Notre Dame College offers the following graduate program:

Select this link for M.Ed. with License/Endorsement

Program Philosophy

The Master of Education program expands the educational foundation of Notre Dame College in emphasizing the preparation of master teachers. It provides a solid grounding in the philosophical foundations of classroom teaching through an in-depth exploration of pedagogical skills and their implications and through the opportunity to design and complete a final research project. Findings from the field of cognitive psychology provide a central focus of the program.

Notre Dame's Graduate Teacher Education program addresses crucial issues in the professional development of teachers for today's classrooms. The program seeks to assist the individual in becoming a master teacher by emphasizing:

• the professional development of the teacher;
• the worth of the individual student;
• thorough instruction in content and pedagogy, and
• the importance of addressing the moral, ethical, and social issues which influence education and the work of the teacher.

In addressing these needs, the administration, faculty, and staff are committed to:

• Creating and maintaining an environment supportive of intellectual investigation, spiritual maturity, professional competence, social responsibility, aesthetic awareness and healthful living;
• Modeling professional practitioner behavior in day-to-day efforts;
• Providing quality classroom instruction;
• Engaging students in inquiry on major issues and challenges facing the profession;
• Supportive research efforts which have implications for effecting change in classroom practices and
• Conducting all interpersonal interactions in a spirit of caring and compassion

Graduate Faculty

Notre Dame College faculty members in the Division of Education are drawn from the ranks of experienced professionals. Full-time faculty members combine outstanding academic credentials with classroom experience, a dedication to teaching and the pursuit of academic research. Their ranks are supplemented by adjunct faculty, professionals who enrich the classes with insights drawn from current practice and professional expertise.

Admissions Requirements

• A bachelor's degree in an education-related field from an accredited college or university;
• Submission of official transcripts of most recent college work;
• Submission of copies of valid teaching credentials;
• Completion of application form for formal admission into the program;
• A minimum undergraduate grade point average of 2.75 on a 4.00 scale

Admissions forms are available from the Office of Adult and Graduate Admissions, located in the Administration Building. Please access the Graduate Admissions section of the site for further admissions information, or contact the Office of Adult and Graduate Admissions at (216) 373-6337, email to gradadmissions@ndc.edu.

Course Offerings

ED 501 Integrating Technology Across the Curriculum 3 cr.
An intermediate course which further develops electronic communications with emphasis on Internet resources, Telnet and e-mail; issues of productivity and interactive technologies; evaluation of software programs; guidelines for selecting Internet services, and pertinent educational sites on the Internet; additional use of assistive technology for students with special needs; and overview of more advanced troubleshooting across the P-12 curriculum. Clinical/field experience required. Prerequisites: ED 504 and basic understanding and use of computer applications. (Pretest) Fall, Spring Summer

ED 502 Multimedia Integration for Instruction 3 cr.
An advanced course that emphasizes multimedia packages, in-depth application of productivity, interactive technologies, variety of media presentation, authoring packages, participation and planning of collaborative projects, use of imaging devices such as scanners, digital cameras with computer systems and software, and development of instructional and learning materials that enhance the learning environment. Clinical/field experience required. Prerequisites: ED 501 or its equivalent. Spring

ED 503 Social, Cultural Issues in Education 3 cr.
The purpose of this course is to examine education as a social/cultural phenomenon and the implications of this perspective for schooling, multicultural education, educational development, and the process of teaching and learning. Students will explore materials, experiences, and their own insights as well as the influences of political, economical and religious variables on education and schooling and will critique relevant case studies. Summer Fall

ED 504 Psychological Implications for the Educational Professional 3 cr.
A study of the theory and principles of psychology that have contributed to effective teaching and learning. Included will be such topics as mastery learning, cognitive psychology, task analysis, information processing, hierarchal structures, formative and summative evaluation, and norm and criterion referenced measures. Students are expected to design, implement and evaluate an instructional program. Summer Fall

ED 506 Introduction to Educational Research 3 cr.
Study of the fundamentals of research design and criticism and the APA format. Course includes activities focused on the critical analysis of published research. Spring.

ED 510 Foundations in Mild/Moderate Disabilities 3 cr.
Instruction to the field of special education based on current and past theories, definitions, terminology, etiology, cultural factors; focus on the characteristics and needs of persons with mold/moderate disabilities from preschool through adulthood; family and school issues related to identification; curriculum development; transition; and evolution of a personal educational philosophy and awareness of professional strengths and weaknesses in relation to mild/moderate disabilities. In collaboration with the professor, individual projects will address moderate to intensive needs of special learners. Clinical/field experience required. Summer Fall.

ED 521 The Role of Phonics in Reading 3 cr.
Nature and role of word recognition in proficient reading. Rationale and methods of assessment and instruction of phonemic awareness, decoding, spelling and their application in reading and writing. Identification of deficits in each area and their relationship to reading disabilities. Fall Spring Summer

ED 525 Foundations of Reading Instruction 3cr.
Study of the major theories and instructional practices that have been used in the diagnosis and correction of reading disabilities. Students will be introduced to the major reading journals and library resources in the field, through which they will develop a strong knowledge base in the area of reading. Readings will include the major areas of reading research, including both theoretical models and effective teaching strategies that have been employed in the diagnosis and correction of reading disabilities. Summer

ED 535 Critical Reading in the Content Areas PK-12 3 cr.
An exploration of content literacy enabling students to be able to use reading, writing, talking, listening and viewing processes to enhance subject matter across the curriculum. Assessment of text for instruction, responding to linguistic and cultural differences, creating instructional plans, developing thematic units and formulating text interactions through instructional strategies to help students read, explore and study content area texts. Fall, Summer

ED 553 Assessment in Special Education 3 cr.
Purposes and types of assessment used for students with special learning needs; selection, administration, scoring and interpretation of formal and informal test instruments for basic academic, social/emotional, vocational and perceptual skills; survey of alternative assessment techniques and their application for monitoring progress. Clinical/field experience required. Fall Summer

ED 554 Instructional Strategies for Mild/Moderate Disabilities 3 cr.
Building individualized education programs (IEPS) based on assessment data; procedures in planning and monitoring instruction; choosing and developing materials, integration of technology; development of teaching strategies in language arts and arithmetic; subjects for children with learning problems; and preparation of students for inclusion and/or transition. Clinical/field experience required. Prerequisites: ED 510 or permission of instructor. Fall, Spring

ED 556 Reading Strategies and Intervention 3 cr.
Focuses on strategies, assessments, and procedures to identify and remediate the reading process within the classroom or in small group situation. Emphasis will be applied to the literacy processes of decoding, vocabulary, comprehension, fluency, spelling, written expression and literature selection. Literacy acquisition for expository and narrative materials will be explored to aid the diverse reader. Delivering instruction to create a community of readers and writers with emphasis on the interacting factors that relate to reading difficulty. Spring Summer

Ed 557 Diagnosis and Correction of Reading Problems 3 cr.
The course will focus on the identification of severe reading disabilities, analysis of intervention programs, and administering formal and informal assessment. A study of the components of effective reading instruction for the disabled reader along with principles of corrective instruction will be learned. Spring Summer

ED 605 Curriculum Development for Practitioner 3 cr.
Study of essential structural components of curriculum and the role of the educator in making curriculum decisions. Issues related to curricular theory, differentiated instruction, and the formulation of curriculum design will be explored. Summer

ED 607 Research Design 3 cr.
The discussion, development and completion of the first three chapters of the research project. Three (3) semester hours. Spring Summer

ED 614 Student Teaching/MMIS 6 cr.
This course is the required 15 weeks of student teaching for post-baccalaureate candidates seeking their first or initial teaching license in the area of Mild/Moderate/Intensive Specialist program. Student teaching is to take place in an appropriate classroom setting arranged by the Placement Coordinator and approved by the program director. A bi-weekly seminar is required. Fall, Spring

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