Professors: Anderson, Baker, Barrentine, Chalmers, Chiasson, Combs, Gourneau, Guy, Helgeson, Holen, Ingwalson, Mahar, Olsen, Olson, Onchwari, Pearson, Smart, Tepper, Uhlenberg, Van Eck, Walker and Zidon

The Ph.D. and Ed.D. programs in Teaching and Learning are designed to prepare individuals for leadership and teaching positions in schools, colleges and universities, and public or private agencies. Three areas of emphasis are: Higher Education (preparation to be a college or university teacher of an academic discipline); Teacher Education (preparation to be an educator of teachers in a college or university setting and/or as a person providing consultation and inservice to teachers in pre-K-12 schools); and Research Methodologies (preparation of those who educate researchers in a college or university setting or who work as research consultants for agencies or schools).

Coursework for all areas of emphasis is offered by faculty from the departments of Teaching and Learning and Educational Foundations and Research. Faculty in both departments are able to serve as advisors to doctoral students. Students interested in Music Education should consult the Music section of this catalog.

Students are specifically admitted to the Ed.D. or the Ph.D. program. The Ed.D. degree emphasizes professional practice and educational foundations and theory. The Ph.D. degree emphasizes research, creative scholarship, and educational theory. Differences in the program of study structure of the two degrees reflect these differences in emphasis.

The doctoral student and advisory committee design the doctoral program of study to meet individual needs within the framework of guidelines set by the Graduate School and by the program faculty. Graduate School requirements for the Doctor of Philosophy (Ph.D.) and the Doctor of Education (Ed.D.) are stated in the Degree Requirement section.


Admission

Applicants are directed to consult the Teaching and Learning website for current admission deadlines and procedures.

Applicants should anticipate that the materials they submit will be held to high standards with the following basic expectations: Graduate grade point averages above 3.5; excellent writing skills; three references that speak to character, academic potential, and professional accomplishments; and clear goals that can be met by our program as specified in the Graduate Catalog.

Applicants interested in presenting a more complete picture of their strengths while entering a competitive field should submit additional evidence such as one of the following standardized test scores: The Advanced Graduate Record Examination, Miller Analogies Test, Graduate Record General Examination (verbal, quantitative, analytical).

Admission to the Ph.D. program in Teaching and Learning-Research Methodologies may occur after receipt of the bachelor’s degree.

Students with a master’s degree in the content field and without previous background in the study of education are eligible for admission to the Ph.D. program with a higher education option.


Degree Requirements

Doctor of Philosophy

The program of study shall include the following:

1. A major area which must be no less than half of the total number of hours for the degree. The major coursework includes a dissertation of at least 10 credit hours, a minimum of six credits in the Foundations of Education, and a minimum of 12 credits of scholarly tools. Scholarly tool options are described in the Education departmental requirements section.
   
2. A minor or cognate in a supporting area of at least 12 credit hours.
   
3. One of three residency options described in this departmental section.

Doctor of Education

The program of study shall include the following:

1. A major area consisting of a minimum of 58 credit hours in higher education, teacher education or research methodologies. Major coursework includes a dissertation of 10 credits, a minimum of 12 credits in the Foundations of Education, and a minimum of 6 credits of scholarly tools. Scholarly tool options for the doctoral students in education are described in the Education departmental requirements section of this catalog.
   
2. A minor or cognate in a supporting area of at least 12 credit hours.
   
3. One of the three following residency options.

Residency Requirements
for Doctoral Programs

The purpose of residency is to provide an opportunity for sustained and concentrated intellectual effort, to provide for immersion in a research environment, and to permit extensive interaction with fellow students and faculty of the major department.

The residency for programs in education is designed to provide the student with the experiences outlined by the Graduate School. It is expected that students will engage in serious scholarship and will reflect on their learning and experiences. The expectation is that the students will integrate their doctoral study in order that the program of study they pursue will become a holistic and unified experience. (The residency option is normally declared on the student’s program of study.) The education faculty have outlined some of the conditions required for these goals to be realized. A doctoral student in Teaching and Learning can meet the residency requirement in any one of these ways:

• Students will complete a residency while enrolled in a minimum of 9 semester hours of credit during each of two consecutive semesters (Fall, Spring or Spring, Fall). Students in this option are encouraged, but are not required, to enroll in a Doctoral Seminar during their residency or at another time in the program. If a student is a GRA, GSA, or GTA, the number of credits that the student may take for this option is less and specified in the catalog.
• Students will complete a residency while enrolled in a mini- mum of eight semester hours of credit during each of three consecutive summer sessions and in a minimum of two Doctoral Seminars following their first and second or third summers in residence.
• Students will complete a residency over a period of three consecutive years of continuous enrollment in a minimum of 36 semester hours of credit to include a minimum of two Doctoral Seminars during the period of residency.

Courses

500. Education of the Visually Impaired. 3 credits. A course which provides an overview of the field of visual impairment to include the following areas of emphases: History/Philosophy; Service-delivery models; medical, psychological and educational implications of partial vision or total blindness; curricula methods and materials; current issues/trends.

501. Diseases and Function of the Eye. 2 credits. A course which introduces students to: a) the structural parts of the eye and its functions; b) common ocular conditions and diseases and their implications for education; c) interpretation of medical eye examination reports; and d) special considerations for infant, school-age academic, multiply disable and adult populations.

502. Braille Reading and Writing. 2 credits. In this course students learn: 1) to read and write the literary code of grade 2 braille and 2) to teach the literary code of grade 2 braille to students of all ages.

503. Orientation and Mobility/Visually Impaired. 2 credits. This course introduces students to basic orientation and mobility techniques used by specialists when working with individuals with low vision and blindness. Concept development, kinesiology, tactile map construction, dog guides, electronic mobility devices and parental involvement are topics covered with respect to various populations (i.e. infants, school-age academic children, multiply disabled children and adults).

504. Communication Media and Methods/Visually Impaired. 3 credits. Prerequisite: Consent of instructor. This course provides an overview of the communication devices and adaptive technology used by the visually disabled. Students learn to read and write the braille codes for mathematics and music, do basic calculations on the abacus, brailler and talking calculator and gain familiarity with computers and software currently used in the field.

505. Low Vision Assessment and Remediation. 2 credits. Prerequisite: T&L 315 or consent of instructor. A course which focuses on children who have severe visual deficits but with proper training are able to utilize their vision for learning. Effects of low vision are studied with respect to psychological/sociological development, academic learning, skills of independent living, and vocational choice. Methods of assessing visual function are examined with emphasis on adaptions needed in the educational settings. Optical and non-optical aids are compared and evaluated.

506. Introduction to Emotional Disorders. 2 credits. The historical perspective and the complexities of identification and characteristics of emotional disorders will be covered. Students will gain an understanding of service delivery models within a multi-systems approach.

507. Introduction to Developmental/Cognitive Disabilities. 2 credits. The historical perspective and the complexities of identification and characteristics of developmental/cognitive disabilities will be covered. Students will gain an understanding of service delivery models wihin a multi-systems approach.

508. Introduction to Learning Disabilities. 2 credits. The historical perspective and the complexities of identification and characteristics of learning disabilities will be covered. Students will gain an understanding of service delivery models within a multi-systems approach.

510. Early Intervention for Children with Special Needs. 2 credits. An introduction to the field of Early Childhood Special Education, primarily for students interested in entering the field. Issues such as program design, parent involvement, identification, infant education, and effects of disabilities will be covered.

511. Identification and Assessment of Young Children with Special Needs. 3 credits. A study of the principles and procedures for screening, identifying and evaluating young children with special needs. Emphasis will be placed on exposing students to available assessment instruments and providing opportunities for actual testing of preschoolers.

512. Methods and Materials for Preschool Children with Special Needs. 3 credits. A comprehensive study of curricula, program development and intervention strategies for disabled children ages birth to 6.

514. Intervention Strategies with Infants and Toddlers. 2 credits. This course provides for study into the unique needs of infants and toddlers with disabilities as well as the delivery of intervention services to the very young child with disabilities and his/her family.

515. Middle School Curriculum. 3 credits. This course examines the middle school curriculum and instructional strategies as well as the needs of early adolescents. The course focuses on the roles teachers play in incorporating a guided, interdisciplinary, collaborative team approach. The studies include the components of curriculum (teaming, advisory, exploration, learning communities) and instruction (differentiation, cooperative learning, learning styles, instructional strategies) incorporated in middle schools.

516. Philosophy and Foundations of Middle School Education. 3 credits. This course examines the historical and philosophical background of middle level education. The focus is on the roles teachers/administrators play in incorporating this guided, interdisciplinary, collaborative team approach that assists students during these fundamentally transformative years. The course looks at the philosophical aspect of the curriculum and instructional component. The studies explore contemporary issues associated with the middle school as well as the adaptations necessary for special circumstances affiliated with middle schools.

517. Creative Expression in the Elementary School. 2 credits. Content, methods, and theories in the field of writing instruction at the elementary school level.

518. Science in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing inquiry-based science in elementary classrooms.

519. Social Studies in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing social studies in elementary classrooms.

520. Curriculum and Instruction in Elementary Schools. 4 credits. A study of processes for planning, implementing, and evaluating curriculum and improving instruction in elementary schools.

522. Mathematics in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing inquiry-based math in elementary classrooms.

524. Reading in the Content Areas. 2 credits. Pre- or corequisite: CTL 530. How and why reading should be taught in the content areas (i.e. Social Studies, Science, Math, etc.). Research studies in the field of content reading and a variety of instructional practices are reviewed.

526. Play in Development and Early Childhood Education. 2 credits. The play of children has long been viewed as essential to developmental processes. In addition, education has recognized the need to incorporate play into programs. This course explores the relationship of play to development (cognitive, physical and emotional), and the way in which play has been incorporated in programmatic settings.

527. Curricular Foundations in Early Childhood Education. 3 credits. This course examines the historical, philosophical, cultural, race, class, and gender influences on curriculum in early childhood, including the philosophy and mission of the Department of Teaching and Learning.

529. Language Development in Children. 3 credits. This course provides foundational information and a sense of appreciation for language, and information necessary for the development of language rich interactions with young children.

530. Foundations of Reading Instruction. 3 credits. A study of developmental reading instruction. Emphasis is placed on the psycholinguistic process of teaching and learning, critiquing historical and current research, and the instructional approaches each supports.

531. Teaching of Reading in the Primary Grades. 2 credits. Pre- or corequisite: TL 530. A study of the reading process in the primary grades including essential factors of readiness for learning to read, teaching techniques, and approaches to beginning reading instruction.

532. Teaching of Reading in the Intermediate Grades. 2 credits. Pre- or corequisite: TL 530. A study of the reading process in the intermediate grades with emphasis on reading as a tool for learning.

533. Reading in the Secondary School. 2 credits. Pre- or corequisite: TL 530. Development of reading-study skills in the content subject areas and reading skill development.

534. Basic Reading Diagnosis and Remediation. 2 credits. Prerequisite: TL 530 or consent of instructor. Focuses on common causes of reading disability, methods of diagnosis, and corrective reading programs in the classroom.

535. Advanced Reading/Language Arts Diagnosis and Remediation. 2 credits. Prerequisite: TL 530 and 534. Analysis of interrelationships of learning difficulties in language arts areas and procedures for remediation.

536. Teaching and Supervision of Elementary Language Arts. 3 credits. Pre- or corequisite: TL 530. Considers the objectives of the elementary language arts program, methods of instruction, and recent curricular trends. Recent research is read and critiqued.

538. Supervision of Student Teaching. 2 credits. For supervisors and directors of student teaching in colleges and cooperating schools. Principles and practices on how to provide the most beneficial experiences for student teachers.

539. College Teaching. 3 credits. Explores learning styles and teaching styles, the components and responsibilities involved in college teaching, methods of teaching and motivating students, and current issues related to instruction in the college classroom.

540. Theories and Philosophies of Curriculum in Schools. 3 credits. This course explores the historical development of the K-12 curriculum, the philosophical and theoretical aspects applied to curriculum, and the social conditions that impact curriculum.

542. Models of Teaching. 3 credits. This course focuses on various models of teaching: social interaction, information-processing, inquiry and behavioral. The purpose of the course is to provide teachers with a variety of instructional models related to meaningful learning experiences for students.

545. Adult Learners. 3 credits. This course will cover theories of adult development, current research on adult learners, ways of assessing the needs and interests of adult learners, and ways of creating environments in which adult learners can thrive.

546. Young Children’s Thinking. 2 credits. Students in this course will study the thinking of young children, ages 0-8, through the lenses of a number of theoretical perspectives and through case studies of children. Developmental, cultural, personal, and gender similarities/differences in thinking will be examined.

549. Seminar. 1 to 4 credits. The seminar will focus on a specific topic relating to teaching and learning. The specific content will vary depending upon student needs and faculty resources. May be repeated. S/U grading only.

551. Advanced Assessment/Special Needs Students. 3 credits. Prerequisite T&L 421, 552 and 578. Theory and practice of assessment, including formal and informal procedures for screening, identification and assessment of learning disabled, emotionally disturbed and educable mentally retarded students. Practical assignment included.

552. Inclusive Methods. 3 credits. The study of a variety of methods and materials for teaching and assessing children and youth with learning and behavior problems in the general education classroom.

553. Collaborative Relationships: Home, School and Community. 3 credits. A course appropriate for anyone working with families, early childhood educators, general educators, special educators, related service personnel, administrators and outside agency personnel. Topics covered include: (1) the various models of collaboration and consultation and the stages of each; (2) communication skills; (3) problem-solving; (4) conflict management; (5) diverse perspectives; (6) information collection procedures; (7) supervisory skills; (8) family characteristics and structure across the lifespan; (9) family focused intervention; (10) school choices; and (11) school issues such as poverty, domestic violence, teasing, bullying, and school violence.

554. Advanced Methods: LD. 3 credits. The study of specific strategies, methods, and materials for working with students with learning disabilities.

555. Advanced Methods: ED. 3 credits. The study of specific strategies, methods, and materials for working with students with emotional/behavioral disorders.

556. Advanced Methods: Developmental/Cognitive Disabilities. 3 credits. Prerequisites: Graduate Status. This course is a masters level methods course designed for professionals seeking to extend their skills in the areas of instruction, functional (life skills) curriculum, program and curriculum development, and functional behavioral analysis for working with students with moderate to severe cognitive disabilities.

557. Progress Monitoring/Special Needs Students. 2 credits. This course covers all aspects of progress monitoring including what it is, how it works, the benefits of progress monitoring, and various ways and strategies for conducting progress monitoring. Students will learn how to track students in reading, math, and written language by collecting data and then using that data to measure student progress and in instructional decision-making. The strongest research-based strategy for progress monitoring, curriculum-based measurement, will be covered in depth.

560. Introduction to Autistic Spectrum Disorder. 2 credits. Prerequisites: Completed degree from a related field of study, e.g., education, special education, speech and language pathology, occupational therapy, physical therapy, social work, nursing, medicine, or seniors who have completed T&L 315, Education of the Exceptional Student, and are completing an undergraduate degree from a related field of study. This is the introductory course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder. Its central purpose is to encourage parents and caregivers of individuals with autistic spectrum disorder to engage in reflective thinking about and critical analysis of the many and varied issues, e.g., identification, educational placement, effective treatments, vocational training, related to the provision of quality lifelong supports for these individuals.

561. Methods for Autistic Spectrum Disorder. 2 credits. Pre- and corequisite: T&L 560. This is the second required course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is to encourage caregivers and parents who work with persons with ASD to engage in reflective thinking about and critical analysis of the many and varied programs and methods commonly applied in practice with persons with ASD or frequently discussed in the professional literature base.

562. ASD: Supports Across the Lifespan. 2 credits. Pre- and corequisites: T&L 560 and 561. This is the third required course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is threefold: a) to provide current information related to the chronic stressors experienced by caregivers for and family members of persons with ASD, b) to provide current information regarding career/vocational options related to transition from high school through adult life, e.g., young adults, middle-aged adults, older adults, and c) to provide current information regarding legal issues related to the provision of lifelong supports for persons with ASD.

563. ASD: Medical Issues and Trends. 2 credits. Pre- and corequisites: T&L 560 and 561. This is the final required course in a sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is to examine the role and future of medicine and medically oriented interventions for persons with ASD. Included in the course are discussions of issues related to conducting wellness examinations with persons with ASD, medication treatments currently available and those that will become available in the future.

564. Structured Teaching. 2 credits. Pre- and corequisites: T&L 560 and 561. This is an elective course in the sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). Its central purpose is to encourage parents and caregivers of individuals with ASD to engage in reflective thinking about and critical analysis of this educational approach for these persons.

565. Methods for Students with Asperger Syndrome. 2 credits. Pre- and corequisites: T&L 560 and 561. This is an elective course in the sequence of interdisciplinary courses focusing on autistic spectrum disorder (ASD). This course focuses specifically on the students who function at the high end of the spectrum. The purpose of this course is to provide parents, teachers, and caregivers of individuals with Asperger Syndrome (AS) background, knowledge, and experience with the diagnosis and characteristics, assessments, functional analysis, various methods and practices, transition planning, and support for families related to the provision of quality lifelong supports for these individuals.

569. Action Research. 3 credits. Prerequisite: graduate status. The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one’s teaching for the purpose of improvements in student learning. S

570. History of Higher Education in the U.S. 3 credits. Study of major events and people shaping higher education in the U.S. Role, philosophy, and organization of institutions of higher education discussed.

571. Teacher Education: Focus on the Teacher. 3 credits. Practices, issues, and trends in the design and implementation and assessment of programs for the preparation and development of K-12 teachers.

578. Behavior Management for Special Needs Students. 3 credits. The study of a variety of effective behavior management and assessment techniques appropriate to the needs of children and youth with special needs. Topics include procedures to increase self-awareness, self-management, self-control, self-reliance, self-esteem, and assessment procedures and techniques for determining behavioral needs.

580. Practicum in Schools. 1 to 4 credits. Prerequisites: Appropriate foundational and major area courses, and consent of the instructor and advisor. Practicum in study of desirable school practices, observations in nearby schools, and application of research findings in solving practical problems. May be repeated.

581., 582. Resident Internship. 4 credits each. Prerequisites: participation in the summer program prior to the internship and elementary teacher certification. A full-time, year-long internship experience conducted in a cooperating school district. Interns are assigned as members of instructional teams with full responsibility for a portion of the cooperating school’s instructional program.

583. Reading Clinic. 1 to 4 credits. Prerequisite: TL 530 or consent of instructor. Supervised clinic practicum in diagnosis of reading difficulties, report writing, and tutoring. Includes school consultations.

584. Internship in Education. 1 to 8 credits. Prerequisites: Appropriate foundational, cognate, and major area coursework and consent of the advisor and instructor. This is a culminating experience primarily for Sixth year and Doctoral students. The internships will be identified in one of the following sub-areas: (A) Educational Administration, (B) Special Education, (C) Curriculum, (D) Educational Research, or (E) Teacher Education. May be repeated.

585. Scholarly Writing. 3 credits. Designed to assist students with learning the art of scholarly writing, this course will aid students in designing, formatting, and completing research-based and other scholarly writing projects, as well as understanding the rules and norms of academic publishing.

586. Assessment in Higher Education. 3 credits. This course provides an understanding of the various aspects of assessment—course, program, and institutional—that is crucial in ensuring that beliefs held by academicians support the stated goals, expectations, and standards identified by its faculty and administration.

587. Technology in Higher Education. 3 credits. Students will examine the various uses and integration of technology and media in higher education by faculty in their attempt to engage learners with each other, the course content, and with instructors.

588. The Professoriate. 3 credits. This course is a study of the development of the American professoriate by way of historical, scholarly, popular, and contemporary perspectives. It also examines the transition of new faculty members to their initial academic appointment.

590. Special Topics in Education. 1 to 4 credits. Prerequisite: Consent of instructor or advisor. Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics.

591. Readings in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. Designed primarily for advanced graduate students. May be repeated for different topics.

593. Independent Projects. 1-4 credits.

596. Individual Research in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. May be repeated.

995. Scholarly Project. 2 credits. The scholarly project demonstrates critical analysis and application of information and experiences gained throughout the program of study. The project allows students to demonstrate scholarly skills in an integrated manner that is directly related to their roles as teachers, program evaluators, and action researchers. The scholarly project must be approved by the student’s adviser.

421. Transition to Adult Life. 3 credits.

422. Education of Gifted and Talented. 2 credits.

423. Assessment Program Planning/Special Needs Students. 3 credits.

454. Organization, Administration, and Supervision in Early Childhood Education. 2 credits.

455. Comparative Approaches to the Education of Young Children. 3 credits.

493. Problems in Special Education. 2 to 5 credits.