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An introduction to the teaching profession including an
intensive study of social, historical, philosophical and
economic factors affecting contemporary educational practices and
problems in American society. A personal philosophy of education is
developed including the relationship between a Christian
worldview and professional practice. Includes 50 hours of exploratory
field experience in diverse educational settings. Prerequisite: PSYC
120; COMM 110 recommended.
A course which focuses on the psychology of human development
and learning important to the understanding of those influences which
affect when an individual is ready to learn and how learning is
maximized. Cognitive and linguistic development, personal and social
development, and diversity of development is addressed along with
various learning theories to provide the basis for principles of
effective instruction across developmental stages and educational
needs. Prerequisite: PSYC 120.
An overview of appropriate practices which support physical,
social, emotional, language, cognitive, and aesthetic development of
all children from birth through age eight. The impact of classroom
physical environment (including technology), schedule, routines,
transitions and external aspects such as family and cultural
backgrounds are presented. Field experience (30 hrs.) is required.
Prerequisites: EDUC 112, 232.
The introduction to and development of phonics skills including
terminology, concepts, and an understanding of the essential role of
phonics in the reading process. Emphasis is placed upon the application
of phonemic awareness for effective reading
instruction. Prerequisites: EDUC 112, 232.
The exploration and application of creative and aesthetic
expression across the early childhood education curriculum with
emphasis on art, music, drama, and movement. The focus is on designing
environments and teaching methods which value play, small group
projects, open-ended questions, group discussion, problem solving,
cooperative learning and inquiry experiences. Prerequisite:
EDUC 245 or permission of the instructor.
This course is designed to provide a survey of literary genres,
historical aspects, current trends, and critical stances related to
children’s literature. Emphasis is placed on both the literary study of
these bodies of work and their uses in educational settings. Assigned
readings will relate to all major world cultures (African, European,
Asian, Middle Eastern, Hispanic, and American), various age and ability
groups, and to both male and female student readers. Prerequisite: EDUC
232.
This course deals with the critical evaluation of
adolescent and young adult books and their appropriateness to the needs
and interests of students at the middle and secondary school levels.
Students complete assigned readings of various genre that are
reflective of all major world cultures including African, European,
Asian, Middle Eastern, Hispanic, and American. Students will read
complete texts that appeal to both male and female adolescent and young
adult readers. Prerequisite: EDUC 232.
This course examines the physical, social, emotional,
intellectual, and moral development of the late adolescent and young
adult and the corresponding implications for curriculum, instruction,
and school organization. An analysis of secondary school curriculum
development and procedures involving planning, instructional
strategies, and classroom management are addressed with attention given
to critical issues in secondary school education. Effective principles
related to motivation and self-analysis of teaching competencies are
also included. Field experience (30 hrs.) is included. Prerequisite:
EDUC 232. Offered each Spring.
An overview of theories of language acquisition and development
of reading. Emphasis is placed upon the development of a balanced
literacy program including, but not limited to, teaching strategies for
the sequential evolvement of spelling skills, grammar skills (oral and
written), handwriting, and the use of various cueing systems to enhance
reading comprehension. Attention is given to the reading and writing
process and to the model/methods appropriate for reading instruction.
Field experience (30 hrs.) is included. Prerequisite: EDUC 252.
Examines the physical, social, emotional, intellectual, and
moral development of early adolescents and the corresponding
implications for curriculum, instruction, and school organization for
middle childhood education. Prerequisite: EDUC 232. Offered each Fall.
Provides the pre-service teacher with knowledge concerning
diverse family needs and how to meet these needs through effective
communication and positive, professional community relationships. The
pre-service teacher discovers avenues of advocacy for all children,
determines ways to improve program quality and service, and understands
the team-player role in support of children and families. Field
experience (30 hrs.) is included. Prerequisites: EDUC 245; SPED 312.
Offered each Fall.
Focus is on the multiple aspects of professional leadership in
educating young children. The roles of advocate, decision-maker,
organizer, supervisor, family supporter, and community collaborator are
addressed. Pre-service teachers will articulate program philosophies,
reflect on practices, explain rationale for decisions, and evaluate the
effects of their choices and actions on others. Field experience (20
hrs.) is included. Prerequisites: EDUC 245; SPED 312. Offered each Fall.
Provides a multidisciplinary support of reading development
with an emphasis on content area reading in early childhood education.
Going beyond the emergent and early reading levels, an emphasis is
placed upon the development of skills in comprehension, vocabulary,
word identification, and grammar (oral and written). Attention is given
to the reading and writing process, to strategies for effective
instruction, and to grammar skills for effective communication. Various
speech and language patterns, dialects, and other issues of language
diversity are considered. Field Experience (30 hrs.) is included.
Prerequisite: EDUC 318.
This course provides a multidisciplinary support of reading
development with an emphasis on content area reading at the middle and
secondary school level. Attention is given to the reading and writing
process, strategies for effective instruction, and grammar skills for
effective communication. Various speech and language patterns,
dialects, and other issues of language diversity are considered. Field
experience (30 hrs.) is included. Prerequisite: EDUC 232.
Designed to develop a working knowledge of how technology,
including various forms of media, can be used in the classroom to serve
the diverse needs of students. Understanding and skill is developed in
using a variety of computer hardware and software, and integrating
instructional media techniques into adaptable, usable teaching
strategies for the elementary, middle, and secondary school classroom.
Consideration is given to social, ethical, and human issues related to
technology. Prerequisite: EDUC 232.
A study of the middle school concept, its philosophy,
issues, and distinctive components and characteristics.
Principles of curriculum development, classroom management,
differential instruction, and effective communication and collaboration
in middle school education are covered. Includes field experience(40
hrs.) in the middle grades. Prerequisite: EDUC 325. Offered each Spring.
Project-oriented course designed to promote the utilization of
technological tools at all teaching levels and integration within all
content areas. The emphasis is upon the purposeful instructional use of
microcomputer technology integrated with media materials for an
enriched classroom setting. Taken concurrently with a methods course.
Prerequisite: EDUC 362. This course has a co-requisite methods course.
Check the licensure area program guide for the designated methods
course.
Principles and techniques of assessment in education, including
descriptive statistics such as measures of central tendency,
variability, and relationship are studied in the context of assessment,
including statistical indices for test validity and reliability. Focus
is on contemporary measurement and evaluation techniques including the
interpretation of standardized test scores and the development of
authentic assessment activities and appropriate scoring procedures.
Social, legal, and ethical implications of testing are included.
Prerequisites: EDUC 232 and Junior standing.
A comprehensive methods course which integrates various
branches of mathematics with applications for mathematics instruction
at the secondary level. This course, along with EDUC 405, is taken
during the first five weeks of the student teaching semester. Field and
clinical experiences (90 hrs.) are included. Prerequisite: Approved for
Student Teaching. Co-requisite: EDUC 405. Offered each Spring.
An overview of standard and alternative assessments designed
for the identification of reading difficulties with attention given to
specific intervention strategies, including the use of technology.
Strategies for assisting and accommodating readers with speech,
linguistics, and cultural differences. Case studies, the development of
individualized education plans (IEPs) and the 504 plan in reading is a
significant focus for 30 hrs. field-based experience. Prerequisite:
EDUC 318. Offered each Spring.
A comprehensive social studies methods course which integrates
the broad areas of history, economics, political science, and
sociology, with applications for instruction at the secondary level.
This course, along with EDUC 405, is taken during the first five weeks
of the student teaching semester. Field and clinical experiences (90
hrs.) are included. Prerequisite: Approved for Student Teaching.
Co-requisite: EDUC 405. Offered each Spring.
The identification of the fundamental processes, techniques and
instructional methods related to health education in the schools.
Designed to prepare students to develop lesson plans, write measurable
objectives and evaluate lessons for students PreK-12. This course,
along with EDUC 405, is taken during the first five weeks of the
student teaching semester. Field and clinical experiences (90 hrs.) are
included. Prerequisite: Approved for Student Teaching. Co-requisite:
EDUC 405. Offered each Spring.
A comprehensive methods course which integrates the broad areas
of language, writing/composition, reading and literature, and media,
with applications for instruction at the secondary level. This course,
along with EDUC 405, is taken during the first five weeks of the
student teaching semester. Field and clinical experiences (90 hrs.) are
included. Prerequisite: Approved for Student Teaching. Co-requisite:
EDUC 405. Offered each Spring.
A comprehensive examination of effective strategies in Spanish
Education (PreK-12) with specific practical classroom experience to
identify the fundamental processes, techniques, instructional methods
and materials for teaching Spanish in grades PreK through 12. This
course, along with EDUC 405, is taken during the first five weeks of
the student teaching semester. Field and clinical experiences (90 hrs.)
are included. Prerequisite: Approved for Student Teaching.
Co-requisite: EDUC 405. Offered each Spring.
A comprehensive methods course which integrates the different
subject areas contained within the sciences, with applications for
science instruction at the secondary level. This course, along with
EDUC 405, is taken during the first five weeks of the student teaching
semester. Field and clinical experiences (90 hrs.) are included.
Prerequisite: Approved for Student Teaching. Co-requisite: EDUC 405.
Offered each Spring.
Explores the principles, techniques and resources for teaching
language arts in the context of social studies to children
pre-kindergarten through grade three, incorporating technology and
other non-print media. Course work includes the examination of
strategies for selecting, integrating, and translating knowledge and
methods from history, geography, and social science disciplines
appropriate for early childhood. Planning an integrated social studies
curriculum and providing intervention for children with various
educational needs, including the gifted, are emphasized. Field
experience (30 hrs.) is included. Prerequisite: EDUC 355. Offered each
Fall.
Presents the current developments and methods of teaching math
and science to children pre-kindergarten through grade
three, with content and learning activities reflecting national
standards and the state curriculum model in math and science. Emphasis
is placed upon materials, techniques, and research-based practice for
effective instruction of content, process, and real-world applications.
Intervention strategies for children who are at-risk, gifted, or those
with mild/moderate educational needs, including the
gifted, are practiced. Field experience (30 hrs.) is
included. Prerequisites: MATH 112; general education science elective.
Offered each Fall.
Examines effective strategies for instruction and evaluation in
middle level mathematics and provides the opportunity to apply
strategies to meet the diverse needs of students through middle school
field experience. This course, along with EDUC 405, is taken during the
first five weeks of the student teaching semester. Field and clinical
experiences in the middle grades (45 hrs.) are included. Prerequisite:
Approved for Student Teaching. Co-requisite: EDUC 405. Offered each Spring.
Examines effective strategies for instruction and evaluation in
middle level science and provides the opportunity to apply strategies
to meet the diverse needs of students through middle school field
experience. This course, along with EDUC 405, is taken during the first
five weeks of the student teaching semester. Field and clinical
experiences in the middle grades (45 hrs.) are included. Prerequisite:
Approved for Student Teaching. Co-requisite: EDUC 405. Offered each
Spring.
This course examines effective strategies for instruction and
evaluation in middle level social studies and provides the opportunity
to apply strategies to meet the diverse needs of students through
middle school field experience. This course, along with EDUC
405, is taken during the first five weeks of the student
teaching semester. Field and clinical experiences in the middle grades
(45 hrs.) are included. Prerequisite: Approved for Student Teaching.
Co-requisite: EDUC 405. Offered each Spring.
This
course examines effective strategies for instruction and evaluation in
middle level language arts and provides the opportunity to apply
strategies to meet the diverse needs of students through middle school
field experience. This course, along with EDUC 405, is taken during the
first five weeks of the student teaching semester. Field and clinical
experiences in the middle grades (45 hrs.) are included. Prerequisite:
Approved for Student Teaching. Co-requisite: EDUC 405. Offered each
Spring.
The student teaching seminar meets once a week during the student
teaching semester. The seminar encourages reflection and provides
opportunities for students to interact regarding their student teaching
experiences. Discussions on issues and trends affecting the
profession and preparations for the professional role will occur.
Professional portfolios are developed. Offered each
semester.
The identification of the fundamental processes, techniques and
instructional methods related to physical education at the secondary
level. This course, along with EDUC 405, is taken during the first five
weeks of the student teaching semester. Field and clinical experiences
(90 hrs.) are included. Prerequisite: Approved for Student Teaching. Co-requisite: EDUC 405. Offered each Spring.
Observation, participation, and responsible teaching in a
school chartered by the State of Ohio involving 15 weeks (minimum - 450
clock hours) under the direction and assistance of successful and
experienced secondary school teachers. The student teaching requirement
includes a on-campus seminar as well as regular visits and conferences
with the college supervisor. Student teaching evaluation is focused on
assessment criteria established for Entry Year Teachers by the State of
Ohio. Application for admission to student teaching should be made by February 1 preceding the academic year in which student teaching is completed.
Students are expected to develop a Professional Presentation Portfolio
during the student teaching semester. Prerequisite: Acceptance into
Student Teaching. Offered each Spring.
Student teaching experience for those choosing from among
Health, Music, Physical Education, Spanish Education, or Visual Arts
licensure areas. Observation, participation, and responsible teaching
in schools chartered by the State of Ohio involving 15 weeks (minimum -
450 clock hours) under the direction and assistance of successful and
experienced teachers in the respective licensure area, among grades
PreK-12 (two placements). The student teaching requirement includes an
on-campus seminar as well as regular visits and conferences with the
college supervisor. Student teaching evaluation is focused on
assessment criteria established for Entry Year Teachers by the State of
Ohio. Application for admission to student teaching should be made by February 1 preceding the academic year in which student teaching is completed.
Students are expected to develop a Professional Presentation Portfolio
during the student teaching semester. Prerequisite: Acceptance into
Student Teaching. Offered each Spring.
Observation, participation, and responsible teaching in a
school chartered by the State of Ohio involving 15 weeks (minimum - 450
clock hours) under the direction and assistance of successful and
experienced preschool and primary teachers. The student teaching
requirement includes an on-campus seminar as well as regular
visits and conferences with the college supervisor. Student teaching
evaluation is focused on assessment criteria established for Entry Year
Teachers by the State of Ohio. Application for admission to student
teaching should be made by February 1 preceding the academic year in which student teaching is completed.
Students are expected to develop a Professional Presentation Portfolio
during the student teaching semester. Prerequisite: Acceptance into
Student Teaching. Offered each Spring.
Observation, participation, and responsible teaching in a
school chartered by the State of Ohio involving 15 weeks in the middle
grades (minimum - 450 clock hours) under the direction and assistance
of successful and experienced middle school teachers. The student
teaching requirement includes an on-campus seminar as well as regular
visits and conferences with the college supervisor. Student teaching
evaluation is focused on assessment criteria established for Entry Year
Teachers by the State of Ohio. Application for admission to student
teaching should be made by February 1 preceding the academic year in which student teaching is completed.
Students are expected to develop a Professional Presentation Portfolio
during the student teaching semester. Prerequisite: Acceptance into
Student Teaching. Offered each Spring.
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