Division of Education
Dr. Jean A. DeFazio, Chair
Dr. Gary Jacobs, Vice Chair
Guided by the vision of the Brothers of Christian Instruction, the Division of Education develops educators who serve all learners with a willing spirit in a global society.
The Unit’s vision is coherent with the "theology of education" of the Brothers of Christian Instruction—a calling to educate the whole person for the common good, to make special effort to reach those who might not have the chance, and to strive to be models of virtue—practical, intellectual, moral, and spiritual.
Three principles or intersecting "rings" stand at the core of all Education programs and activities:
- Examine and apply the Judeo-Christian tradition in developing professional roles,
- Embrace diversity, and
- Practice and promote service learning
Student Learning Outcomes
Teacher candidates will:
- demonstrate an understanding of student learning and development and respect diversity
- apply knowledge in the content area for which they have instructional responsibility
- create and apply varied assessments to inform instruction, evaluate, and ensure student learning
- plan and deliver effective instruction that advances the learning of each individual student
- implement learning environments that promote high levels of learning and achievement
- collaborate and communicate with other educators, administrators, students, and parents and the community to support student learning
- Adolescence to Young Adult - Integrated Language Arts Licensure Program (B.A., B.S.E.)
- Adolescence to Young Adult - Integrated Mathematics Licensure Program (B.S., B.S.E.)
- Adolescence to Young Adult - Integrated Science Licensure Program (B.S., B.S.E.)
- Adolescence to Young Adult - Integrated Social Studies Licensure Program (B.A., B.S.E.)
- Early Childhood Administration (B.S.)
- Early Childhood Education Licensure Program (B.S.E.)
- Early Childhood Intervention Specialist Licensure Program (ECIS) with Moderate/Intensive Intervention Specialist Licensure (B.S.E.)
- Intervention Specialist - Licensure Program - Mild/Moderate Intervention Program
- Intervention Specialist - Licensure Program - Moderate/Intensive Intervention Program
- LEAD Program (Licensure in Education for Adults with Degrees)
- Middle Childhood Education Licensure Program (B.S., B.S.E.)
- Multi-Age Physical Education Licensure Program (B.S.E.)
- Physical Education (B.S.)
- Professional Education Program (B.S. or B.A.)
- Teacher Preparation Program
EDUC 107 School and Society: Intro Educ 3 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 206 T1: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 and sophomore standing.
EDUC 208 Instructional Technology 3 sem. hrs.
Students learn educational technology operations and concepts, plan and design interactive learning experiences, and explore strategies for maximizing student learning with technology. Special consideration is given to social, ethical, legal, and human issues, as well as assessment/evaluation, productivity, and professionalism with regard to instructional technology. 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 and sophomore standing.
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.
Prerequisites: EDUC 107 and sophomore standing.
EDUC 320 AYA/MCE Assess & Instr Plan 3 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 and junior standing.
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 1-4 sem. hrs.
An opportunity to present various special courses in education. Offered every semester.
EDUC 362-A LEAD Student Teach Experience 1-4 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 425 AYA/MCE Pre-Stud Teach Methods 1.5 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 460 H3:Education Internship 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 and approval of the Division of Education Chair.
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 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 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.