School of Education - Department of Instruction and Learning
Teaching and learning are the most central activities of education; they involve the teacher, the learner, the content, the strategies, and the context for instruction. The mission of the Department of Instruction and Learning is to provide regional, national, and international leadership in the study and improvement of teaching and learning in diverse educational settings. One integrative theme throughout the department is cognitive studies, which focuses on the process of knowledge acquisition within an area of specialization.
The department addresses its mission through three interrelated efforts: research, the preparation of teaching/practitioner professionals, and service. In carrying out these efforts, the faculty share the goals to do the following:
(1) generate, disseminate, and apply new knowledge about teaching, learning, and performance in various educational settings
(2) identify the factors and features that contribute to the design and implementation of effective professional preparation programs in education
(3) provide exemplary initial preparation and continuing education programs for teachers/specialists in the traditional major academic content areas and in selected related areas central to the operation of effective schools
(4) provide the opportunities for advanced-level students in selected specialized areas to become highly competent scholar-researchers and scholar-practitioners
(5) contribute to the educational development of school-aged, university, and adult students in the region through a variety of direct instructional programs
(6) enhance that development further by contributing to the design and implementation of exemplary school-based programs through various university-school-community partnerships
The department offers the MAT, MEd, MA, MS, EdD, and PhD in Instruction and Learning as well as various certifications. It has six programs:
Cognitive Studies
Early Childhood
Elementary Education
Reading Education
Secondary Education
Special Education
Many programs permit considerable latitude in designing Plans of Studies that will both fulfill degree and program requirements and reflect the interests of the student.
Admission
Applicants to any of the programs in the Department of Instruction and Learning must submit the materials specified earlier for all certificate, master's, or doctoral degree programs in the School of Education If an individual program in the Department of Instruction and Learning requires additional admission information, that information is described in the academic program areas below.
Cognitive Studies Program
The program in Cognitive Studies in Education is designed to produce scholars in the field of education who will be able to make substantive contributions to the growing cognitive science of education. Graduates of this program will have expertise in some academic field of relevance to education and they will have extensive knowledge of and experience with basic and applied research related to their areas of expertise. The program seeks to produce competent researchers and reflective scholars who will contribute to the continuing development of a science of education by generating new information about the processes of knowledge acquisition and transmission associated with specific content areas.
Cognitive Studies is a program that uniquely combines the theoretical disciplines of cognitive science (anthropology, cognitive psychology, linguistics, computer science, and philosophy) with school subject matter areas such as history, English, mathematics, biology, foreign languages, and physics. The approach taken in this program is one that recognizes that a combination of academic scholarship and research expertise can probably best be acquired through not only a broad, comprehensive academic experience but also an active apprenticeship within a community of scholars and researchers. In keeping with that philosophy, the program emphasizes not only a tailored program of study designed to complement the student's prior academic background and knowledge but also a carefully orchestrated set of apprenticeship experiences with acknowledged scholars and researchers who are actively engaged in building a cognitive science of education.
The Cognitive Studies in Education Program is an interdisciplinary effort which, while housed in the Department of Instruction and Learning in the School of Education, is able to draw on the excellent resources available in the general academic community of the University. Within their specific areas of subject matter competence, students are expected to work with faculty who are subject matter experts, especially those who have combined this expertise with an applied interest in education. Cognitive Studies students have close contact not only with faculty in the School of Education but also with faculty in academic departments (e.g., mathematics, physics, English, linguistics, philosophy, and psychology) and research centers (e.g., the Learning Research and Development Center). The contact may come in formal course work and seminars, independent study arrangements, or research apprenticeships.
The apprenticeship model employed in this program is designed to allow each student to work with several nationally prominent researchers involved in applying cognitive science perspectives and techniques to educational issues. A sequence of apprenticeship experiences is provided for each student. Over the course of a complete program, students gradually assume greater control over and responsibility for the research activities in which they engage, with culmination in the dissertation. Cognitive Studies students are required to present at a national conference, publish an original piece of research, prepare a publishable literature review, and teach a university-level course of their own design. The apprenticeship model also helps to ensure that students will have exposure to all aspects of the research experience, including presentations of the results to various professional groups and publication in appropriate scholarly journals.
The Cognitive Studies program leads to the Doctor of Philosophy (PhD) degree.
Admission to Cognitive Studies
Students should see Admission Application Requirements for Doctoral Degree Programs for details regarding admission requirements and application deadlines. For admission to the Cognitive Studies in Education Program, students are generally expected to have a master's degree (with written thesis). However, students may be admitted without a master's degree provided they have a solid undergraduate education. Admission to the program is based on assessment of qualifications and on the interview with faculty. For additional information, contact:
- Program Coordinator
- Cognitive Studies
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Early Childhood Education Program
The Early Childhood Education Program prepares students to teach young children (birth to age eight) and to work collaboratively with their families and other professionals. Students develop skills for employment in public and private schools, centers, homes, and other facilities in which children within this age range and their families are served. Through course work and field experiences with infants, toddlers, preschoolers, and primary-aged children, students acquire competence in the use of developmentally appropriate practices. Special emphasis is placed on understanding and respecting family diversity, supporting families in their roles with young children, and supporting children with special needs in inclusive settings.
Degree and Certification Options
The Early Childhood Education Program offers the following degree and certificates:
Certification in Early Childhood Education
This post-baccalaureate program is intended for individuals who have undergraduate backgrounds in speech, psychology, child development, or other related fields of study who wish to pursue careers as Early Childhood Educators. Program prerequisites focus on child development and introductory course work in early childhood education. The program builds on this basic knowledge to establish competence in a variety of critical areas including curriculum development and implementation for specific developmental levels, family and community relationships, and observation and assessment. Student teaching experiences with two age levels and accompanying seminars focus on the application of content and the development of professionalism. Students complete a 33-credit-hour program beyond 12 hours of prerequisite course work. Students completing the program are eligible for Pennsylvania Instructional I Certification in Early Childhood Education.
Master of Education (MEd) Program in Early Childhood Education
The program is intended for individuals who already have an Early Childhood Education Certificate or whose career paths do not require them to have a certificate. Individuals who complete the post-baccalaureate Early Childhood Education Certification program at the University of Pittsburgh may apply up to 18 credits from their certification studies towards the Master of Education program. (Application to the MEd program must be made within three years of completing the certification program.) Course work in the Master of Education program is intended to enhance the continuing professional development of early childhood teachers beyond the skills and competencies acquired during certification study and to assist them in gaining greater self-determination through heightened awareness and understanding of their own teaching practice. Students complete a minimum 36-credit-hour program beyond 12 hours of prerequisite course work.
Certification in Early Childhood Education and Master of Education (MEd) Program in Early Intervention
Students in this option combine Certification in Early Childhood Education (see above) with a Master of Education Program in Early Intervention (Special Education). Additional course work and practica in early intervention establishes expertise in the assessment of young children; the design, implementation, and evaluation of intervention strategies for infants/toddlers and preschoolers with a variety of disabilities; the educational implications of a variety of medical conditions; and establishment of working partnerships with families of young children with special needs. Students complete a minimum of 61 credit hours beyond 12 hours of prerequisite course work.
Admission to Early Childhood Education
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting the following addresses and phone:
- Program Coordinator
- Early Childhood Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Elementary Education Program
The Elementary Education Program offers a Professional Year certification or a Master of Arts in Teaching degree. It also offers a Master of Education degree intended for (a) graduates of undergraduate education programs; (b) the department's own Professional Year students who wish to complete a master's degree; and (c) individuals who want to undertake advanced studies in elementary education.
Degree and Certification Options
The Elementary Education Program offers the following degrees and certificate:
Initial Teacher Certification [Professional Year (PY) Program]
The Professional Year program is a two-semester course of study leading to initial certification in Elementary Education. Applicants are expected to have a bachelor's degree and a background in arts, humanities, natural sciences, and social sciences prior to admission. Professional Year students may apply up to 18 credits from the certification program toward the MEd. Application to the MEd program may be made upon completion of the certification program.
Master of Arts in Teaching (MAT)
The MAT program is a 15-month, full-time program leading to initial certification and a master's degree. A minimum of 45 credits is required. Applicants must have a bachelor's degree and are expected to have completed all prerequisite courses prior to entering the program. Students carry out an elementary internship assignment for the academic year.
Master of Education (MEd)
The MEd is a 36-credit program specializing in Elementary Education. Applicants are required to have a 3.00 undergraduate QPA and to be certified in Elementary Education.
Admission to Elementary Education
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting:
- Program Coordinator
- Elementary Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Reading Education Program
Graduate work in Reading Education is available to individuals interested in working towards Reading Specialist Certification, College Reading/Adult Literacy Specialization, a Master of Education, Reading Supervision Certification, and doctoral degrees. Each of these options is detailed below:
Reading Specialist K-12 Certification
It is recommended that applicants have an initial teaching certificate and some teaching experience. A minimum of 24 credits is required.
Reading Specialist K-12 Certification plus MEd
It is recommended that applicants have an initial teaching certificate and some teaching experience. A minimum of 39 credits is required for the certificate plus Master of Education option.
College Reading/Adult Literacy Specialization
A minimum of 21 credits is required.
College Reading/Adult Literacy Specialization plus MEd
A minimum of 39 credits is required for the certification plus Master of Education option.
Master of Education (MEd)
Focuses on generalist work in reading education. A minimum of 36 credits is required.
Reading Supervisor Certification
Students entering this program must have completed a master's degree. Appropriate course work taken for the master's degree may be used to fulfill some prerequisite supervisory certification requirements. Eligibility for receipt of this certification requires a minimum of five years teaching experience in the field. A minimum of 21 credits is required.
Doctor of Education (EdD)
Candidates are expected to focus on the application of theory and research to problems of teaching and learning in schools and related settings. Graduates are expected to have reasonable preparation in the instruction, learning, and research concepts that cut across disciplinary fields and reasonable depth in the research, theory, and instructional practice in at least one reading concentration.
Doctor of Philosophy (PhD)
Candidates are expected to develop a sound grounding in current research and theory in reading, an understanding of the historical and philosophical issues that have influenced work in reading education, and advanced-level knowledge in the academic disciplines that support their profession.
Admission to Reading Education Program
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting the following:
- Program Coordinator
- Reading Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Secondary Education Program
The Secondary Education Program offers five major specialization areas:
English/Communications Education
Mathematics Education
Science Education
Social Studies Education
Foreign Language Education
Within each of these the student can choose to pursue Professional Year (PY) certification specialization, a Master of Arts in Teaching (MAT) degree certification specialization, or a Master of Education (MEd) degree certification specialization (each of these is described in the respective specialization areas below):
English/Communications Education Specialization
Graduate work in English/Communications Education is available to individuals interested in working towards:
- English/Communications certification for grades seven through 12
- English/Communications certification for grades seven through 12 and the Master of Arts in Teaching degree
- The Master of Education degree
- Supervisor of Communication certification
- The PhD degree
- The EdD degree
Each of the degree and certificate programs is detailed below.
Initial Teacher Certification [Professional Year (PY) Program]
This option provides qualified liberal arts graduates with the opportunity to obtain initial teacher certification in English/Communications for grades seven through 12. This option is for applicants who have completed, or who can complete, prerequisite course work before beginning the Professional Year and who have at least a 3.00 QPA. Students complete a minimum of 30 credits beyond the prerequisite course work.
Master of Arts in Teaching (MAT)
This option provides teacher certification for qualified liberal arts graduates who want to coordinate certification study with advanced studies for a master's degree. Applicants must have completed, or must be able to complete, prerequisite course work before beginning the MAT studies. Applicants must have at least a 3.00 QPA. Students complete a minimum of 48 credits beyond the prerequisite course work.
Master of Education (MEd)
This option, the MEd in English/Communications, is a professional degree for the graduate student who wishes to pursue advanced study in the field. Students complete a minimum of 36 credits.
Supervisor of Communication Certification
To be eligible for this certification, students must have a minimum of five years of teaching experience in the certification field. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certification requirements. Students complete a minimum of 36 credits.
Doctor of Philosophy (PhD)
Research for the PhD degree should focus on the study of basic problems in the teaching and learning of English/Communications. PhD candidates are expected to develop a grounding in current research and theory in their specialized field.
Doctor of Education (EdD)
The EdD in this field prepares scholar-practitioners to provide leadership in curriculum and instructional design, teaching and staff development, learning and adapting to individual differences, and/or the use of instructional technology in school-based and college-level settings.
Admission to English/Communications Education Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting:
- Specialization Coordinator
- English/Communications Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Mathematics Education Specialization
The Mathematics Education Specialization offers courses of study leading to secondary school teacher certification, secondary school supervisory certification, and master's and doctoral degrees, each of which is detailed below:
Initial Teacher Certification [Professional Year (PY) Program]
The PY certification-only option provides qualified mathematics area graduates with the opportunity to obtain initial teacher certification in middle and secondary mathematics, grades seven through 12. This option is intended for applicants who have completed or will be able to complete prerequisite course work before beginning the PY sequence. Students complete a minimum of 30 credits beyond the prerequisite course work.
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching option provides comprehensive teacher preparation for qualified mathematics area graduates who want to coordinate certification study with advanced-level studies in education. Applicants must have completed, or be able to complete, prerequisite academic course work before beginning MAT studies. Students complete a minimum of 48 credits beyond the prerequisite course work.
Master of Education (MEd)
The MEd in Mathematics Education is a professional degree for the graduate student who wishes to pursue advanced study in the field. In addition to addressing the needs and interests of beginning and experienced teachers whose objective is to advance their backgrounds as mathematics teachers in schools, the master's degree also prepares students for admission to doctoral study. Students complete a minimum of 36 credits.
Supervisor of Mathematics Certification
To be eligible for this certification, students must have a minimum of five years of teaching experience in mathematics. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certificate requirements. Students complete a minimum of 36 credits.
Doctor of Education (EdD)
The EdD degree in Mathematics Education emphasizes the development of scholarly attainment in the theory, research, and practice of mathematics education. Doctoral candidates are expected to focus on current research and theory in mathematics education, historical and philosophical issues that have influenced work in mathematics education, and the application of theory and research to the teaching and learning of mathematics in schools and related settings. Students pursuing the EdD in mathematics education are expected to have a strong background in mathematics appropriate for their focus of study.
Admission to Mathematics Education Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting the Specialization Coordinator.
In addition to the requirements specified earlier in this Bulletin, admission requirements for doctoral applicants include submission of a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc. and arranging, when possible, for a personal interview with faculty members within the program.
- For additional information, contact:
- Specialization Coordinator
- Mathematics Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Science Education Specialization
The School of Education offers innovative graduate-level certification options (biology, chemistry, earth and space science, general science, and physics) for science area majors interested in careers in teaching. Special emphasis is placed on: (a) building a strong content academic background; (b) developing an in-depth understanding of learners, learning theory, and school contexts; (c) gaining knowledge and understanding of both general and specialized pedagogy; (d) developing skills in teaching through University and school-based clinical practical experiences; and (e) developing an inquiring and reflective approach to teaching as an exciting, challenging, and rewarding career. The certification options in Science Education prepare the candidate for teaching assignments in grades seven through 12.
Master of Arts in Teaching (MAT), Master of Education (MEd), Master of Science (MS), and Doctor of Education (EdD), and Doctor of Philosophy (PhD) degree options are available. A certification option as Supervisor of Science is also available.
Undergraduate Prerequisites and Recommended Course Work
All candidates for the Professional Year (PY) or Master of Arts in Teaching (MAT) options in science education are expected to demonstrate successful completion of at least six credits of background studies in each of four areas — arts, humanities, natural sciences, and social sciences — prior to admission.
Candidates must complete 44 to 54 credits of content core requirements related to their specialty area. These requirements address basic academic knowledge areas for science education as defined by the Pennsylvania Department of Education and the Department of Instruction and Learning. Equivalent courses from other colleges or universities will be considered for biology, chemistry, physics, earth and space science, and general science specialty areas.
Pre-Education Professional Field Courses for Science Education (Nine credits)
Prerequisite course requirements for the PY option must be completed before entry into the program. MAT students may complete these requirements as part of their graduate program. Several other elective courses and early field experiences are available for undergraduate students.
General education studies in communications, humanities, natural sciences, and social sciences for a total of 48 credits are strongly recommended and may be used to fulfill undergraduate degree requirements. These background areas are required for undergraduates seeking early acceptance to graduate study. Undergraduates may need additional general education courses to satisfy degree requirements.
Degree and Certification Options
Each of the degree and certification options offered by the specialization in Science Education is detailed below:
Initial Teacher Certification [Professional Year (PY) Program]
This option provides qualified science and science-related graduates with the opportunity to obtain initial teacher certification in a science area. This option is intended for applicants who have completed or will be able to complete prerequisites, specified above, before beginning the Professional Year sequence. The Professional Year sequence is an intensive immersion into the study and practice of teaching science to middle school and secondary school students. For certification, students must complete 30 minimum total credits.
Science Certification for Experienced Scientists
The specialization also offers a special certification-only option for experienced scientists who seek a new career in science teaching. Part-time study is permitted and a semester of full-time student teaching is required for such persons.
Master of Arts in Teaching (MAT)
This option provides a comprehensive teacher preparation program for qualified science area graduates who want to coordinate certification study with advanced-level studies in education. Applicants must have completed or be able to complete prerequisite academic course work, before beginning MAT studies. This 48-credit program for full-time students begins in June and extends through August of the following year.
Science as an Additional Field
Certification exists for applicants already certified in a teaching field. They must complete the appropriate course work in the science specialty (minimum of 44-54 credits) plus course work in science pedagogy (six credits) and a certification area teaching practicum (three credits). Teachers already certified in one science specialty may petition for a waiver of the nine-credit theory, methods, and practicum requirements in pedagogy when applying for the additional specialty. However, such persons, assuming they hold a valid Pennsylvania Instructional I or Instructional II certificate in one science field must take and pass the content area test for which new certification is sought.
Supervisor of Science
This option requires a minimum of five years of teaching experience in the certification field. Appropriate course work taken for the master's degree may be used to fulfill some supervisory certification requirements. Supervisory theory and leadership, curriculum and instruction, and policy issues are studied with a practicum requirement. This option requires a minimum of 39 credits.
Master of Education (MEd)
The Elementary Science Education specialization prepares teachers already certified in Elementary Education to become science specialists in elementary schools. The Secondary Science Education specialization is designed to meet the needs of practicing science teachers and other science educators, such as intermediate unit personnel and museum or science center directors.
The goals of both specializations are to raise the professional performance of practicing teachers, to enhance their school science faculty leadership potential, to review their knowledge of their science field(s), and to broaden their understanding of science education theory and practices. This option requires a minimum of 39 credits.
Master of Science (MS)
This degree is appropriate for secondary science teachers and elementary teachers with especially strong backgrounds in science fields with the equivalent of a major in one field. Students who matriculate in this specialization are expected to continue studies to obtain a doctoral degree. This 39-minimum-credit option focuses on major field, natural science, and historical foundations of science education.
Doctor of Education (EdD)
This specialization is designed to prepare (a) professors of science in application-oriented colleges or universities, (b) faculty responsible for the preparation of teachers of science in those institutions, or (c) science curriculum and instruction leaders in either elementary or secondary science education settings.
Doctor of Philosophy (PhD)
Students enroll in this degree specialization to become science education professors in research-oriented universities. They will teach science courses and/or guide the preparation of elementary and/or secondary school science teachers, conduct research and development projects, and serve as a graduate faculty member in those types of institutions.
Admission to Science Education Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting the Specialization Coordinator.
In addition to the requirements specified earlier in this Bulletin, admission requirements for doctoral applicants include submission of a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc. and arranging, when possible, for a personal interview with faculty members within the program.
- For additional information, contact:
- Specialization Coordinator
- Science Education
- Department of Instruction and Learning
- 4H01 Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Social Studies Education Specialization
The Social Studies Education Specialization offers courses of study leading to certification for grades seven through 12 and master's and doctoral degrees. The certification and degree options are detailed below:
Initial Teacher Certification [Professional Year (PY) Program]
This option provides qualified graduates in the social science disciplines (to include anthropology, economics, geography, history, political science, psychology, sociology) with the opportunity to obtain Instructional I teacher certification in Social Studies Education for grades seven through 12. All applicants are required to have completed 30 credits in one of the above social science disciplines, another 24 credits across the other six disciplines, and nine credits of educational prerequisites. The 30-credit PY option extends across the regular academic year and includes a three-credit field practicum during the Fall Term and a nine-credit student teaching experience during the Spring Term.
Master of Arts in Teaching (MAT)
This option provides qualified graduates in the social science disciplines with the opportunity to obtain Instructional I teacher certification in Social Studies Education for grades seven through 12 and MAT degree. All applicants are required to have completed 30 credits in one of the social science disciplines along with another 24 credits across the other six disciplines. The MAT option requires 45-48 credits, including nine internship credits. The internship involves the placement of the student in a secondary school setting for the entire academic year of the respective school site.
Master of Education (MEd)
The MEd option is a professional degree in education for the graduate student who chooses to pursue advanced study in Social Studies Education. All MEd students who enter have obtained Instructional I teacher certification and can undertake courses leading to Instructional II teacher certification in the social studies. This option requires 36 credits of specialized study in the social studies of which 18 credits of Professional Year graduate study towards teacher certification can be included.
Doctor of Philosophy (PhD)
The PhD in Social Studies Education should focus on the study of basic problems in the teaching and learning of the social studies at the secondary school level.
Doctor of Education (EdD)
The EdD option in Social Studies Education prepares scholar-practitioners as educational leaders in curriculum and instructional design as well as teaching and staff development in school-based settings.
Admission to Social Studies Education Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting:
- Specialization Coordinator
- Social Studies Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Foreign Language Education Specialization
Graduate work in the Foreign Language Education Specialization area is available to qualified persons interested in pursuing:
- K-12 Instructional I certification in French, Spanish, German, Latin, Chinese, Japanese, Italian, or Russian;
- dual certification in a foreign language and elementary education;
- a Master of Arts in Teaching degree;
- a Master of Education degree;
- a Master of Education degree and a University of Pittsburgh certificate for the teaching of English as a second language (TESOL);
- a PhD degree; or
- an EdD degree.
Those certification and degree options are detailed below.
Initial Teacher Certification [Professional Year (PY) Program]
The Professional Year is available to graduates who have majored in a foreign language (or who have successfully completed the necessary prerequisite courses in a foreign language to meet content standards) and who have completed the prerequisite courses in education. Native speakers of the language of certification are not exempt from prerequisite course work in the culture, civilization, literature, and structure of their language. This Professional Year option consists of 30 credit hours of full-time work over two semesters. Successful completion of the program results in an initial teacher certification in a particular foreign language for teaching in kindergarten through twelfth grade. In some cases, the Professional Year in foreign language education may be completed on a part-time basis. Applicants who are non-native speakers of the language of certification are also required to submit results of an oral proficiency interview by an individual certified by the American Council on the Teaching of Foreign Languages. A rating of "advanced" or higher on the oral proficiency scale is expected.
Dual Certification in a Foreign Language and Elementary Education
For qualified individuals who have met necessary prerequisite courses for certification in a foreign language and for certification in elementary education, a dual certification specialization in a foreign language and in elementary education is available. All requirements of the Professional Year apply to this option.
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching foreign languages is available for qualified liberal arts graduates who want to combine initial teacher certification in a particular foreign language with advanced study for a master's degree. Applicants must have completed, or must be able to complete, prerequisite course work before beginning the MAT. Native speakers of the language of certification are not exempt from prerequisite course work in the culture, civilization, literature, and structure of their language. Students complete a minimum of 45 credit hours in addition to the course Introduction to Foreign Language Education. Individuals interested in the MAT commit to a full calendar year of study. Applicants who are non-native speakers of the language of certification are also required to submit results of an oral proficiency interview by an individual certified by the American Council on the Teaching of Foreign Languages. A rating of "advanced" or higher on the oral proficiency scale is expected. Study or work in one of the target language countries, although not required for admission, is strongly encouraged of all MAT applicants in foreign language education.
Master of Education (MEd)
The MEd in foreign language education is a professional degree for individuals wishing to pursue advanced study in the field of teaching and learning foreign languages combined with trends, issues, and research in education in general. This option is tailored to the needs of practicing or returning foreign language teachers who wish to learn about recent developments in the field of foreign language education. This degree is also suitable for international students who wish to learn more about foreign language instruction (e.g., English as a foreign language) in their home countries. Some course work in a particular foreign language at the graduate level is also possible within this option. This option does not provide courses or clinical experiences for initial teacher certification. The degree consists of a minimum of 36 credit hours and may be completed on a part-time basis. Credits earned while pursuing the MEd from an approved, graduate study-abroad program may be counted toward this degree. International students are required to provide proof of English language proficiency at the time of application by a score of 550 or higher on the TOEFL test or by having earned a degree in an English-speaking university.
Master of Education with TESOL Certificate
This option permits qualified individuals for the MEd in foreign language education to apply to the Department of Linguistics for admission to the University of Pittsburgh certification in the Teaching of English to Speakers of Other Languages (TESOL). If accepted, students combine course work for the MEd in foreign language education with required courses for the TESOL certificate. Students complete a minimum of 37 credits in this combined specialization. The University of Pittsburgh TESOL certificate is not to be confused with state certification for teaching in the public elementary or secondary schools. The degree is ideal for individuals seeking positions as English language teachers in other countries or in university English Language Institutes. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree in an English-speaking university.
Foreign Language Education (PhD)
The PhD in Foreign Language Education is a research degree focusing on issues of classroom-based foreign language/ESL learning and teaching in school or college settings. This degree should not be confused with doctoral degrees in foreign language literature or civilization, formal second language acquisition, or in other linguistic sciences. As part of the degree, students are expected to take graduate courses in other disciplines, for example, foreign languages, linguistics, and cognitive psychology. Although not required, three years or more of pre-college foreign language teaching experience is strongly encouraged before beginning. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree from an accredited institution in the United States.
Foreign Language Education (EdD)
The EdD in Foreign Language Education prepares scholar-practitioners to provide leadership in curriculum development and instructional design, teacher and staff development, foreign language program innovation and evaluation, and instructional technology in school or college settings. This degree should not be confused with advanced degrees in foreign language literature or civilization or in the linguistic sciences. As part of the degree, students are expected to take graduate courses in other disciplines, for example, foreign languages, linguistics, teacher development, and instructional design and technology. Although not required, three years or more of pre-college foreign language teaching experience is strongly encouraged before beginning. International students are required to provide proof of English language proficiency at the time of application by a score of 600 or higher on the TOEFL test or by having earned a degree from an accredited institution in the United States.
Admission to Foreign Language Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Information concerning specific admission requirements (e.g., prerequisite credits in Content Core Studies) and specific program requirements (e.g., specific courses required) may be obtained by contacting:
- Specialization Coordinator
- Foreign Language Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Special Education Program
The Special Education Program within the Department of Instruction and Learning offers a variety of graduate study opportunities to individuals whose career goals include working with people with disabilities.
A master's degree in Special Education is offered in each of the program's specializations:
Education of Deaf and Hard-of-Hearing Students
Early Intervention for Children with Disabilities
Education of the Mentally and Physically Disabled
General Special Education
Vision Studies
Work toward graduate degrees may be combined with teacher certification study in: Deaf and Hard-of-Hearing Students, Mentally/Physically Disabled, and Vision Studies. The specializations include academic and field work for full-time or equivalent part-time study. Field work appropriate to the individual areas is carried out at cooperating schools, agencies, and clinics in Western Pennsylvania.
The program also offers courses of study leading to eligibility for certification as Supervisor of Special Education. At the doctoral level, the program provides opportunities for specialization studies with a particular emphasis on Learning Disabilities, Deaf and Hard-of-Hearing, Vision Studies, Orientation and Mobility, or Early Intervention.
Each of the degree and certification programs under the various specializations is detailed below.
Supervisor of Special Education
This certification option in Special Education is built on the assumption that most supervisory operations in education are, in principle, generic, with their fundamentals of theory and practice in common. The major distinguishing characteristic of this option is the application of supervisory theory to the context of the special education of exceptional children and youth. Specific emphasis is placed upon activities, relationships, facilities, agencies, persons, and processes that are peculiar to or have particular relevance to special education. The student completes a Plan of Studies encompassing such courses as supervision, curriculum development, current and legal issues in the specialization, and a supervision seminar associated with the internship.
Special Education Doctoral Degrees
The major goal of the Special Education PhD and EdD degrees is the preparation of leadership personnel. Graduates must have leadership skills to identify the significant issues of the day and the ability to make decisions about the most effective use of new technologies and information to serve the nation's disabled population. They will also become researchers and scholars committed to furthering the knowledge and empirical base needed for enhancement of special education practice and of the training of special education personnel. Graduates will serve infants, children, youth, and adults with disabilities through roles as teacher educators, researchers, administrators, consultants, and supervisors. Students complete either a PhD or EdD in Special Education with a particular emphasis in learning disabilities, deaf and hard-of-hearing, vision studies, orientation and mobility, or early intervention. As they have in the past, graduates of this program will be expected to have a significant impact on the quality of educational opportunities for persons with disabilities by providing leadership for local education agencies, state educational agencies, private foundations and agencies, colleges, and universities.
Admission to Doctoral Programs in Special Education
Admission requirements for doctoral degree applicants are specified under Admission Application Requirements for Doctoral Degree Programs. In addition, applicants must submit a sample of their professional writing in the form of a previously completed term paper, master's thesis, article, etc. When possible, the applicant should arrange a personal interview with faculty members within the program. A minimum of three years' experience teaching children with disabilities is preferred.
For additional information about doctoral degree programs in any of the specialization areas listed above, contact:
- Program Coordinator
- Special Education
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web address: http://dil.sched.pitt.edu/index.html
Education of Deaf and Hard-of-Hearing Students Specialization
Graduate work in the Education of Deaf and Hard-of-Hearing Students specialization is available to:
- people interested in becoming certified as a teacher of deaf and hard-of-hearing students, K-12;
- people interested in becoming certified as a teacher of deaf and hard-of-hearing students, K-12, and also earning a Master of Education degree;
- people already certified as a teacher of deaf and hard-of-hearing students who wish to pursue an individualized Master of Education degree; and
- people interested in working towards a PhD or EdD in Special Education with an emphasis in deafness.
The master's and certification options (a and b above) prepare teachers to teach deaf/hard-of-hearing children and youth in residential, day class, resource room, and itinerant teaching settings. The program of study consists of core course work in education of deaf and hard-of-hearing students and practicum experiences including tutoring and student teaching in two placements. Prerequisites include a course in either introduction to hearing or introduction to audiology; a regular education course in the teaching of reading; Foundations of Special Education; and Sign Language I. These courses, which may be taken early if necessary, are part of the requirements for certification.
The degree and certification options are detailed below:
Certification Only
This option is available for qualified liberal arts graduates who wish to become teachers of deaf and hard-of-hearing students. Completion of 48 credits of course work beyond the prerequisites makes the student eligible both for Pennsylvania legal certification (Teacher of the Hearing-Impaired K-12) and for professional certification by the Council of Education of the Deaf (CED) with an elementary endorsement. Students with a bachelor's degree in a content area who wish to earn an additional CED endorsement at the secondary level take an additional course in methods of teaching the content area and complete one of their student teaching placements with deaf/hard-of-hearing students at the secondary level. Students who wish to earn an additional CED endorsement for early childhood education take an additional course in early childhood education, and complete one of their student teaching placements in a preschool program for deaf/hard-of-hearing students.
Master of Education (MEd)
In addition to the prerequisites and core course work for certification, students complete nine credits of master's-level courses in basic areas of education and a three-credit research seminar in special education (60 credits in addition to prerequisites). Students who are already certified complete an individualized program of a minimum of 36 credits.
Admission to Deaf and Hard-of-Hearing Students Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. For the Education of Deaf and Hard-of-Hearing Students specialization, a background in a related field such as education, speech, hearing, or psychology is preferred.
- For additional information, contact:
- Specialization Coordinator
- Education of Deaf and Hard-of-Hearing Students
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Early Intervention for Children with Disabilities Specialization
The Special Education specialization in Early Intervention prepares students to teach infants, toddlers, and preschoolers with disabilities from birth to five years of age in hospital, home, and center-based settings, to support families of these young children in decision making and resource identification, and to collaborate with other professionals in service delivery. The degree and certification options are as follows:
Master of Education
A hands-on carefully supervised approach is used to assist students in developing competence in assessing young children with a variety of disabilities and planning, implementing, and evaluating educational programs for them. The specialization emphasizes the development of collaborative partnerships with families and collaborative relationships with other professionals in the delivery of services. Special consideration is given to preparing students to address the needs of young children with disabilities in community settings that are designed for the inclusion of all children. Course work and practicum experiences are based on best and recommended practices that have been researched and/or clinically recognized. The specialization has been accredited by the Council for Exceptional Children. Students complete a minimum of 40 credit hours beyond six hours of prerequisite course work.
Master of Education with Certification in Early Childhood Education
Students in this option combine Certification in Early Childhood Education (preschool through grade three) and the Master of Education in Early Intervention. Students complete a minimum of 52 credit hours beyond 12 hours of prerequisite course work.
Master of Education with Certification in Special Education
Students in this option combine certification in Mental and Physical Disabilities (see specialization description below) with a Master of Education degree in Early Intervention. Students complete a minimum of 62 credits with six hours of prerequisite courses.
Admission to Early Intervention for Children with Disabilities Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. Additionally, the Early Intervention for Children with Disabilities specialization requires an interview with the specialization coordinator.
- For additional information, contact:
- Specialization Coordinator
- Early Intervention for Children with Disabilities
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Mental and Physical Disabilities Specialization
Graduate work in Mental and Physical Disabilities is available to (a) persons interested in working towards Pennsylvania non-categorical certification in Mental and Physical Disabilities and (b) individuals interested in working towards certification and a Master of Education. The degree and certification options are as follows:
Certification
This option provides qualified applicants with the opportunity to obtain Pennsylvania teacher certification in Mental and Physical Disabilities. This option is for the person who seeks the professional opportunity of serving as a certified teacher. Admission follows completion of an undergraduate degree and selected prerequisite courses including I&L 2500/1580 (Foundations of Special Education), three curriculum courses in regular education, preferably in the teaching of reading or language arts, an undergraduate course in teaching mathematics or I&L 2473 (Mathematics for Elementary Teachers), and a course in teaching social studies or in teaching science. Students complete a minimum of 33 credits beyond the prerequisite course work, including additional courses in special education curriculum and instructional methods, observation/practicum and professional seminars, teaching practica in a variety of educational settings, and collaboration/consultation skills in general education.
Master of Education
This option is a professional degree for graduate students who wish to pursue advanced study in the field. Individuals who wish to pursue this option complete 12 additional credits beyond certification course work. These credits include course work in the Basic Areas of Education (nine credits) and a Research Seminar course (three credits).
Admission to Mental and Physical Disabilities Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. For additional information, contact:
- Specialization Coordinator
- Mental and Physical Disabilities
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
General Special Education
Individually designed master's degree specializations (36 credits minimum) are available for those students who hold Pennsylvania special education teaching certificates or for regular educators who just want to learn more about special education. These specializations are designed to accommodate individualized professional goals but do not provide students with special education certification. Students may also pursue study for other certifications and/or other specialized study.
Vision Studies Specialization
The Vision Studies Specialization prepares professionals to educate children and adults with visual disabilities. This specialization enables students to acquire dual certification as teachers of children with visual disabilities and/or as Orientation and Mobility (O&M) specialists with a Master of Education degree and provides the only opportunity for dual certification in this region of the United States. In addition, a component of the program provides the student with both didactic and clinical course work in early intervention with children who are blind and visually impaired. Teachers of children with visual disabilities provide instruction in educational placements that include public schools, resource rooms, full-time classrooms for children with visual disabilities, or approved private schools. Graduates provide specialized educational services as an itinerant teacher, a full-time classroom teacher, or as a teacher consultant with children birth through age 21. O&M specialists provide necessary instruction to visually disabled children and adults to enable safe, independent travel. Training includes integrating skills such as orientation in space in conjunction with the use of a long cane, dog guide, or an optical or electronic device. Students in the Vision Studies specialization participate in both didactic and practicum experiences to gain a broad range of specialty skills.
Vision Studies Degree and Certification Options
The Vision Studies Specialization offers the applicant a number of degree and certification options:
- Certification in Vision Education
- Certification in O&M
- Dual Certification in Vision Education and O&M
- MEd with Vision Education Certification
- MEd with O&M Certification
- MEd with Dual Certification in Vision Education and O&M
These options are further detailed below:
Certification in Vision Education
The Pennsylvania Department of Education grants a certification as a teacher of children with visual disabilities, which is a recognized certification in most states. This option includes approximately 27 credits of both didactic and clinical coursework.
Certification in O&M
The Academy for Certification of Vision Rehabilitation and Education Professionals grants a professional certification in O&M that enables the graduate to provide O&M services to children and adults. This option includes approximately 24 credits of both didactic and clinical coursework.
Dual Certification in Vision Education and O&M
Holding dual certification as a teacher of children with visual disabilities and O&M specialist makes the Vision Studies Specialization graduate more attractive to employers in public schools, private schools for the blind, and agencies that serve children or adults. This option includes approximately 39 credits of both didactic and clinical coursework.
Master of Education Degree
The Master of Education degree can be added to any of the options above with the completion of four courses or 12 credits of graduate-level course work in regular education.
Admission to Vision Studies Specialization
Students should see School of Education general requirements for admission for details regarding admission requirements and application deadlines. The Vision Studies specialization requires an interview with the specialization coordinator and field observations of relevant vision professionals who work with persons who are visually disabled. For additional information, contact:
- Specialization Coordinator
- Vision Studies
- Department of Instruction and Learning
- 4H Posvar Hall
- University of Pittsburgh
- Pittsburgh, PA 15260
- Phone: (412) 624-7254
- Fax: (412) 648-7081
- E-mail: dil@pitt.edu
- Web site: http://dil.sched.pitt.edu/index.html
Department of Instruction and Learning Course Listings
- I&L 2000 Introduction to Elementary Teaching
- I&L 2001 Integrated Teaching Methods in the Elementary Schools
- I&L 2048 Special Topics Teacher Education
- I&L 2050 Computer Applications in Education
- I&L 2070 Professional Issues in Elementary Education
- I&L 2071 Current Issues in Education
- I&L 2206 Reading in Elementary/Middle Schools
- I&L 2207 Reading and Writing in Content Curriculum
- I&L 2210 Language and the Reading Process
- I&L 2212 Methods and Materials in Reading
- I&L 2213 Diagnosing of Reading Difficulties
- I&L 2214 Instructional Strategies in Reading
- I&L 2215 Applied Principles of Remediation
- I&L 2220 Reading in Content Areas
- I&L 2221 Introduction to Adult Reading and Writing
- I&L 2222 Theory and Practice in Adult Literacy
- I&L 2223 Theory and Practice in College Reading
- I&L 2224 Practicum Adult Reading and Writing
- I&L 2225 Special Topics Reading
- I&L 2226 Special Topics Writing
- I&L 2227 Special Topics English Education
- I&L 2230 Introduction to English Education
- I&L 2231 Teaching the Language Arts
- I&L 2233 Teaching Writing
- I&L 2234 Teaching Language and Literature
- I&L 2236 Creative Dramatics
- I&L 2237 Creative Dramatics Practicum
- I&L 2238 Creative Communication in Elementary and Middle Schools
- I&L 2240 Issues in English Assessment
- I&L 2241 Language Arts Curriculum Issues
- I&L 2242 Issues in the English Curriculum
- I&L 2243 Theory and Practice in Teaching Writing
- I&L 2244 Seminar in Teaching Literature
- I&L 2245 Teaching Grammar and Usage
- I&L 2246 Theory and Practice Multicultural Literature
- I&L 2247 Structure of English
- I&L 2248 Special Topics Language and Literacy
- I&L 2249 Vocabulary Development across Discipline
- I&L 2250 Special Topics Foreign Language
- I&L 2252 Introduction to Foreign Language Education
- I&L 2253 Theoretical Approach to Foreign Language
- I&L 2255 Techniques/Procedures Foreign Language Teaching
- I&L 2256 Issues in Teaching/Learning Foreign Language (Cross-listed with FR 2973)
- I&L 2257 Foreign Language Education Theory and Practice (Cross-listed with FR 2972 and SPAN 2316)
- I&L 2258 Foreign Language in the Elementary School
- I&L 2260 Introduction to Social Studies Education
- I&L 2261 Social Studies in Elementary School
- I&L 2262 Curriculum in Social Studies Education
- I&L 2263 Instruction in Social Studies Education
- I&L 2264 Social Studies Curriculum
- I&L 2265 Issues in Social Studies Instruction
- I&L 2266 Technology in Social Studies Education
- I&L 2267 Research Social Studies Education
- I&L 2269 Special Topics Social Studies
- I&L 2270 Integrating Art and Music into the Elementary Classroom
- I&L 2271 Arts Education for Young Children
- I&L 2272 Visual Thinking/Learning
- I&L 2275 Museums As Educational Resource (Cross-listed with I&L 2330)
- I&L 2279 Special Topics Arts Education
- I&L 2290 Research Seminar in Language and Literacy
- I&L 2291 Supervised Research in Language and Literacy
- I&L 2292 Curriculum Practicum in Language and Literacy
- I&L 2297 Independent Study in Language and Literacy
- I&L 2298 Directed Study
- I&L 2299 Master Thesis Research in Language and Literacy
- I&L 2318 Advanced Photography in Education
- I&L 2323 Instructional Courseware Design
- I&L 2330 Museums As Educational Resource (Cross-listed with I&L 2275)
- I&L 2332 The Internet and Other Instructional Resources
- I&L 2340 Management of Instructional Technology
- I&L 2348 Special Topics Instructional Design
- I&L 2349 Special Topics Instructional Technology
- I&L 2364 Instructional Systems Design
- I&L 2365 Theory of Instructional Design
- I&L 2371 Learning and TV News
- I&L 2372 Visual Thinking and Learning
- I&L 2373 Children, Adolescents, and TV
- I&L 2392 Practicum Instructional Technology
- I&L 2420 Teaching Elementary Science
- I&L 2430 Introduction to Science Education
- I&L 2431 Secondary Science Methods 1
- I&L 2432 Secondary Science Methods 2
- I&L 2441 Elementary Science Education
- I&L 2443 Problems in Teaching Science
- I&L 2448 Special Topics Mathematics/Science Education
- I&L 2449 Special Topics Early Childhood Science
- I&L 2450 Special Topics Middle Grades Science
- I&L 2451 Special Topics Secondary Science
- I&L 2452 Special Topics College Science
- I&L 2453 Special Topics Early Childhood Mathematics
- I&L 2454 Special Topics Middle Grades Mathematics
- I&L 2455 Special Topics Secondary Mathematics
- I&L 2456 Special Topics College Mathematics
- I&L 2457 Special Topics Integrating Mathematics/Science
- I&L 2471 Mathematics for Secondary Teachers
- I&L 2473 Mathematics for Elementary Teachers
- I&L 2475 Elementary Mathematics Methods
- I&L 2476 Secondary Mathematics Methods 1
- I&L 2477 Secondary Mathematics Methods 2
- I&L 2478 Advanced Method of Teaching Secondary Mathematics
- I&L 2479 Introduction to Mathematics Education
- I&L 2482 Microcomputer Applications Mathematics/Science
- I&L 2484 Mathematics Problem Solving K-12
- I&L 2490 Research Seminar in Mathematics/Science Education
- I&L 2491 Supervised Research in Mathematics/Science Education
- I&L 2492 Curriculum Practicum in Mathematics/Science Education
- I&L 2495 Teaching Internship in Mathematics
- I&L 2496 Internship in Science Teaching
- I&L 2497 Independent Study in Mathematics/Science Education
- I&L 2498 Directed Study in Mathematics/Science Education
- I&L 2500 Foundations of Special Education
- I&L 2501 Students with Disabilities in Elementary Classroom
- I&L 2502 Students with Disabilities in Secondary Classroom
- I&L 2504 Issues in Emotional Disorders
- I&L 2508 Classroom Organization Procedures for Emotional Disorders
- I&L 2509 Behavior and Classroom Management
- I&L 2510 Assessment and Instruction Severe Disabilities
- I&L 2511 Curriculum and Program Development Severe Disabilities
- I&L 2512 Assessment and Instruction Mild Disabilities
- I&L 2513 Curriculum and Program Development Mild Disabilities
- I&L 2514 Adolescent and Adult with Disabilities
- I&L 2515 Medical and Physical Aspects of Disability
- I&L 2516 School Inclusion Exceptional Children and Youth
- I&L 2517 Collaboration and Consultation
- I&L 2520 Curriculum and Resources for Mainstreaming
- I&L 2521 Advanced Principles and Techniques Behavior Management
- I&L 2522 Education of Seriously Emotionally Disturbed Advanced Instructional Skills
- I&L 2528 Education of Children with Learning Disabilities
- I&L 2534 Orientation and Mobility for Classroom Teachers
- I&L 2535 Education of Children with Visual Disability 1
- I&L 2536 Education of Children with Visual Disability 2
- I&L 2537 Anatomy, Physiology of Eye Disorders
- I&L 2538 Technology for Children with Visual Disabilities
- I&L 2540 Foundations of Orientation and Mobility
- I&L 2541 Program Development Orientation and Mobility
- I&L 2543 Braille
- I&L 2544 Nemeth Code/Abacus
- I&L 2546 Survey of Deafness and Deaf Education
- I&L 2548 Special Topics Special Education
- I&L 2549 Lesson Design and Instruction Deaf/Hard of Hearing
- I&L 2550 Language Development Deaf/Hard of Hearing
- I&L 2551 Methods of Language Teaching Deaf/Hard of Hearing
- I&L 2553 Sign Language 3
- I&L 2554 Sign Language 4
- I&L 2555 Speech Development Deaf/Hard of Hearing 1
- I&L 2556 Speech Development Deaf/Hard of Hearing 2
- I&L 2557 Sign Language 1
- I&L 2558 Sign Language 2
- I&L 2559 Auditory Management Deaf/Hard of Hearing
- I&L 2560 Early Education of Children with Disabilities
- I&L 2561 Assessment/Early Intervention Infants and Toddlers
- I&L 2562 Assessment/Early Intervention Preschoolers
- I&L 2563 Seminar: Inclusion in Early Childhood
- I&L 2581 Special Topics Education Children Visual Disability
- I&L 2582 Family and Professional Partnerships
- I&L 2583 Education of the Multi-Handicapped Deaf
- I&L 2584 Special Topics Deafness
- I&L 2585 Special Topics Severe Disabilities
- I&L 2586 Special Topics Mild Disabilities
- I&L 2587 Special Topics Inclusion
- I&L 2588 Special Topics Vision Studies
- I&L 2589 Special Topics Orientation and Mobility
- I&L 2590 Research Seminar in Special Education
- I&L 2591 Supervised Research in Special Education
- I&L 2592 Curriculum Practicum in Special Education
- I&L 2593 Field Experience in Special Education
- I&L 2594 Interdisciplinary Leadership Seminar in Developmental Disabilities
- I&L 2595 Interdisciplinary Leadership Seminar in Developmental Disabilities II
- I&L 2596 Internship in Special Education
- I&L 2597 Independent Study in Special Education
- I&L 2598 Directed Study in Special Education
- I&L 2599 Master's Thesis Research in Special Education
- I&L 2700 Special Topics
- I&L 2701 Special Topics English Education
- I&L 2702 Special Project for Language Education
- I&L 2703 Special Topics Reading
- I&L 2705 Practicum in Elementary Education
- I&L 2706 Teaching Lab Elementary
- I&L 2707 Field Seminar in Early Childhood Education
- I&L 2708 Field Seminar in Elementary Education
- I&L 2709 Field Seminar in Secondary Education
- I&L 2720 Practicum in English Education
- I&L 2721 Practicum in Communications
- I&L 2722 Practicum in Foreign Language
- I&L 2723 Practicum in Social Studies Education
- I&L 2725 Teaching Lab English
- I&L 2726 Teaching Lab Communications
- I&L 2727 Teaching Lab Foreign Language
- I&L 2728 Teaching Lab Social Studies
- I&L 2740 Practicum in Mathematics Education
- I&L 2741 Practicum in Science Education
- I&L 2742 Technology Workshop for Mathematics Teachers
- I&L 2746 Teaching Lab Mathematics
- I&L 2747 Teaching Lab Science
- I&L 2749 Technology in Teaching Science Education
- I&L 2750 Field Practicum Orientation and Mobility
- I&L 2751 Observation Practicum Mentally/Physically Disabled
- I&L 2755 Professional Seminar Mentally/Physically Disabled
- I&L 2800 Student Teaching Early Childhood Education
- I&L 2801 Student Teaching Elementary Education
- I&L 2802 Professional Development Workshop
- I&L 2820 Student Teaching English
- I&L 2821 Student Teaching Communications
- I&L 2822 Student Teaching Foreign Language
- I&L 2823 Student Teaching Social Studies
- I&L 2824 Student Teaching Seminar in English
- I&L 2825 Student Teaching Seminar in Communications
- I&L 2826 Student Teaching Seminar in Foreign Language
- I&L 2827 Student Teaching Seminar in Social Studies
- I&L 2830 Advanced Teaching Practicum in English
- I&L 2831 Advanced Teaching Practicum in Communications
- I&L 2832 Advanced Teaching Practicum in Foreign Language
- I&L 2833 Advanced Teaching Practicum in Social Studies
- I&L 2840 Student Teaching in Mathematics
- I&L 2841 Student Teaching in Science
- I&L 2842 Student Teaching Seminar in Mathematics
- I&L 2843 Student Teaching Seminar in Science
- I&L 2844 Advanced Teaching Practicum in Mathematics
- I&L 2845 Advanced Teaching Practicum in Science
- I&L 2850 Practicum Preschool
- I&L 2851 Practicum Deaf
- I&L 2852 Practicum Infants and Toddlers
- I&L 2853 Practicum Mentally/Physically Disabled Mild
- I&L 2854 Practicum Mentally/Physically Disabled Severe
- I&L 2855 Practicum Socially/Emotionally Disturbed
- I&L 2856 Practicum Education of Children Visual Disability
- I&L 2857 Practicum Orientation and Mobility
- I&L 2858 Mentally/Physically Practicum Seminar
- I&L 2859 Student Teaching Seminar in Special Education
- I&L 2880 Internship Communications
- I&L 2881 Internship English
- I&L 2882 Internship Foreign Language
- I&L 2883 Internship Social Studies
- I&L 2890 Advanced Teaching Practicum
- I&L 2895 Internship Elementary Education
- I&L 2896 Prestudent Teaching Practicum
- I&L 2901 Nature of the Young Child
- I&L 2902 Teaching Primary-Aged Children I
- I&L 2903 Teaching Primary-Aged Children II
- I&L 2904 Teaching Preschool Children
- I&L 2905 Teaching Infants/Toddlers
- I&L 2906 Seminar: Community Resources Young Children and Families
- I&L 2908 Seminar: Early Childhood Education
- I&L 2910 Early Childhood Education Programs
- I&L 2911 Arts for Early Childhood Program
- I&L 2912 Managing Early Childhood Education Settings
- I&L 2914 Models of Teaching
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