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2019-2020 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.
COURSE FEES
Summer 2019, Fall Semester 2019, Spring Semester 2020
Course fees are charged when the department code appears in the far right column of each course listing. The fee is calculated by multiplying the number of credit hours for the course by the amount shown for the department below:
NOTE: The course fee covers costs that exceed basic instruction, such as lab equipment and software; program materials and supplies; and coordination of field placements and internships. The fee is applied to selective courses where appropriate.
Fee Per Credit Hour
| ADNR - Nursing |
25.00 |
| ART1 (tier 1) - Arts |
7.00 |
| ART2 (tier 2) - Arts |
15.00 |
| ART3 (tier 3) - Arts |
25.00 |
| ATTR - Athletic Training |
25.00 |
| BIOL - Biology |
25.00 |
| BSHS - Health Science |
5.00 |
| BSNR - Nursing |
25.00 |
| BUHE - Health Care Administration |
20.00 |
| BUIS - Information Systems |
45.00 |
| BUSI - Business |
10.00 |
| CCAA - Course Credit by Arrangement Administrative Fee |
150.00 |
| CHEM - Chemistry |
25.00 |
| DTHY - Dental Hygiene |
45.00 |
| EDUC - Education |
15.00 |
| EMTP - Emergency Med |
20.00 |
| ENGT - Engineering |
22.00 |
| GCAA - Grad Course Credit by Arrangement Administrative Fee |
150.00 |
| HUMA - Humanities |
10.00 |
| MATH - Mathematics |
15.00 |
| MTH1 - Mathematics, Graduate |
15.00 |
| MTH3 - Mathematics, Graduate |
35.00 |
| MTH4 - Mathematics, Graduate - Off Campus Cohorts |
60.00 |
| MECI - EDCI, Masters |
20.00 |
| MEIS - EDCU, Masters |
20.00 |
| MEUC - EDUC, Masters |
20.00 |
| MLTC - Medical Lab Tech |
25.00 |
| MOT - Masters Occupational Therapy |
75.00 |
| NSCI - Natural Science |
25.00 |
| OTAT - Occupational Therapy |
20.00 |
| PTAT - Physical Therapy |
20.00 |
| RDLT - Radiology |
25.00 |
| RPTT - Respiratory Therapy |
25.00 |
| SSCI - Social Science |
10.00 |
| SSES - Exercise Science |
15.00 |
| SSPE - Physical Education |
5.00 |
| SSSM - Sports Management |
15.00 |
| UNC1 - University College 1 - Developmental Reading and Writing |
3.00 |
| UNC2 - University College 1 - First Year Experience |
12.00 |
| UNC3 - University College - Developmental Mathematics |
17.00 |
Flat Rates
| EDU1 - Education Field Fee |
294.00 |
| EDU2 - Education Field Fee |
147.00 |
| CIPA - Studenty Abroad Course Fee |
120.00 |
Student fees listed here are for the Summer 2016, Fall 2016 & Spring 2017 semesters and are subject to change. Shawnee State University reserves the right to make, without prior notice, any fee adjustment that may become necessary.
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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ECON 3332 - Managerial Economics Use of economic theory and decision making techniques in business management. Production and consumer theory, applied price theory, pricing of final products, theory of profits, profit management, capital budgeting, cost and demand analysis theory to provide a solid foundation of economic understanding for use in managerial decision making.
Credits: 3
Prereq: ECON 2201, ECON 2202, and MATH 2110
Lecture hours: 3
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ECON 3350 - Labor Economics Economic analysis of labor markets. Topics include labor supply and the derived demand for labor, human capital theory, labor market structures, trade unions, discrimination and public policy toward labor.
Credits: 3
Prereq: ECON 2201 and ECON 2202
Lecture hours: 3
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ECON 4405 - Economic Development Examines the specific economic problems of less developed countries. The focus of this course is on the institutions and social structures that serve to promote, or inhibit economic and human development. Topics covered will typically include theories of economic growth, the role of the state, industrialization, the agricultural sector and additional, selected macroeconomic topics.
Credits: 3
Prereq: ECON 2201 and ECON 2202
Lecture hours: 3
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ECON 4411 - Comparative Economic Systems Examines the theory and practice of differing types of economic systems with a particular focus on the role of institutions and the conflicts between the mechanisms of command, market and tradition as means of coordinating economic activity. Topics covered typically include arguments for and against capitalism and socialism, the history of socialism, transitional economies, the European Union and the welfare state and the emerging economies of Asia.
Credits: 3
Prereq: ECON 2201 and ECON 2202
Lecture hours: 3
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ECON 4425 - Public Finance Economic analysis of government finance theory and practice. Topics include the role of government in the allocation of resources and the distribution of income, the selection of alternate expenditure and tax schemes and their effects on the private sector, and public choice theory.
Credits: 3
Prereq: ECON 2201 and ECON 2202
Lecture hours: 3
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ECON 4450 - International Economics A one semester introduction to the basics of International Economics. Topics include arguments for and against free trade, international financial arrangements and the role of international institutions.
Credits: 3
Prereq: ECON 2201 and ECON 2202
Lecture hours: 3
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ECON 4480 - Econometrics Economic analysis using linear regression techniques. Emphasis is on particular problems facing applied econometric researchers and practical solutions.
Note: Computer applications are included throughout the course.
Credits: 3
Prereq: ECON 2201, ECON 2202, and MATH 2500
Lecture hours: 3
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ECON 4999 - Special Topics in Economics Individual or small-group study, under the supervision of instructor, of topics not otherwise available to students.
Note: Repeatable for credit.
Credits: 1-3
Prereq: ECON 2201 and ECON 2202
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ECSE 2240 - Teaching Developmentally Appropriate Math PreK-5 Teacher candidates will analyze the teaching content of mathematics for grades Pre-K through 5th, from both the traditional and special-needs perspectives. This course is designed as an in-depth study of the basic concepts, methods and applications of counting, numbers, operations and algebra, geometry, measurement and data, and problem solving. This course will develop the candidate’s ability to use a variety of manipulatives, instructional materials/strategies, assessment methods, and accommodation techniques to support children’s mathematical thinking and reasoning. The mathematical content of the course will focus on Ohio’s Learning Standards for Mathematics, and the Standards for Mathematical Practices. Instruction will focus on the development of these concepts through demonstration, exploration, and discussion using hands-on manipulatives and appropriate technology.
Credits: 3
Prereq: Level 1 Admission in Teacher Education
Lecture hours: 3
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ECSE 2241 - Teaching Developmentally Appropriate Mathematics II Teacher candidates will analyze the teaching content of mathematics for grades Pre-K-5, from both the traditional and special-needs perspectives. This course is designed as an in-depth study of the basic concepts, methods of applications of algebra, geometry, measurement, data and problem solving. This course will develop the candidate’s ability to use a variety of manipulatives, instructional materials/strategies, assessment methods, and accommodation techniques to support children’s mathematical thinking and reasoning. The mathematical content of this course will focus on Ohio’s Learning Standards for Mathematics, and the Standards for Mathematical Practices. Instruction will focus on the development of these concepts through demonstration, exploration, and discussion using hands-on manipulatives and appropriate technology.
Credits: 3
Prereq: Level 1 Admission to the Teacher Education Program and ECSE 2241
Lecture hours: 3
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ECSE 4283 - Professional Practices Students will learn about the collaborative practices associated with the Ohio Improvement Process. Students will learn collaborative strategies when working with children, parents, school and community personnel, and intra- and inter-agency organizations. Relationships among all parties will be examined, including benefits, process and problem-solving techniques. Respect for cultural and linguistic diversity will be emphasized while noting how this is addressed in various learning environments. A major emphasis will be on the importance of communication, teaming, monitoring, and periodic review of any prescribed individual programs. In addition, this course will assist teacher candidates 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, tie 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.
Credits: 3
Prereq: Admission to Teacher Education Level 3.
Lecture hours: 3
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ECSE 4385 - Teacher Education Capstone I The first part of the capstone experience, this course is taken concurrently with the methods course in the first half of the senior year. Teacher candidates are introduced to procedures and strategies of action research. Guided by the instructor and school-based clinical faculty, teacher candidates identify a specific issued based on the field experience relative to their licensure area, and begin to plan for the capstone research project by developing the research question, phasing the problem statement, and engaging in the literature view. The capstone project will be completed in ECSE4386 Teacher Education Capstone II in the subsequent semester.
Credits: 1
Prereq: Admission to Teacher Education Level 3 Admission: A3; OR Level 3 Conditional Admission
Lecture hours: 1
Course/lab fee: $
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ECSE 4386 - Teacher Education Capstone II The second part of the capstone experience, ECSE4486, is taken after ECSE4385, and is concurrent with ECSE4490-Clinical Teaching in the second half of the senior year. Teacher candidates continue their action research project with a focus on data collection, analysis, and summary/application using appropriate technologies. The completed research project demonstrates teacher candidates’ competence in critical and creative thinking on their chosen educational issues, research skills, written and oral presentation communication skills, and the ability of using technology to impact learning for all students.
Credits: 2
Prereq: ECSE 4385
Coreq: ECSE 4490
Lecture hours: 2
Course/lab fee: $
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ECSE 4425 - Teaching Developmental Math and Science in Early Childhood 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 and science curriculum as indicated in the state of Ohio’s competency-based models for this content area and the NAEYC and CEC guidelines. Students will demonstrate competence in development and delivery of lesson that incorporate best practices such as Universal Design for Learning, Co-Teaching, and Positive Behavior Intervention Support. Field experience is an integral part of the course, allowing students to demonstrate competencies in development and delivery that incorporate best practices (such as UDL and PBIS).
Credits: 4
Prereq: Level 3 Admission in Teacher Education
Coreq: ECSE 4385
Lecture hours: 3
Lab hours: 1
Course/lab fee: $
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ECSE 4426 - Teaching Developmental Language Arts and Social Studies in Early Childhood This methods course is designed to expose students to differentiated methods of teaching developmental language arts and social studies. The course is a content-based class, with reference to national and state standards. A primary focus of this course is on language and social studies acquisition and development of early learners. Students demonstrate teaching in a variety of clinical formats and reflect own teaching performance/methods in the field. Students will demonstrate competence in development and delivery of lesson that incorporate best practices such as Universal Design for Learning, Co-Teaching, and Positive Behavior Intervention Support.
Credits: 4
Prereq: Level 3 Admission in Teacher Education
Coreq: ECSE 4385
Lecture hours: 3
Lab hours: 1
Course/lab fee: $
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ECSE 4490 - Directed Teaching and Student Teaching Seminar This course is a cumulative experience of at least 15 weeks - 450 hours, fulfilling a clinical model student teaching experience. Teacher candidates will work with children of varying abilities in inclusive settings within the early childhood age/grade levels. Teacher candidates work with both students with and without disabilities. An experienced classroom teacher and university faculty supervises this experience. A student teaching seminar accompanies this course. Scheduled seminar sessions are both topical and process-oriented, focusing on professional issues and standards related to early childhood, early childhood special education and the profession of teaching (NAEYC, IDA, OSTP, CEC). Development of a professional portfolio is an element of the seminar. Teacher candidates also complete an Action research-based project in their classrooms.
Note: Clinical Hours: 450
Credits: 10
Prereq: ECSE 4385, ECSE 4425, ECSE 4426, ECSE 4283, and EDIS 4423
Coreq: ECSE 4386
Lecture hours: 1
Course/lab fee: $
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EDAE 2285 - Foundations of Secondary Educ An introduction course focused on effective secondary schools. Students will examine the philosophy and organization of the secondary school curriculum and assessment, family and community involvement, and the professional role of the secondary school teacher. Candidates will be introduced to the specialized professional association standards for the appropriate licensure area. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (51 Hours) with young adolescents (ages 12-21) in a secondary school setting under the supervision of qualified university and school based faculty.
Credits: 3
Prereq: Admission in Level 1 Teacher Ed.; and EDUC2245 or EDIS2250
Course/lab fee: $
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EDAE 4385 - Teacher Education Capstone I The first part of the capstone experience, this course is taken concurrently with the methods courses in the first half of the senior year. Teacher candidates are introduced to procedures and strategies of action research. Guided by the instructor, and school-based clinical faculty, teacher candidates identify a specific issue based on the field experience relative to their licensure area, and begin to plan for the capstone research project by developing the research question, phasing the problem statement, and engaging in the literature view. The capstone project will be completed in EDXX4386-Teacher Education Capstone II, in the subsequent semester.
Credits: 1
Prereq: Teach Education Level 3 Admission: A3, OR Level 3 Conditional Admission: C3
Lecture hours: 1
Course/lab fee: $
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EDAE 4386 - Teacher Education Capstone II The second part of the capstone experience, EDEC4486 is taken after EDEC4385, and is concurrent with EDUC4490-Clinical Teaching, in the second half of the senior year. Teacher candidates continue their action research project with a focus on data collection, analysis, and summary/application using appropriate technologies. The completed research project demonstrates teacher candidates’ competence in critical and creative thinking on their chosen educational issues, research skills, written and oral presentation communication skills, and the ability of using technology to impact learning for all students.
Credits: 2
Prereq: EDAE 4385
Coreq: EDAE 4490
Lecture hours: 2
Course/lab fee: $ x 2
General Education Program Course GEP (Capstone)
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EDAE 4400 - Sec School Cur/Instruction/Mgt This course is designed to give pre-service teachers grounded experience in theory and practice related to the teaching of students (ages 12-21). 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.
Credits: 2
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Course/lab fee: $
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EDAE 4433 - Teaching Science Grades 7-12 An exploration of methods of teaching science to students at the high school level. Topics to be explored include planning inquiry lessons, understanding the nature of science and scientific inquiry and using technology in the classroom to meet the diverse needs of learners. Special emphasis will be given to the areas of earth, life, and physical science. The NSTA safety standards will be emphasized. All activities and planning will be in accordance with NSTA and the Ohio Academic Content Standards for Science Education. Candidates apply the knowledge and skills obtained from this course in a planned sequence of professional field experiences (150 hours) with young adolescents (ages 12-21) in a secondary school setting under the supervision of qualified university and school based faculty.
Credits: 3
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Coreq: EDAE 4400
Course/lab fee: $
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EDAE 4490 - Directed Teaching and Seminar A supervised clinical experience of at least 15 weeks teaching in a secondary content area classroom. A weekly seminar, both topical and process-oriented, provides opportunities to engage in critical reflection and in-depth examination of professional ethics and issues related to the specific clinical site as well as other professional issues.
Note: Candidates are evaluated according to the Shawnee State University Five Domains of Teacher Capacity and the Specialized Professional Association standards for the licensure area.
Credits: 10
Prereq: EDAE 4400 and ENGL 4434 or EDAE 4433 or SOCI 4435 or MATH 4700 and admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDCI 6601 - Principles of Curriculum Theory Introduces the fundamental and historical concepts and principles of curriculum design and development, with a wide range of curriculum models in different theoretical frameworks to serve the needs of all students, both typical and atypical.
Credits: 3
Lecture hours: 3
Course/lab fee: $
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EDCI 6602 - Curriculum Planning and Implementation PreK-6 Focuses on research-based curricular and instructional models that are associated with effective and standards-based instruction and learning for both typical and atypical students in PreK-6 classrooms. Emphasis on purposes, materials and practices associated with effective secondary schools.
Note: MUST HAVE CURRENT OR EXPIRED TEACHING LICENSE/CERTIFICATE OR BE IN A SCHOOL-RELATED SUPPLEMENTAL SERVICES POSITION, SUCH AS SPEECH THERAPIST OR LIBRARIAN.
Credits: 3
Prereq: Instructor Permission Required
Lecture hours: 3
Course/lab fee: $
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EDCI 6603 - Curriculum Planning and Implementation 6-12 Focuses on research-based curricular and instructional models that are associated with effective and standards-based instruction and learning for both typical and atypical students in 6-12 classrooms. Emphasis on purposes, materials and practices associated with effective secondary schools.
Note: MUST HAVE CURRENT OR EXPIRED TEACHING LICENSE/CERTIFICATE OR BE IN A SCHOOL-RELATED SUPPLEMENTAL SERVICES POSITION, SUCH AS SPEECH THERAPIST OR LIBRARIAN.
Credits: 3
Prereq: Instructor Permission Required
Lecture hours: 3
Course/lab fee: $
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EDCI 6604 - Advanced Assessment in Curriculum and Instruction Examines teachers’ use of formal and informal assessments in measuring student performance and in developing appropriate instruction for all students, both typical and atypical. Focuses on the design, implementation, and evaluation of strategies for assessing student learning for diagnostic purposes as well as for measuring achievement (including high-stakes testing).
Note: MUST HAVE CURRENT OR EXPIRED TEACHING LICENSE/CERTIFICATE OR BE IN A SCHOOL-RELATED SUPPLEMENTAL SERVICES POSITION SUCH AS SPEECH THERAPIST OR LIBRARIAN
Credits: 3
Prereq: Instructor Permission Required
Lecture hours: 3
Course/lab fee: $
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EDCI 6605 - Critical Studies in Multicultural Education Assists students to acquire the critical pedagogy framework with which to examine strengths and issues in education in the American pluralistic society and around the world, with an emphasis on anti-oppression and social justice to maximize learning for all students in a just and caring environment.
Credits: 3
Lecture hours: 3
Course/lab fee: $
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EDCI 6606 - Teachers as Leaders Explores ways of transforming teachers to instructional leaders through understanding various leadership roles and skills for supporting effective student learning and development for all students.
Note: Students must have current or expired teaching license/certificate or be in a school-related supplemental services position, such as speech therapist or librarian.
Credits: 3
Prereq: Instructor Permission Required.
Lecture hours: 3
Course/lab fee: $
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EDEC 1150 - Intro Early Child Educ/Develop This course aims to help those who intend to be an early childhood educator. It takes an integrated approach to respond within the essential roles of an early childhood educator serving children from birth through age eight in inclusive settings that respect cultural and linguistic diversity. Course content focuses on issues within twelve key professional responsibilities: roles of reflective practitioners, child advocacy, child-development specialists, fostering children’s learning, appropriate early childhood environment provider and creator, curriculum developer, planning for young children’s learning, assessing young children’s learning, assessment of young children’s learning, classroom management skills, counselor of young children’s behavior, supporting families and communities to promote children’s learning. Although having a heavy emphasis on NAEYC Standard 1, this course is purposefully designed to support all the five NAEYC Standards, which call for the preparation of early childhood professionals who have mastered the milestones of child development from birth to age eight, and developed skills of collaboration necessary to work professionals from many different fields who are dedicated to the education and care of young children (Jalongo & Isenberg, 2012). $
Credits: 3
Prereq: EDUC 1115
Course/lab fee: $
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EDEC 2255 - Develop Appro Prac Early Child Examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of the appropriate methods required in creating an educational environment that is nurturing, stimulating and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young children. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is demonstrated through designing appropriate learning activities and applying knowledge of theories.
Credits: 3
Prereq: EDEC 1150 and EDUC 1115
Course/lab fee: $
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EDEC 2283 - Administration of Early Childhood/Special Education Programs and Family/Community Relations This course explores collaboration with parents, and with intra- and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, PreK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping; and the establishment of policies and procedure in support of NAEYC Standards 2, 3, 4, and 5, and CEC standards 3, 4, 5, and 7.
Credits: 3
Prereq: EDEC 1150 and EDUC 1115 and admission in Level 1 Teacher Ed.
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EDEC 2285 - Field Experience in Early EDEC 2285 is designed as a 1-credit field course (51 hours) to enable early childhood teacher candidates to earn field experience in working with the first three age groups of children (infant/toddler/preschooler). This course is a co-requisition to EDEC 2289 in order to meet the ODE and NAEYC early field requirement, and provide opportunity for EC teacher candidates to apply the knowledge and skills obtained from EDEC 2289 in professional field experience.
Credits: 1
Prereq: EDEC 1150 and EDIS 2250 and EDUC 2230 and PSYC 2130 and admission in Level 1 Teacher Ed.
Coreq: EDEC 2289
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EDEC 2290 - Clinical Practice This course is designed for a 14-week or 280-hour directed teaching experience in an early childhood educational setting, which includes diverse environments.
Credits: 3
Prereq: EDEC 1150, EDRE 2202, and EDUC 1115 and admission in Level 1 Teacher Ed.
Coreq: EDEC 2289
Course/lab fee: $
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EDEC 3289 - Tch Integ Cur/Asses for EC The course is designed for students in the process of preparing to teach young children in preschool and kindergarten settings. The course fosters the development of skills and techniques in curriculum and assessment for instructional use with young children. The course gives students a study of cognitive development of children in the areas of social studies, science, mathematics, language arts, music, and movement. Play and child-centered instruction as a learning and socializing process will be emphasized. These include progress-monitoring tools for diagnosing skill and prescribing individual learning outcomes.
Credits: 4
Prereq: Teach Education Level 2 Admission: A2; or, Teach Ed Level 2 Conditional Admission: C2
Course/lab fee: $
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EDEC 4283 - Professional Practices 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.
Credits: 3
Prereq: Admission in Level 3 Teacher Ed.
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EDEC 4385 - Teacher Education Capstone I The first part of the capstone experience, this course is taken concurrently with the methods courses in the first half of the senior year. Teacher candidates are introduced to procedures and strategies of action research. Guided by the instructor, and school-based clinical faculty, teacher candidates identify a specific issue based on the field experience relative to their licensure area, and begin to plan for the capstone research project by developing the research question, phasing the problem statement, and engaging in the literature view. The capstone project will be completed in EDXX4386-Teacher Education Capstone II, in the subsequent semester.
Credits: 1
Prereq: Admission to Senior Year Experience/Methods course block.
Lecture hours: 1
Course/lab fee: $
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EDEC 4386 - Teacher Education Capstone II The second part of the capstone experience, EDEC4486 is taken after EDEC4385, and is concurrent with EDUC4490-Clinical Teaching, in the second half of the senior year. Teacher candidates continue their action research project with a focus on data collection, analysis, and summary/application using appropriate technologies. The completed research project demonstrates teacher candidates’ competence in critical and creative thinking on their chosen educational issues, research skills, written and oral presentation communication skills, and the ability of using technology to impact learning for all students.
Credits: 2
Prereq: EDEC 4385
Coreq: EDEC 4490
Lecture hours: 2
Course/lab fee: $x2
General Education Program Course GEP (Capstone)
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EDEC 4415 - Teach Devel Math Early Child Ed 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.
Note: Field experience is an integral part.
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Coreq: EDEC 4416, EDEC 4420 and EDEC 4421
Course/lab fee: $
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EDEC 4416 - Teach Develop Sci Early Child Ed 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.
Note: Field experience is an integral part.
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Coreq: EDEC 4415, EDEC 4420 and EDEC 4421
Course/lab fee: $
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EDEC 4420 - Teach Devel Lang Art Early Child 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.
Note: Field experience is an integral part.
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Coreq: EDEC 4415, EDEC 4416, and EDEC 4421
Course/lab fee: $
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EDEC 4421 - Teach Devel Soc Stds Early Child 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.
Note: Field experience is an integral part.
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Coreq: EDEC 4415, EDEC 4416, and EDEC 4420
Course/lab fee: $
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EDEC 4425 - Teaching Developmental Math and Science in Early Childhood 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 mathematics and science 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.
Credits: 4
Prereq: Level 3 admission in Teacher Education
Coreq: EDEC4385
Lecture hours: 3
Lab hours: 1
Course/lab fee: $
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EDEC 4426 - Teaching Developmental Language Arts and Social Studies in Early Childhood This methods course is designed to expose students to differentiated methods of teaching developmental language arts and social studies. The course is a content-based class, with reference to national and state standards. A primary focus of this course is on language and social studies acquisition and development of early learners. Students demonstrate teaching in a variety of clinical formats and reflect own teaching performance/methods in the field.
Credits: 4
Prereq: Level 3 Admission in Teacher Education
Coreq: EDEC4385
Lecture hours: 3
Lab hours: 1
Course/lab fee: $
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EDEC 4490 - Directed Teaching and Seminar 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.
Credits: 10
Prereq: EDEC 4415 and EDEC 4416 and EDED 4420 and EDEC 4421 and admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDES 4448 - Service Learning in Education Studies 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.
Credits: 3
Prereq: EDUC3310, Senior Status, and 20 hours of the concentration area complete.
Lecture hours: 1
Lab hours: 3
Course/lab fee: $
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EDES 4490 - Capstone Project in Education Studies 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.
Credits: 3
Prereq: EDES 4448
Lecture hours: 2
Lab hours: 9 Weeks
Course/lab fee: $
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EDHI 6401 - Deafness This course will focus on the communication modes, and educational options for children and adolescents who are deaf or hard of hearing. Important historical and cultural perspectives related to Deafness and family partnerships will be addressed.
Credits: 3
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EDIS 2250 - Exceptional Learning Needs (ELN) 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.
Note: 22 field/lab hours required.
Credits: 3
Prereq: EDUC 1115 and admission in Level 1 Teacher Ed.
Coreq: EDUC 2245
Course/lab fee: $
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EDIS 2252 - Move/Hlth/Adapt Tech Except Need 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.
Credits: 3
Prereq: EDUC 1115 and admission in Level 1 Teacher Ed.
Coreq: EDIS 2250
Course/lab fee: $
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EDIS 3254 - Communication:Lang/Cult/Literacy This course examines typical/atypical language development; language models; augmentative, assistive, & adaptive technology; 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.
Credits: 3
Prereq: EDUC 1115 and admission in Level 1 Teacher Ed.
Course/lab fee: $
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EDIS 3256 - Foundations of Intervention in Early Childhood 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.
Credits: 2
Prereq: Admission in Level 2 Teacher Ed.
Course/lab fee: $
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EDIS 3285 - Foundations for Intervention A pragmatic study of the foundations of Special Education from pre-school through transition to post high school activities.
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Course/lab fee: $
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EDIS 3311 - Assessment and Intervention Planning for Exceptional Children This course 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 will be emphasized. Ethical issues related to assessment, placement, medication, orientation, and gender biases will be investigated. The role of the professional organizations (CEC) with regards to Code of Ethics and other standards and policies of the profession will be explored. Also stressed will be the importance of the 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. Teacher candidates will learn to use formal, informal, and authentic assessment techniques to collect student information concerning students with mild/moderate disabilities that could be used in the referral, progress monitoring and IEP development process. Classroom assessment techniques, the role of portfolios as an assessment tool, observation, annual test feedback, and the value of other types of authentic assessment will be addressed as methods to monitor student progress.
Note: Online course.
Credits: 3
Prereq: Teach Education Level 2 Admission (A2); or Teach Education Level 2 Conditional Admission (C2)
Course/lab fee: $
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EDIS 3314 - Behavior Interventions and Classroom Management 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. This study supports International Reading Association Standard 1 - Foundational Knowledge, Standard 2 - Instructional Strategies and Curriculum Materials, Standard 3 - Assessment, Diagnosis, and Evaluation, and Standard 4 - Creating a Literate Environment. 10 field/clinical hours required.
Note: Teacher candidates are required to complete both a Management Philosophy and a Personal Management System (rubric and performance demo used for evaluation).
Credits: 3
Prereq: Teach Education Level 2 Admission (A2); or, Teach Education Level 2 Conditional Admission (C2)
Course/lab fee: $
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EDIS 4283 - Inter-Prof/Parent Collaboration 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.
Credits: 3
Prereq: Admission in Level Three of Teacher Education
Course/lab fee: $
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EDIS 4385 - Teacher Education Capstone I The first part of the capstone experience, this course is taken concurrently with the methods courses in the first half of the senior year. Teacher candidates are introduced to procedures and strategies of action research. Guided by the instructor, and school-based clinical faculty, teacher candidates identify a specific issue based on the field experience relative to their licensure area, and begin to plan for the capstone research project by developing the research question, phasing the problem statement, and engaging in the literature view. The capstone project will be completed in EDXX4386-Teacher Education Capstone II, in the subsequent semester.
Credits: 1
Prereq: Teacher Education Level 3 Admission: A3, OR Level 3 Conditional Admission: C3
Lecture hours: 1
Course/lab fee: $
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EDIS 4386 - Teacher Education Capstone II The second part of the capstone experience, EDEC4486 is taken after EDEC4385, and is concurrent with EDUC4490-Clinical Teaching, in the second half of the senior year. Teacher candidates continue their action research project with a focus on data collection, analysis, and summary/application using appropriate technologies. The completed research project demonstrates teacher candidates’ competence in critical and creative thinking on their chosen educational issues, research skills, written and oral presentation communication skills, and the ability of using technology to impact learning for all students.
Credits: 2
Prereq: EDIS 4385
Coreq: EDIS 4490
Lecture hours: 2
Course/lab fee: $x2
General Education Program Course GEP (Capstone)
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EDIS 4423 - Instruc:Accom/Alter/Strat Early 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.
Credits: 3
Prereq: EDIS 3305 and EDIS 3311, and EDIS 3314, and admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDIS 4425 - Instruc Env/Curr/Strat Mid/Sec 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.
Note: Particular attention also needs to be given to transition plans and the content needed for high stakes testing and State Academic Content Standards.
Credits: 3
Prereq: EDIS 3305 and EDIS 3311, and EDIS 3314, and admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDIS 4485 - App of Rsrch/Practice & Seminar 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.
Credits: 2
Prereq: EDIS 3305 and EDIS 3311, and EDIS 3314, and admission in Level 3 Teacher Ed.
Coreq: EDIS 4423
Course/lab fee: $
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EDIS 4490 - Clinical Practice:IS 1 Eight-week clinical practicum and seminar at the elementary (K-12) level. 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. Candidates will apply the ethical standards, knowledge, skills, and dispositions gained/honed throughout participation in the Intervention Specialist Program. Additional requirements, as deemed necessary, may be required by the candidate’s Seminar instructor and/or supervising instructor (225 clinical hours required.)
Credits: 5
Prereq: Admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDIS 4585 - App of Rsrch/Practice & Seminar 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.)
Credits: 2
Prereq: EDIS 3311, and EDIS 3314, and admission in Level 3 Teacher Ed.
Coreq: EDIS 4425
Course/lab fee: $
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EDIS 4590 - Clinical Practice:IS 2 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.)
Note: Total of 210 field hours required.
Credits: 5
Prereq: Admission in Level 3 Teacher Ed.
Coreq: EDIS 4425 and EDIS 4585
Course/lab fee: $
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EDIS 6250 - Nature & Needs of Students with Mild/Moderate Disabilities 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.
Credits: 3
Prereq: Admission to the M.Ed. program.
Lecture hours: 3
Course/lab fee: $
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EDIS 6252 - Accomodations & Technologies for Students with Mild/Moderate Disabilities 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.
Credits: 2
Prereq: Admission to the M.Ed. program.
Lecture hours: 2
Course/lab fee: $
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EDIS 6283 - Collaboration & Transition Models-Diverse Families, Schools & Community 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.
Credits: 3
Prereq: Admission to M.Ed. program
Lecture hours: 3
Course/lab fee: $
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EDIS 6311 - Assessment & Instructional Planning for Individuals with Mild/Moderate Disabilities 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.
Credits: 2
Prereq: Admission to M.Ed. program.
Lecture hours: 2
Course/lab fee: $
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EDIS 6314 - Classroom Management & Behavioral Interventions 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.
Credits: 3
Prereq: Admission to the M.Ed. program.
Lecture hours: 3
Course/lab fee: $
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EDIS 6425 - Curriculum & Instruction for K-12 Children with Exceptional Needs 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.
Credits: 2
Prereq: Admission to the M.Ed. program
Lecture hours: 2
Course/lab fee: $
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EDIS 6585 - Instructional Strategies Internship Culmination of the graduate program with a concentration in Intervention Specialist Mild/Moderate. Candidates must complete a minimum 12-week, supervised, clinical internship in a school-based classroom instructional setting. The classroom must be serving students with identified Exceptional Learner Needs.
Credits: 2
Prereq: Admission to the M.Ed. program.
Lecture hours: 2
Course/lab fee: $
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EDMC 2285 - Foundation Middle Childhood Educ 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.
Note: 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.
Credits: 3
Prereq: Admission in Level 1 Teacher Ed. and EDUC2245 or EDIS2250
Course/lab fee: $
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EDMC 4385 - Teacher Education Capstone I The first part of the capstone experience, this course is taken concurrently with the methods courses in the first half of the senior year. Teacher candidates are introduced to procedures and strategies of action research. Guided by the instructor, and school-based clinical faculty, teacher candidates identify a specific issue based on the field experience relative to their licensure area, and begin to plan for the capstone research project by developing the research question, phasing the problem statement, and engaging in the literature view. The capstone project will be completed in EDXX4386-Teacher Education Capstone II, in the subsequent semester.
Credits: 1
Prereq: Teacher Education Level 3 Admission: A3, OR Level 3 Conditional Admission: C3
Lecture hours: 1
Course/lab fee: $
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EDMC 4386 - Teacher Education Capstone II The second part of the capstone experience, EDEC4486 is taken after EDEC4385, and is concurrent with EDUC4490-Clinical Teaching, in the second half of the senior year. Teacher candidates continue their action research project with a focus on data collection, analysis, and summary/application using appropriate technologies. The completed research project demonstrates teacher candidates’ competence in critical and creative thinking on their chosen educational issues, research skills, written and oral presentation communication skills, and the ability of using technology to impact learning for all students.
Credits: 2
Prereq: EDMC 4385
Coreq: EDMC 4490
Lecture hours: 2
Course/lab fee: $x2
General Education Program Course GEP (Capstone)
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EDMC 4470 - Middle School Curr/Instruc/Mgt 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.
Note: 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.
Credits: 2
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Course/lab fee: $
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EDMC 4471 - Field/Clinical Experience Field/Clinical experience to go along with EDMC 4480.
Credits: 0
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EDMC 4472 - Tch Language Arts Middle School 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.
Note: 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.
Credits: 3
Prereq: PSYC 2170 or PSYC 304 and admission in Level 2 Teacher Ed.
Coreq: EDMC 4470
Course/lab fee: $
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EDMC 4473 - Teaching Math in Middle School 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.
Note: 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.
Credits: 3
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Coreq: EDMC 4470
Course/lab fee: $
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EDMC 4475 - Teach Soc Studies Middle School 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.
Note: 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.
Credits: 3
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Coreq: EDMC 4470
Course/lab fee: $
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EDMC 4476 - Teaching Science Middle School 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.
Note: 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.
Credits: 3
Prereq: PSYC 2170 and admission in Level 2 Teacher Ed.
Coreq: EDMC 4470
Course/lab fee: $
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EDMC 4477 - Physical & Cognitive Development 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.
Credits: 2
Coreq: EDMC 4478 and EDMC 4479
Lecture hours: 2
Course/lab fee: $
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EDMC 4478 - Teaching Language Arts and 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.
Credits: 4
Coreq: EDMC 4477 and EDMC 4479
Lecture hours: 4
Course/lab fee: $
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EDMC 4479 - Teaching Math and Science in 4th 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.
Credits: 4
Coreq: EDMC 4477 and EDMC 4478
Lecture hours: 4
Course/lab fee: $
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EDMC 4490 - Directed Teaching and Seminar 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.
Note: Candidates are evaluated according to the Shawnee State University Five Domains of Teacher Capacity and the Specialized Professional Association standards for the licensure area.
Credits: 10
Prereq: EDMC 4470 and EDMC 4473 or EDMC 4472 or EDMC 4475 or EDMC 4476 and admission in Level 3 Teacher Ed.
Course/lab fee: $
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EDMC 5477 - Physical & Cognitive Development 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.
Credits: 2
Prereq: Faculty Permission Required
Coreq: EDMC 5478 and EDMC 5479
Lecture hours: 2
Course/lab fee: $
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EDMC 5478 - Teaching Language Arts & Social 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.
Credits: 4
Prereq: Faculty Permission Required
Coreq: EDMC 5477 and EDMC 5479
Lecture hours: 4
Course/lab fee: $
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EDMC 5479 - Teaching Math & Social Studies 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.
Credits: 4
Prereq: Faculty Permission Required
Coreq: EDMC 5477 and EDMC 5478
Lecture hours: 4
Course/lab fee: $
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EDRE 2202 - Foundations of Literacy 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.
Note: 10 field/clinical hours required.
Credits: 3
Prereq: Admission in Level 1 Teacher Ed.
Course/lab fee: $
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EDRE 2204 - Teach Phonics:Read, Write, Spell This course emphasizes the need for continued attention to phonetic instruction at all grade levels using a developmental approach, according to International Literacy 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, word study (implicit, explicit, synthetic, analytical, etc.), reading, writing, and spelling.
Credits: 3
Prereq: Admission to Level 1 Teacher Education Program, or possession of a teaching certificate or license.
Course/lab fee: $
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EDRE 3287 - Matching Books with Learners This course will explore the knowledge and skills in how to match leveled books to young readers, how to use levelled books to teach reading, and how to assess reader’s reading ability through leveled books. The course will expose students to a large collection of leveled books.
Credits: 3
Prereq: Teacher Education Level 2 Admission: A2, OR Level 2 Conditional Admissions: C2
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EDRE 3305 - Teaching Reading in Content Area Introduces techniques for integrating multiple avenues of reading comprehension, vocabulary acquisition, and communication to access subject content. Literature-rich strategies for reading in early childhood, middle childhood, and adolescent to young adult licensures are emphasized while students explore writing, speaking, and expressive arts to support and enhance communication across the curriculum. Students design, deliver, and evaluate projects based on their certification/licensure area and in support of International Literacy Association Standards (Standard 2 - Instructional Strategies and Curriculum Materials, and Standard 3 - Assessment, Diagnosis, and Evaluation). Students incorporate their knowledge of cultural diversity and literacy instruction within these designs/projects, and in connection to literature-based instruction.
Note: Online course
Credits: 3
Prereq: Admission in Level 2 Teacher Ed.
Course/lab fee: $
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EDRE 6202 - Fundamentals of Reading: Research and Practice 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.
Note: An undergraduate degree is required for this course.
Credits: 3
Lecture hours: 3
Course/lab fee: $
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EDRE 6204 - Word Study: Language Structures, Spelling and Vocabulary 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.
Note: An undergraduate degree is required for this course.
Credits: 3
Lecture hours: 3
Course/lab fee: $
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EDRE 6300 - Selection and Incorporation of Children’s and Yound Adult Lit. Across the Curriculum 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.
Credits: 3
Course/lab fee: $
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EDRE 6305 - Content Area Reading: Current Research and Practice 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.
Credits: 3
Course/lab fee: $
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EDRE 6406 - Reading Assessment: Measurements and Interpretations 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.
Credits: 3
Coreq: EDRE 6407
Lecture hours: 3
Course/lab fee: $
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EDRE 6407 - Reading Strategies: Intervention and Remediation 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.
Credits: 3
Coreq: EDRE 6406
Lecture hours: 3
Course/lab fee: $
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EDTL 6801 - Advanced Teacher Leadership 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.
Credits: 3
Prereq: Admission to the Endorsement Program
Lecture hours: 3
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EDTL 6802 - Collaboration & Teacher Leader Development 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.
Credits: 3
Prereq: Admission to the Endorsement Program
Lecture hours: 3
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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
Lecture hours: 3
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EDUC 1101 - Seminar in Education 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.
Credits: 1-3
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