Education

EDU 10201 Technological Literacy

This course studies the impact of technology on general education. Methods and applications of computer usage in an integrated program will also be discussed. Focus is placed on word processing, database, and spreadsheet applications. Course fee required.

Offered Fall, Spring for 1 Semester hours.

EDU 10303 School and Community

This beginning teacher education course teaches the historical foundations of education of American schools. The impact of the entire society on the formation and shaping of schools is stressed. Teacher candidates are introduced to the major philosophies of education and their impact on and evidence in classrooms. A fifteen-hour (15) field experience is required for this course.

Offered Fall, Spring for 3 Semester hours.

EDU 11403 Art i n the Curriculum

Course studies the creative/expressive development of early childhood, mild/moderate, and middle school learners. Supportive materials include national and Ohio Academic Content Standards. Learner outcomes, lessons, and materials developed. Artistic developmental stages studied. The portfolio that we create is a collection of work created by the university student that enhances their own art experience or works that can be created with children. Developmental and creative needs of learners considered in planning lessons and making applications across the curriculum. Best practices stressed to meet the needs of children including diverse populations. Cultural diversity is celebrated via artistic expression. Appropriate management and safety needs in teaching art emphasized. Technology in art is integrated; thematic units enriched by art are explored. A service project with children is inclusive to the course. This service project is supervised by the course instructor. Self-reflection on teacher effectiveness embraced and practiced. Course fee required.

Offered Fall, Spring for 3 Semester hours.

EDU 12503 Adolescent to Young Adult Content Area Reading for Career Technical

This course stresses the role of reading, writing, talking, and listen/visual strategies as necessary and inseparable forms of communication in all content areas. The focus of instruction is to help teacher candidates teach students to be life-long learners, using communication strategies to both gather and share information. A 30-hour field experience in the teacher candidate’s concentration in an AYA setting is required. This experience will include activities such as observing, planning and teaching lessons using content area reading strategies, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Open only to CT Licensure Program candidates.

Offered Summer for 3 Semester hours.

EDU 20203 Infant, Child & Adolescent Development (Prenatal-YA) ECE/ISK-12/ECSE

Basic concepts of child development, similarities and differences among exceptionalities, appropriate instructional practices, and impact of language acquisition on development will be explored in this three-hour class. During a field experience project, teacher candidates will recognize and document at least ten examples of development connecting class discussions with what they see in learning environments. Overarching professional preparation standards explored in this class include: Knowing and understanding young children’s characteristics and needs (NAEYC); Knowing and understanding similarities and differences among individuals with exceptionalities (CEC-ISCI); Knowing and understanding typical and atypical human growth and development (CEC-ISCI); Knowing and understanding the impact of child’s abilities, needs, and characteristics on development and learning (CEC-ECSE). A fifteen-hour (15) field experience is required for this course.

Offered for 3 Semester hours.

EDU 20303 Learning Environments (P-12) ECE/ISK-12/ECSE

Teacher candidates will investigate the demands of a wide variety of learning environments. The focus of this three-hour class will be collaboratively creating and managing a developmentally appropriate, healthy, physically and emotionally safe learning environment for all individuals. In addition, overarching teacher preparation knowledge standards explored in this class include the principles of normalization and least restrictive environment, retaining and appreciating each other’s language and culture, utilizing technology to manage the teaching and learning environment, grouping for learning success, and strategies for crisis prevention and intervention. Candidates will learn standards-based skills to establish consistent routines, activities, and positive behavior supports that promote independent functioning for all children, including those with disabilities. Students will also learn how to provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology, responsive to individual differences. The development of collaborative problem-solving and conflict resolution skills necessary to model and teach them to young learners is also emphasized. A 10-hour field experience-based project will be required. This experience will focus on the positive impact of differentiation, the principles of Universal Design for Learning (UDL), and co-teaching on the learning environment.

Offered for 3 Semester hours.

EDU 20401 Integrated Classroom Management & Learning Environment

This is the first course in Classroom Management. As part of the foundation for thinking about the teaching and learning process, the teacher candidate will use EDU 20403 to begin an understanding of the principles of classroom management. Attention is drawn to the physical learning environment and viewing the teacher as planner, educator, and manager for the classroom. (concurrent with EDU 20403)

Offered Fall, Spring for 1 Semester hours.

EDU 20403 Planning for Instruction

This course will provide the teacher candidate with the basic understandings of the teaching process. Based on a five-phase model of instruction the teacher candidate will be introduced to the cognitive, affective, and psychomotor domains of learning. The teacher candidate will be instructed in the development of appropriate objectives for any learner. Pre-assessment of learners will be discussed. The day-to-day work of the classroom teacher will be surveyed. The development of good teaching units will be studied, the importance of daily lesson plans will be discussed, and lesson plans based on age appropriate objectives will be written. Candidates will be introduced to the procedure to follow and complete the process to be admitted into the School of Education. Portfolio Benchmark I completed with this course.

Offered Fall, Spring for 3 Semester hours.

EDU 22102 Observation and Visitation I

Field-based experiences at the career-technical school. On-site visits by teacher educator to guide and evaluate novice teachers in the application of and participation in simulated exercise, field experience, and group seminars. Course fee required.

Offered Fall for 2 Semester hours.

EDU 22202 Observation and Visitation II

Continuation of the field-based experiences begun in EDU 22102, including on-site visits by a teacher educator. Course fee required.

Offered Spring for 2 Semester hours.

EDU 22203 Science, Health, & Nutrition Methods & Intervention Techniques for Middle Childhood

The teaching of modern/contemporary science, health, and nutrition for children from grade 3 to grade 9 with emphasis placed on objectives, curriculum, materials, methods of teaching, and evaluation/assessment. Development and applications of the NRC National Science Standards and the Ohio Science Model as they relate to the middle grades level. A field experience of twenty (20) hours in the middle grade setting is required. Course fee required.

Offered Fall for 3 Semester hours.

EDU 22403 Educating the Exceptional Learner

This course will cover exploration of levels of severity and needs of exceptional children and adults to age 21 in educational settings and in the community. It is a general survey course of social/emotional, cognitive, and learning style characteristics, causes, Individualized Education Programs, and educational placement and instruction for students with exceptionalities. A fifteen-hour (15) field experience is required. Prerequisite: Second Year Rank.

Offered Fall, Spring for 3 Semester hours.

 

EDU 22603 Content Area Reading & Intervention ECE/ISK-12/ECSE

This course stresses the importance of reading as a means to learn, to access information, and to enhance the quality of life. Teacher candidates explore methods and procedures to engage all students in exploring reading across the curriculum. Emphasis is placed on the child’s construction of meaning through prior knowledge, written language, and the various reading contexts. Reading, writing, listening, and speaking are explored through evidence and research based strategies. Diversity of students and culture are explored with a rich variety of cultural literature for children (ages 3-gr. 12). Effective study and questioning strategies are explored as well as strategies that encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. The practices of co-teaching, UDL, differentiation, and data based decision-making will be key components of the course. A 15-hour field experience is required in this course. Prerequisite: EDU 20403

Offered for 3 Semester hours.

EDU 22703 Science, Health, Nutrition Methods & Intervention ECE/ISK-12/ECSE

The course focuses on the teaching of modern/contemporary science, health and nutrition for children from age 3 to grade 12 with emphasis on learning objectives, curriculum, materials, methods of teaching, and evaluation/assessment. Development and applications of the National Science Standards (NRC) and the Ohio Academic Content Standards and Early Learning Standards as they relate to the early childhood and K-12 levels will be investigated. Multiple teaching methods and intervention techniques for working with students with diverse needs will be examined. Exploration of instructional expectations for students and their differences in developmental levels, science backgrounds, and scientific potential will be conducted. Utilizing technology in the planning and teaching of science will also be addressed in this course. Students will study and apply the three dimensions of the Next Generation Science Teaching Standards from the NRC framework: (a) practices, (b) crosscutting concepts, and (c) disciplinary core ideas. A 15-hour field experience is required.

Offered for 3 Semester hours.

EDU 23303 Family, School & Community Collaboration ECE/ISK-12/ECSE

This course is designed to provide pre-service teachers knowledge and skills necessary to communicate and collaborate with parents in school and community settings to facilitate the development, education, and socialization of students with and without disabilities from early childhood through grade 12. Students will develop knowledge of family systems theory, the impact of disabilities upon the life of the child and family members, family legal rights, structure of the family, history of the family, family coping strategies, and the impact of culture, the environmental milieu and cultural and linguistic diversity on development, learning, and behavior. Students also identify sources of services, resources, networking, and organizations that assist families of children and also persons with disabilities such as the Council for Exceptional Children (CEC) and a variety of additional national, state, and local agencies and organizations. In addition to the focus on interactions with families, this course also allows teacher candidates to develop critical skills needed to collaborate with other education professionals to assess performance, plan instruction, monitor progress, provide interventions, solve problems, create Individualized Education Programs (IEPs), and provide all students with instructional and behavioral supports that will allow them to be successful learners. As part of a project-based field experience, teacher candidates must interview the parent(s) of a child with a disability, and the child (if appropriate). The information gathered is used to write a Family Case Study Report and a Family Action Plan. A project-based field experience is required for this course.

Offered for 3 Semester hours.

EDU 23503 Content Area Reading for Middle Childhood.

Course stresses importance of reading as a means to learn, to access information, and to enhance the quality of life. Teacher candidates explore methods and procedures to engage middle school pupils in exploring reading across the curriculum. Emphasis is placed on middle schoolers’ construction of meaning through prior knowledge, written language, and the various reading contexts. Reading, writing, listening, and speaking are explored. Course stresses constructivist processes and emphasizes that meaning, content, purpose, tasks, and setting influence the reading process. Diversity of students and culture are explored with a rich variety of cultural literature for middle schoolers. Direct instruction and modeling of “What”, “When”, and “How” to use reading strategies with narrative and expository texts stressed. Effective study and questioning strategies explored as well as strategies that encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. Authentic assessment/learning style, teaching to exceptionalities, use of technology, integrated curriculum, cooperative learning, class-room management, independent learning, and community based projects for middle schoolers are explored. The communication skills of talking and listening and the enriching aspects of drama, oral presentation, and project study are stressed. Utilization of the Ohio English Language Arts Academic Content Standards is required for the related middle school. A fifteen-hour (15) field experience in a partnership school is required for this course. Course fee required.

Offered Fall, Spring for 3 Semester hours.

EDU 24002 Foundations of Learning and Teaching

This course includes topics such as, theorists, brain-based learning and cognitive processes associated with learning. The course also addresses issues of learner motivation and classroom management. Lab fee required.

Offered Summer for 2 Semester hours.

EDU 24101 Assessment of Learning and Teaching

This course builds on EDU 24002 Foundations of Learning and Teaching. Topics included are types of assessments, characteristics of assessments, scoring of assessments, reporting assessment results, use of assessments, and assessment role in school improvement models of Baldrige and High Schools That Work. Lab fee required.

Offered Summer for 1 Semester hours.

EDU 24603 Social Studies Methods & Intervention ECE/ISK-12/ECSE

This course examines various components involved in developing and implementing an effective social studies program for PK through Grade 12 students. Teacher candidates learn to apply evidence-based instructional and intervention strategies within the context of social studies content included in the Ohio Early Learning and Development Standards and the Ohio Academic Learning Standards. Co-planning and co-teaching lessons within a unit plan is a required element of the field experience component of this course. Integration of instructional technology and techniques relevant to all learners will be emphasized. Students learn to select appropriate instructional methods and design activities to create an active learning environment that engages and supports a diverse learning population. Educator preparation knowledge and skills identified in the Ohio Standards for the Teaching Profession, the National Association for the Education of Young Children (NAEYC) Standards for Initial Early Childhood Professionals, and the Council for Exceptional Children (CEC) Initial Educator Standards provide the foundation for course learning objectives. A 15-hour field experience is required.

Offered for 3 Semester hours.

EDU 25303 Professional Practices ECE/ISk-12/ECSE

Throughout the semester students will study the legal history, provisions, rights, current research, and issues concerning parents, teachers, and other school and community professionals in placement, medication, orientation and gender biases and other standards and policies of the model for students with exceptional needs while maintaining and promoting a high level of competency and integrity in professional practices. Students will also study federal, state, and local laws, procedures, policies, and standards related to the assessment eligibility and placement of students into special education programs.

Offered for 3 Semester hours.

EDU 25503 Assessment in Education ECE/ISK-12/ECSE

Throughout the semester students will learn to use formal, informal, and authentic assessment techniques to collect a wide variety of student performance data typically used to inform instructional planning, assess student learning, adjust instruction, provide interventions, and monitor on-going student progress. Students will be introduced to the processes and procedures related to evaluation for special education eligibility. Candidates will also learn to administer standardized achievement and diagnostic tests to individual students and also to develop informal assessment instruments and materials. Candidates will be introduced to formal assessment terminology as well as the appropriate uses and limitations of standardized group and individualized diagnostic tests. Instruction will be given on how to interpret, display, report, and explain assessment data to parents, students, colleagues, and other professionals. A field project is required for this course.

Offered for 3 Semester hours.

EDU 26102 Observation and Visitation I

A second year course of field-based experiences at the career-technical school supported by on-site visits by a teacher educator. Course fee required.

Offered Fall for 2 Semester hours.

EDU 26201 Observation and Visitation II

Continuation of the second year course of field based experiences at the career-technical school. Including on-site visits by teacher educator. Course fee required.

Offered Spring for 1 Semester hours.

EDU 26403 Middle Childhood Integrated Social Studies Methods.

Curricular applications of nature/ needs of Young Adolescents (grades 4-9) studied via the Ohio Social Studies Academic Content Standards. Students study effective practice strands of the Social Studies Model in the Partnership School Setting. Technology applications are required. Multiple intelligences, learning styles, diversity enriched curricula free of stereotyping, active learning, special projects, service/community activities, and constructivist learning are applied to teaching middle-childhood students. Critical thinking, problem solving, and performance skills are pursued. Social interaction is explored through the venues of verbal, nonverbal, and media/technology applications. Best practices explored for inclusion requirements for all instructional/service activities. Supportive interaction and self-motivation of middle childhood learners explored for enhanced student involvement/ achievement. Integrated studies across middle grades curricula are emphasized. Ohio Academic Content Standards is a framework for instructional planning. Social science strands utilized as frameworks for thematic, cross-curricular studies. Appropriate middle school formal and informal assessment strategies utilized. A required field experience takes place in a middle school setting that supports the principles of the Association for Middle Level Education. Activities include observation, participation, and teaching (individual students, small groups, and large groups). Self-reflection on best practices in teaching young adolescents is required. Portfolio development accompanies the experience and course study. A fifteen-hour (15) field experience is required for this course. Course fee required.

Offered Fall for 3 Semester hours.

EDU 26501 Middle Childhood Seminar I

In this course, the teacher candidate will become familiar with the Association for Middle Level Education (AMLE) and indicators with each standard. The teacher candidate will be able to produce examples of artifacts with these standards. Exploration of middle adolescent characteristics (intellectual, physical, social, emotional, and moral development) will be emphasized. Completing a case study on a middle school child will allow the teacher candidate to reflect on characteristics of the young adolescent and provide an educational plan for the strengths and weaknesses of the young adolescent. Components of service learning and mentorship in an advisor/advisee relationship of middle schools will be explored as well as the latest technology available to help the young adolescent succeed with school and the community. Professional communication models from various sources within the school community will focus on ways to involve parents and other adults to encourage the young adolescent.

Offered Fall, Summer for 1 Semester hours.

EDU 27002 Curriculum Alignment (CT)

Guidance in developing and using the course of study and the curriculum guide. Included in the course is a focus on the historical foundations of career-technical curriculum development. Course fee required.

Offered Fall for 2 Semester hours.

EDU 27302 Career Technical Education Linkages

Explores interface of career-technical education practitioners with business-industry and government to form mutually productive partnerships in technology transfer. Lab fee required.

Offered Fall for 2 Semester hours.

EDU 27702 Diversity of Learners

This course presents a comprehensive introduction of the continuum of educational and instructional options for the special needs learners from middle school through adulthood. Additionally, procedures for preparing exceptional persons to fulfill their career roles as workers, family members, and community residents will be examined. Course fee required.

Offered Spring for 2 Semester hours.

EDU 28003 Student Centered Leadership

Designed to assist novice teachers in building a student centered classroom leadership program. How to integrate leadership concepts to enhance career technical student organizations (CTSO) involvement and culminating projects will be examined. Course fee required.

Offered Spring for 3 Semester hours.

EDU 28302 Early Childhood Development Portfolio

This course is designed to give an overview of principles and practices of democratic administration and the development of policies to implement a school’s philosophy. Various patterns of school organization will be examined. Portfolio development and a written resume are required in this class. Other experiences include: roles of lead teacher, financial manager, and center manager. Legal and ethical responsibilities of the individual and the center will be examined. Professional conduct and professional organizations will be considered. Course fee required.

Offered Spring, Summer for 2 Semester hours.

EDU 28502 Professional Development

Current trends and issues in American education utilizing materials drawn from social and cultural foundations of education. Course fee required.

Offered Spring for 2 Semester hours.

EDU 28601 Professional Preparation

This course will prepare novice teachers for their professional assessment. The final composition of the portfolio will be a major product of the course. Course fee required.

Offered Fall for 1 Semester hours.

EDU 28801-03 Selected Topics in Education

A study of topics not included in the regular curriculum offerings. A group of students, the instructor, and School Chair may select the field of study. Course fee required.

Offered On Demand for 1-3 Semester hours.

EDU 29403 Early Childhood Seminar

Teacher candidates enrolled in this capstone experience will demonstrate the ability to work effectively with children of diverse ages, diverse abilities, and from diverse family systems during this full-time supervised practicum experience. For two hundred (200) clock hours, students will observe and participate under the supervision of a qualified professional. In the one-hour seminar that accompanies the practicum, teacher candidates will analyze and evaluate field experiences, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals. Teacher candidates will review their philosophical positions in light of management knowledge and skills in working with staff, parents, and children. Course fee required.

Offered Spring, Summer for 3 Semester hours.

EDU 29901-05 Directed Studies in Education

Directed individual projects or research in some aspects of professional education. Prerequisites: Seeking teacher licensure and permission of School Chair.

Offered On Demand for 1-5 Semester hours.

EDU 30303 Multicultural Relations

Course explores role of teacher in diverse learning environment. Self-reflection and the impact of teacher interaction with students studied. Effective verbal, nonverbal, and media communications with students, parents, colleagues, and community considered. The Ohio Department of Education Competency-Based Model to frame Foreign Languages instruction examined. Exploration, practice/critique of helping dimensions of empathy, respect, genuineness, self-disclosure, concreteness, confrontation, and immediacy included. Problem solving/conflict resolution (non-directive listening, paraphrasing, and consensus building) practiced. Sensitivity to cultural attitudes and values explored, as are needs of inclusive students. Impact of families on individual learners examined. Total study of the multicultural climate emphasizes wholesome, enriched schools that offer students the opportunity to respect each other, appreciate differences, support each other, and engage in active, meaningful learning. Community cross-connections and teacher/parent interactions for enriching school are emphasized. Self-reflection throughout study requires teacher candidate to establish a credo for teaching that embraces all people. Portfolio processes enrich the study. Portfolio Benchmark II evaluated.

Offered Fall, Spring for 3 Semester hours.

EDU 31503 Phonics for ECE/ISK-12/ECSE

This course was designed to cover all phonics requirements established by the Ohio Department of Education as they relate to IS/MC needs. Upon completing the course teacher candidates will be knowledgeable about the phonemic and morphemic systems of language as well as the graphophonemic, syntactic, and semantic cueing systems. This information will be understood as it relates to the age appropriate language processes of reading, writing, talking, and viewing/listening. Candidates will gain an historical perspective on the teaching of phonics through an overview of learning and reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension for early childhood (including appropriate use of technology) will be taught to and practiced by all teacher candidates. A supervised 15-hour field experience in an IS/MC setting will include observation, tutoring with classroom teacher guidance, lesson planning, teaching lessons prepared under the guidance of the course instructor and/or the classroom teacher and authentic assessment of a student’s emerging literacy.

Offered for 3 Semester hours.

EDU 31603 Reading Methods for ECE/ISK-12/ECSE

This course focuses upon the Ohio Department of Education’s English Language Arts Standards, as they relate to grade level indicators, with emphasis on reading and writing processes and applications. The focus will be on teaching children to consider themselves to be readers and writers from the time they can listen to a story or hold a pencil. Comprehension strategies such as predicting & confirming, retellings, language experience activities, and literature circles and literature response activities will be tied in with age appropriate experiences for the authoring process, literature appreciation, and authentic oral and silent reading practices. Appropriate use of authentic assessment techniques, evidence-based instructional and intervention strategies, language/literacy immersion, multicultural literature, techniques for teaching to the multiple intelligences and the use of research and technology in the teaching of reading will help teacher candidates learn to teach to the individual. A supervised 15-hour field experience in a setting will include activities of developing reading related materials (such as an interactive bulletin board), planning and teaching lessons with the guidance of the university instructor and the classroom teacher, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Three evidence-based instructional strategies including (a) differentiation, (b) data-driven instruction, and (c) Universal Design for Learning (UDL) will be implemented within the field experience.

Offered for 3 Semester hours.

EDU 32203 Constructivist Practices

This course focuses on constructivist practice as a scientifically researched theory that explains learning as a physically and mentally active process. Consideration is given to the ways children make sense of their world. Ways that early childhood teachers can help address issues in constructive ways are explored.

Offered Fall, Spring for 3 Semester hours.

EDU 32503 Adolescent to Young Adult Content Area Reading

This course stresses the role of reading, writing, talking, and listen/visual strategies as necessary and inseparable forms of communication in all content areas. The focus of instruction is to help teacher candidates teach students to be life-long learners, using communication strategies to both gather and share information. A thirty-hour (30) field experience in the teacher candidate’s concentration in an AYA setting is required. This experience will include activities such as observing, planning and teaching lessons using content area reading strategies, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Prerequisites: Admission to Teacher Education.

Offered Fall for 3 Semester hours.

EDU 33203 Phonics for Middle Childhood

This course was designed to cover all phonics requirements established by the Ohio Department of Education as they relate to middle childhood needs. A supervised fifteen-hour (15) field experience in a middle childhood setting at a partnership school will include observation, tutoring with classroom teacher guidance, lesson planning, teaching lessons prepared under the guidance of the course instructor and /or the classroom teacher and authentic assessment of a student’s developing literacy. Prerequisites: Admission to Teacher Education. (concurrent with EDU 33403)

Offered Spring for 3 Semester hours.

EDU 33302 Integrating Educational Technology into the Curriculum

In accordance with the ISTE Standards, teacher candidates in this course will implement curriculum plans that include methods and strategies for applying technology to maximize student learning, and candidates will apply technology to facilitate a variety of effective assessment and evaluation strategies.  (concurrent with EDU 39103)

Offered Fall, Spring for 3 Semester hours.

EDU 33403 Reading Methods for Middle Childhood

This course focuses on the Ohio Department of Education’s English Language Arts Standards as they relate to middle childhood grade-level indicators with emphasis on reading and writing processes and applications. A supervised fifteen-hour (15) field experience in a middle childhood setting at a partnership school will include activities such as developing reading related materials (such as an interactive bulletin board), planning and teaching lessons with the guidance of the university instructor and the classroom teacher, and keeping a journal reflecting upon classroom observations and activities as they relate to concepts studied in class. Prerequisites: Admission to Teacher Education. (concurrent with EDU 33203)

Offered Spring for 3 Semester hours.

EDU 34103 Behavior Management for Mild/Moderate Educational Needs

This course introduces the teacher candidate to principles of behavior management. Attention is drawn to the physical learning environment and laying out the school year, as well as viewing the teacher as planner, educator, and manager for the classroom. Candidates provided with strategies to effectively manage a variety of education environments with behavior intervention skills and applied behavior analysis techniques.

Offered Spring for 3 Semester hours.

EDU 34203 Content Area Reading for Intervention Specialists/Multi-Age

This course stresses the role of reading, writing, talking, and listen/ visual strategies as necessary and inseparable forms of communication in all content areas. The focus of instruction is to help teacher candidates teach students to be life-long learners, using communication strategies to both gather and share information. A thirty-hour (30) field experience in a high school intervention specialist’s “classroom” is required. Prerequisites: Admission to Teacher Education.

Offered Spring for 3 Semester hours.

EDU 34503 Classroom Management & Behavior Intervention ECE/ISK-12/ECSE

This course introduces the students to the principles of classroom management. Attention is drawn to the physical learning environment and laying out the school year, as well as viewing the teacher as planner, educator, and manager for the classroom. Stress is placed on the psychosocial environment of the classroom, managing student motivation, adapting instruction, managing students at work, and managing assessment, record keeping, and reporting. The students will be led in discussion of prevention of behavior problems by developing skills in providing positive behavior interventions and supports for all students. Observation techniques for collecting behavioral data necessary to conduct a Functional Behavior Assessment (FBA) are taught. Candidates also learn skills needed to develop a Behavior Intervention Plan (BIP) based on explicit instruction in and positive reinforcement of socially appropriate replacement behaviors. This course provides teachers with strategies to effectively manage a variety of education environments with behavior intervention skills and applied behavior analysis techniques. A project-based field experience is required.

Offered for 3 Semester hours.

EDU 35403 Science for Elementary/Middle School Teachers

This course is designed for teacher candidates seeking to teach young adolescents in fourth and fifth grade. The course will emphasize teaching and lesson planning in physical science. The teacher candidates will explore science concepts that are part of daily life and learn how to incorporate observation, discourse, and experimentation to increase understanding of physical science of students at the fourth and fifth grade levels. They will investigate topics using hands-on activities, online resources, readings, and other multimedia materials. This course is for Early Childhood candidates seeking the Early Childhood Generalist Endorsement. Prerequisites: EDU 22303 or EDU 23303.

Offered Summer for 3 Semester hours.

EDU 35503 Assessment in Education ECE/ISK-12/ECSE

Throughout the semester students will learn to use formal, informal, and authentic assessment techniques to collect a wide variety of student performance data typically used to inform instructional planning, assess student learning, adjust instruction, provide interventions, and monitor on-going student progress. Students will be introduced to the processes and procedures related to evaluation for special education eligibility. Candidates will also learn to administer standardized achievement and diagnostic tests to individual students, and also to develop informal assessment instruments and materials. Candidates will be introduced to formal assessment terminology as well as the appropriate uses and limitations of standardized group and individualized diagnostic tests. Instruction will be given on how to interpret, display, report, and explain assessment data to parents, students, colleagues, and other professionals.

Offered for 3 Semester hours.

EDU 36602 Mathematics Process Standards for Educators

Participants will examine the structure and applications of the NCTM Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics as they relate to fourth and fifth grades. Multiple examples of teaching strategies will be presented to assist candidates in meeting the needs of diverse learners and providing appropriate intervention techniques. Participants will also examine the mathematical expectations for students and instruction at the fourth and fifth grade levels while learning to recognize the differences in student developmental levels and experiences. Participants will also gain skill in the use of technology for planning as well as instructional purposes. This course is for Early Childhood candidates seeking the Early Childhood Generalist Endorsement.

Offered for 2 Semester hours.