EDUC 107 School and Society: Intro Educ 2 sem. hrs.
Course includes studying characteristic features of education and orienting students to the realities of being a teacher. History of education, nature of educational organizations, school administration, and relationships between school and society are examined. Field experience required. Required for all subsequent Education courses. Offered fall and spring semesters.
EDUC 140 Intro to Tech in the Classroom 1 sem. hr.
Students will be introduced to educational technology currently used in schools, and they will explore strategies for maximizing student learning with digital resources. Students will learn the ISTE technology standards and how they guide the selection and implementation of educational technology in the classroom. Special consideration is given to social, ethical, legal and human issues as students discover classroom resources. To be taken concurrently with EDUC 107.
EDUC 206 DV:Except&MultiCultGlobSoci 3 sem. hrs.
This course heightens awareness and increases understanding of those individuals in our communities and schools who may learn differently or demonstrate cultural differences. An overview of major disabilities, legislative and ethical issues, and educational approaches is included. The course provides a knowledge base, introduction to attitudes and values, and opportunities to interact with individuals with various special needs. The course also introduces and reinforces collaboration and interdisciplinary team skills for effective planning intervention. Field experience required. Offered fall and spring semesters.
Prerequisites: EDUC 107.
EDUC 250 Develop Language/Literacy 3 sem. hrs.
Students learn how children acquire language and how their early languageis related to early literacy skills. Students explore a wide variety of methods for teaching early reading including teaching in the content areas. Field hours required. Offered fall and spring semesters.
Prerequisites: EDUC 107.
EDUC 252 Prin & Prac of Tch Phonics 3 sem. hrs.
The nature and role of phonics and phonemic awareness within the meaning-centered reading and writing process are explored, as well as current research regarding phonics instruction. Lessons are designed which demonstrate skill in teaching word study at the early and middle childhood levels. Course registration is limited to those students seeking licensure. Field experience required. Offered fall and spring semesters.
EDUC 255 Cognitive & Language Developme 3 sem. hrs.
Course focuses on the nature of cognitive development and language acquisition from birth through early childhood. Candidates examine research of Piaget, Vygotsky, Bruner, Bates, and others, and the various language systems, including phonology, semantics, syntax, and pragmatics. Course addresses both typical and atypical development, effects of linguistic diversity, memory and perception in early development. English as a second language, relationships of cognition and language to the development of play and socialization. Candidates examine strategies and activities that facilitate cognitive and language development for typically developing children and children with cognitive or communication delays and a range of specific exceptionalities. This is an On-Site learning course. Students will meet both on site and on campus during the semester. On site visits include 20 hours of an embedded Service Learning component. Field experience required. Offered fall and spring semesters.
EDUC 257 AYA/MCE Best Prac Class Mgmt 3 sem. hrs.
Classroom management and organziation in the adolescenece to young adult and middle childhood classroom will be developed. Best practices and a variety of teaching strategies will be examined as they relate to each of the content areas. An emphasis on current research on effective classroom practices will be featured. Field hours required. Prerequisities: EDUC 107 and sophomore standing. Offered Fall and Spring semesters.
EDUC 264 H2b: Education Psychology 3 sem. hrs.
Learning theories and instructional models are examined from a practical classroom-based perspective. Emphasis is on interpreting and integrating educational concepts to address various learning situations in the classroom setting. Cognitive, social, and personal development are included as are concepts of motivation, instructional design and approaches, individual learning style and needs, and classroom decision-making processes. Developmentally and culturally responsive instruction is emphasized. Required for 300/400-level classes. Offered fall and spring semesters.
Prerequisite: EDUC 107.
EDUC 320 AYA/MCE Assess & Instr Plan 2 sem. hrs.
Emphasis on the design, implementation and assessment of teaching and learning approaches appropriate for young adolescents. Focus on various teaching and learning strategies and assessment alternatives that promote the learning of young adolescents. This is an online course. Field experience required. Offered Fall and Spring semesters.
Prerequisites: EDUC 107.
EDUC 340 Instructional Tech in Practice 1 sem. hr.
Students will learn to plan and design interactive learning experiences through technology. Special consideration is given to meeting the needs of a variety of learners through use of technology in planning assessment, evaluations, and productivity. The curriculum and course subjects will be geared toward the licensure areas of the students. To be taken concurrently with EDUC 345, ECE 315, or ISE 349.
EDUC 345 AYA/MCE: Instructional Methods 2 sem. hrs.
Course designed for those seeking licensure at the adolescence and young adult level and middle childhood level in Integrated Mathematics, Integrated Science, Integrated Social Studies and Integrated Language Arts. Focus is on methods of instruction appropriate to learners at this level, and an overview of the methods used at the adolescent and young adult level, as well as issues associated with teaching each of these content areas. Various instructional strategies, assessment alternatives, and management techniques appropriate to adolescents learning are addressed, along with the provision of alternative techniques for individualizing learning activities. Includes an examination of technological applications in the classroom and of how NCTM, NSTA, NCTE, NCSS, AMLE and the Ohio Learning Standars have impacted curriculum, day-to-day activities, and assessment approaches. Field experience in the classroom is required. Course to be taken semester prior to pre-student teaching. Offered Fall and Spring semesters.
EDUC 351 Meth Teach: Develop Reading 3 sem. hrs.
Students examine a wide variety of instructional methods for teaching reading and writing from early childhood to middle school level. Reading, writing, listening, speaking, and visualizing are viewed as interrelated literacy skills. Emphasis is placed on phonemic awareness, phonics, vocabulary, comprehension, and fluency.Students explore a broad spectrum of reading and writing materials, strategies, and literature, including electronic texts. Course registration is limited to those students seeking licensure. Field experience required. Offered fall and spring semesters.
EDUC 353 Reading Assess/Intervention 3 sem. hrs.
The course focuses on assessment and intervention as part of ongoing instruction. Case study required. Students work with individuals in need of reading intervention. Course registration is limited to those students seeking licensure or practicing educators seeking to add an endorsement to a current teaching license. Field experience required.
EDUC 354 Reading in the Content Area 3 sem. hrs.
Survey of principles, strategies and practical techniques used to assist students to deal effectively with reading/study materials in the content areas. Emphasis on elementary, middle, and high school education strategies. Course registration is limited to those students seeking licensure. Field experience required. Offered fall and spring semesters.
EDUC 362 Special Topics 1-3 sem. hrs.
An opportunity to present various special courses in education. Offered every semester.
EDUC 362-A LEAD Student Teach Experience 3 sem. hrs.
Theory is implemented along with actual teaching in schools. Developing skills in methods, procedures, technique is emphasized. Individual and group conferences are held with the University's supervisor of student teaching and with cooperating teachers. Praxis II content test(s) must be successfully completed for licensure. Taken concurrently with The Student Teaching Seminar Course. Designated only for those students enrolled in the LEAD program. Offered fall and spring semesters.
Prerequisite: all courses leading to licensure.
EDUC 440 Applied Tech in Clinical Exp 1 sem. hr.
Students will design and create technology resources that will be implemented within their clinical experience. Students will apply teaching strategies that integrate digital resources to maximize student learning. Special consideration is given to productivity and professionalism. This course will also include the creation of an electronic portfolio. To be taken concurrently with EDUC 468.
EDUC 460 H3:Education Internship 3-6 sem. hrs.
The Professional Education Internship is a supervised work experience which permits the student intern to connect theory with best practices. Skills learned must be transferable to a variety of professional education employer settings. Student interns recieve practical learning experience outside of the academic setting by becoming involved in day-to-day practices at the internship site. This internship provides for the integration of experience in the liberal arts tradition in repsonse to contemporary challenges of the 21st century. An on-site supervisor and faculty member monitor and assess intern performance. The internship may be paid or unpaid. Students may obtain this experience through local employers, national or state organizations, or global internship programs. Offered every fall and spring semester.
Prerequisites: Junior standing.
EDUC 463 Multi-Age Pre-Stud Teach Exp 3 sem. hrs.
The pre-student teaching seminar has two components: a fieldwork component and a seminar component. In fieldwork, candidates are assigned to a school setting (where their student-teaching clinical will be performed) under the supervision of a cooperating teacher. This experience will provide the candidate with the opportunity to become familiar with the role of the physical educator and the dynamics of the gymnasium. The course consists of the completion of 60-hours of field experience including two videotaped lessons and reflections. The candidate will thus gain an understanding of instructional planning, teaching strategies, educational technology, classroom management, diversity and how NASPE and NCATE standards are implemented into the physical education curriculum. The second major component of the pre-student teaching experience will be completion of an "Impact on Student Learning Project" utilizing students at the pre-clinical site. In the seminar component, candidates will have the opportunity to discuss and evaluate with their peers the gymnasium/classroom interactionsthat they have observed, as well as the interrelationship of teaching/learningtheory and practice. Candidates will also be guided through the final stages of developing their professional portfolio. The two components of the course will help candidates learn: (1) gymnasium/classroom observation and lesson planning skills; (2) ways to design, implement, and assess individual, small group, and whole class activities; and (3) how to explore their individual instructional strengths in preparation for their student-teaching clinical experience. All coursework must be successfully completed in order for student-teaching to occur the following semester).Offered fall and spring semesters.
EDUC 464 OAE Preparation Study 1-3 sem. hrs.
The course provides a focus of study for support in understanding and mastering the knowledge, skills, & dispositions necessary for taking licensure content area assessments. By recommendation only.
EDUC 467 Student Teaching Experience 6-9 sem. hrs.
Culminating field-based experience designed to provide pre-service teachers daily experiences in classrooms and/or community based environments. Student teachers are placed in educational settings for supervised, guided practice experiences to implement theory with practice. Experiences include collaborations with professionals and families, observation and participation in assignments, planning meetings, and instruction for students. Experience is 14 weeks, daily supervised practice with weekly meetings with university supervisor and cooperating teacher(s). Praxis II content test(s) must be successfully completedfor licensure. Taken concurrentlywith EDUC 468. Offered fall and spring semesters.
Prerequisites: all courses leading to licensure.
EDUC 468 H3:Student Teaching Seminar 2-3 sem. hrs.
This capstone seminar accompanies the clinical practice and serves as the Heritage III requirement for Education students. The seminar provides for the integration of experience in the liberal arts tradition which enables students to respond to the contemporary challenges of the 21st century posed by the teaching profession today. Course to be taken concurrently with student teaching (EDUC 467). Offered fall and spring semesters.
Prerequisites: all coursework leading to Multi-Age licensure.