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2007-2009 Catalog [ARCHIVED CATALOG]
Courses
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Click here to view the course decriptions |
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ECON 3332 - Managerial Economics Credits: 3
Use of economic theory and decision-making techniques in business management. Production and consumer theory, applied price theory, pricing of final products, theory of profits, profit management, capital budgeting, cost and demand analysis theory to provide a solid foundation of economic understanding for use in managerial decision making.Prereq: ECON 2201, 2202, and MATH 2110
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ECON 3350 - Labor Economics Credits: 3
Economic analysis of labor markets. Topics include labor supply and the derived demand for labor, human capital theory, labor market structures, trade unions, discrimination, and public policy toward labor.Prereq: ECON 2201 and 2202
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ECON 4405 - Economic Development Credits: 3
Examines the specific economic problems of less developed countries. The focus of this course is on the institutions and social structures that serve to promote or inhibit economic and human development. Topics covered typically include theories of economic growth, the role of the state, industrialization, the agricultural sector, and additional, selected macroeconomic topics.Prereq: ECON 2201 and 2202
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ECON 4411 - Comparative Economic Systems Credits: 3
Examines the theory and practice of differing types of economic systems with a particular focus on the role of institutions and the conflicts between the mechanisms of command, market, and tradition as means of coordinating economic activity. Topics covered typically include arguments for and against capitalism and socialism, the history of socialism, transitional economies, the European Union and the welfare state, and the emerging economies of Asia.Prereq: ECON 2201 and 2202
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ECON 4425 - Public Finance Credits: 3
Economic analysis of government finance theory and practice. Topics include the role of government in the allocation of resources and the distribution of income, the selection of alternate expenditure and tax schemes and their effects on the private sector, and public choice theory.Prereq: ECON 2201 and 2202
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ECON 4450 - International Economics Credits: 3
A one-semester introduction to the basics of international economics. Topics include arguments for and against free trade, international financial arrangements, and the role of international institutions.Prereq: ECON 2201 and 2202
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ECON 4480 - Econometrics Credits: 3
Economic analysis using linear regression techniques. Emphasisis on particular problems facing applied econometric researchers and practical solutions.Computer applications are included throughout the course.Prereq: ECON 2201, 2202, and MATH 2500
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ECON 4999 - Special Topics in Economics Credits: 3
Individual or small-group study, under the supervision of instructor, of topics not otherwise available to students.Repeatable for credit.Prereq: ECON 2201 and 2202
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EDAE 3285 - Foundations of Secondary Education Credits: 3
An introductory course focused on effective secondary schools. Students examine the philosophy and organization of the secondary school curriculum and assessment, family and community involvement, and the professional role of the secondary school teacher. Candidates are introduced to the specialized professional association standards for the appropriate licensure area. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (51 hours) with young adolescents (ages 12-21) in a secondary school setting under the supervision of qualified university and school based faculty.Prereq: EDIS 2250, EDUC 2230, and PSYC 2130 $
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EDAE 3385 - Action Research: Home, School, and Community Relations Credits: 3
Introduces teacher candidates to procedures and strategies for action research with a focus on diverse home, school, and community relationships relative to the secondary school classroom. Teacher candidates complete 84 hours of field-based experiences in a secondary school setting appropriate to their licensure area under the supervision of qualified university and school based faculty. During this field placement, candidates teach lessons and develop and implement a relevant action research project resulting in an action research report that includes a problem statement, literature review, data collection, analysis, and summary/application using appropriate technologies.Field experiences are arranged by the Department of Teacher Education in cooperation with partner districts.Prereq: EDAE 3285Coreq: EDRE 3305 and EDUC 3310 $
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EDAE 4400 - Secondary School Curriculum, Instruction, and Management Credits: 2
Designed to give pre-service teachers grounded experience in theory and practice related to the teaching of students (ages 12-21). Candidates design and implement lessons that include inductive and deductive teaching methods and strategies. Candidates design learning environments and classroom management plans that include technology and accommodations for the diverse learners in the classroom. Candidates analyze and apply the Praxis Assessment Criteria in their lesson plans and in the classroom setting. Candidates benefit from exposure to peers specializing in different content areas and from extensive and continuous fieldwork.Prereq: EDAE 3385 and PSYC 3112Coreq: EDAE 4433 or ENGL 4434 or MATH 4000 $
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EDAE 4433 - Teaching Science in Grades 7-12 Credits: 3
Use of a variety of instructional strategies, science curricula, evaluation techniques, and community resources are examined. Establishing and maintaining safety in the classroom, field, and storage areas are emphasized. The use and care for living organisms in an ethical and appropriate manner are experienced. Students participate in the planning and implementation of science experiences for students in the field setting.Prereq: EDAE 3385 and EDRE 3305, 35 credit hours of required coursework, and admission to licensure program.Coreq: EDAE 4400 $
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EDAE 4490 - Directed Teaching Credits: 10
A supervised clinical experience of at least 10 weeks teaching in a secondary content area classroom. A weekly seminar, both topical and process- oriented, provides opportunities to engage in critical reflection and in-depth examination of professional ethics and issues related to the specific clinical site as well as other professional issues.Candidates are evaluated according to the Shawnee State University Five Domains of Teacher Capacity and the Specialized Professional Association standards for the licensure area.Prereq: EDAE 4400 and ENGL 4434 or EDAE 4433 or MATH 4000 $
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EDEC 1150 - Introduction to Early Childhood Education and Child Development Credits: 3
A general introduction to the area of early childhood education and a survey of developmental processes that influence the growth of the physical, intellectual, and socio-emotional aspects of the child from conception through early childhood. Central to the course is identifying and learning how to respond to the needs of children from birth to age eight in inclusive settings that respect both cultural and linguistic diversity. Students gain an understanding of essential developmentally appropriate practices, characteristics, and needs of young children; high quality and effective resources to use with students; and the latest research in the field of early childhood education. $
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EDEC 2255 - Developmentally Appropriate Practice in Early Childhood Environments Credits: 3
Examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of the appropriate methods required to create an educational environment that is nurturing, stimulating, and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young children. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is demonstrated through designing appropriate learning activities and applying knowledge of theories.Prereq: EDEC 1150 and EDUC 1115 $
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EDEC 2283 - Administration of Early Childhood Programs and Family/Community Relations Credits: 4
Collaboration with parents and with intra- and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, preK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping; and the establishment of policies and procedures in support of NAEYC Standards 2, 4, and 5.Prereq: EDEC 1150 and EDUC 1115 $
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EDEC 2284 - Music and Movement in Early Childhood Education Credits: 3
Combines lecture and field experiences to introduce the concepts in basic music and movement. Elements of physical, psychomotor, cognitive, and affective domains are discussed. Includes an overview of the development of musical and motor skills in children from birth to eight, including motor development, movement concepts, skill themes, rhythm, singing, instruments, musical and movement games, and folk dance. Methods and materials in music and movement are emphasized in developmentally appropriate practice. The field experiences enable students to make hands-on materials in teaching music and movement skills in young children. Emphasis is placed on developing creativity in planning for music and movement activities appropriate for children from infancy to age eight.Prereq: EDEC 1150 and EDUC 1115 $
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EDEC 2289 - Teaching Integrated Curriculum and Assessment for Early Learners Credits: 3
Designed for students in the process of preparing to teach young children in preschool and kindergarten settings. The course fosters the development of skills and techniques in curriculum and assessment for teaching young children. A study of cognitive development of children in the areas of social studies, science, mathematics, language arts, music, and movement. Play and child-center as a learning and socializing process is emphasized. The tools of developmentally appropriate assessment are emphasized.Prereq: EDEC 1150 and EDUC 1115Coreq: EDEC 2290 or EDIS 2254
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EDEC 2290 - Clinical Practice Credits: 3
Designed for a 14-week or 280-hour directed teaching experience in an early childhood educational setting (PreK-K), which includes diverse environments.Prereq: EDEC 1150, EDRE 2202, and EDUC 1115Coreq: EDEC 2255, 2283, 2284, 2289, and EDRE 2204 $
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EDEC 3385 - Action Research: Home, School, and Community Relations Credits: 3
Introduces teacher candidates to procedures and strategies for action research with a focus on diverse home, school, and community relationships relative to the middle school classroom. Teacher candidates complete 84 hours of field-based experiences in an early childhood setting appropriate to their licensure areas under the supervision of qualified university and school based faculty. During this field placement, candidates teach lessons and develop and implement a relevant action research project, resulting in an action research report that includes a problem statement, literature review, data collection, analysis, and summary/application using appropriate technologies.Field experiences are arranged by the Department of Teacher Education in cooperation with partner districts.Prereq: All EDEC 2000 level courses.Coreq: EDUC 3310 and EDRE 3305 $
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EDEC 4400 - Teaching Creative Expressions in Early Childhood Education Credits: 3
Play, art, drama, music, and dance as essential components to the educational development of the early learner. Developmental theories in the creative arts, movement, music, and play are examined. Emphasis is on designing, applying, and integrating appropriate creative learning experiences for the early learner in accordance with Academic Content Standards and the NAEYC guidelines for the education of young children.Field experience is an integral part.Prereq: ARTP 2201, EDEC 2284, 3385, and appropriate admission status.Coreq: EDEC 4415, 4416, 4420, and 4421 $
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EDEC 4415 - Teaching Developmental Mathematics in Early Childhood Education Credits: 3
Designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge from previous courses in early childhood. Content-based class, with reference to appropriate mathematics curriculum as indicated in the state of Ohio’s competency-based models for this content area and the NAEYC and CEC guidelines. Students design curriculum, instructional delivery, and student performance-based evaluation, integrating content and a range of developmental and learning style needs. Students demonstrate teaching in a variety of clinical formats; design, develop, and “publish” lesson plans and units; and evaluate their own teaching effectiveness.Field experience is an integral part.Prereq: EDEC 3385 or EDIS 3385 and appropriate admission status.Coreq: EDEC 4400, 4416, 4420, 4421 or EDIS 4423 and 4485 $
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EDEC 4416 - Teaching Developmental Science in Early Childhood Education Credits: 3
Designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge acquired from previous courses in early childhood. A content-based course with reference to appropriate science curriculum as indicated in the state of Ohio’s competency-based model for this content area and the NAEYC and CEC guidelines for the education of young children. Students design curriculum, instructional delivery, and student performance-based evaluation, integrating content and a range of developmental and learning style needs. Students demonstrate teaching in a variety of clinical formats; design, develop, and “publish” lesson plans and units; and evaluate their own teaching effectiveness.Field experience is an integral part.Prereq: EDEC 3385, and appropriate admission status.Coreq: EDEC 4400, 4415, 4420, and 4421 $
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EDEC 4420 - Teaching Developmental Language Arts in Early Childhood Education Credits: 3
Designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge from previous courses in early childhood. A content-based course, with reference to appropriate language arts curriculum as indicated in the state of Ohio’s guidelines for the education of young children. The primary focus of this course is on language acquisition and development of early learners. Students become familiar with research-based language arts programs while incorporating them into the curriculum, instructional delivery, and student performance-based evaluation. Students demonstrate teaching design, develop, and “publish” lesson plans and units and evaluate their own teaching effectiveness.Field experience is an integral part.Prereq: EDEC 3385 and appropriate admission status.Coreq: EDEC 4400, 4415, 4416, and 4421
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EDEC 4421 - Teaching Developmental Social Studies in Early Childhood Education Credits: 3
Designed to help the early childhood teacher integrate teaching skills with the applied theory,practice, and knowledge from previous courses in early childhood. A content-based course, with reference to appropriate social studies curriculum as indicated in the state of Ohio’s competency-based models for the content area and the NAEYC and CEC guidelines for the education of young children. The primary focus of this course is on the social studies curriculum and the early learner. Students design curriculum, instructional delivery, and student performance-based evaluation, integrating content and a range of developmental and learning style needs. Students demonstrate teaching design, develop, and “publish” lesson plans and units and evaluate their own teaching effectiveness.Field experience is an integral part.Prereq: EDEC 3385 and appropriate admission status.Coreq: EDEC 4400, 4415, 4416, and 4420
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EDEC 4490 - Directed Teaching Credits: 10
A cumulative experience of at least 14 weeks—420 hours, working with children of different age groups and varying abilities within the early childhood licensure level. An experienced classroom teacher and university faculty supervise the student teaching experience. Scheduled seminar sessions are both topical and process- oriented, focusing on professional issues and standards related to early childhood and the profession of teaching (NAEYC, IRA, NCATE, INTASC). Development of a professional portfolio is an element of the seminar.Prereq: All EDEC 4000 level courses. $
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EDEC 4491 - Guidance and Classroom Management in Early Childhood Education Credits: 2
Designed to assist preservice, student, and current teachers in developing effective classroom management skills in order to maximize student learning. Topics include classroom organization, behavioral norms, instructional transition time, rules and behavioral intervention strategies, time management, various approaches to discipline planning, managing a diverse classroom, managing student work, addressing abuse and neglect, collegial collaboration, developmentally appropriate practice, and classroom management in relationship to professional standards.Prereq: EDEC 3385 or EDIS 3385 $
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EDIS 2150 - Foundations for Intervention Specialists Credits: 1
Introduction to the national SPA standards from the Council of Exceptional Children (CEC). Development of a Dynamic Resource Notebook—inclusive of artifacts, ELN philosophy, Self-Monitoring Reflection, and professional resources. It merges the CEC Standards with the Dept. of Ed. Conceptual Framework.PDA and accessories (e.g., portable keyboard) are required/used in all EDIS courses.Prereq: EDUC 1115 $
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EDIS 2250 - Exceptional Learning Needs (ELN) Credits: 2
An Ohio Education TAG course. Survey course covering the identification, developmental characteristics, and intervention strategies for exceptional children and youth across educational and community settings. Course activities make inquiry the norm, problem-solving the focus, and critical thinking the process, as teacher candidates locate, evaluate, and effectively use data in relation to children with ELN.Prereq: EDUC 1115Coreq: EDUC 2248 $
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EDIS 2252 - Movement, Health Issues, and Adaptive Technology Credits: 3
Health and medical conditions and their implications for learning and prevention. Generic medical terminology and the effects of various factors (i.e., nutrition, genetics, neurology) on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities. Examination of how technology can assist with planning and managing learning environments, inclusive of alternative communication and learning systems for special needs students.Prereq: EDUC 1115Coreq: EDIS 2150 and 2250 $
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EDIS 2254 - Communication: Languages, Cultures, and Literacy Credits: 3
Examines typical/ atypical language development; language models; augmentative, assistive, and adaptive technology; and the cultural and linguistic differences of children with ELN whose primary language is not English and/or who require language enhancement and the specific pervasive/persistent disabilities across the life span, beginning at the pre-linguistic and emergent language stages of development. Signing is used throughout the course.Prereq: EDUC 1115Coreq: EDIS 2150 and 2250 $
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EDIS 3283 - Inter-Professional and Parent Collaboration Credits: 3
Collaborative strategies in working with individuals with exceptional learning needs, parents, school and community personnel, and intra- and inter agency relationships. Includes benefits, processes, and problem-solving techniques and respect for cultural and linguistic diversity, noting how this is addressed in various learning environments. The emphasis is on the importance of communication, teaming, monitoring, and periodic review of the prescribed individual program.Prereq: EDIS 2252 and 2254 $
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EDIS 3311 - Assessment, Diagnosis, and Prescription Credits: 3
Using multiple types of formal and informal assessments and data, in a non-biased manner, for a variety of educational decisions— eligibility, IEP objectives, manifestation hearings, instructional accommodations, placement, monitoring progress, etc. Understanding the legal policies and ethical principles of measurement and assessment involved with same.Prereq: EDIS 2250, 2252, and 2254Coreq: EDIS 3314 $
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EDIS 3314 - Behavior: Intervention, Maintenance, and Remediation Credits: 3
Create and facilitate physically and emotionally safe environments that promote understanding, diversity, critical thinking, problem-solving. The development, maintenance, and generalization of knowledge and skills across environments, settings, and the life span. Use direct motivational and instructional interventions and use an effective and least intrusive manner of intervening with students with ELN in a crisis.Teacher candidates are required to complete both a Management Philosophy and a Personal Management System (rubric and performance demo used for evaluation).Prereq: EDIS 2250, 2252, and 2254Coreq: EDIS 3311 $
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EDIS 3385 - Action Research: Home, School, and Community Relations Credits: 3
Field based practicum with a weekly seminar to apply skills and knowledge learned in EDIS 2250, 2252, 2254, 3283, 3311, and 3390, as well as their required reading courses, in an authentic manner using qualitative data collection, coding, and analysis methods to complete an extensive case study on an ELN student. This action research process is to reflect the Conceptual Framework for the Dept. of Teacher Ed.Teacher candidates are to apply technology tools and skills to complete this task.Prereq: EDIS 3311 and 3314 $
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EDIS 4423 - Instruction: Accommodations, Alternatives, and Strategies for Early Childhood and Moderate/Severe Credits: 3
Evidence-based instructional strategies to individualize instruction and assessment for individuals with ELN to promote challenging learning in both the general and special curricula and to appropriately modify learning environments with said modifications and Positive Behavioral Supports. Maximize engagement and social interactions—students with students, adults, texts, and technology in an effort to enhance academic and social learning through the application of critical thinking skills and performance-based assessment. Consideration of the Developmentally Appropriate Practices and materials and the characteristics of the ELN are to be reflected in the selection of materials and activities to engender self-motivation, self-efficacy, and self monitoring Application of the aforementioned with Moderate/Severe and PreK-1 is to be the focus of this course.Prereq: EDIS 3311, 3314, 3385, EDRE 2202, and 2204Coreq: EDIS 4485 and 4490 $
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EDIS 4425 - Instructional Environments, Curriculum, and Strategies for Middle Childhood and Secondary Education Credits: 3
Evidence-based instructional strategies to individualize instruction and assessment for individuals with mild/moderate ELN to promote challenging learning in both the general and special curricula and to appropriately modify learning environments with said modifications and Positive Behavioral Supports. Maximize engagement and social interactions— students with students, adults, texts, and technology in an effort to enhance academic and social learning through the application of critical thinking skills and performance-based assessment. Consideration of the Developmentally Appropriate Practices and materials and the characteristics of the ELN are to be reflected in the selection of materials and activities to engender self-motivation, self-efficacy, and self-monitoring.Particular attention also needs to be given to transition plans and the content needed for high stakes testing and State Academic Content Standards.Prereq: EDIS 3311, 3314, 3385, EDRE 2202, and 2204Coreq: EDIS 4485 and 4590 $
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EDIS 4485 - Application of Research and Practice Internship and Seminar Credits: 2
Curriculum, instruction, and evaluation field-based practicum with a weekly seminar to holistically describe the field environment—intervention specialist’s role, materials, methods, degree of collaboration, aid usage, and ways to make each component more effective. Students apply the skills and knowledge gained in university courses to the school setting as they practice teaching methods, literacy strategies, evaluation, and assessment techniques, and classroom management with faculty and staff in their educational setting. This setting focuses on moderate/severe and/or the early childhood student with ELN.Prereq: EDIS 3311, 3314, 3385, EDRE 2202, and 2204Coreq: EDIS 4423 and 4490 $
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EDIS 4490 - Clinical Practice: IS 1 Credits: 5
Clinical practicum and seminar to address the older and/or mild/moderate student with ELN. In addition to the responsibilities and activities conducted in EDIS 4485, the teacher candidate is expected to assume all duties and responsibilities typically assigned to the teacher practitioner—cooperating teacher. Every effort is to be made to apply the ethical standards, knowledge, skills, and disposition gained/honed throughout the candidate’s time in the intervention specialist program. Additional requirements, as deemed necessary, may be elucidated by the candidate’s seminar instructor and/or supervising instructor. This authentic experience is to focus on moderate/severe and/or the younger Early Childhood ELN student within the candidate’s licensure.Prereq: EDIS 3283, 3311, 3314, and 3385Coreq: EDIS 4423 and 4485 $
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EDIS 4585 - Application of Research and Practice Internship and Seminar Credits: 2
Curriculum, instruction, and evaluation field-based practicum with a weekly seminar to holistically describe the field environment—intervention specialist’s role, materials, methods, degree of collaboration, aid usage, and ways to make each component more effective. Students apply the skills and knowledge gained in university courses to the school setting as they practice teaching methods, literacy strategies, evaluation and assessment techniques, transitional skills, and classroom management with faculty and staff in their educational setting. This setting focuses on mild/moderate and/or the older (“older” is defined within the parameters of each IS licensure area) child with ELN.Prereq: EDIS 3311, 3314, and 3385 $
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EDIS 4590 - Clinical Practice: IS 2 Credits: 5
Clinical practicum and seminar to address the older and/or mild/moderate student with ELN. In addition to the responsibilities and activities conducted during the EDIS 4585 course and field, the teacher candidate is expected to assume all duties and responsibilities typically assigned to the teacher practitioner— operating teacher. Every effort is to be made to apply the ethical standards, knowledge, skills, and disposition gained/honed throughout the candidate’s time in the intervention specialist program. Additional requirements, as seemed necessary, may be elucidated by the candidate’s seminar instructor and/or supervising instructor. This authentic experience is to focus on mild/moderate and/or the older (“older” is defined within the parameters of each IS licensure area) child with ELN.Total of 210 field hours required.Coreq: EDIS 4425 and 4585 $
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EDMC 3285 - Foundations of Middle Childhood Education Credits: 3
An introduction to middle childhood education with a content coverage reflecting the National Middle School Association (NMSA) standards for middle level teachers. Students examine the middle school philosophy and organization, nature and needs of adolescent learners, characteristics of effective middle school curriculum and assessment, family and community involvement, and the professional role of the middle school teacher.Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (51 hours) with young adolescents in a middle school setting under the supervision of qualified university and school based faculty.Prereq: EDIS 2250, EDUC 2230, and PSYC 2130 $
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EDMC 3385 - Action Research: Home, School, and Community Relations Credits: 3
Introduces teacher candidates to procedures and strategies for action research with a focus on diverse home, school, and community relationships relative to the middle school classroom. Teacher candidates complete 84 hours of field-based experiences in a middle school setting appropriate to their licensure areas under the supervision of qualified university and school- based faculty. During this field placement, candidates teach lessons and develop and implement a relevant action research project, resulting in an action research report that includes a problem statement, literature review, data collection, analysis, and summary/application using appropriate technologies.Field experiences are arranged by the Department of Teacher Education in cooperation with partner districts.Prereq: EDMC 3285Coreq: EDRE 3305 and EDUC 3310 $
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EDMC 4470 - Middle School Curriculum, Instruction, and Management Credits: 2
Instructional strategies and curriculum theory for middle childhood education. Incorporation of the general knowledge base for teaching, problem-solving, and inquiry. Candidates design and implement lessons that include inductive and deductive teaching methods and strategies. Candidates design learning environments and classroom management plans, which include technology and accommodations for the diverse learners in the classroom. Candidates analyze and apply the Praxis Assessment Criteria in their lesson plans and in the classroom setting. Candidates benefit from exposure to peers specializing in different content areas and from extensive and continuous fieldwork.Candidates develop parent and community involvement plans that meet the needs of diverse middle school students. Plans are developed to overcome the unique problems of parallel integration and scheduling in grades 4-9.Prereq: EDMC 3385 and PSYC 3112Coreq: EDMC 4470 and 4473 or 4475 or 4476 $
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EDMC 4472 - Teaching Language Arts in the Middle School Credits: 3
Examines various components involved in developing and implementing an effective language arts program for middle grades students. Students learn and apply teaching methods, instructional strategies, technology, and techniques relevant to the middle school learner. The course involves a study of the appropriate methods needed to create an active learning environment that engages a diverse population of students. All activities and planning is in accordance with NCTE and the Ohio Academic Content Standards for Language Arts Education.Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (63 hours) with young adolescents in a middle school setting under the supervision of qualified university and school-based faculty.Prereq: EDMC 3385 and PSYC 3112Coreq: EDMC 4470 and 4473 or 4475 or 4476 $
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EDMC 4473 - Teaching Mathematics in the Middle School Credits: 3
The practices and problems involved in teaching mathematics to the middle childhood student (grades 4-9) reflective of the NCTM and Ohio Academic Content Standards. Problem-solving, inquiry- based teaching and learning, cooperative learning, and the use of technology. Teaching methods, patterns of instruction, technology, and diagnostic techniques as they apply to the middle grades mathematics curriculum are discussed, observed, and practiced in a middle school setting.Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (63 hours) with young adolescents in a middle school setting under the supervision of qualified university and school-based faculty.Prereq: EDMC 3385 and PSYC 3112Coreq: EDMC 4470 and 4472 or 4475 or 4476 $
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EDMC 4475 - Teaching Social Studies in the Middle School Credits: 3
Examines various components involved in developing and implementing an effective social studies program for middle grade students. Students learn and apply teaching methods, instructional strategies, technology, and techniques relevant to the middle school learner. The course involves a study of the appropriate methods needed to create an active learning environment that engages a diverse population of students. Students gain an understanding of the interactivity of these standards by designing and teaching a unit in social studies. All activities and planning are in accordance with NCSS and the Ohio Academic Content Standards for Social Studies Education.Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (63 hours) with young adolescents in a middle school setting under the supervision of qualified university and school-based faculty.Prereq: EDMC 3385 and PSYC 3112Coreq: EDMC 4470 and 4472 or 4475 or 4476 $
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EDMC 4476 - Teaching Science in the Middle School Credits: 3
An exploration of methods of teaching science to middle childhood students. Topics include planning inquiry lessons, understanding the nature of science and scientific inquiry and using technology in the classroom. Special emphasis is given to safety in the science classroom and laboratory. All activities are referred to in light of the NSTA and Ohio science standards.Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (63 hours) with young adolescents in a middle school setting under the supervision of qualified university and school-based faculty.Prereq: EDMC 3385 and PSYC 3112Coreq: EDMC 4470 and 4472 or 4475 or 4476 $
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EDMC 4490 - Directed Teaching Credits: 10
A supervised clinical experience of at least 14 weeks teaching in a middle school classroom in two content areas. A weekly seminar, both topical and process-oriented, provides opportunities to engage in critical reflection and in-depth examination of professional ethics and issues related to the specific clinical site as well as other professional issues.Candidates are evaluated according to the Shawnee State University Five Domains of Teacher Capacity and the Specialized Professional Association standards for the licensure area.Prereq: EDMC 4470 and 4473 or 4472 or 4475 or 4476 $
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EDRE 2202 - Foundations of Literacy Credits: 3
Provides students with the knowledge and skills needed to assess progress in literacy, design appropriate accommodations to maximize literacy and language acquisition for diverse students, and be knowledgeable of the many factors contributing to the evolution of early language acquisition and emergent reading and writing development. The development of literacy skills and strategies, procedures for intervention, and the reading process for beginning, nearly fluent, and fluent readers, as well as striving readers, will extend literacy methods from the PreK level through the middle grades. These methods include past and current research, appropriate materials, effective questioning techniques, and instructional strategies in teaching emergent to derivational readers. This study supports International Reading Association Standard 1 – Foundational Knowledge, Standard 2 - Instructional Strategies and Curriculum Materials, Standard 3 - Assessment, Diagnosis, and Evaluation, and Standard 4 - Creating a Literate Environment.Prereq: EDUC 2240 and admission to teacher education program. $
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EDRE 2204 - Teaching Phonics and Word Study Credits: 3
Emphasizes the need for continued attention to direct phonetic instruction at all grade levels, using a developmental approach, according to International Reading Association Standards and with emphasis on Phonological and Phonemic Awareness, vocabulary acquisition and enhancement, and dialect. Integrated curriculum design focuses on phonics and word study across the curriculum by using direct instruction and other approaches to the teaching of phonics and word study (implicit, explicit, synthetic, analytical, etc.). Encoding/ decoding assessment must be passed at a 90% level, as well as a manuscript/cursive writing assessment prior to receiving a passing grade in the course. Students address and practice a variety of instructional deliveries, performance-based evaluation designs, and record keeping formats (IRA Standard 1 - Foundational Knowledge, Standard 2 - Instructional Strategies and Curriculum Materials, and Standard 3 - Assessment, Diagnosis and Evaluation.Prereq: Admission to teacher education program or possession of a teaching certificate or license. $
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EDRE 3305 - Teaching Reading in the Content Area Credits: 3
Introduces techniques for integrating multiple avenues of reading and communication to access subject content. Literature-rich strategies for reading in early childhood, middle childhood, and adolescent to young adult licensures are emphasized while students explore writing, speaking, and expressive arts to support and enhance communication across the curriculum. Students design, deliver, and evaluate projects based on their certification/licensure area and in support of International Reading Association Standards (Standard 2 - Instructional Strategies and Curriculum Materials, and Standard 3 - Assessment, Diagnosis and Evaluation). Students incorporate their knowledge of cultural diversity and literacy instruction within these designs/projects and in connection to literature-based instruction.Prereq: Admission to teacher education program or possession of a teaching certificate or license. $
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EDRE 4406 - Reading Diagnosis and Assessment Credits: 3
Development of skills and techniques in assessing student reading ability, diagnosing reading difficulties, and evaluating progress toward literacy. Students complete a series of appropriate assessments to determine student need, develop a case study describing the process, and create an assessment resource file containing appropriate K-12 reading/literacy assessments. Differences among readers and diversity of learners are stressed as university students prepare to design reading programs for individual students. Various instructional materials, strategies, and resources are introduced as students design, implement, and evaluate appropriate assessment and diagnosis material. Course requirements reflect the Reading Specialist/Literacy Coach level of the International Reading Association Standard 3 – Assessment, Diagnosis, and Evaluation, and Standard 4 - Creating a Literate Environment. This course includes a required field-based experience, diagnosing and assessing individual students at various licensure levels (EC, MC, AYA).Prereq: EDRE 2204 and admission to teacher education program or possession of a teaching certificate or license $
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EDRE 4407 - Assessment and Intervention Strategies in Reading Instruction Credits: 3
An extension of EDRE 4406, which allows students to expand their knowledge of assessment as applied to instructional strategies for the teaching of reading, increase skills at monitoring the reading process, and apply appropriate intervention strategies in a required tutoring experience. Course requirements reflect the Reading Specialist/Literacy Coach level of the International Reading Association Standard 3 - Assessment, Diagnosis, and Evaluation; and Standard 4 - Creating a Literate Environment. Field based experience working with individual students at various licensure levels (EC, MC, AYA) is a required element, leading to expertise in creating an Individual Reading Plan; Creation of a working Reading Portfolio.Prereq: EDRE 4406 and admission to licensure program or possession of a teaching certificate or license $
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EDRE 4485 - Practicum and Seminar: Reading Instruction, Evaluation, and Intervention Credits: 3
Field-based practicum with a weekly seminar to explore topics introduced in EDRE 2202, 2204, 3305, 4406, and 4407 and ENGL 3300 or 3323. The practicum provides students the opportunity to apply the skills and knowledge gained in the aforementioned courses in the setting to which they will be applied once reading endorsement is attained. The focus of this course is on the implementation of assessment methods, instructional strategies, remedial/corrective strategies, and IRP (Individual Reading Plan) design in the appropriate classroom environment. Discussion of reading trends and issues and the creation of a required Reading Portfolio extends this experience during seminar. University supervision by an instructor holding the Ohio Reading Endorsement provides appropriate support and guidance.Prereq: EDRE 2202, 2204, 3305, 4406, 4407, ENGL 3300 or 3323, admission to licensure program, and successful review of a working Reading Portfolio $
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EDUC 1101 - Seminar in Education Credits: 1-3
An introduction to professional education and the teacher preparation programs at Shawnee State University. Assists students in making the transition to college as well as giving an in-depth examination of career opportunities and current issues in education.
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EDUC 1115 - Introduction to the Teaching Profession Credits: 3
An Ohio Education TAG course, required for all teacher candidates. An introduction to an explicit concept of teaching; to norms, conventions, expectations, and rewards for teachers. A general survey of professional ethics, knowledge about schools and school systems, and the history of American education. The cycle of plan/act/observe/reflect is developed both in class and in school settings. All students engage in classroom observations at the early, middle, adolescent, and intervention specialist levels. The distinctive nature, scope, sequence, and demands of Shawnee State University’s program are outlined.Prereq: ENGL 1101 or 1102 and Praxis I reading, writing, and math with a score of 172 or an ACT composite score of 21 and sub scores of 19 or higher on the English, math, and reading areas. $
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EDUC 2215 - Orientation to Education Credits: 1
An introduction to standards-based education, the teacher preparation programs at Shawnee State University, and the professional portfolio as a tool for reflective practice. The course introduces candidates to specialized professional associations that inform practice in their field of licensure, encourages professional reflection and dialogue among students in a variety of programs, and encourages the use of technology as a tool and a resource for professional educators. The students engage in a variety of learning activities that encourage professionalism, reflective practice, and an understanding of standards-based education $
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EDUC 2230 - Educational Media, Technology, and Computers Credits: 3
An Ohio Education TAG course, required for all teacher candidates. The course is focused on technology integration in teaching and learning. The content coverage reflects the National Educational Technology Standards for Teachers (NETS-T) and aligns with the Ohio K-12 technology standards. Topics include development of the basic technology competencies in using the Internet, productivity software applications, multimedia, and educational software applications and integration of technology in lesson planning, as well as development of understanding of legal and ethical issues related to technology. Students also develop the electronic portfolio to fulfill the Department of Teacher Education assessment requirement.Prereq: EDUC 1115 and appropriate program admission status. $
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EDUC 2240 - School and Society Credits: 3
An examination of the relationship between school and society through the lens of current issues in education. A variety of perspectives are examined, including historical, philosophical, ethical, and legal. Students develop an understanding of the origins and philosophical underpinnings of education in the United States and study how legal issues affect schooling and teaching in America.Prereq: EDUC 1115 and appropriate program admission status. $
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EDUC 2245 - Education in a Multicultural Society Credits: 2
Introductory multicultural education based course that explores current issues and practices related to teaching and learning in a diverse classroom environment. It is designed based on the assumption that all learners are entitled to an education suitable to their individual needs, backgrounds, interest, and diversities, and that teacher’s ethical obligation to possess the knowledge, skills and awareness necessary for making and enhancing such an educational environment. During the course of the study, students examine a variety of learners’ diversities that characterize today’s school population, which may include but is not limited to cultural, ethnical and religious backgrounds, socioeconomic differences, race, and gender related diversities. Moreover, this course focuses on the impact of these differences and diversities on classroom teaching and learning environment. Students develop an integrated instructional unit plan and adaptation lessons addressing various areas of learners’ diverse needs and backgrounds. A field-based experience component is completed concurrently to this course that allows students to experience different multicultural contexts and learning environment.Prereq: EDUC 1115 and appropriate program admission statusCoreq: EDIS 2250 and EDUC 2248 $
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EDUC 2248 - Diversity: Culture and Exceptionalities Credits: 1
Field-based experience for the Department of Teacher Education’s diversity block—EDUC 2245 and EDIS 2250. Students are required to go on structured visits to experience, observe, interact, and reflect on diversity in its many forms. Specific assignments/activities to be completed either while in the field or upon reflection of that day’s field-based lab experience are determined by the instructor.Coreq: EDIS 2250 and EDUC 2245 $
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EDUC 2295 - Independent Study Credits: 1-3
Exploration of special topics, research, or professional field or clinical practice not included in the standard curriculum. $ EDUC 3310 Curriculum and Assessment (3) Examination of the integrated relationship of curriculum development and assessment as an integral part of a value-added, teaching/learning process. Candidates develop a standards-based curriculum map reflecting the Ohio Academic Content standards within a specific licensure area. Emphasis is placed on the development of lesson and unit plans that maintain the alignment of the objective and assessment processes to meet the diverse needs of all learners. Lesson plans include the use of rubrics, simulation activities, technology, and pre- and post-assessment procedures to monitor the impact on student learning.Prereq: EDIS 2250Coreq: EDRE 3305 $
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EDUC 3310 - Curriculum and Assessment Credits: 3
Examination of the integrated relationship of curriculum development and assessment as an integral part of a value-added, teaching/learning process. Candidates develop a standards-based curriculum map reflecting the Ohio Academic Content standards within a specific licensure area. Emphasis is placed on the development of lesson and unit plans that maintain the alignment of the objective and assessment processes to meet the diverse needs of all learners. Lesson plans include the use of rubrics, simulation activities, technology, and pre- and post-assessment procedures to monitor the impact on student learning.Prereq: EDIS 2250Coreq: EDRE 3305 $
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EDUC 4495 - Independent Study Credits: 1-3
Exploration of special topics, research, or professional field or clinical practice not included in the standard curriculum. $
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EDVA 3385 - Action Research: Home, School, and Community Relations Credits: 3
Introduces teacher candidates to procedures and strategies for action research with a focus on diverse home, school, and community relationships relative to the art classroom. Teacher candidates complete 84 hours of field-based experiences in elementary and secondary school art education settings appropriate to their licensure under the supervision of qualified university and school-based faculty. During this field placement, candidates teach lessons and develop and implement a relevant action research project, resulting in an action research report that includes a problem statement, literature review, data collection, analysis, and summary/application using appropriate technologies.Field experiences are arranged by the Department of Teacher education in cooperation with partner districts.Coreq: EDRE 3305, EDUC 3310, and PSYC 2130 $
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EDVA 4400 - Art Education: Curriculum, Instruction, and Management Credits: 2
Designed to give pre-service teachers grounded experience in theory and practice related to the teaching of all students across the grade levels. Candidates design and implement lessons that include inductive and deductive teaching methods and strategies and learning environments and classroom management plans, which include technology and accommodations for the diverse learners in the classroom. Students analyze and apply the Praxis Assessment Criteria in their lesson plans and in the classroom setting and benefit from exposure to peers specializing in different content areas and from extensive and continuous fieldwork.Prereq: EDVA 3385 and PSYC 3112 $
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EDVA 4490 - Clinical Practice and Seminar: Art Education PreK-12 Credits: 10
A supervised clinical experience of at least 14 weeks, teaching art in elementary and secondary schools. A weekly seminar, both topical and process-oriented, provides opportunities to engage in critical reflection and in-depth examination of professional ethics and issues related to the specific clinical site as well as other professional issues. Candidates are evaluated according to the Shawnee State University Five Domains of Teacher Capacity and the Specialized Professional Association standards for the licensure area.Prereq: EDVA 4400 $
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EMTP 1010 - First Aid and CPR Credits: 2
Follows the guidelines of The American Heart Association for Cardiopulmonary Resuscitation and other nationally recognized certifying agency’s guidelines for the administration of basic first aid. The student learns and becomes proficient in providing first aid and CPR in emergent situations. Successful completion of this course leads to certification in CPR-Health Care Provider Level and basic first aid. $
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EMTP 1020 - CPR Credits: 1
The American Heart Association’s Health Care Provider Course for Cardiopulmonary Resuscitation or its equivalent. Successful completion of this course results in certification in CPR-Health Care Provider Level. $
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EMTP 1100 - Emergency Victim Care Credits: 7
Ohio Emergency Medical Technician-Basic Course, which provides the framework upon which all other skills and knowledge in EMS are developed. Includes principles of emergency care, CPR, assessing vital signs, patient handling, basic and advanced airway management, use of an automatic defibrillator, and assisting a patient with prescribed medications.Prereq: Admission to program and Health Care Provider CPR certification. $
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EMTP 1120 - EMS Systems Credits: 2
An introduction to the Emergency Medical Services System, including EMS history, types of systems, medical control, dispatch, quality assurance, communications systems, and record keeping.Prereq: Admission to program $
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EMTP 1130 - Major Incident Response Credits: 1
Provides the student with the theoretical and practical foundations necessary to manage multiple casualty situations in the prehospital environment.Prereq: Admission to program $
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EMTP 2100 - Paramedic Skills 1 Credits: 5
Expansion of basic skills and knowledge gained in the EMT-Basic course. Includes safety and well-being of the paramedic; roles and responsibilities; injury and illness prevention; medical, ethical, legal aspects; pathophysiology; therapeutic communications; life span development; airway management; patient assessment; shock and fluid therapy; pharmacology; and medication administration. Follows the State of Ohio and the United States Department of Transportation, National Standard Curriculum (NSC) Modules I through III and Module IV in part.Prereq: Admission to program and certified in the state of Ohio as an Emergency Medical Technician-Basic
to be enrolled in an Ohio Paramedic Program. $
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EMTP 2101 - Paramedic Skills 1 Lab Credits: 2
Laboratory and clinical experience, which correlates with EMTP 2100.Prereq: Admission to program $
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EMTP 2102 - Paramedic Skills 1 Clinical Credits: 2
Hospital and field clinical experiences for EMTP 2100.Prereq: Admission to program $
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EMTP 2150 - Emergency Medical Technician-Intermediate Credits: 5
Ohio Emergency Medical Technician-Intermediate course, mainly focused on patient assessment, shock and fluid therapy, the use of a manual defibrillator, and limited pharmacological intervention. Successful completion of this course and the National Registry of Emergency Medical Technician’s I85 Test results in certification as an EMT-Intermediate.Prereq: Admission to program and Ohio EMT-Basic certification $
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EMTP 2160 - EMS Field Studies Credits: 2
This course was not found in the supplied content but was listed in the program requirements. If possible, please provide us with the correct information.
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EMTP 2170 - EMS Management Credits: 2
This course was not found in the supplied content but was listed in the program requirements. If possible, please provide us with the correct information.
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EMTP 2200 - Paramedic Skills 2 Credits: 4
Covers medical incident command; triage; crime scenes; hazardous materials; gaining access to, rescuing, and packaging a patient; and relaying information to a hospital. This course covers Module VIII of the National Standard Curriculum (NSC) in its entirety.Prereq: Admission to program and Ohio EMT-Basic certification.Coreq: EMTP 2100 $
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EMTP 2300 - Paramedic Skills 3 Credits: 5
Covers cardiac, trauma, pediatrics, psychiatric, geriatrics, and obstetrics. Follows Module IV of the National Standard Curriculum (NSC) in part, and Modules V, VI, VII in their entirety.This is the third and final part of the paramedic curriculum.Prereq: EMTP 2100 and 2200 and admission to program. $
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EMTP 2301 - Paramedic Skills 3 Lab Credits: 2
Laboratory and clinical experience which correlates with EMTP 2300.Prereq: Admission to program. $
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EMTP 2302 - Paramedic Skills 3 Clinical Credits: 2
Hospital and field clinical experience for EMTP 2300.Prereq: Admission to program $
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EMTP 2500 - Advanced Emergency Procedures Credits: 3
Covers the didactic and laboratory instruction in advanced emergency procedures. Successful completion leads to certification in Pre-hospital Trauma Life Support, Pediatric Education for Pre-hospital Professionals, and Advanced Cardiac Life Support.Prereq: EMTP 2100, 2200, and admission to program.Coreq: EMTP 2300 $
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EMTP 2600 - EMS Field Studies Credits: 2
Course relates field clinical experience of student to theory. Utilizes case review, discussion, and lecture for integration of theory with practice.Prereq: Admission to program. $
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EMTP 2700 - EMS Management Credits: 2
Course develops knowledge and skills relative to management of an emergency medical service.Prereq: Admission to program. $
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EMTP 2999 - Special Topics in EMS Credits: 1-3
Individual or small group study, under the supervision of an instructor, of topics not otherwise available to students. Examples are 12 Lead ECG, Advanced Medical Life Support, and Anatomy and Physiology for EMS, our integrated anatomy course.
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ENGL 0095 - Basic Writing 1: Mechanics Credits: 3
Provides intensive practice with the basics of written expression: grammar, punctuation, usage, spelling, and sentence structure. Emphasis on use of standard English.Prereq: Placement $
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ENGL 0096 - Basic Writing 2: Paragraphs and Essays Credits: 3
Provides practice in the process of writing and revising paragraphs and short essays. Standard organizational patterns for paragraphs and essays are required with an emphasis on the use of standard English.Prereq: Placement $
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ENGL 0097 - Reading Development 1 Credits: 3
Initial reading course in developmental education. Major focus is on comprehension and vocabulary improvement, adaptability of reading rate, and test-taking skills for standardized tests. Includes, but is not limited to, recognition of text structure, meta comprehension, strategies for building vocabulary, and test taking.Recreational and journal reading are required.Prereq: Placement $
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ENGL 0098 - Reading Development 2 Credits: 3
Second-level reading course in developmental education. Major focus is on increasing comprehension and vocabulary growth; using three- stage reading plans, which include pre-reading, reading, and post-reading strategies; identifying and writing main ideas by summarizing textbook material; becoming meta comprehensive readers; and building general vocabulary.Reading fiction and nonfiction is required.Prereq: Placement $
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ENGL 1100 - Information Access Credits: 1
Prepares students to identify and find information using appropriate information technology, including the internet and World Wide Web, to evaluate resources and to format a bibliography.
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ENGL 1101 - Discourse and Composition (A) Credits: 5
An introduction to college composition. Students practice responding appropriately to different types of rhetorical situations, writing in various genres, and critiquing discourse. Students learn to research and document their work in appropriate formats.Prereq: Placement or the appropriate developmental course(s). $GEP
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ENGL 1102 - Discourse and Composition (B) Credits: 3
An accelerated introduction to college composition. Students practice responding appropriately to different types of rhetorical situations, writing in various genres, and critiquing discourse.Students are required to conduct scholarly research and document their work in appropriate formats.Prereq: Placement or the appropriate developmental course(s). $GEP
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ENGL 1102 - Discourse and Composition (Honors) Credits: 3
An enhanced introduction to college composition. Students are required to actively participate in class discussions of original readings relevant to the goals of the course.Prereq: Placement $GEP
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ENGL 1103 - Composition for ESL Students 1 Credits: 5
An introduction to college composition for ESL students. Students practice reading and analyzing prose models; speaking and writing clearly; developing coherent, organized English texts; and working on other English fundamentals. Students learn to research and document their work in appropriate formats.Equivalent to ENGL 1101.Prereq: Placement $
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ENGL 1104 - Composition and Research Credits: 2
Introduction to research and composition for students who took English 111 under the quarter system but did not complete the other GEP composition courses. Students who pass ENGL 1104 are eligible to move on to ENGL 1105.Prereq: ENGL 111 (quarter system) $
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ENGL 1105 - Composition and Argumentation Credits: 3
An introduction to argumentation and composition. Students gain familiarity with the conventions of usage, jargon, format, and documentation in academic disciplines.Prereq: ENGL 1101 or 1102 $GEP
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ENGL 1105 - Composition and Argumentation (Honors) Credits: 3
An enhanced introduction to argumentation and composition. Students are required to actively participate in class discussions of original readings relevant to the goals of the course.Prereq: ENGL 1101 or 1102 $GEP
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ENGL 1106 - Composition for ESL Students 2 Credits: 3
An introduction to argumentation and composition for ESL students. Students review English fundamentals and gain familiarity with the conventions of usage, jargon, format, and documentation in academic disciplines.Equivalent to ENGL 1105.Prereq: ENGL 1103 $
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