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2012-2013 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Please Note
The listing of a course in this catalog does not imply that the course will be offered in a particular semester, or that the course is offered on a regular basis. Please check the Shawnee State University Course Offerings or the Department for up-to-date information on what will be offered during a particular term.
In addition, it should be noted that some upper level courses are not included on these pages. Please contact your faculty advisor for further information.
Special Course/Laboratory Fee Structure
A standard special course/laboratory fee will be assessed to all courses with laboratory components and/or other special features within an academic department. They are as follows1:
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Fee Per Credit Hour |
| ADNR |
$20.00 |
| ARTS (Tier 1) |
7.00 |
| ARTS (Tier 2) |
15.00 |
| ARTS (Tier 3) |
25.00 |
| BUSI |
10.00 |
| DTHY |
25.00 |
| EDUC |
15.00 |
| EMTP |
20.00 |
| ENGT |
22.00 |
| HUMA |
3.00 |
| MATH |
5.00 |
| MLTC |
20.00 |
| MOT (graduate) |
70.00 |
| NSCI |
16.00 |
| OTAT |
20.00 |
| PTAT |
15.00 |
| RDLT |
20.00 |
| RPTT |
20.00 |
| SSCI |
10.00 |
| SSPE (activity) |
5.00 |
| SSSM |
15.00 |
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| 1 Some courses are approved for nonstandard fees. |
Explanation of Prerequisites
Most learning beyond basic skills is dependent upon mastery of some prior skill or subject content. As a result, many courses at the University require the satisfaction of prerequisites prior to course enrollment. Prerequisites may be met by successful completion of the prior courses listed or by placement, via testing, into the course.
The academic division/college may withdraw a student from a course for which prerequisites have not been satisfied.
Explanation of Abbreviations
These abbreviations are found throughout the course descriptions on the following pages.
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EDEC 4415 - Teach Devel Math Early Child Ed Credits: 3
This methods course is designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge from previous courses in early childhood. It is a 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. Field experience is an integral part. Prereq: EDEC 3385 or EDIS 3385 and admission in Level 2 Teacher Ed. Coreq: EDEC 4416, EDEC 4420 and EDEC 4421 $
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EDEC 4416 - Teach Develop Sci Early Child Ed Credits: 3
This methods course is designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge acquired from previous courses in early childhood. It is 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 admission in Level 2 Teacher Ed. Coreq: EDEC 4415, EDEC 4420 and EDEC 4421 $
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EDEC 4420 - Teach Devel Lang Art Early Child Credits: 3
This methods course is designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge from previous courses in early childhood. It is 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 will become familiar with research-based language arts programs while incorporating them into the curriculum, instructional delivery, and student performance-based evaluation, content and 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 admission in Level 2 Teacher Ed. Coreq: EDEC 4415, EDEC 4416, and EDEC 4421 $
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EDEC 4421 - Teach Devel Soc Stds Early Child Credits: 3
This methods course is designed to help the early childhood teacher integrate teaching skills with the applied theory, practice, and knowledge from previous courses in early childhood. It is 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 will 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 admission in Level 2 Teacher Ed. Coreq: EDEC 4415, EDEC 4416, and EDEC 4420 $
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EDEC 4490 - Directed Teaching and Seminar Credits: 12
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 will supervise the student teaching experience. Scheduled seminar sessions will be 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: EDEC 4415 and EDEC 4416 and EDED 4420 and EDEC 4421 and admission in Level 3 Teacher Ed. $
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EDEC 4491 - Guidance/Class Mgt Early Child Credits: 2
This course is 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 and admission in Level 3 Teacher Ed.
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EDES 4448 - Service Learning in Education Studies Credits: 3
A forty-five hour, field-based, service learning experience for students earning the Education Studies major. Students will engage in diverse settings providing service to others while developing their own knowledge within their chosen area of concentration. Specific assignments/activities based on the service experience will be completed either while in the field or upon reflection of the field-based experience as directed by the instructor.
Prereq: EDUC3310, Senior Status, and 20 hours of the concentration area complete. 1 lecture hours 3 lab hours $
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EDES 4490 - Capstone Project in Education Studies Credits: 3
A forty-five hour, field-based, service learning experience for students earning the Education Studies major. Students will engage in diverse settings providing service to others while developing their own knowledge within their chosen area of concentration. Specific assignments/activities based on the service experience will be completed either while in the field or upon reflection of the field-based experience as directed by the instructor. Prereq: EDES 4448 2 lecture hours 9 Weeks lab hours $
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EDIS 2250 - Exceptional Learning Needs (ELN) Credits: 2
This is a 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 to become “informationally literate” life long learners. 22 field/lab hours required. Prereq: EDUC 1115 and admission in Level 1 Teacher Ed. Coreq: EDUC 2245 and EDUC 2248 $
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EDIS 2252 - Move/Hlth/Adapt Tech Except Need 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 1115 and admission in Level 1 Teacher Ed. Coreq: EDIS 2250 $
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EDIS 3254 - Communication:Lang/Cult/Literacy Credits: 3
Course Description:
Examines typical/atypical language development; language models; augmentative, assistive, & 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 will be used throughout the course. Prereq: EDUC 1115 and admission in Level 1 Teacher Ed. $
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EDIS 3256 - Foundations: Early Childhood Credits: 2
Focus on children from 3-9 years of age with mild/moderate/severe disabilities, with the greatest attention on the latter two levels. Course will address the knowledge, skills and dispositions needed when working with this population–historical and philosophical basis; family services; factors & assessment of mental health and social-emotional development, functionally appropriate activities; assistive and augmentative technology; and alternative assessment and curriculum in each of the five developmental domains. Legal, ethical and policy issues associated with educational, developmental, and medical services for young children and their families; conducting successful home visits with families of children with moderate to severe disabilities. Prereq: Admission in Level 2 Teacher Ed. $
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EDIS 3285 - Foundations for Intervention Credits: 3
A pragmatic study of the foundations of Special Education from pre-school through transition to post high school activities. Prereq: Admission in Level 2 Teacher Ed. $
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EDIS 3311 - Assessment/Diag/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, EDIS 2252, and admission in Level 2 Teacher Ed. Coreq: EDIS 3254 $
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EDIS 3314 - Behavior:Interven/Maint/Remedia Credits: 3
Create and facilitate physically and emotionally safe environments that promote understanding, diversity, critical thinking, problem solving; and the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. 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, EDIS 2252, and admission in Level 2 Teacher Ed. Coreq: EDIS 3311 and EDIS 3254 $
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EDIS 3385 - Action Rsrch:Home/School/Commun Credits: 3
Field based practicum with a weekly seminar to apply skills and knowledge learned in EDIS2250, 2252, 2254, 3390, 3283, & 3311, 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 2250 and EDIS 2252 and EDIS 2254 and admission in Level 2 Teacher Ed. Coreq: EDIS 3311 and EDIS 3314 $
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EDIS 4283 - Inter-Prof/Parent Collaboration Credits: 3
Collaborative strategies in working with individuals with exceptional learning needs, parents, school and community personnel, and intra- and interagency relationships are examined to include 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 3385 and admission in Level Three of Teacher Education $
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EDIS 4423 - Instruc:Accom/Alter/Strat Early Credits: 3
Use 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, 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 3305 and EDIS 3311, and EDIS 3314, and EDIS 3385 and admission in Level 3 Teacher Ed. $
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EDIS 4425 - Instruc Env/Curr/Strat Mid/Sec Credits: 3
Use 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 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 3305 and EDIS 3311, and EDIS 3314, and EDIS 3385 and admission in Level 3 Teacher Ed. $
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EDIS 4485 - 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, and classroom management with faculty and staff in their educational setting. This setting will focus on moderate/severe and/or the Early Childhood student with ELN. Prereq: EDIS 3305 and EDIS 3311, and EDIS 3314, and EDIS 3385 and admission in Level 3 Teacher Ed. Coreq: EDIS 4423 $
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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 during the EDIS4485 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 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, EDIS 3311, EDIS 3314, and EDIS 3385 and admission in Level 3 Teacher Ed. Coreq: EDIS 4423 and EDIS 4485 $
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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 $
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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 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 $
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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
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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
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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
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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
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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
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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
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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
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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 2 Teacher Ed. $
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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 $
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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. $
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EDMC 4471 - Field/Clinical Experience Credits: 0
Field/Clinical experience to go along with EDMC 4480.
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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 2170 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
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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 2170 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
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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 2170 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
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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 2170 or PSYC 304 and admission in Level 2 Teacher Ed. Coreq: EDMC 4470 $
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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 $
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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 $
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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 $
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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. $
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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 $
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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 $
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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 $
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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 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. $
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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. $
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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. $
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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 $
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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. $
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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. $
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EDRE 6202 - Fundamentals of Reading: Research and Practice Credits: 3
This graduate, 3-credit semester hour course presents foundational knowledge in the teaching of reading. The course addresses literacy development from its earliest stage to maturity in the processes of reading and writing. Based firmly on the understanding that reading is a language-based activity, the course will address the links between speech and print. The linguistic and developmental approach to learning to read applies especially in working with children of diverse backgrounds (culturally and linguistically). All students will be seen to develop literacy in similar patterns within variable cultural and social influences. Many of these influences will be explored as common threads throughout the course. An undergraduate degree is required for this course. 3 lecture hours $
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EDRE 6204 - Word Study: Language Structures, Spelling and Vocabulary Credits: 3
This graduate 3-credit semester hour course presents an approach to spelling instruction that relies on an understanding of English orthography and the way in which all students develop as spellers, Word Study. The connections between language structures and spelling will be described. The linguistic and developmental approach to learning to spell applies especially in working with students of diverse backgrounds (culturally and linguistically). The five stages of spelling will be identified and described, as will methods for assessing students’ current spelling knowledge. Planning and organizing for instruction will be presented. Vocabulary role and connection to spelling will be considered as well. An undergraduate degree is required for this course. 3 lecture hours $
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EDRE 6300 - Selection and Incorporation of Children’s and Yound Adult Lit. Across the Curriculum Credits: 3
This graduate, 3-credit semester hour course will provide criteria for evaluating and selecting literature for children through young adults, PK-high school. Additional criteria for consideration will include reading levels of selections, multicultural content or themes, and digital formats of “books”. The course examines historical aspects, research as well as strategies for incorporating literature into all areas of the curriculum. An Undergraduate degree is required for this course. $
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EDRE 6305 - Content Area Reading: Current Research and Practice Credits: 3
This 3-credit semester hour course examines current research and practice in the area of content area reading. The emphasis in the class will be on the development of ways to think about comprehension and the use of content reading strategies within the context of effective instruction and current research. Examination of the nature and meaning of comprehension, strategic teaching and learning, and what it means to learn with texts will occur. Successful strategies will be identified using timely support and justification from research. Historical credence will also be considered. Selected strategies will be implemented. Outcomes from the implementations will be reflectively and dynamically examined couched within the tenets of current research as well as historical validity. An Undergraduate degree is required for this course. $
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EDRE 6406 - Reading Assessment: Measurements and Interpretations Credits: 3
This graduate 3-credit semester hour course examines current research and practice in the area of reading assessment. The emphasis in the class will be on learning how to administer direct (informal) measures of reading assessment that can be used to determine a student’s reading strengths and weaknesses as a reader. Readers at all stages will be considered from emergent to beginning through all levels of instructional readers. Outcomes from the assessments will be used by students in the course EDRE 6407, Strategies and Considerations for Reading Remediation, that is taken concurrently with this course during a five-week summer session. There is a substantial field component to this course that occurs beyond regular class meeting times. You must receive a satisfactory grade in field to receive a passing grade for the course. An Undergraduate degree and permission of instructor are required. This course must be taken concurrently with EDRE 6407. Coreq: EDRE 6407 3 lecture hours $
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EDRE 6407 - Reading Strategies: Intervention and Remediation Credits: 3
This graduate 3-credit semester hour course examines current research and practice in the area of intervention and remediation of reading difficulties. The emphasis in the class will be on extending knowledge of assessment results to align a student’s knowledge, skills, and reading areas of weakness with appropriate intervention and remedial strategies, technologies, and materials. Readers at all stages will be considered from emergent to beginning through all levels of instructional readers. Field outcomes from the concurrent EDRE 6406, Reading Assessment: Measurements and Interpretations, will be used during a five-week summer session. There is a substantial field component to this course that occurs beyond regular class meeting times. You must receive a satisfactory grade in field to receive a passing grade for the course. An Undergraduate degree and permission of the instructor are required. This course must be taken concurrently with EDRE 6406. Coreq: EDRE 6406 3 lecture hours $
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EDTL 6801 - Advanced Teacher Leadership Credits: 3
This course offers teacher leaders the chance to examine their own leadership styles and beliefs, while learning more about leadership in general, and school leadership, specifically. The culmination will be the use of developed skills and knowledge put to use as a team in developing real solutions to real world issues in schools. Prereq: Admission to the Endorsement Program 3 lecture hours
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EDTL 6802 - Collaboration & Teacher Leader Development Credits: 3
This course offers teacher leaders the chance to examine their own leadership styles and beliefs, while learning more about leadership in general, and school leadership, specifically. The culmination will be the use of developed skills and knowledge put to use as a team in developing real solutions to real world issues in schools. Prereq: Admission to the Endorsement Program 3 lecture hours
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EDTL 6803 - Coaching & Mentoring for the Teacher Leader
This course focuses on developing the knowledge, skills, and dispositions necessary for Teacher Leaders to provide high levels of effective coaching and mentoring focused on improving teaching practices and learning for all students. The culminating project is mentoring and coaching teachers in your district, in a safe “practice field” and within guidelines set per school and district policies. Prereq: Admission to the Endorsement Program 3 lecture hours
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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 - 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 $
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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 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
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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. $
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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 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. $
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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. $
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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 $
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EDUC 2295 - Independent Study Credits: 1-3
Exploration of special topics not included in the standard curriculum. Prereq: Permission of Instructor or Department Chair $
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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 $
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EDUC 4495 - Independent Study Credits: 1-10
Exploration of special topics not included in the standard curriculum. Prereq: Permission of Instructor or Department Chair $
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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 $
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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 $
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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 $
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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 $
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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 $
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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. $
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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. $
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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. $
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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. $
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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 $
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EDUC 5599 - Graduate Workshop Credits: 1-3
Professional development workshops provided to school personnel.
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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 $
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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 2 Teacher Education Program. 30 lecture hours 51 lab hours $
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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 $
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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 2170 and admission in Level 2 Teacher Ed. $
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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. $
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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. $
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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. $
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EMTP 1100 - Emergency Victim Care Credits: 6
Emergency Victim Care is a 10 credit hour course that is the Ohio recognized EMT course. The EMT course is the entry level course for transporting Emergency Medical Services workers and one of the prerequisites for the Paramedic Program state-wide. Principles of emergency care both medical and trauma, administering CPR, obtaining vital signs, patient handling techniques, ambulance operation, light rescue techniques and other emergency care procedures are included. The EMT course is offered in Spring and Fall semesters. Prereq: Admission in EMT program. $
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EMTP 1101 - Emergency Victim Care - Lab Credits: 2
This is the laboratory component of the Emergency Medical Technician Course: Emergency Victim Care (EMTP1100). Through the use of scenarios, simulation and various other delivery methods, the student will learn to apply knowledge gained in the didactic portion of the course. This component prepares the student for clinical application of EMS Provider skills. Prereq: Admission to the EMT Program. Coreq: EMTP 1100 2 lab hours $
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EMTP 1102 - Emergency Victim Care - Clinical Credits: 2
EMTP1102 is the clinical component of the Emergency Medical Technician Course: Emergency Victim Care (EMTP1100). This course provides hands-on, clinical experience under the guidance of a hospital preceptor in the delivery of EMS Provider skills. Coreq: EMTP 1100 and EMTP 1101 2 lab hours $
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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. $
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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. $
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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. $
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EMTP 2101 - Paramedic Skills 1 Lab Credits: 2
Laboratory and clinical experience which correlate with EMTP 2100. Prereq: Admission to EMT program. $
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EMTP 2102 - Paramedic Skills 1 Clinical Credits: 2
Hospital and field clinical experience for EMTP 2100. Prereq: Admission to EMT program.
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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 $
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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. $
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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. $
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EMTP 2302 - Paramedic Skills 3 Clinical Credits: 2
This is the hospital and field clinical experience for EMTP 2300. Prereq: Admission to EMT program.
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