| |
| |
-
EDIS 4585 - App of Rsrch/Practice & Seminar Credits: 2
Curriculum, instruction, and evaluation, field-based practicum with a weekly seminar to holistically describe their field environment–Intervention Specialist’s role, materials, methods, degree of collaboration, aid usage, etc.–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 will focus on mild/moderate and/or the older* child with ELN. (*”Older” is defined within the parameters of each IS licensure area.)
Prereq: EDIS 3311, and EDIS 3314, and EDIS 3385 and admission in Level 3 Teacher Ed. Coreq: EDIS 4425 $
|
| |
-
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 EDIS4585 course and field, 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 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* child with ELN. (*”Older” is defined within the parameters of the IS licensure area.) Total of 210 field hours required. Prereq: Admission in Level 3 Teacher Ed. Coreq: EDIS 4425 and EDIS 4585 $
|
| |
-
EDIS 6250 - Nature & Needs of Students with Mild/Moderate Disabilities Credits: 3
An in-depth examination of characteristics, similarities and differences among children, with mild/moderate disabilities focusing on providing an overview of physical, mental, emotional and behavioral exceptionalities in children ages 5-21 and the educational and social implications of each. Field experience required. Prereq: Admission to the M.Ed. program. 3 lecture hours
|
| |
-
EDIS 6252 - Accomodations & Technologies for Students with Mild/Moderate Disabilities Credits: 2
Designed to prepare the Intervention Specialist for meeting the technology needs of students with exceptional learner needs in the school setting. Focus on adaptation and modification of both WINDOWS and MAC platforms to accommodate individuals who need graphic, sound and environmental interface support to access technology to support meeting IEP goals and objectives as part of accessing school curriculum. Also covers use of adaptive devices. Prereq: Admission to the M.Ed. program. 2 lecture hours
|
| |
-
EDIS 6283 - Collaboration & Transition Models-Diverse Families, Schools & Community Credits: 3
Focus is on development of oral and written collaboration and consultation skills. In-depth examination of collaboration/consultation and teaming approaches for working with teachers, parents and other professional individuals within school and community concerning needs of students with mild/moderate disabilities. Focus on issues and practices designed to accommodate developmental patterns of secondary level students with mild/moderate disabilities. Focus placed on school to work and school to community transitions. Prereq: Admission to M.Ed. program 3 lecture hours
|
| |
-
EDIS 6311 - Assessment & Instructional Planning for Individuals with Mild/Moderate Disabilities Credits: 2
Delineates federal, state and local laws, procedures, policies and standards related to the assessment, eligibility, identity process, Individualized Education Programs and placement of students into special education programs. Legal history, provisions, rights, current research and issues concerning parents, teachers and other school and community professionals in relation to students with disabilities. Ethical issues related to assessment, placement, medication, orientation and gender biases. Importance of teacher serving as a role model for students with exceptional needs while maintaining and promoting a high level of competency and integrity in professional practices. Prereq: Admission to M.Ed. program. 2 lecture hours
|
| |
-
EDIS 6314 - Classroom Management & Behavioral Interventions Credits: 3
Create and facilitate physically and emotionally safe environments that promote understanding, diversity, critical thinking and problem solving. 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 complete both a Management Philosophy and a Personal Management System. Prereq: Admission to the M.Ed. program. 3 lecture hours
|
| |
-
EDIS 6425 - Curriculum & Instruction for K-12 Children with Exceptional Needs Credits: 2
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, technology in an effort to enhance academic and social learning through the application of critical thinking skills and performance-based assessment. Consideration of Developmentally Appropriate Practices and materials and the characteristics of the ELN are reflected in selection of materials and activities to engender self-motivation, self-efficacy, and self-monitoring. Particular attention is given to transition plans and the content needed for high stakes testing and State Academic Content Standards. Prereq: Admission to the M.Ed. program 2 lecture hours
|
| |
-
EDIS 6585 - Instructional Strategies Field Practicum Credits: 2
Culmination of the M.Ed.–IS concentration program. Candidates must complete a minimum 12-week supervised clinical practicum in a school-based classroom instructional setting. The classroom must be serving students with identified exceptional needs learners. Prereq: Admission to the M.Ed. program. 2 lecture hours
|
| |
-
EDMC 3285 - Foundation Middle Childhood Educ Credits: 3
An introduction course focused on middle childhood education with a content coverage reflecting the National Middle School Association (NMSA) standards for middle level teachers. Students will 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: Admission in Level 1 Teacher Ed. $
|
| |
-
EDMC 3385 - Action Rsrch:Home/School/Comm 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 will 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 3285 and admission in Level 2 Teacher Ed. Coreq: EDRE 3305 and EDUC 3310 $
|
| |
-
EDMC 4470 - Middle School Curr/Instruc/Mgt Credits: 2
This course addresses instructional strategies and curriculum theory for middle childhood education. Incorporation of the general knowledge base for teaching, problem solving and inquiry are emphasized. Candidates will design and implement lessons that include inductive and deductive teaching methods and strategies. Candidates will design learning environments and classroom management plans which include technology and accommodations for the diverse learners in the classroom. Candidates will 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 2170 and admission in Level 2 Teacher Ed. $
|
| |
-
EDMC 4471 - Field/Clinical Experience Credits: 0
Field/Clinical experience to go along with EDMC 4480.
|
| |
-
EDMC 4472 - Tch Language Arts Middle School Credits: 3
Teaching Language Arts in the Middle School 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 will be 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 3112 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
|
| |
-
EDMC 4473 - Teaching Math in Middle School Credits: 3
This course acquaints the student with the practices and problems involved in teaching mathematics to the middle childhood age 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 are emphasized. 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 3112 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
|
| |
-
EDMC 4475 - Teach Soc Studies Middle School Credits: 3
Teaching Social Studies in the Middle School examines various components involved in developing and implementing an effective social studies 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. Students gain an understanding of the interactivity of these standards by designing and teaching a unit in social studies. All activities and planning will be 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 3112 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
|
| |
-
EDMC 4476 - Teaching Science Middle School Credits: 3
An exploration of methods of teaching science to middle childhood students. Topics to be explored include planning inquiry lessons, understanding the nature of science and scientific inquiry and using technology in the classroom. Special emphasis will be given to safety in the science classroom and laboratory. All activities will be 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 3112 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
|
| |
-
EDMC 4477 - Physical & Cognitive Development Credits: 2
The course explores the various components involved in understanding the physical and cognitive development of children in fourth and fifth grade. The course involves a study of the appropriate methods required in creating an educational environment that is nurturing, stimulating, and welcoming for all children. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of the fourth and fifth grade learners. Students gain an understanding of these needs through a study of major learning and childhood development theories. Coreq: EDMC 4478 and EDMC 4479 2 lecture hours $
|
| |
-
EDMC 4478 - Teaching Language Arts and Credits: 4
This course examines various components involved in developing and implementing an effective language arts and social studies program for the fourth and fifth grade student. Students learn and apply teaching methods, instructional strategies, technology, and techniques relevant to the fourth and fifth grade learner. The course involves a study of the appropriate methods including teaming and co-teaching needed to create an active learning environment that engages a diverse population of students. All activities and planning is in accordance with the National Middle School Association (NMSA) and the Ohio Academic Content Standards for Language Arts and Social Studies. Candidates apply knowledge obtained from this course in planned sequence of professional field experiences with young adolescents in a fourth and fifth grade school setting under the supervision of qualified university and school-based facility. Coreq: EDMC 4477 and EDMC 4479 4 lecture hours $
|
| |
-
EDMC 4479 - Teaching Math and Science in 4th Credits: 4
An exploration of the practices and problems involved in teaching mathematics and science to fourth and fifth grade students reflective of the National Middle School Association (NMSA) and Ohio Academic Content Standards. The course involves a study of the appropriate methods including teaming and co-teaching needed to create an active learning environment that engages a diverse population of students. Problem solving, inquiry-based teaching and learning, cooperative learning and the use of technology, the nature of science and scientific instruction and diagnostic techniques as they apply to the fourth and fifth grade setting. Special emphasis is given to safety in the science classroom and laboratory. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences with young adolescents in a fourth and fifth grade setting under the supervision of qualified university and school-based facility. Coreq: EDMC 4477 and EDMC 4478 4 lecture hours $
|
| |
-
EDMC 4490 - Directed Teaching and Seminar 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 EDMC 4473 or EDMC 4472 or EDMC 4475 or EDMC 4476 and admission in Level 3 Teacher Ed. $
|
| |
-
EDMC 5477 - Physical & Cognitive Development Credits: 2
This graduate course is for post baccalaureate early childhood education teachers seeking a fourth and fifth grade endorsement. The course explores the various components involved in understanding the physical and cognitive development of children in fourth and fifth grade. The course involves a study of the appropriate methods required in creating an educational environment that is nurturing, stimulating, and welcoming for all children. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of the fourth and fifth grade learner. Students gain an understanding of these needs through a study of major learning and childhood development theories. Prereq: Faculty Permission Required Coreq: EDMC 5478 and EDMC 5479 2 lecture hours $
|
| |
-
EDMC 5478 - Teaching Language Arts & Social Credits: 4
This course is for post baccalaureate early childhood education teachers seeking a fourth and fifth grade endorsement. The course examines various components involved in developing and implementing an effective language arts and social studies program for the fourth and fifth grade student. Students learn and apply teaching methods, instructional strategies, technology, and techniques relevant to the fourth and fifth grade learner. The course involves a study of the appropriate methods including teaming and co-teaching needed to create an active leaning environment that engages a diverse population of students. All activities and planning is in accordance with the National Middle School Association (NMSA) and the Ohio Academic Content Standards for Language Arts and Social Studies. Candidates apply knowledge and skills obtained from this course in planned sequence of professional field experiences with young adolescents in a fourth and fifth grade school setting under the supervision of qualified university and school-based facility. Prereq: Faculty Permission Required Coreq: EDMC 5477 and EDMC 5479 4 lecture hours $
|
| |
-
EDMC 5479 - Teaching Math & Social Studies Credits: 4
This course is for post baccalaureate early childhood education teachers seeking a fourth and fifth grade endorsement. This course is an exploration of the practices and problems involved in teaching mathematics and science to fourth and fifth grade students reflective of the National Middle School Association (NMSA) and the Ohio Academic Content Standards. The course involves a study of the appropriate methods including teaming and co-teaching needed to create an active learning environment that engages a diverse population of students. Problem solving, inquiry-based teaching and learning, cooperative learning and the use of technology, the nature of science and the scientific instruction and diagnostic techniques as they apply to the fourth and fifth grade setting. Special emphasis is given to safety in the science classroom and laboratory. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences with young adolescents in a fourth and fifth grade setting under the supervision of qualified university and school-based facility. Prereq: Faculty Permission Required Coreq: EDMC 5477 and EDMC 5478 4 lecture hours $
|
| |
-
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 will include past and current research, appropriate materials, effective questioning techniques and instructional strategies in teaching emergent to derivational readers. Candidates apply the knowledge and skills obtained from this course in a professional field experience that involves tutoring in the area of general literacy instruction. The content of this course supports International Reading Association Standard 1 - Foundational Knowledge, Standard 2 - Curriculum and Instruction, Standard 3 - Assessment and Evaluation, and Standard 4 - Diversity, and Standard 5- Literate Environment. Prereq: Admission in Level 1 Teacher Education; 10 field/clinical hours required. 10 field/clinical hours required. Prereq: Admission in Level 1 Teacher Ed. $
|
| |
-
EDRE 2204 - Teach Phonics:Read, Write, Spell Credits: 3
This course emphasizes the need for continued attention to phonetic instruction at the appropriate grade level 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 will focus 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 this course. Students will address and practice a variety of instructional deliveries, performance-based evaluation designs, and record keeping formats. Candidates apply the knowledge and skills obtained from this course in a professional field experience that involves tutoring in the area of phonics/spelling instruction. The content of this course supports International Reading Association Standard 1 - Foundational Knowledge, Standard 2 - Curriculum and Instruction, Standard 3 - Assessment and Evaluation, Standard 4 - Diversity, and Standard 5 - Literate Environment. 10 field/clinical hours required. Prereq: Admission in Level 1 Teacher Ed. Prereq: Admission to Level 1 Teacher Education Program, or possession of a teaching certificate or license. $
|
| |
-
EDRE 3305 - Teaching Reading in Content Area Credits: 3
This course introduces techniques for integrating multiple avenues of reading and communication to access subject content. Literature-rich strategies for reading in all licensure areas are emphasized while students explore writing, speaking, and expressive arts to support and enhance communication as well as content across the curriculum. Students will design, deliver, and evaluate projects based on their certification/licensure area and in support of International Reading Association Standard 2 - Curriculum and Instruction, Standard 3 - Assessment and Evaluation, Standard 4 - Diversity, and Standard 5 - Literate Environment. Prereq: Admission in Level 2 Teacher Education Program.
Prereq: Admission in Level 2 Teacher Ed. $
|
| |
-
EDRE 4406 - Reading Diagnosis/Assessment Credits: 3
This course, in conjunction with co-requisite EDRE4407, develops skills and techniques in assessing student reading ability, diagnosing reading difficulties, and evaluating progress toward literacy. Students will 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. This course will include a required field-based experience, diagnosing and assessing individual students at various licensure levels. (EC, MC, AYA). Candidates will apply the knowledge and skills obtained from this course in a professional field experience that involves tutoring students. Candidates will initiate a working Reading Portfolio that will reach its culmination at the end of the program in EDRE4485. The content of this course supports International Reading Association Standard 1 - Foundational Knowledge, Standard 2 - Curriculum and Instruction, Standard 3 - Assessment and Evaluation, Standard 4 - Diversity, and Standard 5 - Literate Environment. Prereq: EDRE2202, 2204, 3305, and ENGL 3300 or ENGL3323, and admission i Level 4 Teacher Ed., or current teacher licensure. Prerequisite courses may not be more than five years old upon completion of the endorsement. EDRE4406 is taken con-currently with EDRE4407.
Prereq: EDRE 2202, EDRE 2204, EDRE 3305 and ENGL 3300 or ENGL 3323, and admission in Level 4 Teacher Ed., OR current teacher licensure. Prereq:/coreq. EDRE 4406 to be taken concurrently with EDRE 4407 $
|
| |
-
EDRE 4407 - Assess/Interv Strat Read Instruc Credits: 3
This course, in conjunction with EDRE4406, allows students to extend 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. Field-based experience working with individual students at various licensure levels (EC, MC, AYA) is a required element, leading to expertise in creating and Individual Reading Plan. Candidates will apply the knowledge and skills obtained from this course in a professional field experience that involves tutoring students. Candidates will augment the Reading Portfolio initiated in EDRE 4406. Prereq: EDRE2202, 2204, 3305, and ENGL 3300 or ENGL 3323, and admission in Level 4 Teacher Ed., OR current teacher licensure. Prerequisites courses may not be more than five years old upon completion of the endorsement. EDRE 4407 is taken con-currently with EDRE 4406. Prerequisites courses may not be more than five years old upon completion of the endorsement. Prereq: EDRE2202, 2204, 3305, and ENGL 3300 or ENGL 3323, and admission in Level 4 Teacher Ed., OR current teacher licensure. Prereq:/coreq. EDRE 4407 is taken con-currently with EDRE 4406. $
|
| |
-
EDRE 4485 - Prac/Sem:Read Instru/Eval/Interv Credits: 3-6
Field-based practicum with a seminar component to explore topics introduced in EDRE 2202, EDRE 2242, EDRE 3305, EDRE 4406, EDRE 4407 and ENGL 3300 or ENGL 3323. The practicum provides students the opportunity to apply 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 current trends in reading research and issues as well as the creation of a required Reading Portfolio will extend this experience during seminar. University supervision by an instructor who holds current credentials in the area of reading and/or literacy will provide appropriate support and guidance. Prereq: EDRE 2202, EDRE 2204, EDRE 3305, EDRE 4406, EDRE 4407, and ENGL 3300 OR ENGL 3323, and admission in Level 4 Teacher Ed., OR current teacher licensure. Prerequisite courses may not be more than five years old upon completion of the endorsement. Prerequisite courses may not be more than five years old upon completion of the endorsement. Prereq: EDRE 2202, and EDRE 2204, and EDRE 3305, and EDRE 4406, and EDRE 4407, and ENGL 3300 or ENGL 3323, and admission in Level 4 Teacher Ed., or current teacher licensure. $
|
| |
-
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.
|
| |
-
EDUC 1115 - Intro to Teaching Profession Credits: 3
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 Clinical (field) experience 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. Field/Clinical experience of 18 clock hours in EC, MC, AYA, IS settings. Prereq: ENGL 1101 or ENGL 1102 $
|
| |
-
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 will engage in a variety of learning activities that encourage professionalism, reflective practice, and an understanding of standards-based education. Prereq: EDUC 1115 1 lecture hours 1 lab hours
|
| |
-
EDUC 2230 - Educ Media, Techology, Computers Credits: 3
An Ohio Education TAG course, EDUC 2230 is 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 will also develop the electronic portfolio to fulfill the Department of Teacher Education assessment requirement. Prereq: EDUC 1115 and admission in Level 1 Teacher Ed. $
|
| |
-
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 will be examined, including historical, philosophical, ethical and legal. Students will 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 admission in Level 1 Teacher Ed. $
|
| |
-
EDUC 2245 - Education in Multi-Cul Society Credits: 2
This is an introductory multi-cultural, education-based course that explores current issues and practices related to teaching and learning in a diverse society 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 will 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 will 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 will allow students to experience different multi-cultural contexts and learning environment. Prereq: EDUC 1115 and admission in Level 1 Teacher Ed. $
|
| |
-
EDUC 2248 - Diversity:Cult/Exceptionalities Credits: 1
This is a field-based lab experience for the Department of Teacher Education’s diversity block–EDUC 2245 and EDIS 2250. Students will be 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 will be determined by the instructor. Prereq: Admission in Level 1 Teacher Ed. Coreq: EDUC 2245 $
|
| |
-
EDUC 2295 - Independent Study Credits: 1-3
Exploration of special topics not included in the standard curriculum. Prereq: Permission of Instructor or Department Chair $
|
| |
-
EDUC 3310 - Curriculum and Assessment Credits: 3
This course examines 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 will include the use of rubrics, simulation activities, technology, and pre and post assessment procedures to monitor the impact on student learning. Prereq: EDIS 2250 and admission in Level 2 Teacher Ed. Coreq: EDRE 3305 $
|
| |
-
EDUC 4495 - Independent Study Credits: 1-10
Exploration of special topics not included in the standard curriculum. Prereq: Permission of Instructor or Department Chair $
|
| |
-
EDUC 5501 - Cognitive/Motivational Theories Credits: 3
Provides an overview of childhood, adolescent and young adult cognitive development and motivation theory in the context of current research. Prepares teachers to understand the relationship between human brain function and all aspects of human behavior and development and to create developmentally appropriate teaching practices that support the learning of each individual, typical and atypical. Prereq: Admission in the M.Ed. program 3 lecture hours $
|
| |
-
EDUC 5502 - Technology Integration Learning Credits: 3
This course examines antecedents, foundations, issues, trends and practices associated with the theory and practice of computer-based instructional technologies; project-based approach. Prereq: Admission in the M.Ed. program. 3 lecture hours $
|
| |
-
EDUC 5503 - Philosophy of Educ. Prof. Ethics Credits: 3
This course examines classic ethical approaches to problem-solving in conjunction with the knowledge, skills and dispositions needed to make professional decisions in the modern educational environment. Includes analysis and discussion of ethical case studies related to education. Prereq: Admission in the M.Ed. program. 3 lecture hours $
|
| |
-
EDUC 5504 - Educational Data Analysis Credits: 3
Examines measurement techniques, quantitative and qualitative data collection methods, and statistical and qualitative data analysis techniques. Emphasis is on the understanding and application of descriptive and inferential statistics in educational research and K-12 classrooms. Prereq: Admission in the M.Ed. program. 3 lecture hours $
|
| |
-
EDUC 5505 - Educational Research Credits: 3
Introduces research terminology, methods, purposes, and procedures, along with critical evaluation of research. Formal methods for writing research reports in APA style are introduced. Development of a proposal for the capstone course begins in this class. Prereq: EDUC 5504 and Admission to the M.Ed. program 3 lecture hours $
|
| |
-
EDUC 5506 - Capstone Seminar Credits: 1
Provides instruction and supervision for the continued development of the capstone project, with a focus on style, technical aspects, and research methodology. Prereq: EDUC 5504 and Admission in the M.Ed program. $
|
| |
-
EDUC 5507 - National Board Cert. Seminar Credits: 1
Provides information for students desiring to seek National Board Certification through the National Board for Professional Teaching Standards. Introduces the development of the professional portfolio, which is continued and completed in EDUC 5508. Credit for EDUC 5507 and EDUC 5508 is awarded for completing the process and is not dependent on achieving national certification. Students are responsible for all costs associated with applying for National Board Certification. Prereq: Admission in the M.Ed. program. $
|
| |
-
EDUC 5508 - Capstone Project Credits: 2
Must be taken with EDUC 5506 or EDUC 5507. This is the culminating experience in which students complete the research proposal begun in EDUC 5505 or they complete the National Board of Certification Application process. Prereq: EDUC 5504 and Admission in the M.Ed. program. $
|
| |
-
EDUC 5509 - Research and Practice Credits: 1-3
This course provides an option for students who may need additional time to complete the Capstone Project. Prereq: Admission in the M.Ed. program. $
|
| |
-
EDUC 5595 - Special Topics in Education Credits: 1-3
Exploration of special topics, research, or professional field and clinical practice not included in the standard curriculum. Prereq: Permission of Department Chair and/or Graduate Program Coordinator $
|
| |
-
EDUC 6695 - Special Topics in Education Credits: 1-3
Exploration of special topics, research, or professional filed and clinical practice not included in the standard curriculum. Prereq: Permission of the Department Chair and/or Graduate Program Coordinator $
|
| |
-
EDVA 3285 - Foundations of Art Education Credits: 3
An introductory course focused on effective art instruction at the early, middle and secondary schools. Students examine the philosophy and organization of art education in p-12 schools, curriculum and assessment, family and community involvement, and the professional role of the teacher. Candidates are introduced to the state standards for Art Education licensure area. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (51 hours) in two different licensure appropriate school settings under the supervision of qualified school-based faculty and the university faculty. Prereq: EDUC 2230, EDUC 2240, EDUC 2245, EDUC 2248, EDIS 2250, PSYC2130 and Admission in Level 1 Teacher Education Program. 30 lecture hours 51 lab hours $
|
| |
-
EDVA 3385 - Action Rsrch:Home/School/Comm 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 will 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: PSYC 2130 and admission in Level 2 Teacher Ed. Coreq: EDRE 3305, and EDUC 3310 $
|
| |
-
EDVA 4400 - Art Ed Curriculum/Instruc/Mgt Credits: 2
This course is designed to give pre-service teachers grounded experience in theory and practice related to the teaching of all students across the grade levels. Candidates will design and implement lessons that include inductive and deductive teaching methods and strategies. Candidates will design learning environments and classroom management plans which include technology and accommodations for the diverse learners in the classroom. Candidates will 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: EDVA 3385 and PSYC 3112 and admission in Level 2 Teacher Ed. $
|
| |
-
EDVA 4490 - Clin Practice/Sem:Art Educ P-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 and ARTP4801 and ARTP4802, and admission in Level 3 Teacher Ed. $
|
| |
-
EMTP 1010 - First Aid & CPR Credits: 2
This course 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 will learn and become proficient in providing first aid and CPR in emergent situations. Successful completion of this course will lead to certification in CPR-Health Care Provider Level and basic first aid. $
|
| |
-
EMTP 1020 - CPR Credits: 1
This is The American Heart Association’s Health Care Provider Course for Cardiopulmonary Resuscitation or its equivalent. Successful completion of this course will result in certification in CPR-Health Care Provider Level. $
|
| |
-
EMTP 1100 - Emergency Victim Care Credits: 7
This is the Ohio Emergency Medical Technician-Basic Course which provides the framework upon which all other skills and knowledge in EMS are developed. Principles of emergency care, CPR, assessing vital signs, patient handling, basic and advanced airway management, use of an automated defibrillator and assisting a patient with prescribed medications are included. Prereq: Admission in EMT program. $
|
| |
-
EMTP 1120 - EMS Systems Credits: 2
This is 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 in EMT program. $
|
| |
-
EMTP 1130 - Major Incident Response Credits: 1
This course provides the student with the theoretical and practical foundations necessary to manage the multiple casualty situations in the prehospital environment. Prereq: Admission in the EMT program. $
|
| |
-
EMTP 2100 - Paramedic Skills 1 Credits: 5
This course includes expansion of basic skills and knowledge gained in the EMT-Basic course. This course will include: safety and well-being of the paramedic, roles and responsibilities, injury and illness prevention, medical, ethical, and 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 EMT program and certified in the state of Ohio as an Emergency Medical Technician-Basic to be enrolled in an Ohio Paramedic Program. $
|
| |
-
EMTP 2101 - Paramedic Skills 1 Lab Credits: 2
Laboratory and clinical experience which correlate with EMTP 2100. Prereq: Admission to EMT program. $
|
| |
-
EMTP 2102 - Paramedic Skills 1 Clinical Credits: 2
Hospital and field clinical experience for EMTP 2100. Prereq: Admission to EMT program.
|
| |
-
EMTP 2150 - Emergency Med Tech-Intermediate Credits: 5
This is the Ohio Emergency Medical Technician-Intermediate course and is 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 will result in certification as an EMT-Intermediate. Prereq: Admission to EMT program and Ohio EMT-Basic certification $
|
| |
-
EMTP 2200 - Paramedic Skills 2 Credits: 4
This course covers medical incident command, triage, crimes scenes, and hazardous materials, gaining accesses 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 EMT program and Ohio EMT-Basic certification. Coreq: EMTP 2100 $
|
| |
-
EMTP 2300 - Paramedic Skills 3 Credits: 5
This course covers cardiac, trauma, pediatrics, psychiatric, geriatrics, and obstetrics. Following Modules IV in part, and V, VI, VII in their entirety, of the National Standard Curriculum (NSC). This is the third and final part of the paramedic curriculum. This is the third and final part of the paramedic curriculum. Prereq: EMTP 2100 and EMTP 2200 and admission to EMT program. $
|
| |
-
EMTP 2301 - Paramedic Skills 3 Lab Credits: 2
This is the laboratory and clinical experience which correlate with EMTP 2300. Prereq: Admission to EMT program. $
|
| |
-
EMTP 2302 - Paramedic Skills 3 Clinical Credits: 2
This is the hospital and field clinical experience for EMTP 2300. Prereq: Admission to EMT program.
|
| |
-
EMTP 2500 - Advanced Emergency Procedures Credits: 3
This course covers the didactic and laboratory instruction in advanced emergency procedures and successful completion will lead to certification in Prehospital Trauma Life Support, Pediatric Education for Prehospital Professionals, and Advanced Cardiac Life Support. Prereq: EMTP 2100, EMTP 2200, and admission to EMT program. $
|
| |
-
EMTP 2600 - EMS Field Studies Credits: 2
This course relates field experience of student to theory. Utilizes case review, discussion and lecture for integration of theory with practice. Prereq: Admission to EMT program.
|
| |
-
EMTP 2700 - EMS Management Credits: 2
This course develops knowledge and skills relative to management of an Emergency Medical Service. Prereq: Admission to EMT program.
|
| |
-
EMTP 2999 - Topics in EMS Credits: 1-3
Individual or small group study, under the supervision of an instructor, of topics not otherwise available to students. $
|
| |
-
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 $
|
| |
-
ENGL 95 - 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. $
|
| |
-
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: ENGL 0095 or placement. $
|
| |
-
ENGL 96 - Basic Writing 2:Paragraphs/Essay 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. $
|
| |
-
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 $
|
| |
-
ENGL 97 - 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, metacomprehension, strategies for building vocabulary, and test taking. Recreational and journal reading are required. $
|
| |
-
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 metacomprehensive readers; and building general vocabulary. Reading fiction and nonfiction is required. Prereq: ENGL 0097 or placement. $
|
| |
-
ENGL 98 - 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 metacomprehensive readers; and building general vocabulary. Reading fiction and nonfiction is required. $
|
| |
-
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.
|
| |
-
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 will learn to research and document their work in appropriate formats. HONORS SECTION: 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 or the appropriate developmental course(s). 5 lecture hours $ GEP
|
| |
-
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 will be required to conduct scholarly research and document their work in appropriate formats. HONORS SECTION: 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 3 lecture hours $ GEP
|
| |
-
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 will learn to research and document their work in appropriate formats. Equivalent to ENGL 1101. Prereq: Placement $
|
| |
-
ENGL 1104 - Composition and Research Credits: 2
Introduction to research and composition for students who took ENGL111S under the quarter system but did not complete the other GEP composition courses. Students who pass ENGL 1104 with a “C-” or better are eligible to move on to ENGL 1105. Prereq: ENGL 111S (quarter system) $
|
| |
-
ENGL 1105 - Composition and Argumentation Credits: 3
An introduction to argumentation and composition. Students will gain familiarity with the conventions of usage, jargon, format, and documentation in academic disciplines. HONORS SECTION: 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: ENGL 1101 or ENGL 1102 or ENGL 1104 or placement. $ GEP
|
| |
-
ENGL 1106 - Composition for ESL Students 2 Credits: 3
An introduction to argumentation and composition for ESL students. Students will 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 $
|
| |
-
ENGL 1107 - Composition and Literature Credits: 2
Introduction to literature and composition for students who took ENGL 111S and ENGL 112S under the quarter system but did not complete the other GEP composition course. Students who pass ENGL 1107 with a “C-” or better will complete the GEP composition requirement.
HONORS SECTION: 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: ENGL 111S and ENGL 112S (quarter system) or placement. $
|
| |
-
ENGL 2200 - Introduction to Literature Credits: 3
An analysis of selected literary works which aims to develop reading and interpretive skills and to familiarize students with the language of literary study. We encourage English majors to make English 2200 one of the first literature courses in which they enroll. Ideally, it should be the first course students take in the major. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2205 - Introduction to Women’s Studies Credits: 3
An interdisciplinary and cross-cultural examination of the images, power relationships, and cultural and historical sources through which femininity has been constituted within cultures. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2211 - Survey of English Literature 1 Credits: 3
Survey of the development of English literary traditions from the Medieval Period through the eighteenth century. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2212 - Survey of English Literature 2 Credits: 3
Survey of the development of English literature beginning with the Romantics and moving into contemporary writers and works. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2232 - Creative Writing (Poetry) Credits: 3
An advanced poetry writing course. Students study modern poetry at the same time they are writing their own. They also offer criticism of work done by others in the class. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2240 - Screenwriting Credits: 3
An introduction to the elements of screenwriting. Students may develop an original screenplay or write a screen adaptation of a published work as well as study important distinctions between visual and literary art forms. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2245 - Creative Writing (Fiction) Credits: 3
An introduction to the elements of fiction writing. Students critique their own manuscripts as well as study selected works of published writers. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2247 - World Literature Credits: 3
A survey of world literature from ancient times to the present, focusing predominantly on non-western authors. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2251 - Survey of American Literature 1 Credits: 3
Study of major works and major authors from the Colonial Period through American Romanticism. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2252 - Survey of American Literature 2 Credits: 3
Study of major works and major authors from the Age of Realism to the twentieth century. Prereq: ENGL 1105 or ENGL 1107
|
| |
-
ENGL 2275 - American Film History Credits: 3
Chronological study of the influence of American history upon American film, and vice versa. Students become acquainted with the work and themes of some of America’s significant film directors and major genres of American popular film. Prereq: ENGL 1105 or ENGL 1107 GEP
|
| |
-
ENGL 2280 - Introduction to American Studies Credits: 3
Interdisciplinary study of American culture. Prereq: ENGL 1105 or ENGL 1107
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 14 |
Print this Page