree admission must be submitted by the appropriate deadline for admission.

Continuance

  1. Students must maintain GOOD ACADEMIC standing as noted on the academic transcript. 
  2. A grade of “B” or higher is required in all practicum coursework.
  3. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Reading for Virginia Educators (RVE) coded 0306 paper delivered or 5306 computer delivered, the Virginia Communication and Literacy Assessment (VCLA), and the PRAXIS II code 0014 paper delivered or 5014 computer delivered prior to or while enrolled in the Seminar in Teacher Education (TLED 583) course.
  5. All assessments must be passed prior to the Teacher Candidate Internship Orientation session. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information, please review the policy in the Teacher Education Services website: http://www.odu.edu/tes. To review more information on the Virginia Board of Education prescribed professional assessments, visit the Teacher Education Services website, http://www.odu.edu/tes.

Completion

Requirements for completion are:

  1. GOOD ACADEMIC standing, successful completion of the Teacher Candidate Internship, complete all course requirements, and submit an application for Virginia licensure.
  2. No courses in the academic major or professional education in which the student earned below a C will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure for grades PreK-3 must meet the academic content knowledge requirements with a minimum grade of C. Transcripts will be evaluated by the teacher education advisor to determine whether these academic requirements have been met by previous course work at the undergraduate level. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

Curriculum

Prerequisite Courses12
Foundations and Introduction to Assessment of Education
PK-12 Instructional Technology
Fundamentals of Human Growth and Development: Birth through Adolescence
Language Acquisition and Reading for Students with Diverse Learning Needs
Required Courses28
Students with Diverse Learning Needs in the General Education Classroom
Foundations and Contemporary Issues in Early Childhood Education
Integrating Mathematics and Science Across the Curriculum, PK-3
Integrating Children's Literature, Language Arts and Social Studies Across the ECE Curriculum
The Child and the Family
Advanced Classroom Management and Practicum in PreK-6
Diagnostic Teaching of Reading in the Classroom
Seminar in Teacher Education
Internship/Student Teaching and Seminar
Total Hours40


In order for a student to move from the Post-baccalaureate Endorsement program into the master’s program in early childhood, graduate admission must be granted prior to completing 12 semester hours of graduate work. If accepted into the program, only up to 12 semester hours would be counted toward the graduate degree.

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Doctor of Philosophy in Education - Early Childhood Education Emphasis within the Curriculum and Instruction Program

145 Education Building

757-683-3284

Andrea DeBruin-Parecki, Advisor

The Doctor of Philosophy in Curriculum and Instruction at the Darden College of Education of Old Dominion University, with concentrations in Curriculum and Instruction, Early Childhood Education, and Literacy Leadership provides the opportunity for students to become scholarly leaders to serve our nation’s schools, colleges, universities and related agencies such as business, government, and research institutions to contribute to global education. The curricula is solidly grounded in interpreting and producing research, use of technology to enhance the teaching/learning process, equity, and leadership, which are woven into common core courses and concentration-specific courses.

Early Childhood Education Emphasis:

The PhD in Education with a concentration in Early Childhood Education program, through its integral partnership with the Old Dominion University Child Study and Development Centers, focuses on the multidisciplinary study of the cognitive, language, and healthy social/emotional development of young children from birth to age nine. The program prepares students to become faculty in colleges and universities and senior administrators in institutions and agencies. Personalized mentorship and professional training is provided for those who desire careers in academic research, child advocacy, program design and evaluation, and higher education, including teacher preparation, policy, and administrative leadership.

See the PhD in Curriculum and Instruction for complete program information.

Master of Science in Education – Elementary/Middle School

145 Education Building

757-683-3284

Guang-Lea Lee, Graduate Program Director

General Description of PreK-6 and Middle School Programs

Within the Master of Science in Education degree program in elementary education, there are a number of programs for both licensed teachers as well as those seeking initial licensure in PreK-6 and middle school 6-8.


Master of Science in Education with Initial Licensure - PreK-6

145 Education Building

757-683-3284

Guang-Lea Lee, Graduate Program Director

This licensure/master’s program in elementary school education (PreK-6) is designed for individuals with a non-teaching B.S. or B. A. degree who want to obtain licensure as a teacher in preschool through grade six and earn a master’s degree at the same time.

Note to students in Washington State from the Student Achievement Council (SAC) concerning the Master of Science in Education - (Pre-K through 6):  Eligibility for initial educator certification in Washington is based on completion of a state approved educator preparation program.  This program is approved in Virginia and is authorized for field placements in Washington by the Professional Educators Standards Board.  Even though you may be residing in Washington while in this program, your application for educator certification in Washington will be processed as an out-of-state application.  Go to http://pathway.pesb.wa.gov/outofstate for more information.  Teachers are advised to contact their individual school districts as to whether or not this program may qualify for teacher advancement.

Admission

All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Elementary Education (grades PreK-6). The following admission criteria must be met:

  1. A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent) including specific course work to meet Virginia’s stated coursework competencies for elementary education (PreK-6) subject area preparation.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages (GPA).
  3. Virginia Board of Education prescribed assessments are outlined in the Teacher Education Services and Advising section of this catalog. Virginia Board of Education prescribed assessments:                        

    • A passing PRAXIS I composite score of 532 or
    • Qualifying SAT or ACT test scores or
    • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

    * To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, www.odu.edu/tes.

  4. A cumulative undergraduate GPA of 2.80 is required for admission.
  5. No courses in the academic major in which the student has made below a "C" will be accepted for admission in the Darden College of Education.
  6. No course in professional education in which the student has made a grade below a "B-" will be accepted in the Darden College of Education.
  7. Satisfactory scores must be achieved on either the Graduate Record Exam (GRE) or the Miller Analogy Test (MAT). A combined verbal and quantitative score of 290 is required on the GRE, with at least a minimum score of 146 on the verbal section. A minimum score of 399 is required on the MAT.
  8. An application for graduate studies, and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

  1. Students must maintain a cumulative GPA of 3.00. A grade of “B” or higher is required in all practicum coursework.
  2. A grade of "B-" or higher is required in all professional education courses.  
  3. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
     
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Reading for Virginia Educators (RVE) coded 0306 paper delivered or 5306 computer delivered, the Virginia Communication and Literacy Assessment (VCLA), and the PRAXIS II code 0014 paper delivered or 5014 computer delivered prior to or while enrolled in the Seminar in Teacher Education (TLED 583) course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include:

  1. Submit an application for graduation;
  2. Passage of the written comprehensive exam;
  3. Completion of the Graduate Assessment;
  4. A minimum cumulative 3.00 graduate GPA;
  5. Successful completion of the Teacher Candidate Internship;
  6. An exit interview;
  7. Complete all course requirements; and
  8. No courses in the professional education area with a grade below "B-" will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure plus a master’s degree in elementary education (grades PreK-6) must meet the academic content requirements with a minimum grade of "C". Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

Curriculum

Prerequisite Undergraduate Professional Education Classes27
Foundations and Introduction to Assessment of Education
PK-12 Instructional Technology
Language Acquisition and Reading for Students with Diverse Learning Needs
Fundamentals of Human Growth and Development: Birth through Adolescence
Developing Instructional Strategies PreK-6: Language Arts
Developing Instructional Strategies PreK-6: Mathematics
Developing Instructional Strategies PreK-6: Science
Developing Instructional Strategies PreK-6: Social Studies
Classroom Management and Practice PreK-3; PreK-6
Graduate Professional Education Courses31
Students with Diverse Learning Needs in the General Education Classroom
The Child and the Family
Reading to Learn Across the Curriculum
Children’s Literature Across the Curriculum, PK-8
Assessment and Evaluation of Student Learning
Advanced Child Development Theory and Research
Advanced Classroom Management and Practicum in PreK-6
Seminar in Teacher Education
Internship/Student Teaching and Seminar
Total Hours58

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Fifth Year Master of Science in Education for Initial Licensure Elementary PreK-6 (Continuation of Undergraduate Interdisciplinary Studies – Teacher Preparation Concentration from ODU)

This program is designed for prospective teachers who have completed the undergraduate program in primary/elementary teacher preparation concentration offered by the Department of Interdisciplinary Studies in the College of Arts and Letters.

Admission

All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Elementary Education (grades PreK-6). The following criteria must be met:

  1. The Bachelor of Science Degree in interdisciplinary studies with a teacher preparation concentration, primary/elementary from the College of Arts and Letters at Old Dominion University is required. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).
  2. Virginia Board of Education prescribed assessments are outlined in the Teacher Education Services and Advising section of this catalog. Virginia Board of Education prescribed assessments:
    • A passing PRAXIS I composite score of 532 or
    • Qualifying SAT or ACT test scores or
    • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

    * To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

  3. A cumulative undergraduate GPA of 2.80 is required for admission.
  4. No courses in the academic major in which the student has made below a "C" will be accepted for admission in the Darden College of Education.
  5. No course in professional education in which the student has made a grade below a "B-" will be accepted in the Darden College of Education.
  6. Satisfactory scores must be achieved on either the Graduate Record Exam (GRE) or the Miller Analogy Test (MAT). A combined verbal and quantitative score of 290 is required on the GRE, with at least a minimum score of 146 on the verbal section. A minimum score of 399 is required on the MAT.
  7. An application for graduate studies, and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

  1. Students must maintain a cumulative GPA of 3.00. A grade of “B” or higher is required in all practicum coursework.
  2. A grade of "B-" or higher is required in all professional education courses.
  3. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
     
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Reading for Virginia Educators (RVE) coded 0306 paper delivered or 5306 computer delivered, the Virginia Communication and Literacy Assessment (VCLA), and the PRAXIS II code 0014 paper delivered or 5014 computer delivered prior to or while enrolled in the Seminar in Teacher Education (TLED 583) course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship.  For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include:

  1. Submit an application for graduation;
  2. Passage of the written Comprehensive exam;
  3. Completion of the Graduate Assessment;
  4. A minimum cumulative 3.00 graduate GPA;
  5. Successful completion of the Teacher Candidate Internship;
  6. An exit interview;
  7. Complete all course requirements ;
  8. No course in the professional education area with a grade below a "B-" will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Graduate Professional Education Courses31
Assessment and Evaluation of Student Learning
Foundations of Special Education: Legal Aspects and Characteristics
Children’s Literature Across the Curriculum, PK-8
Reading to Learn Across the Curriculum
Advanced Child Development Theory and Research
The Child and the Family
Seminar in Teacher Education
Advanced Classroom Management and Practicum in PreK-6 *
Internship/Student Teaching and Seminar
Total Hours31

*

Prerequisite: TLED 479/TLED 579

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Elementary Education (PreK-6) Post-Baccalaureate Endorsement Program

145 Education Building

757-683-3284

Guang-Lea Lee, Graduate Program Director

Many students who already possess an undergraduate degree enter Old Dominion University for the sole purpose of meeting Virginia’s teaching licensure standards. When these students apply for admission into an approved teacher education program, they are considered to be post-baccalaureate endorsement program candidates and must meet the college’s policy for admitting students into an approved teacher education program. Admission to Old Dominion University does not guarantee admission into the post-baccalaureate endorsement teacher preparation programs in the Darden College of Education. The PreK-6 “post-baccalaureate endorsement” option is available for those students who wish to pursue licensure and do not meet the master’s degree admission requirements or who do not wish to pursue the master’s degree.

This licensure program in elementary education (PreK-6) is designed for individuals with a non-teaching B.S. or B. A. degree who want to obtain licensure to teach in grade Pre-K through grade six.

Admission

All students must apply for and be admitted into the approved post-baccalaureate endorsement program for Elementary Education (grades PreK-6). The following admission criteria must be met: 

  1.  A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent) including specific course work to meet Virginia’s stated coursework competencies for elementary education (PreK-6) subject area preparation.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages (GPA).Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of the catalog. Virginia Board of Education prescribed assessments:
    •  A passing PRAXIS I composite score of 532 or
    • Qualifying SAT or ACT test scores or
    • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

    *To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

  3. Cumulative undergraduate GPA of 2.80 is required for admission.
  4. No courses in the academic major or professional education in which the student has made below a "C" will be accepted in the Darden College of Education.
  5. An application for non-degree admission must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

  1. Students must maintain a cumulative Graduate GPA of 3.00.  A grade of “B” or higher is required in all practicum coursework.
  2. A grade of "C" or higher is required in all content knowledge and professional education courses.
  3. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
     
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Reading for Virginia Educators (RVE) coded 0306 paper delivered or 5306 computer delivered, the Virginia Communication and Literacy Assessment (VCLA), and the PRAXIS II code 0014 paper delivered or 5014 computer delivered prior to or while enrolled in the Seminar in Teacher Education (TLED 583) course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Completion

Requirements for completion are:

  1.  A minimum cumulative 3.00 Graduate GPA
  2. Successful completion of the Teacher Candidate Internship
  3. Complete all course requirements
  4. Submit an application for Virginia licensure.
  5. No courses in the academic major or professional education in which the student earned below a "C" will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure for grades PreK-6 must meet the academic concentration requirements with a minimum grade of "C". Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

Curriculum

Prerequisite Courses12
Foundations and Introduction to Assessment of Education
PK-12 Instructional Technology
Fundamentals of Human Growth and Development: Birth through Adolescence
Language Acquisition and Reading for Students with Diverse Learning Needs
Graduate Professional Education Courses28
Students with Diverse Learning Needs in the General Education Classroom
Developing Instructional Strategies PreK-6: Language Arts
Developing Instructional Strategies PreK-6: Mathematics
Developing Instructional Strategies PreK-6: Science
Developing Instructional Strategies PreK-6: Social Studies
Reading to Learn Across the Curriculum
Seminar in Teacher Education
Advanced Classroom Management and Practicum in PreK-6
Internship/Student Teaching and Seminar
Total Hours40

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Master of Science in Education with Initial Licensure – Middle School (Grades 6-8)

Charlene Fleener, Graduate Program Director

This licensure/master’s program in middle school education (grades 6-8) is designed for prospective teachers wanting to obtain initial middle school teaching licensure and a master’s degree at the same time. Available to students who have a non-teaching B.S. or B.A. degree, the program requires students to take courses that meet the Commonwealth of Virginia’s stated academic competency requirements and leads to two undergraduate endorsement areas selected from the following:

Mathematics *21
English *21
Science *21
Social Studies *21
Education Courses taken at the graduate level33

*

Minimum hours to satisfy requirement.

Advisors in the Office of Teacher Education Services will evaluate an individual’s undergraduate transcript to determine which, if any, undergraduate academic content courses are needed to meet state requirements for licensure. No courses in the academic major or professional education classes in which the student has made below a C- will be accepted toward licensure in the Darden College of Education.

Admission

All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Middle School (grades 6-8). The following criteria must be met:

  1.  A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent) including 21 semester hours (which meet Virginia’s stated coursework competencies) in two content areas (English, mathematics, science, and history/social studies) which will be listed on the license.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

  • A passing PRAXIS I composite score of 532 or
  • Qualifying SAT or ACT test scores or
  • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

3.     A cumulative undergraduate GPA of 2.80 is required for admission.

4.    No courses in the academic major or professional education in which the student has made below a C- will be accepted for admission in the Darden College of Education.

5.    Satisfactory scores must be submitted on either the Graduate Record Examination or Miller Analogies Test.

6.    An application for graduate studies and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

  1. Students must maintain a cumulative GPA of 3.00 and a minimum of 3.00 GPA in the major. A grade of “B” or higher is required in all practicum coursework.  A minimum B- grade is required for all graduate professional education courses.
  2. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  3. Students must take and pass the Virginia Communication and Literacy Assessment (VCLA) and the PRAXIS II examination for the appropriate Middle School content area prior to or while enrolled in the instructional strategies course. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  4. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

Virginia Board of Education prescribed professional assessments:

  • Virginia Communication and Literacy Assessment (VCLA) – a passing composite score of 470 is required on this reading and writing assessment
  • PRAXIS II Middle School English/Language Arts (test code: 0049) – passing score is 164
  • PRAXIS II Middle School Mathematics (test code: 0069) – passing score is 163
  • PRAXIS II Middle School Science (test code: 0439) – passing score is 162
  • PRAXIS II Middle School Social Studies (test code: 0089) – passing score is 160

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include the following:

  1. passage of the written Comprehensive exam,
  2. completion of the Graduate Assessment,
  3. a minimum cumulative 3.00 GPA, with a minimum B- grade for all graduate professional education courses required,
  4. successful completion of the Teacher Candidate Internship,
  5. an exit interview,
  6. completion of all course requirements, and
  7. submission of an application for graduation.

No courses in the academic major or professional education in which the student earned below a C- will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure plus a master’s degree in middle school education (grades 6-8) must meet the academic concentration requirements in two of the following content areas with a minimum grade of C-. Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Experiential learning credit may be available for some non-academic work.

English: English content must include coursework in language (history, structure or grammar), literature, advanced composition, and interpersonal communication or speech; 21 credit hours.

Mathematics: Mathematics content must include coursework in algebra, geometry, probability and statistics, and applications of mathematics; 21 credit hours.

Science: Science content must include courses in each of the following: biology, chemistry, physics, and earth and space science (a laboratory course is required in two of the four science areas); 21 credit hours.

History/Social science: History/social science content must include courses in American History, world history, economics, geography, international affairs, and current events; 21 credit hours.

All students, regardless of which two content areas selected, are required to take a Government/Civics course

 

Prerequisite Courses12
Foundations and Introduction to Assessment of Education
PK-12 Instructional Technology
Fundamentals of Human Growth and Development: Birth through Adolescence
Language Acquisition and Reading for Students with Diverse Learning Needs
Graduate Professional Education Courses32
Students with Diverse Learning Needs in the General Education Classroom
Seminar in Teacher Education (co-requisite with one Instructional strategies)
Teaching in the Middle School
Reading to Learn Across the Curriculum
Children’s Literature Across the Curriculum, PK-8
Assessment and Evaluation of Student Learning
Internship/Student Teaching and Seminar (student teaching)
Select two from the following:
Developing Instructional Strategies for Teaching in the Middle/High School: English
Developing Instructional Strategies for Teaching in the Middle/High School: Social Studies
Developing Instructional Strategies for Teaching in the Middle/High School: Mathematics
Developing Instructional Strategies for Teaching in the Middle/High School: Science
Total Hours44

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Middle School (6-8) Post-Baccalaureate Endorsement

Charlene Fleener, Graduate Program Director

This Post-Baccalaureate Endorsement program in middle school education (grades 6-8) is designed for prospecitve teachers who want to obtain an initial middle school teaching licensure.  Available to students who have a non-teaching B.S. or B.A. degree, the program requires students to take courses that meet the Commonwealth of Virginia's stated academic competency requirements and leads to two undergraduate endorsement areas selected from the following:

Mathematics *21
English *21
Science *21
Social Studies *21
Education Courses taken at the graduate level21-23

*

 Minimum hours to satisfy requirement.

            
*Advisors in the Office of Teacher Education Services will evaluate an individual’s undergraduate transcript to determine which, if any, undergraduate academic content courses are needed to meet state requirements for licensure. No courses in the academic major or professional education classes in which the student has made below a C- will be accepted toward licensure in the Darden College of Education.

Admission

All students must apply for and be admitted into the approved post-baccalaureate endorsement program for Elementary/Middle School Education (grades 6-8). The following criteria must be met:

  1. A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent) to meet Virginia’s stated coursework competencies for middle school education (6-8) subject areas, including 21 semester hours (which meet Virginia’s stated coursework competencies) in two content areas (English, mathematics, science, and history/social studies) which will be listed on the license. 
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

    • A passing PRAXIS I composite score of 532 or
    • Qualifying SAT or ACT test scores or
    • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
    • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

3.    A cumulative undergraduate GPA of 2.75 is required for admission.

4.    No courses in the academic major or professional education in which the student has made below a C- will be accepted for admission in the Darden College of Education. 

5.    An application for non-degree admission must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

  1. Students must maintain a cumulative GPA of 2.75 and a minimum of 2.75 GPA in the major.
  2. A grade of “B” or higher is required in all practicum coursework.  A grade of B- is required for all graduate professional education courses.
  3. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  4. Students must take and pass the Virginia Communication and Literacy Assessment (VCLA) and the PRAXIS II examination for the appropriate Middle School content area prior to or while enrolled in the instructional strategies course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

Virginia Board of Education prescribed professional assessments:

  • Virginia Communication and Literacy Assessment (VCLA) – a passing composite score of 470 is required on this reading and writing assessment
  • PRAXIS II Middle School English/Language Arts (test code: 0049) – passing score is 164
  • PRAXIS II Middle School Mathematics (test code: 0069) – passing score is 163
  • PRAXIS II Middle School Science (test code: 0439) – passing score is 162
  • PRAXIS II Middle School Social Studies (test code: 0089) – passing score is 160

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Completion

Requirements for completion are as follows:

  1. a minimum cumulative 2.75 GPA,
  2. a minimum grade of C- in all academic major or professional education courses to be accepted toward licensure requirements in the Darden College of Education,
  3. successful completion of the Teacher Candidate Internship,
  4. completion of all course requirements, and
  5. submission of an application for Virginia licensure.

Program Requirements
Students seeking initial licensure for grades 6 - 8 must meet the academic concentration requirements in two of the following content areas with a minimum grade of C-. Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

English: English content must include coursework in language (history, structure or grammar), literature, advanced composition, and interpersonal communication or speech; 21 credit hours.

Mathematics: Mathematics content must include coursework in algebra, geometry, probability and statistics, and applications of mathematics; 21 credit hours.

Science: Science content must include courses in each of the following: biology, chemistry, physics, and earth and space science (a laboratory course is required in two of the four science areas); 21 credit hours.

History/Social science: History/social science content must include courses in American History, world history, economics, geography, international affairs, and current events; 21 credit hours.

All students, regardless of which two content areas selected, are required to take a Government/Civics course

Prerequisite Courses1
TLED 301Foundations and Introduction to Assessment of Education3
TLED 430/530PK-12 Instructional Technology3
SPED 313Fundamentals of Human Growth and Development: Birth through Adolescence3
TLED 468/568Language Acquisition and Reading for Students with Diverse Learning Needs3
Graduate Professional Education Courses
READ 680Reading to Learn Across the Curriculum3
TLED 583Seminar in Teacher Education1
TLED 615Teaching in the Middle School4
Select two from the following:6
Developing Instructional Strategies for Teaching in the Middle/High School: English
Developing Instructional Strategies for Teaching in the Middle/High School: Social Studies
Developing Instructional Strategies for Teaching in the Middle/High School: Mathematics
Developing Instructional Strategies for Teaching in the Middle/High School: Science
TLED 666Internship/Student Teaching and Seminar9
Total Hours36

 

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Master of Science in Education for Licensed Teachers - Elementary/Middle School - General

145 Education Building

757-683-3294

Guang-Lea Lee, Graduate Program Director

The following program is for licensed teachers who wish to enter a degree program leading to the Master of Science in Education degree. Non-degree students intending to enter this graduate program must meet with the elementary/middle school graduate program director upon completion of no more than six graduate credits.

The graduate program associated with this major is intended to meet the needs of the individual student. Program options are designed to accomplish three primary goals:

  1. to enhance classroom instruction by enriching the knowledge and skills of practicing teachers;
  2. to train and encourage classroom teachers to conduct in-school research so that significant findings in the learning-teaching process can be applied to the classroom situation; and
  3. to permit teachers to upgrade their teaching credentials to the Postgraduate Professional License level.

Curricula for the program include specific courses in teaching in most of the major content areas: mathematics, science, social studies, and language arts. Each individualized program has three component areas:

  1. core,
  2. support; and
  3. research.

The research component may have up to three options (thesis, problem paper, or seminar) as indicated.

Admission

Students must:

  1. hold a bachelor’s degree from a regionally accredited college/university;
  2. hold at least the Virginia Collegiate Professional License or an equivalent license from another state for elementary or middle school education;
  3. have a general undergraduate grade point average of at least 2.80;
  4. take and receive satisfactory scores on either the Graduate Record Examination or Miller Analogies Test;
  5. have an interview with the graduate program director; and
  6. apply for admission to graduate school; and
  7. send official copies of all transcripts to Graduate Admissions.

Performance in classes taken as a non-degree student will not be taken into consideration in the admission process. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education.

Continuance

Students must:

  1. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf;
  2. maintain a grade point average of 3.00; and
  3. maintain a grade point average of 3.00 in the major.

Exit

Students must:

  1. have a 3.00 grade point average;
  2. have a 3.00 grade point average in the major;
  3. pass a written comprehensive examination;
  4. have an exit interview;
  5. have completed all course requirements; and
  6. submit an application for graduation.

Program Requirements

Since students are expected to be dedicated to the goal of becoming master teachers, evidence that a student has reached this goal must be presented before graduation is certified. A minimum of 30 semester credits of course work is required for programs in elementary/middle school education. After admission to provisional or regular degree status, or before the completion of six credits as a non-degree student, the student must meet with the graduate program director who will assign a permanent advisor from the graduate faculty of the Darden College of Education. It is the responsibility of the student to confer with the assigned advisor for the purpose of developing a program of study. Each program has a core, support and research area that may, in some instances, be tailored to fit individual needs. Listed below is a possible program of study.

General Core12
PK-12 Instructional Technology *
Diagnostic Teaching of Reading in the Classroom
Instructional Strategies classes or other courses based on teaching specialities6
Support beyond the core **12
Research courses (6 to 12 Credits)7-13
Select one option from the following:
Option A, Thesis option ***
Applied Research Methods in Education
Thesis
Introduction to Applied Statistics and Data Analysis
Option B, Problem paper option ****
Applied Research Methods in Education
Problems in Education
+

*

 Taken within five years or waived through examination.

**

Classes to be selected in consultation with the student’s advisor or program director.

***

 9-12 credits; 33 credits required for graduation.

****

 6 credits; 30 credits required for graduation.

+

12 credits; 36 credits required for graduation.

++

6 credit hours of electives.


Master of Science in Education – Secondary

145 Education Building

757-683-3284

Robert Lucking, Graduate Program Director

General Description of Secondary Education

Within the Master of Science in Education-Secondary degree program, there are a number of programs for both licensed teachers as well as those seeking initial licensure in grades 6-12. In addition, at the undergraduate level, there are programs for initial licensure in grades 6-12.

Master of Science in Education with Initial State Licensure 6-12

This licensure/master’s program in secondary education (grades 6-12) is designed for individuals with a non-teaching B.S. or B. A. degree who want to obtain licensure as a teacher in grades 6 through 12 and earn a master’s degree at the same time.

Admission

All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Secondary Education (grades 6-12). the following criteria must be met:

  1. A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent) including semester hours (which meet Virginia’s stated coursework competencies) in one of the following content areas: English, mathematics, earth science, chemistry, biology, or physics, and history/social studies, which will be listed on the license.
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

Virginia Board of Education prescribed assessments:

  • A passing PRAXIS I composite score of 532 or
  • Qualifying SAT or ACT test scores or
  • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

3.    A cumulative undergraduate GPA of 2.80 is required for admission.

4.    Only courses that meet the grade required for the academic major or professional education will be accepted for admission in the Darden College of Education.

5.    Satisfactory scores must be submitted on either the Graduate Record Examination or Miller Analogies Test.

6.    An application for graduate studies and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for secondary education.

Continuance

  1. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  2. Students must maintain a cumulative GPA of 3.00 with a minimum grade requirement of B-  for all graduate professional education courses.
  3. Students must take and pass the Virginia Communication and Literacy Assessment (VCLA) and the PRAXIS II examination for the appropriate specialty area prior to or while enrolled in the instructional strategies course.
  4. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services and Advising catalog section or website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include the following:

  1. passage of the written Comprehensive exam,
  2. completion of the Graduate Assessment,
  3. a minimum cumulative 3.00 GPA, with a minimum grade requirement of B-  for all graduate professional education courses.
  4. successful completion of the Teacher Candidate Internship,
  5. an exit interview,
  6. completion of all course requirements, and
  7. submission of an application for graduation. 

Only courses that meet the grade required for the academic major or professional education will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure plus a master’s degree in secondary education (grades 6-12) must meet the grade required for the academic major and professional education in order to complete the master's degree. Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work (content) that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session. Experiential learning credit may be available for some non-academic work.

Curriculum

Program Prerequisite3
Fundamentals of Human Growth and Development: Birth through Adolescence
Graduate Professional Education courses34
PK-12 Instructional Technology
Foundations of Education and Instructional Assessment
Foundations of Special Education: Legal Aspects and Characteristics
The Management of Learning and Instruction
Reading to Learn Across the Curriculum
Collaboration and Transitions
Seminar in Teacher Education (co-requisite with Instructional Strategies)
Assessment and Evaluation of Student Learning
Internship/Student Teaching and Seminar
Select one of the following four that corresponds to subject (content) area:3
Developing Instructional Strategies for Teaching in the Middle/High School: English
Developing Instructional Strategies for Teaching in the Middle/High School: Social Studies
Developing Instructional Strategies for Teaching in the Middle/High School: Mathematics
Developing Instructional Strategies for Teaching in the Middle/High School: Science
Total Hours40

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Master of Science in Education for Licensed Teachers – Secondary 6-12

The graduate programs in secondary education are designed for licensed teachers to improve and update professional competency in teaching at the secondary level. Licensed teachers completing the program enhance their ability to teach effectively and to participate in educational research in their schools. Completion of requirements leads to upgrading of the teaching license to the Postgraduate Professional level. Library endorsement for licensed teachers may be obtained in this program (See separate listing.) Non-degree students intending to enter this graduate program must meet with the secondary education graduate program director upon completion of no more than six graduate credits.

Program: General for Licensed Teachers

The general secondary education major for licensed teachers includes interest areas in instructional design and technology, general vocational education, and library science/media. The program in school librarianship is listed in a separate section below. Other programs may be individually designed as students’ needs indicate.

Admission

Students must:

  1. hold a bachelor’s degree from a regionally accredited college/university;
  2. hold the Virginia Collegiate Professional License or an equivalent license from another state preferably in secondary education;
  3. have a cumulative grade point average of 2.80;
  4. achieve a satisfactory score on the Graduate Record Examination or Miller Analogies Test;
  5. have an interview with faculty in the program; and
  6. submit an application for admission.

Performance in classes taken as a non-degree student will not be taken into consideration in the admission process. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for secondary education.

Continuance

Students must:

  1. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf,
  2. maintain a grade point average of 3.00, and
  3. maintain a grade point average of 3.00 in the major.

Exit

Students must:

  1. have a 3.00 grade point average;
  2. have a 3.00 grade point average in the major;
  3. pass a written comprehensive examination;
  4. have an exit interview;
  5. have completed all course requirements; and
  6. apply for graduation.

Program Requirements

Students enrolled in secondary and general secondary programs are expected to be dedicated to the goal of becoming master classroom teachers or librarians; therefore, evidence that a student has reached this goal must be presented before graduation is certified. A minimum of 31 semester credits is required for completion of any program planned. If a graduate student elects to add other goals to the program, such as becoming a secondary education supervisor, then the program may require an additional nine to 12 credits beyond the 31-hour minimum.

Emphasis Areas

In the secondary school - general program, emphases are offered in biology, chemistry, English, mathematics, economics, history, and social studies education. For requirements in the music education interest area, refer to the Music section in the College of Arts and Letters. For library science/media refer to the separate section listed later in the department.

Area I: Core: 12 to 18 credits.

Area II: Support: 12 to 18 credits.

Area III: Research: 6 to 12 credits. The following two courses are required:

FOUN 612Applied Research Methods in Education3
TLED 636Problems in Education3

After admission to provisional or regular degree status, each student is assigned a permanent advisor from the Darden College of Education’s graduate faculty. It is the student’s responsibility to confer with the assigned advisor. The advisor will be well acquainted with the emphasis area the student has chosen and will be responsible for helping the student develop a program of study that best meets the student’s needs. This proposed program of study becomes the student’s graduate program upon approval of the graduate program director, and can be changed only with the advice and consent of both the faculty advisor and the student. Because of the individualized nature of graduate programs in secondary education, good working relationships between faculty advisors and students are essential.

Graduate programs in the vocational secondary education major are administered by the Departments of Teaching & Learning and Science, Technology, Engineering, and Mathematics (STEM).

Secondary (6-12) Post-Baccalaureate Endorsement Program

 

This Post-Baccalaureate endorsement program in secondary education (grades 6-12) is designed for individuals with a non-teaching B.S. or B. A. degree who want to obtain licensure as a teacher in grades 6 through 12 in the following content areas:  English, mathematics, earth science, chemistry, biology or physics, and history/social studies, which will be listed on the license. 

Admission

  1. All students must apply for and be admitted into the approved post-baccalaureate endorsement program for Secondary Education (grades 6-12).
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

Virginia Board of Education prescribed assessments:

  • A passing PRAXIS I composite score of 532 or
  • Qualifying SAT or ACT test scores or
  • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

3.    A cumulative undergraduate GPA of 2.75 is required for admission. 

4.    Only courses that meet the grade required in the academic major or professional education will be accepted for admission in the Darden College of Education.

5.    An application for non-degree admission must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for secondary education.

Continuance

  1. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  2. Students must maintain a cumulative GPA of 2.75.
  3. A grade of “B” or higher is required in all practicum coursework.
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Virginia Communication and Literacy Assessment (VCLA), and the  PRAXIS II examination for the appropriate secondary endorsement prior to or while enrolled in the Seminar in Teacher Education (TLED 483) course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Completion

Requirements for completion are as follows:

  1. a minimum cumulative 2.75 GPA,
  2. successful completion of the Teacher Candidate Internship,
  3. completion all course requirements, and
  4. submission of an application for Virginia licensure. 

Only courses that meet the grade required for the academic major or professional education will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure for grades 6 - 12 must meet the grade required for the academic concentration and professional education courses. Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

Master of Science in Education-  Teaching English as a Second Language

145 Education Building

757-683-3284

Robert Lucking, Graduate Program Director

The Masters of Science in Education-Secondary- Teaching English as a Second Language (TESOL) concentration is for individuals who hold an undergraduate degree and wish to earn a Master of Science in Education degree and qualify for a Virginia Teaching license for grades PreK-12 in English as a Second Language. The program emphasis is Teaching English to speakers of other languages.

Admission

  1. All students must apply for and be admitted into the approved M.S. Ed with initial licensure program for Teaching English as a Second Language (TESOL – PK-12).
  2. A bachelor’s degree from a regionally accredited college/university is required in the liberal arts and sciences (or equivalent).
  3. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

  • A passing PRAXIS I composite score of 532 or
  • Qualifying SAT or ACT test scores or
  • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • ACT Mathematics test score of 22 and a composite Virginia
  • Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

4.    A cumulative undergraduate GPA of 2.80 is required for admission. 

5.    Only courses that meet the grade required for the academic major or professional education will be accepted for admission in the Darden College of Education.

6.    Satisfactory scores must be submitted on either the Graduate Record Examination or Miller Analogies Test.

7.    An application for graduate studies and official transcripts must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for TESOL.

Continuance

  1. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  2. Students must maintain a cumulative GPA of 3.00 and a minimum of 3.00 GPA in the major.  A minimum B- grade required for all graduate professional education courses.
  3. A grade of “B” or higher is required in all practicum coursework.
  4. Students must take and pass the Virginia Communication and Literacy Assessment (VCLA) and the PRAXIS II examination for TESOL prior to or while enrolled in the instructional strategies course.
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

Virginia Board of Education prescribed professional assessments:

  • Virginia Communication and Literacy Assessment (VCLA) – a passing composite score of 470 is required on this reading and writing assessment
  • Student must meet the PRAXIS II TESOL requirement, test code #0361
  • To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Graduation

Requirements for graduation include the following:

  1. passage of the written Comprehensive exam,
  2. completion of the Graduate Assessment,
  3. a minimum cumulative 3.00 GPA and a minimum B- grade required for all graduate professional education courses,
  4. successful completion of the Teacher Candidate Internship,
  5. an exit interview,
  6. completion of all course requirements, and
  7. submission of an application for graduation. 

Only courses that meet the grade required for the academic major or professional education will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure plus a master’s degree in TESOL (PK-12) must meet the grade required for the academic content requirement in English and professional education courses. Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work.

Curriculum

Prerequisite Courses12
Fundamentals of Human Growth and Development: Birth through Adolescence
General Linguistics (fall only)
Select one from the following:
Foreign Language
English for foreign speakers
Academic Content courses in English12
Language and Communication Across Cultures
First and Second Language Acquisition
Methods and Materials in TESOL (spring only)
Select one from the following:
English Grammar
American English
Syntax
Sociolinguistics
Graduate Professional Education27
Foundations of Education and Instructional Assessment
PK-12 Instructional Technology
The Management of Learning and Instruction
Diagnostic Teaching of Reading in the Classroom
Advanced Language Development and Reading
Assessment and Evaluation of Student Learning
Problems in Education
Internship/Student Teaching and Seminar (student teaching)
Total Hours51

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Teaching English as a Second Language (Pk-12) Post-Baccalaureate Endorsement

 

This Post-Baccalaureate endorsement program in Teaching English as a Second Language (PK-12) is designed for individuals with a non-teaching B.S. or B. A. degree who want to obtain licensure as a teacher in TESOL. 

Admission

  1. All students must apply for and be admitted into the approved post-baccalaureate endorsement program for TESOL (PK-12).
  2. Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required Grade point averages (GPA).

Virginia Board of Education prescribed entry assessments are outlined in the Teacher Education Services and Advising section of this catalog.

Virginia Board of Education prescribed assessments:

  • A passing PRAXIS I composite score of 532 or
  • Qualifying SAT or ACT test scores or
  • PRAXIS I Math test score of 178 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • SAT Mathematics test score of 530 and a composite Virginia Communication and Literacy (VCLA) score of 470 or
  • ACT Mathematics test score of 22 and a composite Virginia Communication and Literacy (VCLA) score of 470

To review more information on the Virginia Board of Education prescribed assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

3.    A cumulative undergraduate GPA of 2.75 is required for admission. 

4.    Only courses that meet the grade required for the academic major or professional education will be accepted for admission in the Darden College of Education.

5.    An application for non-degree admission must be submitted by the appropriate deadline for admission. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for TESOL education.

Continuance

  1. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.
  2. Students must maintain a cumulative GPA of 2.75. 
  3. A grade of “B” or higher is required in all practicum coursework.  A minimum grade of B- is required for all graduate professional education courses.
  4. Students must take and pass all Virginia Board of Education prescribed assessments including the Virginia Communication and Literacy Assessment (VCLA), and must meet PRAXIS II TESOL requirement, test code #0361. 
  5. All assessments must be passed prior to the start of the Teacher Candidate Internship Orientation session.
  6. A criminal background check must be completed prior to placement in a field experience required for practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

To review more information on the Virginia Board of Education prescribed professional assessments visit the Teacher Education Services website, http://www.odu.edu/tes.

Completion

Requirements for completion are as follows:

  1. a minimum cumulative 2.75 GPA,
  2. successful completion of the Teacher Candidate Internship,
  3. completion of all course requirements and a minimum grade of B- is required for all graduate professional education courses
  4. submission of an application for Virginia licensure. 

Only courses that meet the grade required for the academic major or professional education will be accepted toward licensure requirements in the Darden College of Education.

Program Requirements

Students seeking initial licensure for TESOL PK-12 grades must meet the grade required for the academic concentration and professional education courses.  Transcripts will be evaluated by the education advisor to determine whether these academic requirements have been met by previous course work. Subject area specific course work that was not met in previous course work must be completed prior to Teacher Candidate Internship (student teaching) orientation session.

Curriculum

Prerequisite Courses
SPED 313Fundamentals of Human Growth and Development: Birth through Adolescence3
ENGL 440/540General Linguistics3
Select one from the following:
Foreign Language
English for foreign speakers
Academic Content courses in English
ENGL 677Language and Communication Across Cultures3
ENGL 679First and Second Language Acquisition3
ENGL 670Methods and Materials in TESOL3
Select one from the following:
ENGL 542English Grammar3
ENGL 550American English3
ENGL 672Syntax3
ENGL 678Sociolinguistics3
Professional Education
TLED 301Foundations and Introduction to Assessment of Education3
TLED 430PK-12 Instructional Technology3
TLED 360Classroom Management and Discipline2
TLED 408Reading and Writing in Content Areas3
READ 683Diagnostic Teaching of Reading in the Classroom3
READ 686Advanced Language Development and Reading3
TLED 485Teacher Candidate Internship12
Total Hours56

 

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Field-Based Graduate Programs

Master of Science in Education – Elementary

Master of Science in Education – Secondary

145 Education Building
757-683-3284

Robert Lucking, Graduate Program Director

General Description of Field-Based Master’s Programs

The Field-based Graduate Program in the Department of Teaching & Learning is a variation of the Teaching & Learning Department’s approved master’s degree programs and offers licensed teachers and other professional educators the opportunity to earn a master’s degree at one of several on-site school locations throughout the Commonwealth. Areas of specialization are in elementary/middle education or secondary education. Registration is restricted to licensed educators at the designated public or independent schools. Classes typically are held within the community, and research and instruction is focused on each school’s curriculum, student body, and instructional offerings. While the degree programs and requirements mirror on-campus programs, minor curricular variations may occur.

Library Science (School Librarianship K-12)

Master of Science in Education – Elementary

Master of Science in Education – Secondary

145 Educational Building
757-683-3284

Carol Doll, Graduate Program Director

General Description of the School Library Program

Contained within this program are the library science post-baccalaureate endorsement for licensed teachers (non-degree), a Master of Science in Education leading to endorsement in Library Science K-12 for licensed teachers, and a Master of Science in Education with initial licensure in library science K-12 for non-teachers.

Library Science Post-Baccalaureate Endorsement K-12 for Licensed Teachers (Non-Degree)

This non-degree graduate endorsement program leads to licensure as a school librarian (K-12) for individuals who already have a current Virginia teaching license. Students applying to this program must complete a post-baccalaureate application form.

Admission

Students must:

  1. hold a bachelor’s degree from an accredited institution;
  2. have at least a collegiate professional teaching certificate from the Commonwealth of Virginia,
  3. have a cumulative GPA of 2.75 for all college credit courses taken in the baccalaureate degree program,
  4. have an interview and recommendation by a departmental representative in library science or his/her designee, and
  5. submit an application for licensure only studies.

No courses in the academic major or professional education in which the student has made below a C- will be accepted for licensure in the Darden College of Education.

Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the program director for library science.

Continuance

Students must:

  1. maintain a grade point average of 3.00.
  2. have a criminal background check completed prior to placement in a field experience required for practicum courses. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.
  3. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.

Exit

Students must:

  1. have a 3.00 grade point average;
  2. have an exit interview;
  3. have completed all course requirements; and
  4. have successfully completed a portfolio review.

Curriculum

Required courses
LIBS 602Production of Instructional Materials3
LIBS 605Selection and Utilization of Non-Book Media3
LIBS 675Administration, Management, and Evaluation of Libraries (Required first course)3
LIBS 676Library Media Services and the Curriculum3
LIBS 677Technical Services in Libraries3
LIBS 678Selection, Evaluation and Utilization of Materials NK-12 *4
LIBS 679Theory and Management of Reference and Information Retrieval3
LIBS 669Practicum in School Libraries3-9

*

Prerequisite: LIBS 642 or equivalent

**

 Taken after the completion of all library courses.


Master of Science in Education - Library Science K-12 Endorsement for Licensed Teachers

145 Educational Building
757-683-3284

Carol Doll, Graduate Program Director

This program leads to a master’s degree plus licensure as a school librarian (K-12) for individuals who already have licensure as a teacher. Students applying to this program may apply for a degree in either elementary or secondary education and should designate the library science concentration on the application form.

Admission

Students must:

  1. hold a bachelor’s degree from a regionally accredited college/university;
  2. hold the Virginia Collegiate Professional License or an equivalent license from another state;
  3. have a general undergraduate grade point average of at least 2.80;
  4. take and receive satisfactory scores on either the Graduate Record Examination or Miller Analogies Test;
  5. have an interview with the graduate program director; and
  6. apply for admission to graduate school.

Performance in classes taken as a non-degree student will not be taken into consideration in the admission process. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for elementary/middle education or the graduate program director for secondary education.

Continuance

Students must:

  1. maintain a grade point average of 3.00;
  2. maintain a grade point average of 3.00 in the major;
  3. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf; and
  4. have a criminal background check completed prior to placement in a field experience required or practicum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.

Exit

Students must:

  1. have a 3.00 grade point average;
  2. have a 3.00 grade point average in the major;
  3. have an exit interview;
  4. have completed all course requirements; and
  5. submit an application for graduation; and
  6. have successfully completed a portfolio review.

Program Requirements

Core25
Production of Instructional Materials
Selection and Utilization of Non-Book Media
Administration, Management, and Evaluation of Libraries (Required first course)
Library Media Services and the Curriculum
Technical Services in Libraries
Selection, Evaluation and Utilization of Materials NK-12 *
Theory and Management of Reference and Information Retrieval
Practicum in School Libraries *****
Support Elective credits **3-9
Research Core6-12
Thesis option ***
Applied Research Methods in Education
Thesis
Introduction to Applied Statistics and Data Analysis
Problems paper option ****
Applied Research Methods in Education
Problems in Education

*

Prerequisite: LIBS 642 or equivalent

**

Prerequisite for the core may be counted as support courses if taken on the graduate level within six years of the date of graduation. These courses must be selected in consultation with the graduate program director or advisor.

***

 9-12 credits; 37 credits required for graduation.

****

 6 credits; 34 credits required for graduation.

*****

  Taken after the completion of all library courses.

Master of Science in Education - Library Science K-12 Initial Licensure for Non-Teachers

145 Education Building

757-683-3284

Carol Doll, Graduate Program Director

This is an initial licensure program as a school library media specialist for people with a non-teaching B.S. or B.A. It is offered as part of the Master of Science in Education - elementary/middle education. In this program, students who do not have teacher licensure but who are seeking licensure as a school librarian (K-12) and a master’s degree in education will complete professional studies courses in addition to a prescribed set of school library courses and a research core. The minimum number of graduate credits for the program is 63.

Admission

Students must:

  1. hold a bachelor’s degree from a regionally accredited college/university;
  2. achieve passing scores (as established by the Commonwealth of Virginia) on the Praxis I Academic Skills Assessment or Board-approved SAT/ACT scores;
  3. have a cumulative grade point average of 2.80;
  4. take and receive satisfactory scores on either the Graduate Record Examination or Miller Analogies Test;
  5. have an interview with the graduate program director; and
  6. submit an application for graduate studies.

Performance in classes taken as a non-degree student will not be taken into consideration in the admission process. No courses in the academic major or professional education in which the student has made below a C- will be accepted for licensure in the Darden College of Education.

Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for school librarianship.

Continuance

Students must:

  1. maintain a grade point average of 3.00;
  2. maintain a grade point average of 3.00 in the major;
  3. receive a B or better in practicum to participate in teacher internship;
  4. have a criminal background check completed prior to placement in a field experience required for parcticum courses and for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website: http://www.odu.edu/tes.
  5. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.

Exit

Students must:

  1. have a 3.00 grade point average;
  2. have an exit interview;
  3. have completed all course requirements;
  4. submit an application for graduation; and
  5. pass the Virginia Communication and Literacy Assessment (VCLA) prior to licensure; and
  6. have successfully completed a portfolio review.

No courses in the academic major or professional education in which the student has made below a C- will be accepted for licensure requirements in the Darden College of Education.

Program of Study

Prerequisites. Individuals entering this graduate program must already possess a bachelor’s degree and must pass the professional teacher’s assessment requirement (currently Praxis I or equivalent SAT or ACT score) prescribed by the Virginia Board of Education.  No courses in the academic major or professional education in which the student has made below a C- will be accepted toward licensure requirements in the College of Education. 

Professional Education *27
Foundations and Introduction to Assessment of Education
PK-12 Instructional Technology
Classroom Management and Practice PreK-3; PreK-6
Student Teaching for Special Endorsement **
Reading to Learn Across the Curriculum
Fundamentals of Human Growth and Development: Birth through Adolescence
Select one of the following instructional strategies courses:
Developing Instructional Strategies PreK-6: Mathematics
Developing Instructional Strategies PreK-6: Science
Developing Instructional Strategies PreK-6: Social Studies
Library Science ***25
Production of Instructional Materials
Selection and Utilization of Non-Book Media
Children’s Literature Across the Curriculum, PK-8
Administration, Management, and Evaluation of Libraries (required first course)
Library Media Services and the Curriculum
Technical Services in Libraries
Selection, Evaluation and Utilization of Materials NK-12 ****
Theory and Management of Reference and Information Retrieval
Research Problems paper6
Applied Research Methods in Education
Problems in Education
Total Hours58

*

Some of these are undergraduate credits and/or may have been taken as an undergraduate.

**

To be taken after the completion of all required professional education and library science courses.

***

Taken after at least 12 credits of professional education have been completed.

****

Prerequisite: LIBS 642 or equivalent


Military Career Transition Program

152 Education Building
757-683-3348 
Arminda Israel, Graduate Program Coordinator

Designed with the needs and interests of military members and their spouse in mind, the Military Career Transition Program (MCTP) offers master’s degrees with initial licensure through the Department of Teaching and Learning at Old Dominion University. Upon completion of the Master of Science in Education Degree with Initial Licensure, candidates are eligible to receive the Virginia teaching license. Initial licensure grade levels include elementary education (PreK-6), middle school (6-8), and secondary education (6-12) in the areas of English, mathematics, Earth science, biology, chemistry, physics, and history/social sciences. The master’s degree is designed for individuals who have earned a non-teaching bachelor of science or bachelor of arts from a regionally accredited institution. Old Dominion University is a member of the Servicemembers Opportunity Colleges (SOC).

Note to students in Washington State from the Student Achievement Council (SAC) concerning the Master of Science in Education - Military Career Transition Program (Pre-K through 6), the Master of Science in Education - Military Career Transition Program (Middle School), and the Master of Science in Education - Military Career Transition Program (Secondary):  Eligibility for initial educator certification in Washington is based on completion of a state approved educator preparation program.  This program is approved in Virginia and is authorized for field placements in Washington by the Professional Educators Standards Board.  Even though you may be residing in Washington while in this program, your application for educator certification in Washington will be processed as an out-of-state application.  Go to http://pathway.pesb.wa.gov/outofstate for more information.  Teachers are advised to contact their individual school districts as to whether or not this program may qualify for teacher advancement. 

Eligible applicants:

  • Active duty of all uniformed services
  • Active or inactive reservist of all uniformed services
  • All National Guard personnel
  • All Coast Guard personnel
  • Veterans of all uniformed services
  • Retired military of all uniformed services
  • Spouse of an eligible applicant
  • DOD civilian federal employees
Degree courses are offered in traditional classroom at the main campus or via distance education (web- based, video streaming and/or) at locations throughout Virginia and in Bremerton, Washington. MCTP advisors are available at all locations to provide advisement: http://www.odu.edu/mctp
 

Admission

Regular Admission Requirements:

  1. Meet eligibility:  Be an eligible applicant as defined above and approved by the MCTP Advisory Council Policy;
  2. Minimum 2.80 GPA:  The GPA must be documented in the bachelor's degree official transcript from a regionally accredited institution;
  3. Praxis I:  A passing Praxis I minimum score in each subtest;
    Writing               Minimum 176
    Reading            Minimum 178
    Mathematics    Minimum 178
    (Praxis I substitute scores are not applicable.) 
  4. A 500-word goal statement addressing "why do you want to be a teacher" and "why do you want to teach the specific subject area or grade level;" and
  5. A minimum of six years of full time work experience highlighted in a resume.

Provisional Admission Requirements:

Provisional admission may be offered to applicants who meet the requirements listed below.  Individuals not meeting one of the conditions below, 2.a) or b), will not be admitted to the program.

  1. Meet Eligibility:  Be an eligible applicant as defined above and approved by the MCTP Advisory Council Policy;
  2. Must meet one of the following conditions:
    a)    GPA:  2.50-2.79 and passing Praxis I in each subtest;
            OR
    b)    GPA:  2.80 or higher and a Praxis I composite score of 532 with at least one passing subtest score;
            Writing                Minimum 176
            Reading             Minimum 178
            Mathematics     Minimum 178
            (Praxis I substitute scores are not applicable.)
  3. Must have earned a bachelor's degree from a regionally accredited institution as documented in the official transcript;
  4. A 500-word goal statement addressing "why do you want to be a teacher" and "why do you want to teach the specific subject area or grade level;" and
  5. A minimum of six years of full time work experience highlighted in a resume.

Performance as a graduate non-degree student will not be considered when trying to meet the provisional admission requirements.

Gaining Regular Admission after being admitted provisionally:

To gain regular admission, the candidate must earn a minimum 3.00 GPA with no grades below a B-minus in the first 12 graduate credits taken at Old Dominion University after being admitted provisionally. Regular admission must be gained prior to the Teacher Candidate Internship.

Application Procedures

Eligible applicants must apply for and be admitted into the approved M.S.Ed. with initial licensure degree program in Elementary Education (grades prek-6), Middle School Education (grades 6-8), or Secondary Education (grades 6-12).

Applicants must submit to the Office of Graduate Admission:

  1. A graduate application at: http://www.odu.edu/admission/graduate;
    Deadlines for submitting a graduate application: 
    March 1 for summer graduate school admission
    June 1 for fall graduate school admission
    November 1 for spring graduate school admission
  2. Official transcripts from all undergraduate colleges and universities attended; including the official transcript documenting the bachelor's degree awarded from a regionally accredited institution;
  3. A 500-word goal statement addressing "why do you want to be a teacher" and "why do you want to teach the specific subject area or grade level;"
  4. A resume highlighting a minimum of six years of work experience.

Contact the MCTP advisor at your local site: http://www.odu.edu/mctp  A transcript review will be completed to determine which appropriate courses meet academic content area specified in the M.S.Ed. with initial licensure degree.

Professional Disposition Survey:

Complete this survey after enrolling in classes at Old Dominion University. This survey is available at: http://education.odu.edu/tes/pages/professionaldispositions.shtml.

Responsible Conduct of Research (RCR):

Complete the RCR modules prior to the completion of your first twelve graduate credit hours of study. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.

Continuance

Candidates must:
  1. Be in “Good Academic Standing” by maintaining a minimum 3.00 graduate grade point average.
  2. Have grades equal to or above a B- in all professional education courses accepted toward licensure in the Darden College of Education.
  3. Meet the grade required for content knowledge courses in the specific teaching endorsement.
  4. Take and pass the prescribed assessment by the Virginia Board of Education:
    a.       Praxis II examination appropriate for your endorsement area
    b.       Virginia Communication and Literacy Assessment (VCLA)
    c.       Reading for Virginia Education (RVE) Assessment, only required for elementary education initial licensure.
            For more information on the Virginia Board of Education prescribed professional assessments visit the 
            Teacher Education Services website, http://www.odu.edu/tes.
  5. Apply for teacher candidate internship.
  6. Complete all courses, professional and content knowledge, and assessments prior to your teacher candidate internship orientation session.   A criminal background check must be completed prior to placement for the teacher candidate internship. For more information please review the policy in the Teacher Education Services website when applying for teacher candidate internship: http://www.odu.edu/tes.
  7. Complete as needed, “Re-validation of Out-of-Date Graduate Credit” that is beyond the time limit established for graduate degrees. Per University “Graduate Policies and Procedures,” the time limit established is six years for master’s degrees. Graduate credit that is beyond the six year limit must be re-validated before the graduate credit can be applied toward the requirements to earn the master’s degree. Re-validation must be completed prior to the start of the teacher candidate internship. 

Graduation

All master’s degree requirements must be in accordance with University policy and as outlined in your curriculum. Candidates must:
  1. Apply for graduation at: http://ww2.odu.edu/ao/registrar/graduation/candidates/index.shtml.
  2. Take and pass the Comprehensive Examination.
  3. Complete the Graduate Assessment.
  4. Have a minimum 3.00 graduate grade point average.
  5. Only grades equal to or above a B- in professional education courses will be accepted toward licensure requirements in the Darden College of Education.
  6. Meet the grade required for content knowledge courses in the specific endorsement and to be accepted toward the licensure requirements in the Darden College of Education.
  7. Pass the Teacher Candidate Internship.
  8. Have an Exit Interview.
  9. Candidates must be registered the semester in which they graduate.  If the candidates have completed all registration requirements, they must registered for at least one credit hour the semester in which they graduate.  The academic department has a one credit 999 course that can be used to fulfill this requirement.  Registration for this one credit 999 course is subject to the normal fees and regulations of the University.

Program Requirements

Candidates seeking the master’s degree with initial licensure through the Military Career Transition Program (MCTP) must meet all requirements outlined in the approved teacher education curriculum for their specific area of endorsement, including the teacher candidate internship. Transcripts will be evaluated by the MCTP Advisor to determine whether these academic requirements have been met with previous course work. Content knowledge course work that is not met with previous course work must be completed prior to the teacher candidate internship orientation session. All MCTP students are required to meet with their advisor at least once per semester. Candidates are responsible for the information contained in the University Graduate Catalog, such as specific academic policies, course descriptions, and prerequisites:  http://catalog.odu.edu/.

Curriculum

The approved teacher education curriculum consists of two components that must be fulfilled to earn the master’s degree with initial licensure: 1) content knowledge; and 2) professional education, as listed below:

Content Knowledge

The content knowledge course work required is specified in each initial licensure approved teacher education curriculum the student is pursuing in either elementary education, middle school education or secondary school education. Meet with the MCTP advisor to complete an evaluation and determine the course work needed to fulfill the content knowledge.

Professional Education

Professional Education Prerequisite3
Fundamentals of Human Growth and Development: Birth through Adolescence
Graduate Professional Education37-40*
Foundations of Education and Instructional Assessment
Design for Effective Instruction
PK-12 Instructional Technology
Foundations of Special Education: Legal Aspects and Characteristics
Reading to Learn Across the Curriculum
The Management of Learning and Instruction
Language Acquisition and Reading for Students with Diverse Learning Needs (required for PreK-6 and 6-8)
Collaboration and Transitions
Assessment and Evaluation of Student Learning
Seminar in Teacher Education (1 credit)
Internship/Student Teaching and Seminar (6 credits)
Select one or two from the following instructional/methods courses related to your endorsement**
Developing Instructional Strategies for Elementary Education (required for PreK-6)
Language Arts Methods for Middle and Secondary School
Math Methods for Middle and Secondary School
Science Methods for Middle and Secondary School
Social Studies Methods for Middle and Secondary School

*

37 credit hours if seeking elementary or secondary education; 40 credit hours if seeking Middle School Education.

**

Select one of the courses, if seeking elementary and secondary education. Select two of the courses, if seeking middle school education.

Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes.

Master of Science in Education – Reading

145 Education Building
757-683-3284

Charlene Fleener, Graduate Program Director

General Description of Reading Education

Reading Education offers two programs, 1) the Reading Specialist Endorsement for licensed teachers (non-degree, post-baccalaureate) for candidates already having a master's degree, and 2) the Master of Science in Education—Reading plus Reading Specialist Endorsement for lecensed teachers.  A Doctor of Philosophy in Education with an emphasis in Literacy Leadership within the Curriculum and Instruction program is offered for those seeking additional study in the field of literacy.

Endorsement – Reading Specialist K-12 (Non-Degree)

The non-degree post-baccalaureate endorsement program leads to licensure as a reading specialist for individuals already having a current Virginia teaching license and a master’s degree.

Admission

Students must:

  1. obtain and submit a completed licensure-only application form to the Graduate Program Director for Reading,
  2. submit official transcripts to the Graduate Program Director for Reading, and
  3. submit evidence of a current teaching license (Collegiate Professional License) to the Graduate Program Director for Reading.

Continuance

Students must:

  1. make an appointment and meet with the Graduate Program Director for Reading before or upon completion of no more than six graduate credits,
  2. maintain a GPA of 3.0 or better,
  3. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.

Exit

Students must

  1. satisfactorily complete all required coursework,
  2. pass the Reading for Virginia Educators: Reading Specialists Examiniation- coded 0304 or 5304,
  3. document three years successful teaching experience with reading being a major portion of the teaching responsibilities, and
  4. apply for the Reading Specialist Endorsement through Teacher Education Services. For information contact Teacher Education Services at http://education.odu.edu/tes/.

Curriculum 

Required for Endorsement
READ 618Approaches to Teaching Literature and Writing K-123
READ 619Word Study, Phonics, and Linguistics3
READ 622Culturally Responsive Literacy for All Learners3
READ 680Reading to Learn Across the Curriculum3
READ 683Diagnostic Teaching of Reading in the Classroom3
READ 685Organizing and Supervising Reading Program Development3
READ 686Advanced Language Development and Reading3
READ 693Practicum in Reading3
Total Hours24

 

Master of Science in Education—Reading plus Reading Specialist Endorsement

The program is designed to provide professional training for prospective reading specialists, literacy coaches, and elementary- and secondary-level reading teachers.

Extensive course offerings permit the graduate student to pursue an area of interest, such as elementary school reading, secondary school reading, college reading, literacy coaching, and reading in clinical settings. As a culminating experience, each student investigates a problem area and prepares a formal research paper or project on a topic of interest.

Candidate study may include an intensive search of the professional literature on reading or selected field experiences in public, private, or governmental reading programs that provide reading services to clients. In addition, candidates tutor children and aid in the diagnosis and remediation of reading problems. Candidates who have three years of satisfactory experience in teaching reading, completed the entire degree program, and satisfactorily completed the Reading for Virginia Educators: Reading Specialists-coded 0304 or 5304 may obtain the reading specialist endorsement.

Admission

Students must:

  1. hold a bachelor’s degree from a regionally accredited college/university;
  2. hold and submit a copy of the Virginia Collegiate Professional License or an equivalent license from another state;
  3. have an undergraduate grade point average of 2.80 and an average of 3.00 in the major;
  4. achieve a satisfactory score (as established by the T&L Department) on the Graduate Record Examination or the Miller Analogies Test;
  5. have an interview with the graduate program director;
  6. have had three semester credits in reading courses at the undergraduate level; and
  7. submit an application for graduate studies.

Performance in classes taken as a non-degree student will not be taken into consideration in the admission process. Under certain circumstances, applicants who do not fully meet the requirements for regular admission to the program may be admitted on a provisional basis subject to conditions specified by the graduate program director for reading education.

Continuance

Students must

  1. complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf,
  2. maintain a grade point average of 3.00, and
  3. maintain a grade point average of 3.00 in the major.

Exit

Students must

  1. have a 3.00 grade point average;
  2. have a 3.00 grade point average in the major;
  3. complete an exit survey;
  4. have completed all course requirements;
  5. submit an application for graduation; and
  6. pass the Reading for Virginia Educators: Reading Specialists Examination coded -0304 or 5304.

Program Requirements

A minimum of 33 semester credits is required for the master’s degree in reading education. The degree candidate must successfully pass the Virginia reading specialist licensure examination, usually taken in the last semester of the program.

Course requirements for completion of the degree program are listed below. 

Area I: Required Core 27
Action Research in Reading
Approaches to Teaching Literature and Writing K-12
Word Study, Phonics, and Linguistics
Culturally Responsive Literacy for All Learners
Reading to Learn Across the Curriculum
Diagnostic Teaching of Reading in the Classroom
Organizing and Supervising Reading Program Development
Advanced Language Development and Reading
Practicum in Reading
Area II: Electives (select 2)6
Multicultural Children’s Literature and Literacy
Issues and Trends in Literacy Education
New Literacies, Digital Technologies, and Learning
Total Hours33

Doctor of Philosophy in Education – Literacy Leadership Emphasis within the Curriculum and Instruction Program

145 Education Building
757-683-3283, 757 683-3284

Charlene Fleener, Advisor

The Doctor of Philosophy in Curriculum and Instruction at the Darden College of Education of Old Dominion University, with concentrations in Curriculum and Instruction, Early Childhood Education, and Literacy Leadership provides the opportunity for students to become scholarly leaders to serve our nation’s schools, colleges, universities and related agencies such as business, government, and research institutions to contribute to global education. The curricula is solidly grounded in interpreting and producing research, use of technology to enhance the teaching/learning process, equity, and leadership, which are woven into common core courses and concentration-specific courses.

Literacy Leadership Emphasis:

The Doctor of Philosophy in Education with an emphasis in Literacy Leadership is a degree with a unique focus to prepare individuals as literacy professionals for leadership and supervisory roles, teaching literacy curriculum and instruction in higher education, and/or consulting for educational organizations or private industry. The program provides study of theories, methodologies, and research with opportunities to develop individual expertise in research, writing, and pedagogy.  Personalized mentorship is provided for those who desire careers in academic research, program/curriculum design and evaluation, and higher education, including teacher preparation, policy, and leadership.

See the PhD in Curriculum and Instruction for complete program information.


Doctor of Philosophy in Education – Curriculum and Instruction

145 Education Building

757-683-3284

Richard C. Overbaugh, Graduate Program Director

The Doctor of Philosophy in Curriculum and Instruction at the Darden College of Education of Old Dominion University, with concentrations in Curriculum and Instruction, Early Childhood Education, and Literacy Leadership provides the opportunity for students to become scholarly leaders to serve our nation’s schools, colleges, universities, and related agencies such as business, government, and research institutions to contribute to global education. The curricula is solidly grounded in interpreting and producing research, use of technology to enhance the teaching/learning process, equity, and leadership, which are woven into common core courses and concentration-specific courses.

Concentration Areas:

Curriculum and Instruction:

The Doctor of Philosophy in Education with a concentration in Curriculum and Instruction is the degree most often desired by classroom teachers and school librarians. The program of study includes core courses shared by all three concentrations plus the freedom to choose courses that meet individual specialty area interests (e.g., library science, mathematics, social studies, instructional design etc.)  Students are prepared to be scholarly leaders for academic positions in higher education or in K12 schools.  Personalized mentorship is provided for those who desire careers in academic research, program/curriculum design and evaluation, and higher education, including teacher preparation, policy, and leadership.

 Literacy Leadership:

The Doctor of Philosophy in Education with a concentration in Literacy Leadership is a degree with a unique focus to prepare individuals as literacy professionals for leadership and supervisory roles, teaching literacy curriculum and instruction in higher education, and/or consulting for educational organizations or private industry. The program provides study of theories, methodologies, and research with opportunities to develop individual expertise in research, writing, and pedagogy.  Personalized mentorship is provided for those who desire careers in academic research, program/curriculum design and evaluation, and higher education, including teacher preparation, policy, and leadership.

Early Childhood Education:

The Doctor of Philosophy in Education with a concentration in Early Childhood Education program, through its integral partnership with the Old Dominion University Child Study and Development Centers, focuses on the multidisciplinary study of the cognitive, language, and healthy social/emotional development of young children from birth to age nine. The program prepares students to become faculty in colleges and universities and senior administrators in institutions and agencies. Personalized mentorship and professional training is provided for those who desire careers in academic research, child advocacy, program design and evaluation, and higher education, including teacher preparation, policy, and administrational leadership.

Admission

Admission to the Ph.D. programs in the Department of Teaching & Learning is competitive. Applicants should have a completed master’s degree in an appropriate discipline from a regionally accredited university. Degrees that are equivalent to a master’s degree such as L.L.B., J.D., and D.D.S., will be considered. A number of criteria are considered including graduate and undergraduate GPAs, GRE scores, writing ability, a personal interview, and the match between student interests and faculty expertise. Meeting the minimum requirements established by the department does not ensure admission to the program. A minimum undergraduate GPA of 2.8 and a minimum graduate GPA of 3.25 are recommended.

Application requirements for the Ph.D. in Curriculum and Instruction are as follows:

  1. A completed master’s degree in an appropriate discipline from a regionally accredited university;
  2. Three letters of reference from sources including employment supervisors and/or university faculty members capable of commenting on the applicant’s current readiness for advanced graduate study;
  3.  A 1500 word statement of the applicant’s academic and professional goals with an emphasis on how the Ph.D. degree in curriculum and instruction will contribute to the achievement of the stated goals;
  4. Submission of a professional curriculum vitae.  Three years of teaching experience are preferred;
  5. A completed online application from the Office of Graduate Admissions;
  6. Official transcripts of all undergraduate and graduate courses and degrees completed;
  7. Official report scores from the Graduate Record Examination (verbal, quantitative, and analytical) taken within the last five years.
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOEFL) of at least 600 (written) or 250 (computer based).

Applications must be complete and submitted to the ODU Office of Graduate Admissions by Oct 15 for spring admissions, and March 1 for Summer and Fall admissions (dates subject to change).  Note: If you wish to apply for Financial Aid, deadlines for application are as much as six months earlier.  Contact the Financial Aid office at 757-683-3683.  Financial aid is awarded only to regularly admitted graduate students.

Completed applications will be reviewed by the Curriculum and Instruction Admissions and Continuance Committee.  Selected applicants will be invited to campus to participate in various activities including an on-campus interview, writing sample, and a class visit.

Prerequisite Coursework

 Prospective students should also have prior course work in statistics, and curriculum and instruction. If this requirement is not met, then additional course work will be added to the candidate’s graduate program of study.

All students admitted into the Ph.D. program must complete the following prerequisite courses unless they have previously completed equivalent graduate level coursework or expertise.

  •  Introduction to Research in Education (FOUN 612 or equivalent)
  •  Statistics Applied to Research in Education (FOUN 722 or equivalent)

 Degree Requirements

 The Ph.D. program in curriculum and instruction is comprised of courses totaling a minimum of 60 academic credit hours beyond the master’s degree. The curriculum includes a 15 hour research/foundations block, a 15 hour "common core" taken by all PhD students regardless of concentration, a 15 hour concentration core and a 15-hour dissertation block, which includes the dissertation seminar.  The dissertation will often require more than 12 credit hours depending on the length of time necessary for completion. Students entering the program may also need to complete introductory research methods statistics courses [Introduction to Research in Education (FOUN 612 or equivalent) & Statistics Applied to Research in Education (FOUN 722 or equivalent)] if they have not had such courses or cannot demonstrate competency at a satisfactory level. Students who come into the Ph.D. program with a master’s degree in an academic field that is unrelated to curriculum and instruction and/or who have not completed courses to develop competency in specified areas may need to complete these courses in addition to the required courses. Students must complete the Responsible Conduct of Research (RCR) modules during the first twelve graduate credit hours at Old Dominion University. For more information review the instructions at: http://education.odu.edu/docs/Responsible_Conduct_of_Research_Programs.pdf.

Program Continuance, Completion and Exit

It is the expectation that Curriculum and Instruction faculty will prepare Ph.D. candidates to become competent professionals with the knowledge, skills, and dispositions necessary to assume positions as researchers, teacher leaders, advocates, and scholars. On an annual basis, the Curriculum & Iinstruction Ph.D. Admissions and Continuance Committee and each student’s advisor will formally convene to discuss the continuance of each student in the doctoral degree program.

 In order to complete the program students must fully comply with the curriculum below, and all requirements noted elsewhere in the University catalog for graduate students and within the Ph.D. in Education Handbook. It is the responsibility of the student to obtain these materials and complete required portions.

Course List

Prerequisite Coursework *
Students must have taken ONE of the following research courses or equivalent:
ELS 660Program Evaluation, Research and Planning3
FOUN 611Introduction to Research Methods in Education3
FOUN 612Applied Research Methods in Education3
Students must also have the following or equivalent:
FOUN 722Introduction to Applied Statistics and Data Analysis3
Early Childhood Education students must also have the following two courses or equivalents as determined by the Program Director
FOUN 641Assessment and Evaluation of Student Learning3
TLED 677Advanced Child Development Theory and Research3
Research Core (required) **
FOUN 812Advanced Research Design and Analysis3
FOUN 814Qualitative Research Design in Education3
Choose one course from EACH of the following bound pairs
FOUN 822Applied Linear Models in Educational Research3
or FOUN 823 Analysis of Variance Applied to Educational Research
FOUN 840Advanced Educational Measurement and Assessment3
or FOUN 870 Formative Assessment of Student Learning for School Leaders and Curriculum Specialist
FOUN 815Advanced Qualitative Research3
or FOUN 813 Advanced Program Evaluation in Education
Note: A research cognate can be earned by taking an additional four courses beyond the required 15 hours.
Common Core (Required by all C&I Concentrations) **
TLCI 802Historical and Contemporary Perspectives on Education3
TLCI 803Perspectives and Inquiry in Curriculum and Instruction3
FOUN 830Theories of Learning and Instruction3
TLCI 804Instruction Theories and Models3
TLCI 805Critical Issues: Curriculum Research3
Literacy Leadership Concentration (required) **
TLCI 826Advanced Supervision of Reading Programs3
TLCI 827Advanced Practicum in Reading3
TLCI 828Contemporary Issues in Literacy Research3
ELS 787Pupil Personnel Services for Diverse Populations3
ELS 878Leadership for Teaching and Learning3
The literacy leadership concentration requires a minimum of 18 graduate credit hours in Literacy or closely related coursework
Early Childhood Education ** and ****
TLCI or SPED 800 Social/Emotional Aspects of Child Development
TLCI 835Connecting Research In Early Developmental Practice in Early Childhood Education3
TLCI 895Topics in Education ((Internship))1-3
TLCI 836Working with At-Risk Children and Families: An Ecological Approach3
TLCI 840Issuse in Early Language and Literacy3
Curriculum and Instruction Concentration15
C&I emphasis students, working with an advisor, will complete a 15-hour concentration block according to individual areas of specialty.
C&I Approved Course 1
C&I Approved Course 2
C&I Approved Course 3
C&I Approved Course 4
C&I Approved Course 5
Dissertation
FOUN 881Dissertation Seminar ***3
TLCI 899Dissertation1-12
Total Hours92-105

*

All students admitted into the Ph.D. program in curriculum and instruction must complete these prerequisite courses unless they have previously completed equivalent graduate level coursework or have appropriate educational experience.

**

Course substitutions must be approved by advisor

***

If seminar is waived by doctoral committee, the hours are added to the content area.

****

Prerequisite  coursework for the ECE Concentration is 12 credits.  In addition to FOUN 611 and FOUN 612, the following are required for all students who did not have them as part of a Master's degree program: FOUN 641 and TLED 677.


 

 Due to changing University requirements, national accreditation standards, and Commonwealth licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in the catalog. Students are encouraged to obtain current program information from their advisors and the Darden College of Education website: http://education.odu.edu/.

LIBRARY SCIENCE Courses

LIBS 602. Production of Instructional Materials. 3 Credits.

Develops skills in preparing, evaluating, and presenting instructional materials and the use of those materials to promote higher level thinking and to enhance the teaching learning environment. Includes logistics and safety concerns of a production facility, and development of in-service activities. Hands-on practice in producing television programs and using compute software to produce instructional materials.

LIBS 605. Selection and Utilization of Non-Book Media. 3 Credits.

Prerequisites: LIBS 675. Emphasizes selection, purchase and utilization of non-book materials (e.g., periodicals, computers, CD-ROM, DVD, LANs, wireless networks, PDAs, e-books, retrieval systems, video conferencing, DL, online services, telecommunications, presentation systems). Included are staff development, systems management, information policies, networks, and the impact of professional associations on non-book resources.

LIBS 642. Children’s Literature Across the Curriculum, PK-8. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Students examine, evaluate, discuss, and use literature and related nonprint materials for children and young adolescents and explore strategies for using trade books across the curriculum and for introducing children to literature. Materials for adolescents and adults with limited reading abilities are also covered.

LIBS 669. Practicum in School Libraries. 3-9 Credits.

Course can be repeated 1 time. Students will work in a school library, participating fully in the administrative tasks, collaborate with teachers to prepare instructional literacy lessons, and teach lessons. Course is for students who are already licensed teachers or who are seeking initial licensure. Prerequisites: LIBS 602, LIBS 605, LIBS 675, LIBS 676, LIBS 678, and LIBS 679.

LIBS 675. Administration, Management, and Evaluation of Libraries. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Entry-level course dealing with the planning, organization, and management of the school library media center. Includes professionalism and ethics in librarianship, facilities planning to impact student learning, and management of human resources.

LIBS 676. Library Media Services and the Curriculum. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisites: graduate standing and LIBS 675. Emphasis is on library services/ programs and the curriculum of the school. Includes techniques for curriculum design and development, information skills instruction, instructional partnerships, advocacy, implementation of an integrated library-media instructional program and public relations programs.

LIBS 677. Technical Services in Libraries. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisites: graduate standing and LIBS 675. Describes the fundamentals of description, cataloging, processing, organizing, and accessing of materials. This includes on-line circulation systems, descriptive cataloging using AACR2R and MARC, Dewey Decimal Classification, and Sears Subject Headings. Also discusses bibliographic networks and utilities in technical services and the relationship of technical services procedures to the overall mission of the SLMC.

LIBS 678. Selection, Evaluation and Utilization of Materials NK-12. 4 Credits.

Lecture 4 hours; 4 credits. Prerequisites: graduate standing, LIBS 642, 675. Emphasis is on reading and evaluating current materials for children and young adults, researching reading/viewing/ listening preferences, analyzing studies dealing with literature/media, and selecting materials. Also includes collection analysis and development.

LIBS 679. Theory and Management of Reference and Information Retrieval. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisites: graduate standing and LIBS 675. Students evaluate, select, and use reference sources; explore strategies for teaching reference skills across the curriculum; use curriculum information to evaluate reference collections and prepare bibliographies; and explore issues related to reference services. Utilizes print as well as existing and emerging technologies.

READING Courses

READ 612. Action Research in Reading. 3 Credits.

This course will introduce students to action research, a form of self-reflective, systematic inquiry by educators of their own practice. Students will learn about research methods, design, and implementation, and they will develop action research proposals based on a line of structured inquiry emanating from events occurring within their own classrooms. Teachers will study student learning related to their own teaching, a process which allows them to learn about their own instructional practices and to continue monitoring improved student learning. Conducting action research provides educators with an avenue to reflect on their own teaching practices with the aid of empirical data and engage in self-directed learning with the ultimate goal of improving student learning. Must have completed 15 Graduate credit hours in reading coursework.

READ 618. Approaches to Teaching Literature and Writing K-12. 3 Credits.

Lecture 3 hours, 3 credits. Explores the theory and practice of teaching literature, including young adult and children's literature, and writing. Considers some of the characteristics of writing processes, the role of the teacher in structuring and responding to student writing, the role of the teacher in literary text selection, the relationships between writing and literacy understanding, and the authentic assessment of K-12 students' reading, writing and learning.

READ 619. Word Study, Phonics, and Linguistics. 3 Credits.

Provides an overview of the field of linguistics, the scientific study of language and word study, an approach to spelling instruction that relies on an understanding of English orthography that incorporates instruction in phonics, spelling and vocabulary. Students will learn to recognize characteristics of readers and writers at different levels of development. The course provides multiple opportunities for hands-on practice and application.

READ 620. Multicultural Children’s Literature and Literacy. 3 Credits.

Lecture 3 hours; 3 credits. Provides for the examination, evaluation, and use of multicultural library materials and resources for elementary and middle school children.

READ 622. Culturally Responsive Literacy for All Learners. 3 Credits.

Explores curriculum, instructions, materials and issues related to teaching literacy and language to diverse learners regardless of their ethnic, cultural, linguistic, cognitive, religious, gender, backgrounds, etc.

READ 625. Issues and Trends in Literacy Education. 3 Credits.

This course provides an opportunity for students to explore the critical trends and issues being debated within the field of Literacy Education. This course will provide students with an in-depth understanding of significant issues, trends, and practices in reading instruction at the K-12 level. The course is designed to deal with questions and problems of the type facing teachers, supervisors, and administrators. In addition to providing students with a deeper understanding of current trends and the latest literacy research, this course will also help students to critique ideas and issues surrounding informed instruction within literacy education.

READ 628. New Literacies, Digital Technologies, and Learning. 3 Credits.

This course is designed to provide a context in which in-service teachers can explore a range of "new" literacies and consider their relationships to school-based literacy education. Participants will explore these new literacies, specifically the socially immersive experiences of youth and their new media practices. These participating educators will examine the role of multimodality in literacy learning across the curriculum with an emphasis on how to bridge the digital literacies of students' private lives with the traditional print practices valued in school. Teachers will gain insight into and understanding of how young people's participation in a shifting media landscape can help shape and form learning and literacy in the 21st Century classroom.

READ 637. Problems in Reading Education. 3 Credits.

Lecture, 3 hours. 3 credits. Prerequisite: FOUN 612 and 15 hours in Reading Education. Presents an overview of current reading research and its application to instruction. Provides study and practice in the use of quantitative or qualitative techniques, including analytical processes, in solving problems in reading education.

READ 680. Reading to Learn Across the Curriculum. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. This class has an emphasis on advanced techniques in reading for classroom teachers who are not reading specialists. Students develop an understanding of the process of reading to learn across the curriculum including a wide variety of comprehension strategies and an understanding of the complex nature of reading throughout the disciplines. Lecture, demonstrations, development of materials, and practice in the techniques of reading for elementary and secondary classroom teachers and library media specialists are provided.

READ 683. Diagnostic Teaching of Reading in the Classroom. 3 Credits.

Lecture 3 hours, 3 credits. Provides classroom teachers with strategies/techniques to employ to ongoing diagnosis and remediation through the use of informal and standardized tests to select apropriate instructional strategies for pupils' existing reading capabilities.

READ 685. Organizing and Supervising Reading Program Development. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: 9 graduate hours in reading. Presents an overview of the total school reading program (K-12), and not only prepares the prospective reading supervisor to make decisions pertaining to the procurement of materials for the program but also explores modes for integrating reading into the general curriculum.

READ 686. Advanced Language Development and Reading. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. Explores current theories of cognitive development and their relationship to language development and reading as bases for evaluating methods and materials of teaching reading and the related communicative arts: spelling, writing, and speaking.

READ 689. Survey of Reading Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Surveys the linguistic, psychological, sociological, philosophical, and historical foundations of current reading pedagogy.

READ 693. Practicum in Reading. 3 Credits.

Hours to be arranged. Prerequisite: 15 hours in graduate reading to include READ 683 and permission of the instructor. This course provides graduate teachers with opportunities to practice and further refine their understandings of the reading process in clinical and classroom settings. Teachers provide both individual and group reading lessons with students from the local community. Advanced diagnostic tests of learning processes and intellectual capacity are covered. These advanced diagnostic techniques are in addition to those covered in the initial diagnostic reading course.

TCHNG & LRNG - CURRIC & INSTR Courses

TLCI 702. Historical and Contemporary Perspectives on Education. 3 Credits.

Lecture, 3 hours; 3 credits. The present educational system, its social impact and future implications are viewed in historical, philosophical, and sociological perspectives. Special attention is given to technology, research, multicultural education/equity and leadership.

TLCI 703. Perspectives and Inquiry in Curriculum and Instruction. 3 Credits.

Lecture, 3 hours; 3 credits. This course introduces a range of methodologies, theoretical perspectives, and epistemologies in the field of curriculum and instruction. Students will gain strategies for critical reading, scholarly writing, and identify areas for prospective inquiry.

TLCI 704. Instruction Theories and Models. 3 Credits.

Lecture, 3 hours; 3 credits. Students will investigate a range of instructional theories and design theories in terms of learning domains and pedagogical approaches to the teaching/learning process in a variety of educational settings. Students will utilize a systematic design process grounded in theories and research to propose/develop instruction for specific learning goals related to their own professional situations.

TLCI 705. Critical Issues: Curriculum Research. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Explores the relationship between the historical, philosophical, and sociopolitical influence on curriculum development and evaluation. Historical and cultural approaches to designing and implementing curricular models, curriculum reform, and understanding the politics of conceptualizing the curriculum process are highlighted. Major issues concerning educational curriculum reform are addressed and reviewed.

TLCI 710. Models of Parent, Child, Social Interaction. 3 Credits.

Lecture, 3 hours. 3 credits. This course will examine the family with an emphasis on parent/child interactions. In addition, a model for ecological intervention will be discussed.

TLCI 721. Advanced Curriculum Design and Development. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Focuses on the process of building a curriculum, historical developments in curriculum design, alternative curricula, current and future trends in curricular innovations, and research in curriculum development.

TLCI 722. Curriculum Seminar in Content Areas. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Investigates the role and nature of the curriculum for particular subject-matter specialties — e.g., math, social studies, science, English, school librarianship, reading, etc. Objectives are tailored to specific content areas.

TLCI 724. Readings in Contemporary Society. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Suveys the literature related to the issues and trends in contemporary society and provides educators with a substantive base in the philosophy, history, theory, strategies and multicultural perspectives relevant to curriculum development.

TLCI 726. Advanced Supervision of Reading Programs. 3 Credits.

Lecture 3 hours; 3 credits. Explores various models of supervision and relates them to the administration and supervision of reading programs. Also prepares the prospective administrator/supervisor to make decisions relative to the methods and materials used to teach reading.

TLCI 727. Advanced Practicum in Reading. 3 Credits.

3 credits. This course is designed for teachers having completed the initial reading practicum. Its focus is on the refinement and further exploration of ways to work with students experiencing reading difficulties. Both group and individual tutoring experiences will be provided. Ways will be explored to encourage involvement in existing educational programs and schools.

TLCI 728. Contemporary Issues in Literacy Research. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: M.S.Ed. in Reading Education. Directed study of current topics of interest to students involved in literacy research. Topics to include emergent literacy assessment, adult literacy programs, and other areas of investigation. Students will be required to prepare a scholarly paper reporting results for publication.

TLCI 731. Instructional Technology Trends in Curriculum and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Examines selected issues and trends involving the use of technology in curriculum and instruction. Students develop a critical awareness of contemporary technology, an understanding of current research regarding the successful implementation of technology in curriculum and instruction, and strategies for using new technology in the future.

TLCI 732. Visual Communication and Design for Instructional Environments. 3 Credits.

Lecture 3 hours; 3 credits. Course focuses on visual literacy and the language of graphics. Students will learn to design visual messages, including text, graphics, and data displays. The theoretical underpinnings of various communications media and their efficacy in instructional environments will be studied and applied through graphics, textual, and multimedia software and components.

TLCI 735. Connecting Research In Early Developmental Practice in Early Childhood Education. 3 Credits.

Lecture. 3 credits. This seminar will explore philosophical orientations toward early childhood education, current research in the field, and the implication of this research for policy and practice. Students will focus on research within a community of practice orientation by linking current research and policy to current practices and issues in the field.

TLCI 736. Working with At-Risk Children and Families: An Ecological Approach. 3 Credits.

Lecture 3 hours; 3 credits. The influence of the home, the community and classroom on the achievement of at-risk children is examined. Successful teaching strategies and behavioral interventions also are discussed as well as the need to search for viable alternatives to strategies of past school reforms.

TLCI 737. Schools and Families: Enriching the Partnership. 3 Credits.

Lecture 3 hours; 3 credits. A critical examination and analysis of current trends in education as they affect the family and school will be addressed. Emphasis will be placed on the need for parent involvement and support in the child’s education.

TLCI 739. Cross Cultural Perspectives in Early Childhood Education. 3 Credits.

Lecture 3 hours; 3 credits. This course will address the socialization process as a component of the broad perspective of a child’s life. Curriculum development and how it is affected by the cultural context of an educational system will be discussed, as well as the impact of current trends on research and pedagogy in early childhood education.

TLCI 740. Issues in Early Childhood Language and Literacy. 3 Credits.

Lecture, 3 hours; 3 credits. This course follows a theory into practice philosophy, examining language acquisition and early literacy, teaching practice and learning. Students examine, develop and use advanced instructional strategies, materials, technologies, and activities to promote language and literacy development. The impact of formative assessment on instruction and curricular decision-making as well as cultural, social, familial, and multilingual issues will be addressed.

TLCI 741. Change Issues in Curriculum and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Explores questions and issues related to the evolving nature of curriculum and instruction and the design of the contemporary curriculum. Through readings and projects, students will examine new discoveries in research and technology, the effect of these and other changes on education, and the challenges of life-long learning as an influence on change.

TLCI 752. Curriculum Problems in Urban Schools and Society. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Studies major curriculum problems and issues in urban education today and discusses how the changing urban environment affects curriculum planning and decision making.

TLCI 772. Advanced Developmental Process. 3 Credits.

Lecture 3 hours; 3 credits. This course is designed to examine the theoretical basis for alternative views of the nature of human development. Students’ understanding of topical areas in child development will be enhanced through an examination of current research in child development and relevant findings from cross-cultural study.

TLCI 774. Constructivist Teaching. 3 Credits.

Lecture 3 hours; 3 credits. This course addresses Piaget’s theory of cognitive and moral developments. Students will learn techniques for studying the behavior and development of young children. Analysis of constructivist research, replicated empirical work, and implications for planning learning environments and education programs for young children will be emphasized.

TLCI 788. Seminar in the Multicultural Environment. 3 Credits.

Lecture 3 hours; 3 credits. Explores topics related to the cultural characteristics of ethnically diverse populations and how these diverse populations and characteristics interact with social, political and economic institutions and the dominant culture to create the contemporary environment.

TLCI 795. Topics in Education. 1-3 Credits.

Lecture 1-3 hours; 1-3 credits. Provides opportunities for doctoral students to explore topics related to curriculum, instructional strategies, and evaluation.

TLCI 797. Independent Study. 1-3 Credits.

Hours to be arranged; 1-3 credits. Provides opportunities for the doctoral student to do independent research in an area of his/her particular interests and needs.

TLCI 802. Historical and Contemporary Perspectives on Education. 3 Credits.

Lecture, 3 hours; 3 credits. The present educational system, its social impact and future implications are viewed in historical, philosophical, and sociological perspectives. Special attention is given to technology, research, multicultural education/equity and leadership.

TLCI 803. Perspectives and Inquiry in Curriculum and Instruction. 3 Credits.

Lecture, 3 hours; 3 credits. This course introduces a range of methodologies, theoretical perspectives, and epistemologies in the field of curriculum and instruction. Students will gain strategies for critical reading, scholarly writing, and identify areas for prospective inquiry.

TLCI 804. Instruction Theories and Models. 3 Credits.

Lecture 3 hours; 3 credits. Students will investigate a range of instructional theories and design theories in terms of learning domains and pedagogical approaches to the teaching/learning process in a variety of educational settings. Students will utilize a systematic design process grounded in theories and research to propose/develop instruction for specific learning goals related to their own professional situations.

TLCI 805. Critical Issues: Curriculum Research. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Explores the relationship between the historical, philosophical, and sociopolitical influence on curriculum development and evaluation. Historical and cultural approaches to designing and implementing curricular models, curriculum reform, and understanding the politics of conceptualizing the curriculum process are highlighted. Major issues concerning educational curriculum reform are addressed and reviewed.

TLCI 810. Models of Parent, Child, Social Interaction. 3 Credits.

Lecture, 3 hours. 3 credits. This course will examine the family with an emphasis on parent/child interactions. In addition, a model for ecological intervention will be discussed.

TLCI 821. Advanced Curriculum Design and Development. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Focuses on the process of building a curriculum, historical developments in curriculum design, alternative curricula, current and future trends in curricular innovations, and research in curriculum development.

TLCI 822. Curriculum Seminar in Content Areas. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Investigates the role and nature of the curriculum for particular subject-matter specialties — e.g., math, social studies, science, English, school librarianship, reading, etc. Objectives are tailored to specific content areas.

TLCI 824. Readings in Contemporary Society. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Suveys the literature related to the issues and trends in contemporary society and provides educators with a substantive base in the philosophy, history, theory, strategies and multicultural perspectives relevant to curriculum development.

TLCI 826. Advanced Supervision of Reading Programs. 3 Credits.

Lecture 3 hours; 3 credits. Explores various models of supervision and relates them to the administration and supervision of reading programs. Also prepares the prospective administrator/supervisor to make decisions relative to the methods and materials used to teach reading.

TLCI 827. Advanced Practicum in Reading. 3 Credits.

3 credits. This course is designed for teachers having completed the initial reading practicum. Its focus is on the refinement and further exploration of ways to work with students experiencing reading difficulties. Both group and individual tutoring experiences will be provided. Ways will be explored to encourage involvement in existing educational programs and schools.

TLCI 828. Contemporary Issues in Literacy Research. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: M.S.Ed. in Reading Education. Directed study of current topics of interest to students involved in literacy research. Topics to include emergent literacy assessment, adult literacy programs, and other areas of investigation. Students will be required to prepare a scholarly paper reporting results for publication.

TLCI 831. Instructional Technology Trends in Curriculum and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Examines selected issues and trends involving the use of technology in curriculum and instruction. Students develop a critical awareness of contemporary technology, an understanding of current research regarding the successful implementation of technology in curriculum and instruction, and strategies for using new technology in the future.

TLCI 832. Visual Communication and Design for Instructional Environments. 3 Credits.

Lecture 3 hours; 3 credits. Course focuses on visual literacy and the language of graphics. Students will learn to design visual messages, including text, graphics, and data displays. The theoretical underpinnings of various communications media and their efficacy in instructional environments will be studied and applied through graphics, textual, and multimedia software and components.

TLCI 835. Connecting Research In Early Developmental Practice in Early Childhood Education. 3 Credits.

Lecture. 3 credits. This seminar will explore philosophical orientations toward early childhood education, current research in the field, and the implication of this research for policy and practice. Students will focus on research within a community of practice orientation by linking current research and policy to current practices and issues in the field.

TLCI 836. Working with At-Risk Children and Families: An Ecological Approach. 3 Credits.

Lecture 3 hours; 3 credits. The influence of the home, the community and classroom on the achievement of at-risk children is examined. Successful teaching strategies and behavioral interventions also are discussed as well as the need to search for viable alternatives to strategies of past school reforms.

TLCI 837. Schools and Families: Enriching the Partnership. 3 Credits.

Lecture 3 hours; 3 credits. A critical examination and analysis of current trends in education as they affect the family and school will be addressed. Emphasis will be placed on the need for parent involvement and support in the child’s education.

TLCI 839. Cross Cultural Perspectives in Early Childhood Education. 3 Credits.

Lecture 3 hours; 3 credits. This course will address the socialization process as a component of the broad perspective of a child’s life. Curriculum development and how it is affected by the cultural context of an educational system will be discussed, as well as the impact of current trends on research and pedagogy in early childhood education.

TLCI 840. Issuse in Early Language and Literacy. 3 Credits.

Lecture, 3 hours; 3 credits. This course follows a theory into practice philosophy, examining language acquisition and early literacy, teaching practice and learning. Students examine, develop and use advanced instructional strategies, materials, technologies, and activities to promote language and literacy development. The impact of formative assessment on instruction and curricular decision-making as well as cultural, social, familial, and multilingual issues will be addressed.

TLCI 841. Change Issues in Curriculum and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Explores questions and issues related to the evolving nature of curriculum and instruction and the design of the contemporary curriculum. Through readings and projects, students will examine new discoveries in research and technology, the effect of these and other changes on education, and the challenges of life-long learning as an influence on change.

TLCI 852. Curriculum Problems in Urban Schools and Society. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Studies major curriculum problems and issues in urban education today and discusses how the changing urban environment affects curriculum planning and decision making.

TLCI 872. Advanced Developmental Process. 3 Credits.

Lecture 3 hours; 3 credits. This course is designed to examine the theoretical basis for alternative views of the nature of human development. Students’ understanding of topical areas in child development will be enhanced through an examination of current research in child development and relevant findings from cross-cultural study.

TLCI 874. Constructivist Teaching. 3 Credits.

Lecture 3 hours; 3 credits. This course addresses Piaget’s theory of cognitive and moral developments. Students will learn techniques for studying the behavior and development of young children. Analysis of constructivist research, replicated empirical work, and implications for planning learning environments and education programs for young children will be emphasized.

TLCI 877. Program Evaluation in Education. 3 Credits.

Lecture 3 hours; 3 credits. Examines procedures and problems in the design and utilization of program evaluation in education. Identifies evaluation purposes and the methods of evaluation especially as affected by organizational behavior, ethical considerations, and political influences. Evaluation methodology includes but is not limited to design considerations, data utilization, and teacher evaluation. Both quantitative and qualitative strategies will be covered.

TLCI 888. Seminar in the Multicultural Environment. 3 Credits.

Lecture 3 hours; 3 credits. Explores topics related to the cultural characteristics of ethnically diverse populations and how these diverse populations and characteristics interact with social, political and economic institutions and the dominant culture to create the contemporary environment.

TLCI 891. Dissertation Seminar. 3 Credits.

Lecture 3 hours; 3 credits. This seminar helps ECI doctoral students develop their skills and knowledge about the research process and assists them in developing a dissertation proposal. Students engage in debate and critique their oral and written dissertation proposals. Successful completion of the class does not guarantee a successful dissertation proposal. Dissertation proposals are approved by the student’s dissertation committee.

TLCI 895. Topics in Education. 1-3 Credits.

Lecture 1-3 hours; 1-3 credits. Provides opportunities for doctoral students to explore topics related to curriculum, instructional strategies, and evaluation.

TLCI 897. Independent Study. 1-3 Credits.

Hours to be arranged; 1-3 credits. Provides opportunities for the doctoral student to do independent research in an area of his/her particular interests and needs.

TLCI 899. Dissertation. 1-12 Credits.

1-12 credits. Prerequisites: graduate standing, successful completion of candidacy exam and permission of the instructor.

TLCI 999. Teaching and Learning Curriculum and Instruction 999. 1 Credit.

TEACHING & LEARNING-EDUCATION Courses

TLED 506. Teaching in the Multicultural Classroom. 3 Credits.

Lecture 3 hours; 3 credits. Explores the teaching strategies, materials and understandings needed in developing responsive classroom environments for children from diverse cultural, ethnic, economic and linguistic backgrounds.

TLED 530. PK-12 Instructional Technology. 3 Credits.

Lecture 3 hours; 3 credits. Classroom technology and learning strategies are explored through research and synthesized through projects and a research paper (530 students only). The course uses contemporary productivity tools and Internet resources to develop and evaluate classroom management techniques and K-12 standards-based curriculum materials. The course addresses the NETS Teachers Standards and the Technology Standards for Instructional Personnel (TSIP).

TLED 532. Developing Instructional Strategies PreK-6: Language Arts. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisites: TLED 530 and 568. Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children’s development of attitudes, behaviors, and concepts in language arts in grades PreK-6 in support of NCTE national instructional standards and the Virginia Standards of Learning.

TLED 535. Developing Instructional Strategies PreK-6: Social Studies. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisites: TLED 530. Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children’s development of attitudes, behaviors, and concepts in social studies in grades PreK-6 in support of NCSS national instructional standards and the Virginia Standards of Learning.

TLED 551. Developing Instructional Strategies for Teaching in the Middle/High School: English. 3 Credits.

Following a theory/research-into-practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote the development of attitudes, behaviors, and concepts in English, grades 6-12, informed by national instructional standards and the Virginia Standards of Learning; 35 hours of teaching practicum required. Prerequisites: TLED 530, or TLED 677, passing scores on PRAXIS I or equivalent SAT scores as established by VA Board of Education, a criminal background check,acceptance into teacher education, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. (Additional prerequisites for MCTP students are ECI 608 and 616.).

TLED 555. Developing Instructional Strategies for Teaching in the Middle/High School: Social Studies. 3 Credits.

Following a theory/research-into-practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote the development of attitudes, behaviors, and concepts in social studies, grades 6-12, informed by national instructional standards and the Virginia Standards of Learning; 35 hours of teaching practicum required. Prerequisites: TLED 530, or TLED 677, passing scores on PRAXIS I or equivalent SAT scores as established by VA Board of Education, a criminal background check, acceptance into teacher education, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. (Additional prerequisites for MCTP students are ECI 608 and 616.).

TLED 568. Language Acquisition and Reading for Students with Diverse Learning Needs. 3 Credits.

Lecture 3 hours; 3 credits. This course provides an overview of normal language development and language disorders which impact the acquisition of language based curriculum skills such as listening, speaking, reading, and written expression. Emphasis is on instructional techniques to assist students with diverse learning needs to achieve reading and comprehension skills. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.

TLED 574. Foundations and Contemporary Issues in Early Childhood Education. 3 Credits.

Lecture 3 hours; 3 credits. This course introduces students to objectives, curricula, and organization of early childhood education as it is practiced throughout the United States and other countries. Foundations of education programs and current research and practices related to the education of young children will be addressed with an emphasis on sociological, cultural, historical, and philosophical factors.

TLED 578. Integrating Instruction Across the Curriculum PreK-6. 3 Credits.

Following a theory into practice philosophy and building on the instructional strategies for specific disciplines, students explore, develop, and use advanced instructional materials, technologies, and activities to promote interdisciplinary and multidisciplinary instruction across the curriculum in grades PreK-6 in support of national standards and the Virginia Standards of Learning. The field experience component (40 hours) includes participation in prek-3 and 4th-6th grade classrooms in an accredited public or non-public school, per program requirement. Prerequisites: TLED 301 or TLED 290, passing scores on PRAXIS I or met equivalent scores as established by VA Board of Education, a criminal background check, acceptance into teacher education, no grade less than C in content area and professional education core, minimum major overall GPA of at least 2.8 and at least two of the following: TLED 532, TLED 535, STEM 533, and STEM 534.

TLED 579. Classroom Management and Practice PreK-3; PreK-6. 3 Credits.

Course prepares prospective PreK-3 and PreK-6 teachers to provide instruction and management addressing the intellectual, physical, emotional and social needs of PreK-6 learners founded in empirically based practice. The field based component (70 hours) includes participation in PreK-3 and 4th-6th grade classrooms in an accredited public or non-public school. Students in the Prek-3 program are required to complete 35 hours in the Child Development Center. Attendance at seminars and debriefing sessions is required. Prerequisites: TLED 301 or 290, passing scores on PRAXIS I or met equivalent scores as established by VA Board of Education, a criminal background check,acceptance into teacher education, no grade less than C in content area and professional education core, minimum major and overall GPA of at least 2.8 and at least two of the following courses: TLED 432/532, 435/535, 478/578; STEM 433/533, 434/534.

TLED 583. Seminar in Teacher Education. 1 Credit.

Lecture 1 hour; 1 credit. Corequisite: students enrolling in TLED 551, STEM 553, STEM 554 and TLED 555 must also enroll in TLED 583. Prerequisite: admitted to approved teacher education program. This course explores issues, problems, concerns, and processes related to teaching and entering the profession of teaching. Passing score on PRAXIS II in licensure content area, passing scores on the Virginia Communication and Literacy Assessment (VCLA), and where appropriate passing scores on the Virginia Reading Assessment (VRA) are required to pass this course.

TLED 586. Student Teaching for Special Endorsement. 3-6 Credits.

Internship in school. Available for pass/fail grading only. Prerequisites: Collegiate Professional Certificate and/or completion of an approved program in teacher education, passing scores on PRAXIS I or equivalent SAT or ACT scores as established by VA Board of Education, passing scores on the appropriate PRAXIS II content examination, passing score on the Virginia Communication and Literacy Assessment, departmental approval, permission of the director of teacher education services, meet grade requirement in the specific content area and professional education core, minimum major and overall GPA of at least 2.75, and a criminal background check. (qualifies as a CAP experience).

TLED 592. Integrating Mathematics and Science Across the Curriculum, PK-3. 3 Credits.

Lecture 3 hours; 3 credits. This course has a theory-into-practice goal. The focus for this class will be to develop and use teaching strategies and techniques in the content area of mathematics and science, which are based on Piaget’s theory of constructivism and are compatible with the NCIM & NSE Standards and the Virginia SOLs. Practical ways of encouraging thinking about math and science by young children, PK-3, and the natural integration of these subjects across the early childhood curriculum will be emphasized.

TLED 593. Integrating Children's Literature, Language Arts and Social Studies Across the ECE Curriculum. 3 Credits.

Lecture 3 hours; 3 credits. This course offers a review of literary materials suitable for nursery, kindergarten and early elementary school children. Social issues affecting children and early childhood literature related to these issues, the use of teaching strategies and techniques in the content areas of history, geography, economics and civics which are based on Piaget’s theory of constructivism, the National Council of Teachers of English and the National Council for the Social Studies standards, and the Virginia SOLs are emphasized.

TLED 595. Topics in Education. 1-4 Credits.

Lecture 1-4 hours; 1-4 credits. Prerequisite: graduate standing. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.

TLED 596. Topics in Education. 1-3 Credits.

Lecture 1-3 hours; 1-3 credits. Prerequisite: graduate standing. Cannot be applied to a Master of Science in Education degree in the Department of Educational Curriculum and Instruction. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.

TLED 597. Topics in Education. 1-3 Credits.

Hours to be arranged: 1-3 credits. Prerequisite: graduate standing. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.

TLED 598. Topics in Education. 1-3 Credits.

Hours to be arranged: 1-3 credits. Prerequisite: graduate standing. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.

TLED 608. Foundations of Education and Instructional Assessment. 3 Credits.

Prerequisites: graduate standing. Provides students with an understanding of historical, philosophical, economic, and sociological issues in American education, their effect on student achievement, and the impact of social change on existing institutions. Includes the development of instruction based on assessment data including the use, construction, interpretation, and analysis of valid assessments. A 30-hour observation/participation experience is required in an appropriate prek-6, 6-8, or 6-12 grade level.

TLED 615. Teaching in the Middle School. 4 Credits.

Lecture 4 hours; 4 credits. Prerequisite: Graduate standing. Focusing on middle school teaching, this course examines the organization, curriculum, instructional strategies, classroom management techniques, and teaching methods for working with young adolescents. Also covered are middle school guidance, exploratories, scheduling, and parent-school relations. A 30-hour practicum in a middle school is required.

TLED 616. Design for Effective Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Assists students in the organization of research on effective teaching for application in diversified classroom settings. Decision-making in the areas of content, learner behavior, and teacher behavior is stressed. Students learn the fundamentals of lesson design and basic instruction through a unit plan project and teaching vignettes.

TLED 619. Classroom Research and Assessment in Curriculum and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: Graduate standing. Students admitted to elementary/middle school education prior to July 1, 2000, must take this course with TLED 669. Students will learn research techniques such as designs and data collection by conducting their own research studies with pupils in grades K-12. Measurement and evaluation principles and procedures for assessing and promoting children's learning and development will be addressed as will the interpretation of standardized tests.

TLED 622. Transitioning from Master Teacher to Mentor Teacher. 1 Credit.

1 hour on-line module. 1 credit. Prerequisite: Licensed teacher, 3 years of experience, recommendation from school division. The course provides information in five areas through online modules identified by teaching staff and human resource officials to develop mentor teachers. These five areas are: professionalism, collaboration, classroom/behavior management, differentiation of instruction, and diversity.

TLED 630. Develop and Enhancing Literacy with Culturally and Linguistical Diverse Learner Across Content Areas. 3 Credits.

Lecture 3 hours, 3 credits. This course focuses on the development and implementation of strategies that will accommodate how language and cultural differences affect communication and learning; knowledge of the impact of language-based curriculum skills such as listening, speaking, reading, and writing; instructional techniques needed to assist individuals identified as culturally, linguistically, and academically diverse in achieving reading and comprehension skills; comprehension strategies; and an understanding of reading across the disciplines.

TLED 636. Problems in Education. 3 Credits.

Lectur 3 hours; 3 credits. Prerequisite: TLED 635. Provides practice in the use of quantitative or qualitative techniques, including analytical processes, in solving problems in education. Pass/Fail grading only.

TLED 638. Dynamic Assessment of Teaching and Learning. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. In this first course in the Field Based Graduate Program, students conduct an extensive qualitative and/or quantitative assessment of the teaching/learning dynamic in K-12 school settings. The assessment will include school culture, student demographics, curriculum, instructional practices, technology, and other critical components of teaching and learning. Analysis of the assessment will result in a document that emphasizes a professional development plan.

TLED 639. Seminar in Education. 3 Credits.

Hours to be arranged. 3 credits. Prerequisite: 15 graduate hours in education, including all core courses. Explores in depth a variety of current topics, trends and concerns in K-12 education.

TLED 640. The Management of Learning and Instruction. 3 Credits.

Lecture 3 hours; 3 credits. Explores problems and develops individual projects in many aspects of education and describes learners—how they learn and how teachers can facilitate their learning.

TLED 648. Digital Media for Educators. 3 Credits.

Lecture 3 hours; 3 credits. Course surveys a variety of tools, techniques and technologies, as well as strategies and common practices in the design and development of digital learning products using contemporary software such as Acrobat, Flash, Graphic Convertor along with standard productivity tools. Students will gain hands-on experience in the creation of digital media elements suitable for use in traditional and distributed learning environments. Includes design and technical considerations of graphics manipulation and design, sound and video elements, and animation.

TLED 652. Language Arts in the Elementary/Middle School. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: graduate standing. Examines the teaching of oral and written expression, reading, spelling, and handwriting and describes conditions necessary for children’s optimum development in the language arts.

TLED 655. Social Studies in the Elementary/Middle School. 3 Credits.

Lecture 3 hours; 3 credits. Includes advanced preparation of instructional objectives, evaluation procedures, instructional resources, classroom activities, and lesson development, and describes current social studies curriculum projects as well as current trends in the teaching of social studies.

TLED 656. Developing Instructional Strategies for Elementary Education. 3 Credits.

Lecture 3 hours; 3 credits. For MCTP students only. This course will focus on the selection of appropriate skills and objectives students require in their learning. Emphasis will be on how to determine which concepts should be taught and on which method/methods best suit both the objectives and the student. Information from previous courses will be taken to the next level of difficulty (i.e. task analysis, sequencing of objectives, and unit planning).

TLED 657. Language Arts Methods for Middle and Secondary School. 3 Credits.

Lecture 3 hours; 3 credits. For MCTP students only. This course is designed to teach prospective educators the components of language arts. Particular emphasis will be placed on analyzing the standards of learning for both disciplines, and the planning, development, and implementation of interdisciplinary units of study for middle and secondary school students.

TLED 662. Social Studies Methods for Middle and Secondary School. 3 Credits.

Lecture 3 hours; 3 credits. For MCTP students only. Course will provide pre-service teachers the opportunity to learn and make application of teaching methodologies appropriate for the secondary and middle school classrooms. Embracing the purpose of the social studies, the course will emphasize the integrated study of the social sciences and humanities, drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and the natural sciences.

TLED 665. Digital Video Materials Development. 3 Credits.

Lecture 3 hours; 3 credits. Design, development, and production of digital video and the use of video as an instructional component. Students will utilize teaching and learning theory to determine the effective use of video, and how to create video segments to enhance the understanding of appropriate knowledge chunks. In addition, technical aspects of digital media delivery in contemporary transmission systems will be explored.

TLED 666. Internship/Student Teaching and Seminar. 9 Credits.

Five days per week for 14 weeks; 9 credits. Prerequisites: completion of an approved program in teacher education, 6-8, passing scores on PRAXIS I or equivalent SAT or ACT scores as established by VA State Board of Education, passing scores on the appropriate PRAXIS II content examination, departmental approval, permission of the director of teacher education services, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. Available for pass/fail grading only. Provides practice in teaching in grades 6-8 and in analyzing teaching approaches and behaviors. Examines instructional problems and concerns.

TLED 668. Internship/Student Teaching and Seminar. 9 Credits.

Five days per week for 14 weeks; 9 credits. Prerequisites: completion of an approved program in teacher education PreK-6, passing scores on PRAXIS I or equivalent SAT or ACT scores as established by VA State Board of Education, passing scores on the appropriate PRAXIS II content examination, departmental approval, permission of the director of teacher education services, no grade less than C- in content area and professional education core, minimum major and overall GPA of at least 2.75. Available for pass/fail grading only. Provides practice in teaching in grades PK-6 and in analyzing teaching approaches and behaviors. Examines instructional problems and concerns.

TLED 669. Internship/Student Teaching and Seminar. 3-9 Credits.

Five days per week for 6-14 weeks; 3-9 credits. Available for pass/fail grading only. Provides practice in teaching and in analyzing teaching approaches and behaviors. Examines instructional problems and concerns. Prerequisites: Completion of an approved program in teacher education, passing scores on the appropriate licensure assessments, departmental approval, permission of the director of teacher education services, no grade less than C- in content area and professional education core, minimum major and overall GPA of a least 2.75, GPA of 3.0 required for graduate programs.

TLED 670. Assessment and Evaluation. 3 Credits.

Lecture 3 hours; 3 credits. Students will design a three-chapter research proposal and study the appropriate statistical references. Evaluation methodologies leading to this research are explored (portfolio/rubrics). Instructional technology and its classroom applications are interwoven into research and evaluation.

TLED 677. Advanced Child Development Theory and Research. 3 Credits.

Lecture. 3 cr. This course focuses on developing an in-depth understanding of major theories of children's learning and development as well as all aspects of their physical, social, emotional, and intellectual development from birth through adolescence. The course requires that students learn the concepts and terminology associated with each theory and be able to use thee in analyzing, interpreting, promoting, and evaluating children's growth and learning in the classroom. Research related to the classroom application of these theories is examined and evaluated based on principles of research design and interpretation.

TLED 679. Advanced Classroom Management and Practicum in PreK-6. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: ECI 536 for students in the PreK-6 curriculum. This course will examine advanced methods for educators to use in order to make their classroom teaching and management more efficient and effective. This will include supervised involvement of the student in a practicum setting where the student, instructor and classroom teacher work together closely to develop knowledge and gain expertise in teaching children in a positive and effective learning environment. A weekly seminar is required.

TLED 688. Practicum in Early Childhood. 1-6 Credits.

1-6 credits. Supervised involvement of the student in a practicum setting where the student and the instructor work together closely to develop curriculum and gain expertise in teaching specific topics of importance to early childhood educators. A weekly seminar is required.

TLED 690. The Child and the Family. 3 Credits.

Lecture 3 hours; 3 credits. This course will examine children in the context of the families in which they live. Family systems theory provides the basis for study, and students do an in-depth examination of their own families of origin. The stages of the family life cycle are taught; principles of healthy family functioning are emphasized to promote healthy growth for children.

TLED 695. Topics in Education. 1-3 Credits.

Lecture 1-3 hours; 1-3 credits. Prerequisite: Graduate standing. Provides opportunities for graduate students to explore current topics, trends and issues related to curriculum, instructional strategies, and evaluation.

TLED 697. Topics in Secondary School Instruction. 1-3 Credits.

Lecture 1-3 hours;1-3 credits. Prerequisite: graduate standing. Provides offerings in several content areas to meet the needs of graduate students in secondary education.

TLED 698. Thesis. 3-6 Credits.

6 credits. Prerequisites: graduate standing and permission of the instructor. Master’s-level research and thesis in topics related to curriculum, instructional strategies, and evaluation in educational settings.

TLED 699. Thesis. 3-6 Credits.

6 credits. Prerequisites: graduate standing and permission of the instructor. Master’s-level research and thesis in topics related to curriculum, instructional strategies, and evaluation in educational settings.

TLED 710. Models of Parent, Child, Social Interaction. 3 Credits.

Lecture 3 hours; 3 credits. This course will examine the family with an emphasis on parent/child interactions. In addition, a model for ecological intervention will be discussed.

TLED 810. Models of Parent, Child, Social Interaction. 3 Credits.

Lecture 3 hours; 3 credits. This course will examine the family with an emphasis on parent/child interactions. In addition, a model for ecological intervention will be discussed.

TLED 999. Educational Curriculum and Instruction. 1 Credit.

1 credit. A one-hour pass/fail registration required of all graduate students to maintain active status during the final semester prior to graduation. After successfully passing the candidacy examination, all doctoral students are required to be registered for at least one graduate credit each term until the degree is complete.