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The Dwight Schar College of Education

Programs are offered through the Department of Teacher Education and Doctoral Studies and Advanced Programs


Lisa Vernon-Dotson

Director of Fields and Partnerships

Laura Kanney

Elyria Field Coordinator

Neely Powell

Coordinator of Data Analytics, Blackboard and Test Preparation

Mitchell Slater

Director of Accreditation and Educator Preparation

Lisa Weller

Director of Licensure and Student Success and Interim EDD Director

Rick Breault

Faculty by Department

Department of Teacher Education

Chair, Stephen Denney, Assistant Professor

Carla Abreu-Ellis, Professor

Jason Ellis, Professor

Maria Sargent, Professor

Fredrick Burton, Associate Professor

Sathiyaprakash Ramdoss, Associate Professor

Amy Crawford, Assistant Professor

Terri Jewett, Professional Instructor

Department of Doctoral Studies and Advanced Programs

Chair, Jennifer Groman, Associate Professor

Amy Klinger, Professor

Cathryn Chappell, Associate Professor

Rosaire Ifedi, Associate Professor          

Erik Kormos, Assistant Professor

Sharon Russell, Assistant Professor

Patricia Farrenkopf, Professional Instructor

David Karl, Professional Instructor

Amanda Klinger, Professional Instructor

Mission of the College

The Dwight Schar College of Education guides all students through innovative and diverse field-based experiences that are grounded in theory and result in skilled and responsive practitioners, well-prepared to meet tomorrow’s challenges.


Accent on the Individual – Candidates in the Dwight Schar College of Education (DSCOE) understand how individuals are shaped by social, economic, and psychological factors as well as gender and other characteristics. They appreciate the diverse talents, cultural understanding, and experiences of all individuals.

Collaboration – Candidates in DSCOE listen carefully to other members of the learning community (faculty members, students, school personnel, and human service professionals). They share information and insights in order to clarify and deepen their understanding to improve society.

Knowledge – Candidates in DSCOE continually pursue new understandings about the world and communicate the humanistic and spiritual value of learning. They draw on this knowledge to create meaningful learning experiences that employ appropriate technology and are differentiated to respond to the wide diversity among students.

Reflection – Candidates in DSCOE use reflection as a tool to find stability in the midst of change. They demonstrate reflection by identifying professional strengths and needs and by planning for professional growth to improve future performance.

Ethics – Candidates in DSCOE assume responsibility to be active in improving their profession. They can articulate a moral framework from which they derive standards of professional behavior in teaching, in research, and leadership studies.

Student Learner Outcomes

Guiding Principle 1: Practitioner- and Field-Based Experiences, Core to All Programs, Link Theory and Practice

Candidates apply theory and practice within a professional environment.

Guiding Principle 2: Partnerships with External Stakeholders Broaden Insights and Support Student Success

Candidates collaborate with stakeholders to impact the success of diverse individuals and organization.

Guiding Principle 3: Pedagogical and Content Expertise Lead to Positive Outcomes within Diverse Learning Environments

Candidates demonstrate pedagogical and content expertise when working within a diverse professional environment.

Guiding Principle 4: A Culture of Assessment Creates Avenues for Reflection, Leading to Excellence

Candidates make data-driven decisions within a professional environment.

Guiding Principle 5: Ethical Development

Candidates apply principles of integrity and ethical decision making within a professional environment.

Degree Offered

Bachelor of Science in Education

Accreditation of the College

The teacher education programs have been approved by the Ohio Department of Higher Education. The Dwight Schar College of Education at Ashland University is accredited by the Council for the Accreditation of Educator Preparation (CAEP) 1140 19th Street, N.W. Suite 400, Washington, DC 20036. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. CAEP is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.

These two agencies serve to (a) assure the public that Ashland University offers an educator preparation program that meets national standards of quality, (b) ensure that children and youth are served by well-prepared school personnel, and (c) advance the teaching profession through the improvement of teacher education programs. Licensure requirements are subject to the authority of the Ohio State Department of Education and Ohio law. Course and field experiences may change, subject to requirements approved by the Ohio Department of Higher Education and/or Ohio law.

Title II, section 207, of the 1998 Amendments to the Higher Education Act of 1965, requires that institutions of higher education that conduct teacher preparation programs must report their licensure test pass rate to the public. The Ashland University and Ohio licensure test pass rate information is available at this website:

Student Honor Society

Kappa Delta Pi, an international honor society in education, honors education majors who have maintained a 3.0 average overall, a 3.5 in education courses, who have completed 30 hours, and who are outstanding in campus leadership.

Policies related to Maintaining Good Standing in the Teacher Education Program:

  1. The student is expected to achieve a minimum 2.5 GPA for the Institutional and Major GPAs for all programs; and Concentrations GPAs for Middle Grades licenses.

  2. If, at any time, the student’s Institutional GPA, Major GPA, and/or Concentrations for Middle Grades GPA’s fall below the 2.5 requirement, the student must meet with his or her faculty advisor and complete the "Student Interview and Action Plan Form." This form requires that the student meets with their academic advisor and develop an action plan. This form is to be signed by the student, faculty advisor, and the department chair. This form is to be kept by the faculty advisor and a copy is to be submitted to the Director of Quality Assurance and Accreditation in the College of Education

  3. A grade of C or higher is required in each professional education course required for the Licensure Program. Any teacher education student who receives a grade lower than a C must retake the course.

College of Education Program Gateways

All education students must meet the requirements for a set of distinct and specific Gateways throughout their programs. These Gateways ensure that students are meeting both internal and external expectations for successful program completion, as well as state/national accreditation standards and Ohio teacher licensure requirements.

  • Gateway I – Admission to first field experience

  • Gateway II – Admission to Teacher Education

  • Gateway III – Admission to Internship (aka, Student Teaching)

  • Gateway IV – Exit from Internship

  • Gateway V – Recommendation for Licensure

Gateway requirements* may include:

  • Meeting application deadlines

  • Following program outlines by enrolling in/completing appropriate courses

  • Successfully meeting course minimum grades

  • Meeting all College of Education program and testing requirements

  • Submitting current and/or updated Bureau of Criminal Investigation (BCI) and Federal Bureau of Investigation (FBI) background checks

  • Achieving an overall minimum GPA

  • Achieving minimum GPAs for program(s)/specialty area(s)

*See the COE Field Website page for more information.

Description of Majors

Majoring in a given field of education will enable students to become knowledgeable of the content and pedagogy needed to teach within various learning environments. The students must also complete additional requirements to obtain a teaching license. These requirements include passing appropriate licensure exams, completing background checks, and successfully meeting additional criteria as determined by the College of Education and the Ohio Department of Education.

Programs (Licensures unless otherwise indicated)

Primary Grades/Intervention Dual Program (PK-5) 

Educational Studies (non-licensure)

Middle Grades 4-9 (Students choose two):

  • Language Arts

  • Mathematics

  • Science

  • Social Studies

Middle Childhood/Intervention Specialist Dual Program:

(By Cohort Only) (Choose Two)

  • Language Arts

  • Mathematics

  • Science

  • Social Studies

AYA Grades 7-12

  • Integrated Language Arts/English

  • Integrated Science

  • Integrated Social Studies

  • Integrated Math


  • Art

  • Music

Intervention Specialist

  • Intervention Specialist Mild/Moderate (K-12)

  • Intervention Specialist Moderate/Intensive (K-12)

  • Intervention Specialist Mild/Moderate (K-12) & Intervention Specialist Moderate/Intensive (K-12)-Dual Licensure


  • Online Teaching and Instructional Technology Endorsements

  • Early Childhood 4-5 Generalist, limited to candidates in PK-3 licensure

Checklists of requirements for each program can be obtained from the Center for Academic Support Office, 7th floor of the Library.

Education Courses and Descriptions

See Course Descriptions section of catalog.