Non Degree Seeking Students
Kick-start Your Education or Enhance Your Skill Set
Ashland University’s College of Education offers non-degree-seeking students the ability to enrich their learning without the commitment associated with a full-time degree program. Our non-degree seeking students utilize these courses as opportunities for personal enhancement, career improvement, and academic advancement without applying for admission as degree-seeking student.
Benefits of Being a Guest Non-Degree Student
- Fully online classes.
- Graduate credits earned by taking courses as a non-degree student may be transferred into our degree-seeking and licensure programs. Courses must correspond with program requirements.
- Freedom to follow your interests without the restraint of program requirements.
Classes We Offer for Non-Degree Seeking Students and Guest Students:
EDAD 552: School Law and Ethics: A course in basic school law related to teaching and school administration. Non-degree-seeking students have the chance to learn about the legal and ethical principles originating in constitutional statutory, judicial, and common law relevant to the curriculum, contracts, personnel administration, liability, pupil, and employee rights and finance.
EDAD 693: School Finance: This course is designed to provide the practicing administrator with the background necessary to predict revenues, construct budgets, monitor spending plans, and conduct school levy campaigns. Students will construct a broad theoretical knowledge base pertaining to financial issues as well as basic skills to work successfully with district fiscal management of local, state, and federal funding.
EDEC 540: Phonics and the English Language: This course focuses on the nature and role of phonics and word recognition in proficient reading and spelling. It explores the theories and controversies surrounding the role of phonics in reading instruction and emphasizes the graphic-phonemic patterns and structures of the English language. Students will learn how to incorporate phonics in meaningful contexts as part of an overall literacy program.
EDFN 533: Culturally and Linguistically Diverse Learners: Social, Historical, and Legal Issues Related to the Education of English Language Learners: This course explores historical, social, and policy issues surrounding the education of diverse learners, particularly English Language and limited English proficient learners in K-12 settings in the U.S. With the population changes and demographics realities of the 21st Century, educational professionals will be better prepared by investigating theories and themes of cultural identity, intragroup differences, migration, language use, and how these factors intersect with school performance. This course will emphasize the roles of school in collaboration with family and community structures to elicit strengths and enhance positive outcomes for students.
EDIS 579: Special Education Law, Policies, and Procedures: The class covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion for students with disabilities. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. The course includes procedures specific to programs for learners with a need for educational intervention. It also addresses topics such as relationships between school personnel and parents, funding sources, consultative procedures, interpersonal communication skills, enhancing team performance, and cultural and linguistic diversity.
EDIS 546: Introduction to Educational Intervention: This course is designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with a need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives, and professional resources will be emphasized.
EDAD 603: Adult Development Continuity and Change: A course designed to provide leaders of professional enterprises with a foundation of knowledge and experience that will enable them to develop programs of development and renewal based on the principles and theories of human lifespan development and learning.
EDFN 521: The Theory and Practice of Curriculum Development: Students examine the impact of curriculum theories and practices, including contemporary curriculum discourses; technology utilization and management; major groups and individuals in society who influence curriculum; trends and innovations in curriculum, approaches to evaluation of curriculum experiences; professional techniques of curriculum development; and the role of students, teachers, administrators, scholars, parents, and other groups in shaping curriculum. Current literature and research are emphasized.
EDCI 566: Advanced Studies of Adolescent Literacy Development: This course is designed to promote advanced study of literacy development at the middle/secondary school levels. Course participants will investigate adolescent literacy development and effective teaching practices by applying theoretical understandings of literacy and adolescent development. They will develop the ability to gather and use assessment data and to make appropriate instructional and programmatic decisions and to create effective literacy learning environments for adolescents.
EDEC 567: Advanced Methods of Literacy: This course is designed to broaden and deepen knowledge of current trends and research-based instructional practices and assessment tools and the goals of the Common Core Standards for English Language Arts. The major focus of the class will be to examine the K-12 literacy curriculum across all three tiers of instruction/intervention, evaluate coherence and appropriateness, and determine how the tiers work together to provide a cohesive curriculum.
EDEC 669: Assessment and Evaluation of Young Children with Special Needs: A comprehensive course designed to address pertinent issues, as well as the procedures, assessment and evaluation of young children who are at-risk and/or handicapped. Participants will be involved in local programs that service families of at-risk and/or handicapped young children.
EDCI 522: Teaching and Learning in the 21st Century: This course provides teachers with an overview of how theoretical and curricular foundations have evolved to form the current 21st century model of classroom instruction. It provides practical instruction on how key technologies are being utilized to meet the needs of the 21st century student. Instructors provide a theoretical framework for technology integration that find praxis with critical thinking and problem solving, communication, collaboration, and creativity and innovation. The meshing of instructional methods, curriculum, and technology are the thematic focal points of content with a practical emphasis on learning how these technologies work.
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The total cost per credit hour for Ashland University’s Non-Degree and Guest program is $600 per credit hour.