Nanotechnology Research

Nanotechnology Research

Center for Nanotechnology

Mon - Fri: 9:00 a.m. to 5:00 p.m.
Science and Technology Center Room 360

The Center for Nanotechnology in the Natural Science Department at Coppin State University is involved in innovation work on a number of fronts including dye sensitized solar cell studies, Gold nanaparticle work, and Terahertz Spectroscopy.

Dye Sensitized Solar Cell Research

Firstly, the center is actively engaged in cutting-edge dye sensitized solar cell research. Dye sensitized solar cells are third generation solar cells that are fabricated from simple materials and are generally less expensive and environmentally friendly. In this research effort, different organic and synthetic dyes are being used to harness solar energy for the production of electricity. The nanotechnology center is equipped with the state-of-the-art instrumentation such as solar simulator, potentiostat, and a spin coater which are very critical to the advancement of this particular type of research.

Different projects involving different components of dye sensitized solar cells have been carried out to improve the efficiency of solar cells. The following are examples:

Fabrication, Optimization and Characterization of Natural Dye Sensitized Solar Cell

The dyes extracted from pomegranate and berry fruits were successfully used in the fabrication of natural dye sensitized solar cells (NDSSC). The morphology, porosity, surface roughness, thickness, absorption and emission characteristics of the pomegranate dye sensitized photo-anode were studied using various analytical techniques including FESEM, EDS, TEM, AFM, FTIR, Raman, Fluorescence and Absorption Spectroscopy. Pomegranate dye extract has been shown to contain anthocyanin which is an excellent light harvesting pigment needed for the generation of charge carriers for the production of electricity. The solar cell’s photovoltic performance in terms of efficiency, voltage, and current was tested with a standard illumination of air-mass 1.5 global (AM 1.5 G) having an irradiance of 100 mW/cm2. After optimization of the photo-anode and counter electrode, a photoelectric conversion efficiency (η) of 2%, an open-circuit voltage (Voc) of 0.39 mV, and a short-circuit current density (Isc) of 12.2 mA/cm2were obtained. Impedance determination showed a relatively low charge-transfer resistance (17.44 Ω) and a long lifetime, signifying a reduction in recombination losses. The relatively enhanced efficiency is attributable in part to the use of a highly concentrated pomegranate dye, graphite counter electrode and TiCl4 treatment of the photo-anode.

Photophysical properties of near-IR cyanine dyes and their application as photosensitizers in dye sensitized solar cells

Eight heptamethine cyanine dyes were synthesized and investigated for application in dye sensitized solar cell. The photophysical properties of the dyes revealed differences in optical properties with respect to their structure. The performance of the cyanine dye-sensitized solar cells conformed to the photophysical properties of the cyanine dyes.

Photophysical, Electrochemical and Photovoltaic Properties of Porphyrin-Based Dye Sensitized Solar Cell

ABSTRACT

 Porphyrins occur in a number of important biomolecules and are also synthetically made for use as probe component of chemical and biological sensors. The performance of dye sensitized solar cells with two different porphyrin dyes was investigated in this work. The two porphyrin complexes comprised of a metal-free 5, 10, 15, 20-meso-tetrakis-(9H-2-fluorene-yl) porphyrin (H2TFP) and its Zinc complex (ZnTFP). UV-Vis, Fluorescence, and Fourier transformed infrared measurements of the two dyes were carried out to evaluate their absorption, emission and binding characteristics. Both dyes absorbed light in the UV-visible region all the way to the near-infrared. The surface morphology and elemental analysis of the porphyrin dye sensitized photoanodes were determined using Field Emission Scanning Electron Microscopy Imaging and Transmission Electron Microscopy Imaging. Cyclic voltammetry studies, current-voltage characteristics and the electrochemical impedance spectroscopic studies were also carried out. Solar-to-electric energy efficiency of H2TFP dye sensitized solar cell was higher (0.11%) than that of the zinc complex (0.08%). Thus the metal free porphyrin generated more power than the zinc complex under similar conditions. The impedance measurement also displayed less overall resistance for the free porphyrin (50 Ω) compared with the zinc complex (130 Ω). The LUMO levels of H2TFP and ZnTFP sensitizers were −0.87 eV and −0.77 eV respectively. Both of these LUMO values are higher than the lower bound level of the conduction band of TiO2 (−4.0 eV), ensuring the efficient injection of an electron from the excited porphyrin dye to the conduction band of the titanium dioxide.

Synthesis and Characterization of Free and Copper (II) Complex of N,N′-Bis(Salicylidene)Ethylenediamine for Application in Dye Sensitized Solar Cells

ABSTRACT

Dye sensitized solar cell represents a promising method for the conversion of solar energy to electric energy. In the present work free N,N'-bis(salicyli-dene)ethylenediamine and its copper (II) complex were synthesized, characterized, and investigated for use as dye sensitizers in the fabrication of dye sensitized solar cells. The dyes were characterized using UV-Vis, Steady State Florescence, and Fluorescence Lifetime, Thermogravimetric Analysis, Differential Scanning Calorimetry, and Cyclic Voltammetry. The thermogravimetric analyses of the ligand and the ligand Copper complex demonstrate the stabilizing effect of the copper ion on the ligand complex. Additionally, the copper ion is shown to stabilize the structure, as evidenced by the 150oC increase in the extrapolated onset temperature of the decomposition event. The ligand copper complex is further stabilized by the presence of the copper, which is determined by the 6.34% residue that remained at the end of the thermogravimetric analysis, compared with 0% residue when applying the same condition for the ligand without copper. The current-voltage characteristics of the cells and the electrochemical impedance were determined. The photovoltaic performance of the solar cell devices fabricated using N,N'-bis(salicylidene) ethylenediamine dye was found to be slightly better than those produced from the copper complex. The solar to electric power efficiency of the ligand-based dye sensitized solar cell was 0.14% and that of the copper complex was found to 0.12%. Although the difference in the cell efficiency is quite small, it is obvious that the insertion of Copper into the ligand did not enhance the performance of the solar cells. The photocurrent-photovoltage results are consistent with the absorption spectra that showed a more prominent band for the ligand. The free hydroxyl groups, present in the ligand but absent from the copper complex owing to their coordination with the copper metal, could be responsible for the difference in the performance of the devices. The hydroxyl groups get attached to the TiO2 and facilitate the transfer of electrons.

Comparison of the Performance of Dye Sensitized Solar Cells F abricated with Ruthenium Based Dye Sensitizers: Di-tetrabutylammonium cis-bis(isothiocyanato)bis(2,2’-bipyridyl-4,4’-dicarboxylato)Ruthenium(II) (N719) and Tris(bipyridine)Ruthenium(II) Chloride(Rubpy)

The photovoltaic performance of two ruthenium based dyes was measured and compared to assess the effect of anchoring groups on the current-voltage characteristics of dye sensitized solar cells. One of the two dyes, Di-tetrabutylammonium cis-bis(isothiocyanato)bis(2,2’-bipyridyl-4,4’-dicarboxylato)ruthenium(II), (N719) had an anchoring group - and the other, Tris(bipyridine)ruthenium(II) chloride (Rubpy), without an anchoring group. N719 showed a higher efficiency compared to Rubpy. The results were validated by density functional calculation.


Terahertz Research

Terahertz radiation, also known as “terahertz gap” is the frequency band (~0.1 THz to ~ 10 THz) sandwiched between the far infrared and microwave region of the electromagnetic spectrum. Terahertz radiation stimulates various resonances when they interact with different types of materials producing signals characteristic of the specific interaction between the radiation and the material. Until recently, terahertz technology received very little attention due to the difficulty in accessing, manipulating and detecting the radiation. New advances in technology, over the past couple of decades, have opened the door for an efficient and cost effective means of generating and detecting terahertz radiation. Terahertz spectroscopy is complementary to techniques such as Raman and infrared spectroscopy. The radiation is invisible, low energy, non-ionizing, noninvasive, and comparatively transparent to many materials with few exceptions such metals and liquid water. These properties make it safe and suitable for use in a myriad of application including the analysis of biological structures in their native state. Current applications of Terahertz include Spectroscopic analysis, imaging, material characterization, pharmaceutical product analysis, detection of concealed weapons, detection of diseases, and general inspection of products.

Terahertz Technology Research in Dye Sensitized Solar Cells (DSSC)

Another leading-edge research effort involves the use of terahertz radiation for the characterization of a variety of materials, chief among them being semiconductor devices. Terahertz radiation is in a region of the electromagnetic spectrum between infrared and microwave. Until recently, research involving terahertz radiation has been minimal due to the lack of sources for the generation and detection of the radiation. Recent discovery of sources for terahertz generation and detection has spurred innovative work in this area of research. Terahertz has the potential for biological analysis and also for security screening at airports and other restricted locations because they are able to generate images while being non-ionizing and less hazardous compared to X-rays.  We have used Terahertz radiation to characterize semiconductor materials and the photoanode component of dye sensitized solar cells.

Terahertz Technology Research with gold nanoparticles Research

In this work, we are investigating the use of a Terahertz multispectral reconstructive imaging technique to measure the size of individual gold nanoparticles and accordingly the number of unit cells in a given gold nanoparticle. Terahertz multispectral reconstructive imaging technique was used to measure the diameter of individual gold nanoparticles and by extension the number of unit cells and gold atoms in a given gold nanoparticle. The size as determined by Terahertz imaging was comparable, within limit of experimental error, to the size determined via Transmission electron microscopy. Terahertz radiation is non-ionizing and terahertz imaging instrumentation less expensive compared withelectron microscopes.

Energy Storage and its Application in Transportation

"The Solar Light Rail" is a proposed power supply method for a 100% renewable energy light rail system. A prototype model experimentation was carried out and confirmed that the proposed power supply method was effective.


Synthesis and Characterization of Reduced Graphene Oxide and their Application in Dye Sensitized Solar Cells

Reduced graphene oxide has certain unique qualities that make them versatile for a myriad of applications. Unlike graphene oxide, reduced graphene oxide, is a conductive material and well suited for use in electrically conductive materials such as solar cell devices. In this study we report on the synthesis of graphene oxide as well as the fabrication and characterization of dye sensitized solar cell with a photoanode which is an amalgam of reduced graphene oxide and titanium dioxide. The synthesized reduced graphene oxide and the corresponding photoanode were fully characterized using ultraviolet-visible, Fourier transform infrared (FTIR) and Raman Spectrometry. The morphology of the sample was assessed using Atomic Force Microscopy, Field Emission Scanning Electron Microscopy, and Transmission Electron Microscopy and Energy dispersive X-ray spectroscopy. The photovoltaic characteristics were determined by photocurrent and photovoltage measurement of the solar cell. The electrical impedance of both sets of devices were also evaluated. Overall, the solar to electric power efficiency of the device with reduced graphene oxide was higher (2.02%) than the sample without the reduced graphene oxide (1.61%).


Simulated Multi-junction Solar Cell

Photovoltaic technology is an important source of alternative energy. Researchers at Coppin State University have managed to simulate high-efficiency solar cells using a multi-junction design.

 Research work at the center for nanotechnology resulted in production of most efficient simulated multi-junction solar cell


Gold Nanoparticle Research

The center is also involved in nanoparticle research. New methods have been developed at the center for the size analysis of gold nanoparticles. Gold nanoparticles have also been synthesized and used for energy transfer studies. Another innovative work with nanoparticles involves their use as a contrast agent for imaging studies of heart disease and cancer. These gold nanoparticles are also being conjugated to MRI contrast agents such as gadolinium chelates and fluorophores such as indocyanine green for MRI and fluorescence imaging, respectively. Brand-new instrumentation such as Transmission Electron Microscope, Scanning Electron Microscope, Atomic Force Microscope, Absorption and Emission Spectrophotometers have facilitated the work at the center.

Terahertz spectroscopic studies of quantum dots-conjugated gold nanoparticles

Composite structures of metal nanoparticles and semiconductor nanomaterials present unique properties that have made them candidates for various applications. The properties of these hybrid structures to a large extent depend on the design and specific material used in to produce them. Here, we present work on the synthesis and characterization of CdSeS/ZnS quantum-dot–gold nanoparticles hybrids (denoted as QD-GNP) and studies on their interaction with terahertz radiation. The prepared QD-GNPs were characterized using UV-vis spectroscopy (UV-vis), Dynamic Light Scattering (DLS), Transmission Electron Microscopy (TEM), Fluorescence Spectrometry and Photoluminescence Lifetime measurement.  The wavelength of maximum absorption of the gold nanoparticles was 520 nm while that of the quantum dot was 609 nm. The peak absorption band of the hybrid solution was around 520 nm. Transmission electron microscopy imaging revealed the surface morphological features of the quantum dot and gold nanoparticle. Strong photoluminescence quenching was observed upon the conjugation of the quantum dots with gold nanoparticles. The observed difference in the lifetime of free quantum dot and the hybrid QD-GNP was an indication of the bonding between the quantum dot and gold nanoparticles. A biexponential decay was observed with a lifetime of 3.57 ns for bare quantum dots and 1.05 ns for QD-GNP as for the faster component and the slower component 15.09 ns and 8.30 ns QD AND QD-GNP, respectively. Unique features were observed on the terahertz spectra of the composite structures in comparison with that of the either the QD or the GNP

Contact Us

Thank you for your interest in the Center for Nanotechnology at Coppin State University. We welcome any questions and feedback you have. If you would like more information on anything you have read about our Center for Nanotechnology, please reach out to the following people:

Professor of Chemistry

faculty

Can Help With
Solar Cell Fabrication and Characterization
Nanomaterial Synthesis, Characterization and Application
Electrospinning and its applications
William Emmanuel Ghann, PhD.
Research Associate

faculty

Instrumentation Technician

faculty

Professor of Chemistry

faculty

Can Help With
Undergraduate chemistry majors
Graduate chemistry majors
Dr. Hany Sobhi
Professor of Chemistry

faculty

Can Help With
Organic & Clinical Chemistry (Biomarkers & Lipid Research)
Forensic Chemistry (Toxins & Drug Analysis)
Polymer Chemistry (Biomedical Applications)
Associate Professor of Chemistry

faculty

Assistant Professor

faculty

Can Help With
computer science theory, practice & education, computer algorithms & architectures
quantum computing theory & instruction, materials science, density functional theory
High Performance Computing (HPC) and Parallel & Distributed Computing (P&DC) theory, practice and instruction

Center for Nanotechnology Team

Our Team

Center for Nanotechnology

Mon - Fri: 9:00 a.m. to 5:00 p.m.
Science and Technology Center Room 360

Contact Us

Thank you for your interest in the Center for Nanotechnology at Coppin State University. We welcome any questions and feedback you have. If you would like more information on anything you have read about our Center for Nanotechnology, please reach out to the following people:

Professor of Chemistry

faculty

Can Help With
Solar Cell Fabrication and Characterization
Nanomaterial Synthesis, Characterization and Application
Electrospinning and its applications
William Emmanuel Ghann, PhD.
Research Associate

faculty

Instrumentation Technician

faculty

Professor of Chemistry

faculty

Can Help With
Undergraduate chemistry majors
Graduate chemistry majors
Dr. Hany Sobhi
Professor of Chemistry

faculty

Can Help With
Organic & Clinical Chemistry (Biomarkers & Lipid Research)
Forensic Chemistry (Toxins & Drug Analysis)
Polymer Chemistry (Biomedical Applications)
Associate Professor of Chemistry

faculty

Assistant Professor

faculty

Can Help With
computer science theory, practice & education, computer algorithms & architectures
quantum computing theory & instruction, materials science, density functional theory
High Performance Computing (HPC) and Parallel & Distributed Computing (P&DC) theory, practice and instruction

The Center for Nanotechnology brings together faculty members and students from the College of Arts and Sciences for collaborative research. The center also hosts a number of high school students during the summer and winter sessions and welcomes a number of researchers from other institutions which fosters the exchange of scientific ideas and promotes interdisciplinary research. Currently, the center’s day to day operations of research tasks and management of interns is overseen by a research faculty member. 


Abdullahi Adams

Abdul_Adams

Abdullahi Adams is currently a Graduate student pursuing a Master degree in Polymer and Material Science at Coppin State University. He is fascinated with the world of materials and polymers particularly the sustainable aspects of polymer and material science by seeking eco-friendly solutions to global challenges. His overall goal is to explore the boundaries of what is possible with innovative materials and polymer science. Abdullahi is conducting research at the Nanotechnology Center under the guidance of our professional scientists at Coppin State. Outside of the center of nanotechnology, Abdullahi hobbies include reading, hiking and watching movies on his free time.


Sade Ali

Sade_AlI

Sade Ali is currently a graduate student at Coppin State University. She majored in Psychology and minored in Biology at the University of Maryland Global Campus. She hopes to continue her education in Applied Molecular Biology and Biochemistry to contribute research in the biological disciplines of Psychology. She is learning laboratory techniques from Dr. Ghann and Dr. Uddin both in the Center for Nanotechnology and in General Chemistry lab. Her hobbies include uploading videos on TikTok, learning Spanish and karaoke. 


Khalil Oliver

khalil_Oliver

Khalil Oliver is a senior at Coppin State University. He is in school to become a microbiologist. He is currently a biology major, and after earning his bachelor's degree he plans on coming back to Coppin for two more years to earn a master's in molecular biology. His goal in life is to become a microbiologist and work in a bio safety level 4 lab for the CDC. Another goal of his is to become a mentor to young kids who need a father figure in their lives. His hobbies are playing videogames and making funny videos.


Tremaine Holmes

Tremaine_Holmes

Tremaine Holmes is currently a Senior at the prestigious Coppin State University. He’s a biology major, minoring in chemistry and pre-med concentration. Tremaine Holmes intends to enter attend dental school upon graduation. He hopes to help people feel more confident and increase one’s overall oral health. Currently, Tremaine is working with the Coppin Center of Nanotechnology to learn more about research techniques. Outside of research, Tremaine is a proud member of Phi Beta Sigma Fraternity Inc. He also works for his family and spends a lot of time volunteering, traveling, and spending time with  his loved ones.  


Oreoluwa Jaiyesimi

Oreoluwa

 Oreoluwa Jaiyesimi is a current sophomore in the class of 2026 at Coppin State University. He is a chemistry major and plans to complete a master’s program in chemical engineering after graduation. His overall goal is to work as a chemical engineer for a pharmaceutical company like Pfizer or Moderna, engineering the vaccines and groundbreaking medicinal drugs of tomorrow.  Currently, Oreoluwa is learning different research techniques such as characterization of nanoparticles under the guidance of professional researchers at Coppin State University. Outside of our center, Oreoluwa spends his leisurely time reading historical texts and philosophical works. 


Ajoy Kumer

ajoy kumer

Ajoy Kumer, a native of Bangladesh boasts of an impressive academic background. He earned a B.Sc. (Honors) in 2014 in Chemistry, an M.S. in research on Organic Chemistry in 2016 from the University of Chittagong and obtained an MPhil in Organic Chemistry from the Bangladesh University of Engineering and Technology (BUET) in 2019. His research interests are in various fields of computational Science, including computational chemistry, computer-aided drug design, computational biology, bioinformatics, computational materials science, organic synthetic chemistry, medicinal chemistry, and computational simulation of NanoCrystals and Quantum Dots. During his tenure at his previous and current working station, he established the Laboratory of Computational Research for Drug Design and Material Science, equipped with over 17 simulation software. In his leisure time, Ajoy indulges in hobbies such as train travel accompanied by reading books or novels. He also enjoys fishing and visiting agricultural crops in the countryside. Overall, his outstanding achievements and multifaceted contributions reflect his dedication and passion in both academic and societal endeavors. Ajoy Kumer is currently a visiting scientist at the Center for Nanotechnology, Coppin State University.


Dr. Mohammad Muslem Uddin

Picture of Dr. Udddin corroborator

Dr. Mohammad Muslem Uddin is a Professor (Former & 1st Regular Chairman) of the Department of Oceanography at the University of Chittagong, Bangladesh. He joined the Institute of Marine Sciences and Fisheries as a lecturer in 2005 and was subsequently promoted to Assistant Professor and Associate professor in 2007 and 2016 respectively. In 2019 he joined the Department of Oceanography of the same University and served as the first regular Chairman of the department from July 2020 to July 2023. He was promoted to Professor on 31st January 2023. Along with teaching and research at the university, he has been leading and involved with several professionals and voluntary organizations working for society, the environment, and education development. The teaching and research fields of Dr. Uddin include Ocean Literacy, Coastal Oceanography and Geomorphology, Marine Ecology and Hydrography, Meteorology and Climate Science, etc. He is a proud member of Nippon Foundation (NF)- General Bathymetric Charts of the Ocean (GEBCO).


Dr. Faisal Islam Chowdhury

Portrait picture of Dr Faisal

Dr. Faisal Islam Chowdhury earned his B.Sc. (Honours) and M.Sc. in Chemistry, followed by two Ph.D. degrees: a Ph.D. in Chemistry from the University of Chittagong (2010) for his pioneering work on molecular interactions in binary liquid mixtures, and a Ph.D. in Experimental Physics from the University of Malaya (2018) for his research on ionic liquid-doped gel polymer electrolytes applied to dye-sensitized solar cells. With over 20 years of experience in teaching and research, Dr. Chowdhury is currently a Professor of Chemistry at the University of Chittagong. In 2019, he worked as a Visiting Research Fellow at the Center for Ionics, Department of Physics, University of Malaya, Malaysia. In 2022, Dr. Chowdhury completed the CW-LSE on LQM course at VERIFIN, Helsinki University, Finland. He also served as the Chair of the 1st International Symposium on Materials, Energy & Environment (ISMEE 2024), held on March 2-3, 2024, at the Department of Chemistry, University of Chittagong, Bangladesh. Additionally, he is currently a guest editor for the special issue “VSI: Energy & Environmental Sustainability” of the Chemical Physics Impact journal (Elsevier). Dr. Chowdhury has received numerous awards, including the Best Presenter Award at ISMAI 2016 in Kuala Lumpur, Malaysia, and the Research Excellence Award in 2023 for High Impact Factor Journal Publications at the University of Chittagong's Research Festival. He established the Nanotechnology, Renewable Energy, and Catalysis Laboratory (NRCL) and the American Chemical Society (ACS) Student Chapter at the University of Chittagong, where he serves as Principal Investigator and Faculty Advisor, respectively. Furthermore, Dr. Chowdhury is the founding Chair of the American Chemical Society Bangladesh Section. Currently, he is working to establish the Nanotechnology & Renewable Energy Research Laboratory (project director) and the Chittagong University Nano Center. His expertise spans a wide range of fields, including dye-sensitized solar cells (DSSC), nanotechnology, Li-ion batteries, polymer electrolytes, computational chemistry, environmental chemistry, and solution chemistry. Dr. Chowdhury has successfully led numerous national and international research projects funded by institutions such as the University of Malaya, University of Chittagong, University Grants Commission (UGC) of Bangladesh, the Ministry of Science and Technology, Bangladesh, and the American Chemical Society, USA. He has published 60 articles in Scopus/SCI-indexed journals, authored 17 book chapters, and is currently working as an editor on a forthcoming book “Advances in Graphene Chemistry: Recent Development, Future Opportunities and Sustainable Application”.


Md. Atikur Rahman

atikhur pic

Md. Atikur Rahman has recently completed his Bachelor of Science (B.Sc.) degree in Electrical and Electronic Engineering (EEE) at the University of Chittagong, Bangladesh. His research interests encompass nanotechnology, with a specific focus on nanomaterial fabrication and characterization for future nanotech devices. Notably, he is an active member of the Nanotechnology Center at Coppin State University and has authored 1 book chapter and 10 scientific publications.


Jahidul Islam

headshot Jahidul for center for nanotechnology website

He is just finished his B.Sc. in Chemistry (2021) from University of Chittagong, Chittagong-4330, Bangladesh. His research interest includes the dye-sensitized solar cell and energy storage devices. He is a member of the Nanotechnology Center at Coppin State University and his research interest is in the characterization of materials for solar cell and battery research. He published 7 scientific articles and 2 book Chapters.n order to fabricate simple, cost-effective, environmentally friendly and highly efficient.


Monique Hines

Monique_Hines

Monique Hines is currently a junior at Coppin State University. She is a double major in Chemistry and Biology, with concentrations in biochemistry and pre-medical, respectively. She plans to attend a research university after graduation to obtain her M.D. and Ph.D. She is a member of the Nanotechnology Center at Coppin State University and her research interest is in the application of gold nanoparticles in research involving women’s health.


Chika Iwuji

chika

Chika Iwuji is currently a sophomore at Coppin State University. She is a biology major who plans to use her degree to attend medical school upon graduation. She aims to specialize in surgery and women's health. Currently, she is conducting research at the Nanotechnology Center under the guidance of our professional scientists at Coppin State. She is a member of the Honors College and enjoys watching movies in her free time. 


Colombe Nguatta

colombe

Colombe Nguatta is currently a sophomore at Coppin State University. She is majoring in biology and hopes to use her degree to attend pharmacy school after graduation. Her overall goal is to own her own pharmacy overseas while she works as a pharmacist in Maryland. Currently, Colombe is learning research techniques from the professors at Coppin Center for Nanotechnology. Outside of the center of nanotechnology, she is also a member of the Honors College. Colombe’s hobbies include reading, writing, and spending time with loved ones.


Imani Blackman-Murray

Imani

Imani Blackman-Murray is currently a junior at Coppin State University. She is a biology major with a pre-concentration in Pre-Pharmacy. Imani plans on using her degree to attend Pharmacy school and become a full-time Nuclear Pharmacist. Presently, Imani is learning research techniques under the guidance of our professional scientists at Coppin State University. Outside of the Center of Nanotechnology, she is also Vice President/member of Coppin State's NSLS organization. For leisure, Imani enjoys shopping, sightseeing, and spending time with friends and family. 

Former Students

  • Dr. Yvonne Fornishi
  • Kazim Ackie
  • Colombe Nguatta
  • Beatrice Asante
  • Imani Blackman-Murray
  • Colombe Nguatta
  • Asif Ahmed
  • Popy Akter
  • Lawrence Amadi
  • Jieutonne Archer
  • Philip Asare
  • Adebyao Bello
  • Daleisha Blackwell
  • Chika Iwuji
  • Anthony Brown
  • Nikia Brown
  • Annette Butler
  • Jeanette Campbell
  • Anster Charles
  • Kierra Copes
  • Jalen Crawford
  • Alethia Edwards
  • Laurence Finley
  • Aashish Ghimie
  • Tiphanie Handy
  • Elisha Hunter
  • Nathan Jacob
  • Alec Jason
  • Natasha Jones
  • Taylor Kairos
  • Takaki Kameya
  • Shabana Khaliq
  • Caroline Kilemi
  • Oleksiy Krylchuk
  • Rehana Kuddos
  • William Lasite-Luke Jr.
  • Tamla Lionel
  • Ojai Mallory
  • Ebrima MK Jardu
  • Maurice Noble
  • Olumide Ogunwomoju
  • Olayinka Ojo
  • Isioma Okonkwo
  • Shadrack Otieno
  • Chelsee Sauni
  • Sarah Sesay
  • Shaichi Sen Jenny
  • Tahiyat Sheikh
  • Tajbik Sheikh
  • Abe Simone
  • Charlyne Smith
  • Tonia Sofoluke
  • Tyrone Staton
  • Deanah Thomas
  • Kiara Thomas
  • Aisha Ward
  • Morgan Williams
  • Patrice Williams
  • Michael Woodhouse
  • Sunil Yadav
  • Ruth Damoah
  • Nya Erin Hursey
  • Tyler Harris
  • Jawaun Harris
  • Aijla Hrnjic
  • Jona Hanson
  • Balvin Richards
  • Adrian Jones
  • Allen Saar
  • Mariah Jennings
  • Obinnia Iwuji
  • Chima Iwuji
  • Nathan McClean
  • Shamsuddin Khan
  • Jiyoung Oh
  • Edward Emerson
  • Fahim Karim

Elementary Education

Elementary Education

Degree Type

Bachelor of Science

About

When you’re investing in young learners, you’re investing in their communities.

Introduction

Working with students can be the most fulfilling part of a career in education, but there’s definitely more to it. Learning skills in classroom management and curriculum development can help prepare you for real-world scenarios, propelling you and your career to the front of the class.

Accreditation

The Elementary Education Program is approved by the Maryland State Department of Education (MSDE), recognized by the Association for Childhood Education International (ACEI), and accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Qualified Teacher Education

In the Department of Teaching and Learning, we adhere to the high academic standards of our field. We commit to prepare well-qualified elementary education professionals, who are ready to champion student success in diverse and urban environments. Our program equips graduates with capabilities to apply knowledge and theory to practice, using research-based practices to support individual student needs.

We also expose students to real-world classroom environments through our Professional Development School (PDS) sites. These classroom experiences help our students:

  • Analyze teaching situations and challenges
  • Select organize, and present subject matter
  • Use evaluation techniques on teaching and learning results
  • Apply theories and principles of learning

What You'll Learn

Learn how to:

  • Plan and engage children in exploration, experimentation, and discovery activities
  • Reflect appropriate professional attitudes and behaviors Deconstruct curricula, be familiar with curricula organization, objectives, and procedures; as well as the instructional resources of the school and community to effectively implement curricula
  • Apply theory to practice in order to effectively analyze teaching practices and experiences while engaging in the selection, planning, presentation, and evaluation of content knowledge
  • Apply and reflect on the practical application of theories and principles of learning to support and motivate learners
  • Collaborate with the broader community of education professionals and practice continuous professional growth
  • Engage with current research to plan and apply tenets of practitioner research that demonstrates an effective assessment of student learning and use those data to support learners and improve practices
  • Apply knowledge and skills in the use of technology to support instruction, access and manipulate data, enhance professional growth and productivity; communicate; and conduct research
Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Program Requirements

To graduate with a Bachelor of Science in Elementary Education, students must complete 122 credit hours. These credit hours are split among:

  • General Education Requirements, or GERs (45 credits)
  • Program requirements (22 credits)
  • Core requirements (30 credits)
  • Methods and student teaching (25 credits)

Review the course descriptions to learn more about different types of major requirements.

General Education Requirements (GERs)

All elementary education majors must take (or transfer in) 45 credits. Choose from the following courses:

CoursecreditsName
ENGL 1013English Composition I
ENGL 1023English Composition II

WLIT 207

or

ENGL 2xx

3

World Literature

or

200 Level English

HIST 2053African American History I
HIST 2063African American History II
BIOL 1014Biological Science

MATH 131

or

MATH 203

3

College Algebra

or

Basic Statistics

PHSC 1014Physical Science 
PSYC 201 3Introduction to Psychology
PHIL 1023Introduction to Philosophy
HLTH 1013Personal Health
IDIS 1033Visual Arts and Theatre
SOCI 2013Introduction to Sociology
MISY 1503Technology Fluency
FRSEM 1011Freshman Seminar

Program Requirements (22 credits)

CoursecreditsName
MATH 1033Math for Elementary Teachers I
MATH 2073Technology-Based Math
MATH 1043Math for Elementary Teachers II
PHSC 1024Earth and Space Science 
GEOG 1023World Geography
PSYC 3043Child Psychology
ENGL 3213Children's Literature

Core Courses (30 credits)

CoursecreditsName
EDUC 2023Educational Psychology
EDUC 3003Foundations of Reading
EDUC 2013Introduction to Race and Inequality
EDUC 3303Culture and Cognition
ELED 3013Curriculum, Planning, and Management
EDUC 3313Practice What You Teach
EDUC 4083Measurement and Evaluation
REED 4013Diagnosis and Remediation of Reading Disorders
REED 4053Strategies and Materials for Teaching Reading
SPED 2013Introduction to Needs of Exceptional Individuals

Methods and Student Teaching (25 credits)

CoursecreditsName
ELED 3023Methods of Teaching Mathematics in Elementary
ELED 3033Methods of Teaching Reading in Elementary
ELED 3063Methods of Teaching Social Studies in Elementary
ELED 3053Methods of Teaching Science in Elementary
ELED 3901Practicum in Elementary Education (Internship Part I)
ELED 4123Directed Teaching
ELED 4133Seminar

Remember! You must complete all major and prerequisite courses with a grade of C or higher.

Sample Degree Plan

This plan is only for example purposes. Your academic journey may be slightly different from another student’s, so be sure to always communicate with your academic advisor before finalizing your course schedule.

Fall Semester (16 credits)

Course

credits

name

ENGL 101

3

English Composition I

PSYC 201

3

General Psychology 

MATH 131

or

MATH 203

3

College Algebra

or

Basic Statistics

IDIS 103

3

Visual Arts & Theatre

MISY 150

3

Technology Fluency

FRSEM 101

1

Freshman Seminar

Spring Semester (16 credits)

course

credits

name

ENGL 102

3

English Composition II

MATH 103

3

Math for Elementary Teachers II

BIOL 101

4

Biological Science 

HIST 205

3

African American History I

HEED 101

3

Personal Health

Fall Semester (16 credits)

Course

credits

name

MATH 104

3

Math for Elementary Teachers I

PHSC 101

4

Physical Science

WLIT 207

3

World Literature

PHIL 102

3

Introduction to Philosophy

SOCI 201

3

Introduction to Sociology

Spring Semester (16 credits)

Course

credits

name

MATH 207

3

World Literature

HIST 206

3

African American History II

PHSC 102

3

Earth and Space Science

GEOG 102

3

World Geography

EDUC 300

3

Foundations of Reading

Fall Semester (15 credits)

Course

credits

name

EDUC 201

3

Introduction to Race and Inequality

EDUC 202

3

Educational Psychology

ELED 301

3

Curriculum Planning and Management

ENGL 321

3

Children's Literature

REED 401

3

Diagnosis and Remediation of Reading Disorders

Spring Semester (18 credits)

course

credits

name

EDUC 408

3

Measurement and Evaluation

EDUC 330

3

Culture and Cognition

PSYC 304

3

Child Psychology

SPED 201

3

Introduction to Exceptional Individuals

REED 405

3

Reading Materials and Strategies

EDUC 331

1

Practice What You Teach

Fall Semester (13 credits)

Course

credits

name

ELED 302

3

Methods of Teaching Math

ELED 303

3

Methods of Teaching Reading

ELED 305

3

Methods of Teaching Science

ELED 306

3

Methods of Teaching Social Studies

ELED 390

1

Practicum in Elementary Education (Internship Part I)

Spring Semester (12 credits)

Course

credits

Name

ELED 412

9

Internship

ELED 413

3

Seminar

More Teacher Education Programs

Early Childhood Education

Undergraduate

Early Childhood Human Development

Undergraduate

Special Education

Undergraduate

Teaching

Graduate
College

Elementary Education lives in the Department of Teaching and Learning in the School of Education within the College of Arts & Sciences, and Education.

About Center for Nanotechnology

About us

Center for Nanotechnology

Mon - Fri: 9:00 a.m. to 5:00 p.m.
Science and Technology Center Room 360

Coppin State University’s Center for Nanotechnology started in 2007 with a small cohort of 6-8 students and in recent years has grown to approx. 60-undergrad students, consisting mostly of those pursuing science majors. The vast majority of students go on to graduate and Ph.D. level programs. Previous students have attended the following universities: UMBC, Univ. of Miami, Univ. of Maine, Temple Univ., and Queens College, NY to name a few. 

The Center for Nanotechnology brings together faculty members and students from the College of Arts and Sciences for collaborative research. The center also hosts a number of high school students during the summer and winter sessions and welcomes a number of researchers from other institutions which fosters the exchange of scientific ideas and promotes interdisciplinary research. Currently, the center’s day to day operations of research tasks and management of interns is overseen by a research faculty member. 

lab_students

The center has benefited from financial support from Constellation Energy, Technology Development Corporation (TEDCO), the U.S. Department of Education, and the National Science Foundation. It is equipped with state-of-the-art instrumentation such as Field Emission Scanning Electron Microscope (FESEM), Energy Dispersive X-ray Spectroscopy instrument (EDS), Transmission Electron Microscope (TEM), Atomic Force Microscope, FTIR, Raman, and Fluorescence and Absorption spectrophotometers. The work focuses on experimental research and development of nano- and biotechnologies, as well as on complementary modeling and simulation efforts in computational nano-technology, computational nano-electronics, and processes encountered in nano- fabrication.

A major of the research is on clean energy generation and storage, along with on-going projects in the design and simulation of multi-junction photovoltaic cells for solar energy conversion. Our research efforts also involve the preparation of gold nanoparticle-based contrast agents for imaging of cardiovascular disease using X-ray Computed Tomography (X-ray CT) and Magnetic Resonance Imaging (MRI). Another research interest is in the development of Terahertz spectroscopic techniques for the characterization of materials such as photovoltaic semiconductors, graphene, and security screening.

Contact Us

Thank you for your interest in the Center for Nanotechnology at Coppin State University. We welcome any questions and feedback you have. If you would like more information on anything you have read about on this website you can, please contact the various means provided below:

Professor of Chemistry

faculty

Can Help With
Solar Cell Fabrication and Characterization
Nanomaterial Synthesis, Characterization and Application
Electrospinning and its applications
William Emmanuel Ghann, PhD.
Research Associate

faculty

Instrumentation Technician

faculty

Early Childhood Human Development

Early Childhood Human Development

Degree Type

Bachelor of Science

About

Do more than just watch them grow—be part of their journey. 

Introduction

During a child’s first years, physical, emotional, and social growth happen at rapid speeds. Learning opportunities are everywhere as these young minds take in the world around them like sponges. Pre-school, Head Start, and other early learning professionals play such an important role in this development—and opportunities are on the rise.

Prospective early learning teachers and future directors of child care centers will have the opportunity to acquire the skills and understanding that will enable them to stimulate the sensory and cognitive abilities of the child through exploration, experimentation, and discovery.

Qualified Teacher Education

In the Department of Teaching and Learning, our goal is to prepare well-qualified early learning professionals, such as early learning center teachers and directors, as well as pre-school program and Head Start teachers, to champion support for the early learners’ broad range of needs. Our students graduate with the skills to manage daily operations, plan foundational academic lessons, as well as collect and analyze data to make informed decisions.

We also expose students to real-world classroom environments through on-site field experiences with our local childcare center and school partners. These classroom experiences help our students:

  • Analyze teaching situations and challenges

  • Select, organize, and present subject matter

  • Use evaluation techniques on teaching and learning results

  • Apply theories and principles of learning 

What You'll Learn

You'll learn how to encourage healthy childhood development through:

  • Planning and engaging children in exploration, experimentation, and discovery activities 

  • Nurturing self-awareness and identity of feelings and how to manage them

  • Teaching situational awareness and adaptability in practical and real-world contexts

  • Encouraging self-awareness and independence within the larger community

  • Building and maintaining positive relationships with peers, teachers, and within the community

  • Planning and implementing learning activities to develop effective communication skills

  • Planning and implementing culturally appropriate literacy lessons on topics including, the alphabet, new words, and story composition 

  • Planning and implementing culturally appropriate numeracy lessons on topics including, numbers, shapes, and problem-solving  

  • Fostering fine and gross motor skills 

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Program Requirements

To graduate with a Bachelor of Science in Early Childhood —Human Development, majors must complete 120 credit hours. These credit hours split among: 

  • General Education Requirements, or GERs (45 credits)
  • Program requirements (75 credits)

Review the course descriptions to learn more about different types of major requirements.

General Education Requirements (GERs)

All early childhood human development majors must take (or transfer in) 45 credits.

CoursecreditsName
ENGl 1013English Composition I
ENGL 1023English Composition II
WLIT 2073World Literature
HIST 2053African American History I
HIST 2063African American History II
BIOL 1014Biological Science

MATH 131

or

MATH 203

3

College Algebra

or

Basic Statistics

PHSC 1014Physical Science 
PSYC 201 3Introduction to Psychology
HLTH 1013Personal Health
IDIS 1033Visual Arts and Theatre
SOCI 2013Introduction to Sociology
MISY 1503Technology Fluency
FRSEM 1011Freshman Seminar

Program Requirements (75 credits)

CoursecreditsName
MATH 1033Math for Elementary Teachers I
MATH 1043Math for Elementary Teachers II
ECED 3503Family, Community Engagement, & Advocacy in Child Development
ENGL 3213Children's Literature
PSYC 3043Child Psychology
ECON 1033Introduction to Business and Entrepreneurial Economics
ECED 3013Child Growth and Physiological Development
ECED 3293Principles and Practicum in Early Childhood
ECED 3343Creative Expression
EDUC 2023Educational Psychology
EDUC 3003Foundations of Reading
EDUC 2013Introduction to Race and Inequity in American Education
EDUC 4083Measurement and Evaluation
EDUC 4543Classroom Management
REED 4013Diagnosis and Remediation of Reading Disorders
REED 4053Strategies and Materials for Teaching Reading
SPED 2013Introduction to Needs of Exceptional Individuals
ECED 3393Social Emotional Development
ECED 3443Nutrition, Health, Safety, and Childhood
ECED 3483School Age Programs
ECED 4203Seminar in Early Education and Care

Teacher Concentration

CoursecreditsName
ECED 3463Early Education and Care for Infants & Toddlers
PSYC 3353Developmental Psychology
ECED 4013Language and Literacy Development in the Early Years
REED 4053Strategies and Materials for Teaching Reading

Administration Concentration

CoursecreditsName
MKTG 310 or MGMT 4203Principles of Marketing or
Small Business Management
ENGL 305 or ENGL 4073Advanced Expository Writing or
The Theory of Composition
MGMT 3203Principles of Management
ECED 4023Supervision of Childcare Programs for Diverse Communities

Remember! You must complete all major and prerequisite courses with a grade of C or higher.

Sample Degree Plan

This plan is only for example purposes. Your academic journey may be slightly different from another student’s, so be sure to always communicate with your academic advisor before finalizing your course schedule.

Fall Semester (16 credits)

Course credits name
ENGL 101 3 English Composition I
PSYC 201 3 General Psychology 

MATH 131

or

MATH 203

3

College Algebra

or

Basic Statistics

IDIS 103 3 Visual Arts & Theatre
MISY 150 3 Technology Fluency
FRSEM 101 1 Freshman Seminar

Spring Semester (16 credits)

course credits name
ENGL 102 3 English Composition II
MATH 103 3 Math for Elementary Teachers II
BIOL 101 4 Biological Science 
HIST 205 3 African American History I
HEED 101 3 Personal Health

Fall Semester (16 credits)

Course credits name
MATH 104 3 Math for Elementary Teachers I
PHSC 101 4 Physical Science
WLIT 207 3 World Literature
PHIL 102 3 Introduction to Philosophy
HIST 206 3 African American History II

Spring Semester (15 credits)

Course credits name
ECON 103 3 Introduction to Business Interpretation
EDUC 202 3 Educational Psychology
SPED 201 3 Introduction to Exceptional Individuals
EDUC 201 3 Introduction to Race and Inequality
SOCI 201 3 Introduction to Sociology

Fall Semester (18 credits)

Course credits name
ECED 201 3 Learning Lab
EDUC 300 3 Foundations of Reading
ECED 301 3 Child Growth and Physical Development
ENGL 321 3 Children's Literature
ENGL 329 3 Principles and Practices in EC

Spring Semester (15 credits)

course credits name
EDUC 330 3 Culture and Cognition
ECED 339 3 Social Emotional Development
PSYC 304 3 Child Psychology

ECED 340

3

Introduction to Childcare

EDUC 331 3 Practice What You Teach

Fall Semester (15 credits)

Course credits name
ENGL 305 3 Advanced Expository Writing
MGMT 320 3 Principles of Management
PSYC 335 3 Developmental Psychology
ECED 344 3 Nutrition, Health, and Safety
ECED 347 3 Before and After Care

Spring Semester (12 credits)

Course credits Name
REED 401 3 Diagnosis and Remediation of Reading Disorders
REED 405 3 Reading Materials and Strategies
EDUC 408 3 Measurement and Evaluation

MGMT 420

or

MKTG 310

3

Small Business Management 

 

Marketing for Managers

More Teacher Education Programs

Early Childhood Education

Undergraduate

Elementary Education

Undergraduate

Special Education

Undergraduate

Teaching

Graduate
College

Early Childhood Human Development lives in the Department of Teaching and Learning in the School of Education within the College of Arts & Sciences, and Education.

Center for Nanotechnology

Center for Nanotechnology

Research

Mon - Fri: 9:00 a.m. to 5:00 p.m.
Katherine Johnson Science & Technology Building, Room 360

STEM Day 2026

https://www.coppin.edu/stemday

The Center for Nanotechnology at Coppin State University presents STEM DAY 2026 on Monday, September 21, 2026, at 9 am. Click on the link to register.

PICTURE OF STEM INTERNSHIP STUDENTS

Summer Internship Opportunities at the Center for Nanotechnology

The Center for Nanotechnology at Coppin State University is offering summer internship opportunities for high school students interested in hands-on research and STEM exploration.

The internship will run from June 24 to August 21, providing students with valuable experience in a research laboratory environment.

Interested students should email their resume to Dr. Jamal Uddin (juddin@coppin.edu) or Dr. William Ghann (wghann@coppin.edu) to apply.

 

Investiture of President Jenkins

The Center for Nanotechnology is home to an array of impressive state-of-the-art equipment. Founded in 2007 by Dr. Jamal Uddin, the center is currently located on the third floor of the Science and Technology Center on the Coppin State University campus. A talented team of faculty, staff, and students conduct research at the center. Research efforts, funded by several organizations, encompass dye sensitized solar cells, terahertz technology, and biomedical application of gold nanoparticles. Funding organizations include Constellation—an Exelon company, Department of Education (Safra Title III Grant) TEDCO, Department of Defense, and the University System of Maryland. The center has received recognition and awards for research findings, which have also been published in several highly regarded peer-reviewed journals such as Nature Scientific Reports and Inorganic Chimica Acta. The research team periodically undertakes field trips, attends, and organizes conferences and workshops annually.

Constellation_Logo

E2 Energy to Educate

For thirteen consecutive years (2011-2024), the Center for Nanotechnology has been awarded the Constellation’s E2 Energy to Educate grant, receiving a total of approximately $500,000. The 2024 project, titled “Engaging STEM Youth in Baltimore City and the Greater Baltimore Area to Explore the Biosynthesis and Characterization of Fluorescent Carbon Nanoparticles for Energy Conversion and Storage at Coppin State University," has been the latest to be funded.

Check Out Our Past Events

2011 Daily Record Innovator of the Year Award

Innovator of the Year Award (2016)

2nd International Symposium

Contact Us

Thank you for your interest in the Center for Nanotechnology at Coppin State University. We welcome any questions and feedback you have. If you would like more information on anything you have read about on this website you can, please contact the various means provided below:

Professor of Chemistry

faculty

Can Help With
Solar Cell Fabrication and Characterization
Nanomaterial Synthesis, Characterization and Application
Electrospinning and its applications
William Emmanuel Ghann, PhD.
Research Associate

faculty

Instrumentation Technician

faculty

Coppin Center for Nanotechnology - where science is done at the nano level

Early Childhood Education

Early Childhood Education

Degree Type

Bachelor of Science

About

Discover the wonder in helping a child experience and master something new.

Introduction

Seeing the world through a child’s eyes can be awe-inspiring. Helping a child learn new ways to see and interact with the world can feel fulfilling and life-changing. With a Maryland State Department of Education (MSDE) approved early childhood education degree, you’ll have the academic, professional, and hands-on experience to make an impact on children during some of the most developmentally important times in their lives.  

Accreditation

The Early Childhood Education Program is approved by the Maryland State Department of Education (MSDE), recognized by the National Association for the Education of Young Children (NAEYC), and accredited by the Council for the Accreditation of Educator Preparation (CAEP).

What You'll Learn

Qualified Teacher Education

In the Department of Teaching and Learning, our goal is to prepare well-qualified teachers for instruction in preschool through third grade classrooms. We provide prospective teachers with the experiences you need to create learning objectives, organize curricula, and understand school procedures and instructional resources.

We also expose students to real-world classroom environments through our Professional Development School (PDS) sites. These classroom experiences help our students:

  • Analyze teaching situations and challenges

  • Select, organize, and present subject matter

  • Use evaluation techniques on teaching and learning results

  • Apply theories and principles of learning

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Program Requirements

To graduate with a Bachelor of Science in Early Childhood Education, students must complete 125 credit hours. These credit hours are split among:

  • General Education Requirements, or GERs (45 credits)

  • Program requirements (22 credits)

  • Core requirements (33 credits)

  • Methods and student teaching (25 credits)

General Education Requirements (GERs)

All early childhood education majors must take (or transfer in) 45 credits.

CoursecreditsName
ENGl 1013English Composition I
ENGL 1023English Composition II

WLIT 207

or

ENGL 2xx

3

World Literature

or

200 Level English

HIST 2053African American History I
HIST 2063African American History II
BIOL 1014Biological Science

MATH 131

or

MATH 203

3

College Algebra

or

Basic Statistics

PHSC 1014Physical Science
PSYC 201 3Introduction to Psychology
PHIL 1023Introduction to Philosophy
HLTH 1013Personal Health
IDIS 1033Visual Arts and Theatre
SOCI 2013Introduction to Sociology
MISY 1503Technology Fluency
FRSEM 1011Freshman Seminar

Program Requirements (22 credits)

CoursecreditsName
MATH 1033Math for Elementary Teachers I
MATH 1043Math for Elementary Teachers II
MATH 2073Technology-Based Math
PHSC 1024Earth and Space Science
GEOG 1023World Geography
PSYC 3043Child Psychology
ENGL 3213Children's Literature

Core Courses (33 credits)

CourseName
ECED 301Child Growth and Physiological Development
ECED 329Principles and Practicum in Early Childhood
EDUC 330Culture and Cognition
EDUC 331Practice What You Teach
EDUC 201Introduction to Race and Inequality
EDUC 202Educational Psychology
EDUC 300Foundations of Reading
EDUC 408Measurement and Evaluation
REED 401Diagnosis and Remediation of Reading Disorders
REED 405Strategies and Materials for Teaching Reading
SPED 201Introduction to Needs of Exceptional Individuals

Methods and Student Teaching (25 credits)

CourseName
ECED 331Methods of Teaching Social Studies in Early Childhood
ECED 333Methods of Teaching Reading in Early Childhood
ECED 337Methods of Teaching Science in Early Childhood
ECED 338Methods of Teaching Math in Early Childhood
ECED 390Practicum in Early Childhood Education (Internship Part I)
ECED 411Directed Teaching
ECED 412Seminar

Remember! You must complete all major and prerequisite courses with a grade of C or higher.

Sample Degree Plan

This plan is only for example purposes. Your academic journey may be slightly different from another student’s, so be sure to always communicate with your academic advisor before finalizing your course schedule.

Fall Semester (16 credits)

Course

credits

name

ENGL 101

3

English Composition I

PSYC 201

3

General Psychology

MATH 131

or

MATH 205

3

College Algebra

or

Basic Statistics

IDIS 103

3

Visual Arts & Theatre

MIST 150

3

Technology Fluency

FRSEM 101

1

Freshman Seminar

Spring Semester (16 credits)

course

credits

name

ENGL 102

3

English Composition II

MATH 103

3

Math for Elementary Teachers II

BIOL 101

4

Biological Science 

HIST 205

3

African American History I

HEED 101

3

Personal Health

Fall Semester (16 credits)

Course

credits

name

MATH 104

3

Math for Elementary Teachers I

PHSC 101

4

Physical Science

WLIT 207

3

World Literature

PHIL 102

3

Introduction to Philosophy

SOCI 201

3

Introduction to Sociology

Spring Semester (16 credits)

Course

credits

name

PHSC 102

4

Earth and Space Science

MATH 207

3

Technology-Based Math

GEOG 102

3

World Geography

EDUC 300

3

Foundations of Reading

HIST 206

3

African American History II

Fall Semester (18 credits)

Course

credits

name

EDUC 201

3

Introduction to Race and Inequality

EDUC 202

3

Educational Psychology

ECED 301

3

Child Growth and Development

ECED 329

3

Principles and Practices in EC

ENGL 321

3

Children's Literature

REED 401

3

Diagnosis and Remediation of Reading Disorders

Spring Semester (18 credits)

course

credits

name

EDUC 330

3

Culture and Cognition

EDUC 408

3

Measurement and Evaluation

PSYC 304

3

Child Psychology

SPED 201

3

Introduction to Exceptional Individuals

REED 405

3

Reading Materials and Strategies

EDUC 331

3

Practice What You Teach

Fall Semester (13 credits)

Course

credits

name

ECED 330

3

Reading Methods

ECED 331

3

Social Studies Methods

ECED 337

3

Science Methods

ECED 338

3

Math Methods

ECED 390

1

Practicum in Early Childhood Education (Internship Part I) 

Spring Semester (12 credits)

Course

credits

Name

ECED 411

9

Internship

ECED 412

3

Seminar

More Teacher Education Programs

Early Childhood Human Development

Undergraduate

Elementary Education

Undergraduate

Special Education

Undergraduate

Teaching

Graduate
College

Early Childhood Education lives in the Department of Teaching and Learning in the School of Education within the College of Arts & Sciences, and Education.

Department of Teaching and Learning

Department of Teaching and Learning

School of Education

We graduate teacher candidates who are excited to open doors to new worlds for young learners. 

Preparing the Next Generation of Educators

The Department of Teaching and Learning continues our historic legacy of preparing future teachers to make a difference in the lives of students in Baltimore and beyond. When Coppin was founded in 1900, it had one program designed to prepare African-American elementary school teachers.

In 1950, when Coppin joined the Maryland higher education system (now called University System of Maryland, USM) we became Coppin Teachers College. Still later, our name changed again, this time to Coppin State Teachers College. Teaching is in the fabric of who we are as a University and a department; it colors everything we do and our dedication to our students.

We set rigorous standards for our undergraduate and graduate programs in early childhood education, elementary education, and special education, which are reflected in each program’s accreditation by the Council for the Accreditation of Educator Preparation (CAEP), and approval from the Maryland State Department of Education (MSDE).

We stay committed to graduating teacher candidates who seek to be positive change agents in the lives of the students they serve. To align with MSDE’s redesign of Teacher Education, we equip our students to be data-driven decision makers and competent professionals with strong:

  • Academic background,

  • Hands-on professional experience and

  • Pedagogical and theoretical knowledge.

Our Programs

Early Childhood Education

Undergraduate

Early Childhood Human Development

Undergraduate

Elementary Education

Undergraduate

Special Education

Undergraduate

Teacher Leadership

Graduate

Teaching

Graduate
A smiling male student types on a computer

Writing Center

Current student? Report a complaint or concern.

Report a concern or complaint
students walking upstairs

Math Center

Get peer and professional help for all kinds of math problems.

Contact Us

Our teaching legacy has built a firm foundation for us to welcome renowned faculty to our department. With celebrated skills and expertise, professors guide each of our teacher candidates through program requirements, serving as mentors, advocates, and change agents themselves. 

Interim Chairperson and Assistant Professor

faculty

Can Help With
Elementary Education
Urban Education
Curriculum and Instruction
Interim Associate Dean and Associate Professor

faculty

Associate Professor

faculty

Assistant Professor

faculty

Assistant Professor

faculty

Administrative Assistant II

staff

Executive Director and Research Professor

faculty

Assistant Professor

faculty

Assistant Professor

faculty

Forms and Downloads

Find it now
College

The Department of Teaching and Learning lives within the School of Education in the College of Art & Sciences, and Education.

EPP Accreditation

EPP Accreditation

School of Education

CERTIFICATE OF ACCREDITATION The Council for the Accreditation of Educator Preparation grants accreditation at the Advanced and Initial-Level Licensure to: COPPIN STATE UNIVERSITY NOVEMBER 9, 2023
Council for the Accreditation of Educator Preparation Certificate of Accreditation

CAEP Accountability Measures

(Formerly known as CAEP Annual Reporting Measures)

CAEP has identified four (4) reporting measures that educator preparation providers (EPP) are required to track and document on an annual basis. CAEP Accountability Measures focus on two (2) areas: Impact Measures and Outcome Measures. Below is a summary of those measures.

Impact MeasuresOutcome Measures
Measure 1: Completer Effectiveness and Impact on P-12 learning and developmentMeasure 3: Candidate Competency and program completion
Measure 2: Satisfaction of employers and stakeholder involvementMeasure 4: Ability of completers to be hired in education positions for which they have been prepared

Impact Measures

The data on completer effectiveness and impact on P-12 learning and development is aligned to CAEP Component R4.1.

The Employer Satisfaction Surveys as well as the Completer Satisfaction Surveys are administered through the University’s Office of Institutional Research for each completer and employer for up to three years following program completion to ensure consistency and triangulate data. This action will afford the EPP clear insights into the satisfaction of employers.

Outcome Measures

The EPP demonstrates that completers can effectively apply professional knowledge, skills, and dispositions through the collection of several key assessments. The EPP determines candidate competency at the completion of the program using the summative student teaching evaluation instrument and a cumulative electronic portfolio. In addition, a team of faculty and mentor teachers conduct exit interviews, which includes measures related to non-academic factors, specifically dispositions, to serve as another measure to triangulate data and assess candidates’ readiness to exit the program.

The EPP defines program completers as candidates who have met all program requirements, which include the state required Praxis II certification assessments. Praxis II reflects completers’ ability to meet state certification requirements and competencies at program completion. As a result, all candidates who are deemed a program completer have met all Praxis II requirements as reflected in the table below.

In addition to the ability of completers to meet state certification requirements, they must also meet EPP-created benchmarks. The measures designed by the EPP to assess candidate readiness for the field include:

  • Student teaching evaluation
  • Phase III electronic portfolio, with artifacts reflecting short- and long-term plans, impact on P-12 learning and development, and measures specific to the State of Maryland
  • Candidate exit interview, which also assess dispositional measures

Candidates enrolled in the Administrative I Certificate program are required to meet capstone requirements, which include assessments on seven key assessments, which include an ePortfolio.

The data to document initial and advanced candidates’ competencies at completion are available at the link below.

The State of Maryland does not track employment of the state’s EPP completers. As a result, the institution monitors employment in the field in which the candidate is prepared through direct outreach to completers. Outreach to program completers reflects that at the initial program level all completers are employed in a position for which they were prepared. The employment data are available at the link below. following employment numbers in the field for which the completers were prepared.

Additional Accreditation Details

The Coppin State University’s Education Preparation Provider (EPP) is accredited by the Council for the Accreditation of Educator Preparation (CAEP). During CAEP’s most recent 2023 visit, they reviewed the following certification programs:

program Academic level certification level 
Elementary Education Bachelor'sInitial
Elementary Education Master'sInitial 
Early Childhood EducationBachelor'sInitial
Special EducationBachelor's Initial
School AdministratorCertificateAdvanced

 

Maryland State Department of Education (MSDE) Approval

In addition to accreditation, the programs offered by the EPP are also approved by the Maryland State Department of Education (MSDE). This approval extends to all degree and certificate programs that lead to educator preparation, including:

Coppin Academy High School

Coppin Academy High School

Our Continued Commitment to the Community

Coppin Academy High School (CAHS) is a Maryland public charter school operated by Coppin State University. With a commitment to serve students from underserved local communities, Coppin Academy has roughly 300 students in grades 9th through 12th.

Coppin Academy principals and teachers are employees of the local school district and represented by local bargaining units. The Baltimore City School Board grants the school charter, which gives the Academy more operational freedom than non-charter public schools. 

Apply to Coppin Academy High School

Charter Schools: Defined

A charter school is an educational institution that operates independently of a school district. Operating organizations often have the freedom to design specialized curricula that meet specific student needs. In Maryland, public charter schools are public schools free and open to all Maryland children. 

Maryland passed the current public charter school law in 2003. This law allows organizations and institutions to establish charter schools “to provide innovative learning opportunities and creative educational approaches to improve the education of students.”  

Charter School Oversight

The Coppin Academy High School Oversight Board will monitor the academic outcomes and performance, fiscal operations, and overall compliance of the school. The Board will establish committees to support the activities as needed. For example, Strategic Planning Committee, Academic Enhancement Committee, etc. The Oversight Board will meet quarterly.

Teacher, parent, community representative, and university faculty will serve 2-year term limits. New members will be recruited from each constituent group through nomination process.

2025 - 2026 Oversight Board Members

 

NameAffiliation/Role.     
Dr. Anthony L. Jenkins, ChairPresident, Coppin State University, CSU
Dr. Chanta HaywoodProvost and Vice President for Academic Affairs, CSU
Dr. Leontye Lewis, Co-ChairDean, College of Arts & Sciences and Education, CSU
Dr. Quinhon N. Goodlowe ScottCharter School Executive Director, CSU
Ms. Daceia M. Whilby Teacher, CAHS
Mrs. Kayla DemeritteCommunity Coordinator, CAHS
VacantParent, CAHS
Mrs. Judith JimenezCommunity Representative
Mr. Stephen Danik, Treasurer Vice President, Administration and Finance, CSU
Dr. James G. StewartAssociate Vice President, Student Development and Achievement, CSU 
Dr. Dorothy Parrish - HarrisAssociate Vice President and Dean of Students, CSU 
Ms. Tamika Harris, Secretary  CASE Administrative Assistant, CSU

Oversight Board Meeting Schedule 2025 – 2026

All meetings will be held in the Talon Center - President's Conference Room at 4:00 PM.

  • September 15, 2025
  • December 8, 2025
  • April 13, 2026
  • June 15, 2026

Previous Board Meetings

  • October 16, 2023, 4:00 PM
  • January 15, 2024, 4:00 PM
  • March 11, 2024, 4:00 PM
  • May 13, 2024, 4:00 PM

  • October 25, 2018, 11:00am - 12:30pm
  • December 10, 2018, 11:00am - 12:30pm
  • April 29, 2019, 11:00am - 12:00pm
  • June 11, 2019, 11:00am - 12:30pm

  • December 5, 2017, 10:00am - 11:30am
  • February 21, 2017, 10:00am - 11:30am
  • April 24, 2018, 10:00am - 11:30am
  • June 4, 2018, 11:30am - 1:30 pm

  • October 11, 2016, 11:30am - 1:00pm
  • November 15, 2016, 11:30am - 1:00pm
  • February 21, 2017, 10:00am - 11:30am
  • April 18, 2017, 10:00am - 11:30am

Directives for Submitting Public Comments

  1. Identify the Meeting/Topic

    • Clearly state which meeting, agenda item, or issue your comments are addressing (e.g., “Coppin Academy Charter Renewal” or “Board Meeting on October 15, 2025”).

  2. Submission Method

    • Public comments may be submitted in writing via email or in person during the public comment period at the designated meeting.

    • Written comments should be sent to: [qscott@coppin.edu].

    • In-person comments will be accepted during the designated “Public Comment” portion of the meeting agenda.

  3. Submission Deadline

    • Deadline for written comments: 12:00 PM (noon) the day before the meeting (America/New_York). Submissions after this time may not be included in the official record.

    • Late submissions may not be considered.

  4. Format and Length

    • Written comments should not exceed 1–2 pages (approx. 500 words).

    • Oral comments are typically limited to 2–3 minutes per speaker.

    • Please include your full name, affiliation (if applicable), and contact information at the top of your submission.

  5. Content Guidelines

    • Keep comments relevant, respectful, and professional.

    • Focus on specific issues, recommendations, or concerns related to the agenda item.

    • Avoid personal attacks, inappropriate language, or confidential information.

  6. Acknowledgment & Record

    • All public comments will be acknowledged and entered into the official record of the meeting.

    • Depending on time constraints, not all written comments may be read aloud, but all will be documented and reviewed by the board/committee.