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These are the current course descriptions including any pre- and co-requisites.

EDU 501 - Current Trends in Education
3 Credits


Introduction to graduate studies through a study of political, social, and economic forces that currently shape American education. Attention is given to educational history, reform and renewal, the role of the teacher, the challenges of diverse populations, family structures, technology, legal considerations, and pressure to reform education and professionalism in teaching. This course must be taken at ODU; transfer credit will not be accepted for this course.


EDU 502 - Technology Leadership
3 Credits


This course explores the philosophical underpinnings of leadership perspectives that affect the successful application of instructional media and technology in the classroom. Students will study the integration of technology into educational settings, including creating and communicating common goals and understanding the nature of change in an information-rich society. Topics include exploration of expectations for technology leaders within current models, supervision, evaluation, effective policy decisions and implementation of reform.


EDU 505 - Technology & Learning
3 Credits


This course is designed to investigate the issues, concepts, and philosophical considerations that support the integration of technology in education in the digital age. Emphasis will be on the effective integration of appropriate technology as tools for teaching and learning. Universal design for learning (UDL) principles will be applied in teaching and assessing for student learning (Higher Education Opportunity Act, 2008).

The development of new teaching strategies and resources will be aligned with intent of the Individuals with Disabilities Education Improvement Act, IDEA (1990, 1997, 2004), National Education Technology Plan (2005), legislative and judicial mandates, and professional, state and national standards. This course is designed to prepare teachers with the knowledge, skills and dispositions to integrate technology to teach every student in the 21st Century.


EDU 510 - Collaboration with Parents & Professionals for Intervention Specialist K-12
3 Credits

This course is designed to teach the skills necessary for initiating, maintaining and implementing communication, collaboration and cooperation between educators, other school personnel and parents of children with special needs. Develop knowledge, skills, and dispositions to support students with disabilities (e.g. Multi-Tiered Systems of Support, MTSS) in the general education classroom and during the ETR/IEP process. Additional emphasis will be placed on teaching strategies involved in teaming, consultation, and co-teaching. There is a 15-hour field component.



EDU 511 - Curriculum & Instruction
3 Credits


The focus of this course is on exploring access, instruction, and curriculum development with regard to past, present and future strategies. Emphasis is placed on integrating theoretical and practical dimensions. Multiple conceptual frameworks for developing curriculum and reflective inquiry will be investigated. 


EDU 512 - Applied Behavior Analysis & Transitions for Intervention Specialist K-12
3 Credits


Identify, analyze, synthesize, and manipulate environmental factors contributing to social, emotional, and behavioral competencies in children. Knowledge of how to assess the individual behavioral needs of children with disabilities using functional analysis and functional behavior assessments and use that data to write behavior plans. Implement behavioral strategies and adaptations in working with students with disabilities. Knowledge of the transition planning process, ability to write transition plans and monitor progress towards meeting transition goals. There is a 15-hour field component.


EDU 514 - Assessment for Intervention Specialist K-12
3 Credits


This course is designed to teach a practical, step-by-step approach in learning the complex procedures of the assessment process (ETR/IEP) and assessments (e.g. WISC-R) used to determine eligibility (IDEA, 2004). Demonstrate understanding of the assessment process according to the regulations of IDEA (2004) for eligibility, to determine services (IEP/ETR) and to create formative and summative assessments to inform instruction to achieve IEP goals and to analyze outcomes.

In addition, the course will analyze and synthesize the following aspects of assessment: the measurement aspects of RtI, ETR, IEPs, and transition issues and assessment, assessment in infancy and early childhood, adolescence, progress monitoring – particularly progress monitoring as applied to the acquisition of knowledge and skills, and the increased consideration of students from culturally and linguistically diverse backgrounds in the assessment process.

Corequisite: EDU 643 Practicum II for Intervention Specialist K-12.


EDU 515 - Assessment Practices
3 Credits


This course is designed to aid the educator in interpreting and utilizing assessment data as applied in educational settings. Formal assessment and informal assessment will be studied. Emphasis is placed on how to assess within the classroom, how to apply assessment results to teaching, and how to use published research to improve student learning.


EDU 518 - Content Area Reading & Writing: Instruction & Technology
3 Credits

This course examines principles, strategies and methodologies that are designed to improve student achievement in the content areas. Research, theory, and implications for instruction and technology will be examined and reviewed. Topics include purposes and types of reading; content reading learning design and delivery and methods of assessing reading strategies and skills in student-centered reading instruction. This course contains 25 hours of clinical field experience.


EDU 520 - Non-fiction Literature, Common Core & the Teaching of Reading
3 Credits

The focus of this course is to explore non-fiction texts to examine and discuss how children learn to read using non-fiction. This course will review and evaluate the different types of non-fiction texts children, adolescents, and adults encounter on an everyday basis. The course will also emphasize the connection between the Common Core Standards and informational texts. Further, this course will investigate how children and adolescents analyze, synthesize, apply and integrate non-fiction text into their daily lives.

Additionally, this course addresses theories and practices of the social and political dimensions of literacy instruction, particularly the use of non-fiction text in everyday life. This course includes 25 hours of field experience.


EDU 521 - Psychology of Learning
3 Credits

This course focuses on learning theories and current issues in the psychology of learning, the social and emotional growth and diverse needs of students, and guidance and counseling theories, strategies, and practices. Topics include research related to child development, best teaching practice, learning styles, theories of multiple intelligences and constructivism.



EDU 525A - Introduction to Project Based Learning - Math
3 Credits

EDU 525B - Introduction to Project Based Learning - Science
3 Credits

In this course, the definitions of Project Based Learning (PBL) will be explored. Using specific project based learning scenarios, participants will consider the characteristics and benefits of (PBL) experiences. Different PBL frameworks will be used to help promote a detailed and comprehensive design of a project to be used in your classroom. Throughout the course, participants will reflect on the application of project based learning in their own teaching.


EDU 526A - Creating a Project Based Learning Project - Math
3 Credits

EDU 526B - Creating a Project Based Learning Project - Science
3 Credits


This intensive course uses an adapted lesson study approach where the participants will reflect on their knowledge of PBL to develop team projects for implementation in the third course. Projects will be centered in the appropriate state standards (such as the Common Core State Standards) for the given discipline(s) and utilize pacing guides, unit outlines, etc. Participants will have the opportunity to explore appropriate assessment models such as The Partnership for Assessment of Readiness for College and Careers (PARCC) and content frameworks tied to their specific discipline(s). Projects will include a plan for community collaboration, the creation of formative and summative assessments tied to the standards, and an implementation plan that includes a timeline.

Prerequisite: EDU 525A or 525B.


EDU 527A - Project Based Learning Practicum - Math
1 Credit

EDU 527B - Project Based Learning Practicum - Science
1 Credit


The practicum, the final class in the 3-course sequence, focuses on the implementation of a project based learning unit within the participant’s own classroom. This hybrid course requires application of the theories and planning from the first two courses. The three key portions of the course include: the implementation of the project, reflection on the project, and a final presentation on student and teacher learning in relationship to the implemented project.

Prerequisite: EDU 526A or 526B.


EDU 528 - Issues in Classroom Management & Discipline
3 Credits

This course will focus on current issues in classroom management, notably Positive Behavioral Supports, as well as procedures all teachers need to know about participating in the completion of Functional Behavioral Assessments for students [with or without Individualized Education Program (IEPs)] whose behavior seriously disrupts school or classroom activities or endangers others.


EDU 533 - Professional Ethics, Law & Teaching
3 Credits

This course provides an overview of the emergence of and justification for ethical issues in education. The course will compare and contrast the professional ethics of educators and other professions, begin to develop skills for thinking and writing critically about ethical claims related to the education profession, and encourage the students to think about how to maintain an ethical educational career and life.


EDU 535 - Developing a Deeper Understanding of Leadership
3 Credits


This course will offer Teacher Leaders in public and private schools the opportunity to examine their own leadership styles and beliefs, while learning more about leadership in general, and school leadership, specifically.


EDU 536 - Collaboration: Leading & Facilitating Teacher Development
3 Credits

This course will aid in the understanding and knowledge of how one can use collaboration and facilitation skills with groups. This includes facilitation skills, consensus building and teambuilding strategies along with problem-solving skills that work in school settings.

Prerequisite: EDU 535.



EDU 537 - Coaching & Mentoring for Improved Results
3 Credits

This course will focus on developing the knowledge, skills, and dispositions necessary for Teacher Leaders to provide high levels of effective coaching and mentoring focused on improving teaching practices and learning for all students.

Prerequisite: EDU 536.


EDU 540 - Change: School Leadership for Continuous Improvement
3 Credits


This course will aid in the understanding and knowledge of how one can lead a school through a continuous improvement process. The student will examine “turnaround programs,” the value of university-district partnerships and visionary restructuring for school improvement. The course will offer a change process, continuous improvement strategies, the need for leadership teams, while also examining processes that can deeply impact the high-need school buildings.


EDU 541 - School Success: The Value of Community Resources & Partnerships
3 Credits

This course will develop an understanding of educational organizations and how they can connect with the community to impact school resources and student achievement. The course will develop a school leader ability to expand their role as an instructional leader, to include the engagement of community partnerships that move the school’s agenda forward.


EDU 542 - Leading Instructional Learning
3 Credits


This course will examine curriculum leadership on a macro-scale, as well as examining how best to implement curricular change, work with curriculum teams or grade-level teams, plus leading horizontal and vertical teams for curriculum (mapping) coverages. This class will not look at a specific curriculum, but how to lead departments, grades, and schools in the implementation of a cohesive curriculum. It will also look at how to integrate inclusion and the special education challenges into the curriculum.


EDU 543 - Data Management for Improved Instruction
3 Credits


This course focuses on developing the knowledge, skills, and experience to lead data teams for improved instruction. The emphasis is on developing teams, and leading those teams to use data for both school-wide and individual student improvement. The culminating project is examining school data, leading or being part of a team, and formulating a plan for improvement—within a safe “practice field” and within the guidelines of a school district.


EDU 544 - Inclusion, Intervention Teams & Special Education Law
3 Credits


This course focuses on developing the knowledge, skills, and experience to lead schools with inclusion and to move to inclusion, RTI, co-teaching, and ESL issues and concerns. Special Education Law will also be a part of this course as well as the proper implementation of Intervention Teams.


EDU 545 - School Law & Personnel Services
3 Credits


This course focuses on the pertinent school laws that many of our regulations are based on, plus the new decisions that are influencing the schools today. Current topics in this course will include: state laws affecting the administrator, student rights, teacher rights, teacher dismissal, collective bargaining, tort liability, special education, and student records. Personnel Services is included here because of the entanglement of laws and contract language, which will be explored in depth.


EDU 546 - Instructional Decision-Making
3 Credits


This course provides opportunity to assess instructional models used in the classroom. Students will evaluate instructional methods and resources to enhance instructional decision-making. 311 Topics include integration of content areas with new curricular materials and resources, development of new teaching strategies for emerging curricular models, and development of instructional procedures for students such as grouping strategies, learning outcomes and implications for diverse populations.



EDU 560 - Research Methods in Education
3 Credits


This course will focus on basic types of research conducted in education, including both quantitative and qualitative, as well as procedures for analyzing data for each type of research. Students will be able to identify and understand good research and to develop action research to move theory to practice.

Prerequisite: EDU 515 or permission of instructor. Not open to students with credit in EDU 561.


EDU 561 - Educational Research Methods
3 Credits


This course introduces students to quantitative and qualitative research. Students are encouraged to design studies that address important and current educational issues, gather data, analyze data, and derive conclusions based on their analyses. The strengths and limitations of various educational research designs, data collection and types of instruments used to measure educational outcomes will be emphasized. Topics include review of statistical tests common to research studies, action research, single subject research, ethnography, and case study method.



EDU 562 - Research Proposal
3 Credits


This course focuses on preparing the research proposal including writing the complete proposal, securing appropriate permissions, including Institutional Review Board (IRB) approval, and fully preparing to begin the proposed research during EDU 630 Research Project in Education. Not open to students with credit in EDU 561.

Prerequisite: EDU 560.


EDU 565 - Addressing Diversity in the Classroom
3 Credits


This course will focus on current issues related to all types of diversity in P–12 classrooms: educational exceptionalities, including giftedness, linguistic, cultural, ethnic, and economic diversity, and best practices to provide appropriate education to diverse learners.


EDU 566 - Teaching Mathematics & Science in the Intermediate Grades
3 Credits


The purpose of this course is to familiarize teachers with mathematics and science curricula for children in the intermediate grades (4–5) and with instructional techniques appropriate for the delivery of the curricula. Course content is closely aligned with recommendations of authorities and national organizations, with a solid foundation in the Ohio Academic Content Standards for Mathematics and Science.

The course is designed to extend the teacher’s understanding of mathematics and science content and methodology so that mathematics and science instruction is seen in terms of active children, making appropriate use of technology in learning mathematics and science as relevant and coherent bodies of knowledge that relate to diverse cultures.


EDU 567 - Teaching Language Arts & Social Studies for Intermediate Grades
3 Credits


The focus of this course is to explore the integration of the language arts and social studies particularly the content standards related to 4th and 5th grades. Topics include both the Ohio Content Standards for Language Arts & Social Studies as well as National Council for the Social Studies Curriculum Standards and the Standards for English Language Arts. Emphasis will be on effective pedagogy for engaged teaching and learning.


EDU 568 - Teaching & Learning in the Intermediate Grades
3 Credits


The purpose of this course is to familiarize teachers with the developmental needs of the intermediate age group, the organizational structures of the elementary/middle grades and standards set by the National Middle School Association. Focus is placed on understanding the diversity of the students and ways of supporting the students through current research and best practices.


EDU 570 - School Business, Finance & Allocation of Resources
3 Credits


This course focuses on school finance in Ohio, offering a working knowledge at the district level. The course will also include the knowledge needed for budget, purchasing, and allocation of resources for principals to run buildings and departments. The combination of this course and the BASA School Finance I and II will offer a treasurer/business manager a complete view of school finance.


EDU 582 - Mentoring, Collaborating & Communication Through Technology
3 Credits


This course examines the effective use of technology as a tool to enhance mentoring, collaboration and communication in the educational setting. Topics include using advanced communications technology to solve communication problems, critically evaluate information and media messages, apply technology to meet the needs of diverse external audiences and work effectively in multicultural setting, and to use, organize, and manage research effectively to enhance learning.


EDU 584 - Seminar in Teaching and Learning
3 Credits


This course will be a topical seminar focused on current trends in teaching and learning, and will involve initial development and design of the Professional Teaching Portfolio.

Prerequisite: Completion of Core Courses.



EDU 596 - Theory into Practice
3 Credits


This field experience may be completed in the candidate’s school, but requires one day of observation in another school with a student body demographically different from the candidate’s school. Individualized assignments related to curriculum, instruction, assessment, and diversity will allow the candidate to demonstrate knowledge and skill in content areas and pedagogy.

Prerequisites or co-requisites: EDU 511, 515, and 546. Not open to students with credit in EDU 597.


EDU 599A -  Instructional Leadership Practicum I
1 credit


Semester I-A will seek work with a building principal or building director. Prerequisite: Completion of 60% of the program.


EDU 599B - Instructional Leadership Practicum II
1 credit

Semester I-B will be with the principal again or with a Special Education Director or IAT leader. Prerequisite: EDU 599A.


EDU 599C - Instructional Leadership Practicum III
1 credit


Semester II-A will seek a field position with a department/office at the district level. Prerequisite: EDU 599B.



EDU 599D - Instructional Leadership Practicum IV
1 credit


Semester II-B will be working with a curriculum or data project in the district or building. Prerequisite: EDU 599C.


EDU 610 - Reading in the Social Setting
3 Credits


This course addresses theories and practices of the social and political dimensions of literacy instruction. The course introduces students to key issues and trends in the field such as equity and diversity, social action and change, new media and technology as they relate to literacy as a social practice. This course will center on practicing teachers examination of multimodality and multiliteracy practices for language/literacy teaching and learning. The course includes 25 hours of field experience.


EDU 620 - Advanced Assessment & Remediation in Teaching Reading
3 Credits


This course is intended for practicing teachers who want to extend and strengthen their capacity to provide effective, efficient, and equitable instruction and assessment to enhance the reading skills of P–12 students. This course studies reading problems by focusing on reading diagnosis and intervention with emphasis placed on making decisions based upon students’ individual needs and critical reflection to improve instruction and increase learning. The course includes a minimum of 35 hours of field experience.


EDU 625 - Portfolio Development
3 Credits


This course will guide candidates in the development of their professional portfolio. The portfolio is a performance based assessment designed to evaluate the complex knowledge, skills, and dispositions of teaching described in the program standards.

Prerequisite: EDU 584.


EDU 630 - Research Project
3 Credits


This course requires the completion of the research project proposed (and approved) in EDU 562 and the writing and presentation of the final report to the ODU community.

Prerequisites: EDU 560 and EDU 562.


EDU 640 - Methods of Teaching Students & Mild to Moderate
3 Credits


Special Needs K-12 Developing, selecting, and integrating instructional media/technology and materials, assessments, making curriculum adaptations, and providing effective instructional methods to teach students with mild to moderate special needs. Further this course focuses on writing and aligning IEP goals and objectives for students with mild to moderate special needs to the Common Core State Standards.

The RTI/MTSS and ETR/IEP procedures and processes will be applied for mild to moderate special needs. Candidates will develop a case study for two (2) students with disabilities. Includes field experiences in grades K-6, and 7-12 settings with students who have special learning and behavioral educational needs.

Corequisite: EDU 642 Practicum I for Intervention Specialist K-12.



EDU 641 - Methods of Teaching Students with Moderate to Intensive
3 Credits


Special Needs K-12 Developing, selecting, and integrating instructional media/technology and materials, assessments, making curriculum adaptations, and providing effective instructional methods to teach students with moderate to intensive special needs. Further this course focuses on writing and aligning IEP goals and objectives for students with moderate to intensive special needs to the Common Core State Standards.

Alternative assessment will be highlighted and applied along state guidelines for students with moderate to intensive special needs. Candidates will develop a case study for two (2) students with disabilities. Includes field experiences in grades K-6, and 7-12 settings with students who have moderate to intensive special learning and behavioral educational needs.

Corequisite: EDU 643 Practicum II for Intervention Specialist K-12.


EDU 642 - Practicum I for Intervention Specialist K-12
1 Credit


The practicum is a semester course that provides licensed teachers with the opportunity to apply the theory into practice in teaching K-12 mild to moderate (MM) and/or moderate to intensive (MI) exceptional students. The practicum includes a minimum of 15 field experience hours in a K- 6 grade (MM and/or MI) classroom and a minimum of 15 field hours in a 7-12 grade (MM and/or MI) classroom during the semester.

Corequisites: EDU 640 Methods of Teaching Students with Mild to Moderate Special Needs K-12 and/or EDU 505 Technology and Learning.


EDU 643 - Practicum II for Intervention Specialist K-12
1 Credit


The practicum is a semester course that provides licensed teachers with the opportunity to apply the theory into practice in teaching K-12 mild to moderate (MM) and/or moderate to intensive (MI) exceptional students. The practicum includes a minimum of 15 field experience hours in a K- 6 grade (MM and/or MI) classroom and a minimum of 15 field hours in a 7-12 grade (MM and/or MI) classroom during the semester.

Co-requisites: EDU 641 Methods of Teaching Students with Moderate to Intensive Special Needs K-12 and/or EDU 514 Assessment for Intervention Specialist K-12.