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These are the current course descriptions including any pre- and co-requisites.

ART 237 - Art for Teachers
3 Credits
A survey of art materials and techniques appropriate for young children. Emphasis is on the integration of principles and historic developments of art with methods for promoting and evaluating the visual development of young children.

Emphasis will be placed on curricular adaptations for children with special needs, evaluation techniques, student portfolios, cross-disciplinary planning and whole curriculum development. Fee.


EDU 103 - Introduction to Teaching: Early Childhood
3 Credits
This introduction to teaching includes supervised early experience of 60 hours in an early childhood classroom. The exploratory contact with various school activities is designed to help the student clarify the decision to become a member of the teaching profession. 


EDU 120 - Teaching Reading Through Literature for Children & Young Adults
3 Credits
The techniques and methods of teaching reading through the use of literature for pre-school age through young adulthood will be explored. Emphasis is on genres; author and illustrator studies; the inter-relationship of reading, writing, listening, and speaking; multicultural and international publications; and historical and contemporary publishing trends.

Students should develop an appreciation for children’s literature as they select, interpret, discuss, and formulate strategies for using quality books with children. Includes service-learning hours.


EDU 210 - Understanding Development & Learning of the Young Child
3 Credits 
This course offers the early childhood education candidate the knowledge and skills needed to understand how children develop and learn, from conception to middle childhood years. Various educational situations, as well as family and community contexts that support physical, social, emotional, language, cognitive, and aesthetic development of the early learner are explored.

In addition, a 10 hour field experience in early childhood settings provides the candidate with practical application of theories of development and learning that are presented in the course. 

Prerequisite: EDU 103.


EDU 211 - Teaching Phonics & the Structure of Language
3 Credits
A study of the phonology, morphology, syntax, semantic and pragmatic underpinnings of English and of the instructional strategies that support language acquisition and literacy. 

Prerequisite: EDU 103, 105, 110, 112, or equivalent. 


EDU 212 - Developmental Issues & Practice in Reading
3 Credits
A study of the cognitive and linguistic foundations of literacy development in the learner including the cultural, social and psycholinguistic principles and practices underlying reading, and learning to read and write. Traditional literacy practices and current research-based instructional trends for diverse learners at all levels are contrasted and evaluated.

Particular emphasis is placed on word recognition, fluency, vocabulary, reading comprehension, the reading and writing process, reading and writing instruction, and assessment as they interrelate. Includes field experience. 

Prerequisite: Prior completion of EDU 211 is recommended.


EDU 215 - Diversity & the Learner
3 Credits
A study of individual differences designed to develop an understanding of human growth and development with emphasis on multicultural, psychological, and sociological factors that impact upon the early and adolescent learner, the family, and educational programs. Includes a review of current practices of family involvement in the education and care of the learner. Includes a 15 hour service-learning component in addition to class time. 

Prerequisite: EDU 103, 105, 110, 112 or equivalent. This course fulfills the diversity, global, and multicultural requirement.


EDU 230 - Introduction to Special Education & Diverse Learners
3 Credits
A survey of areas of exceptionality and related topics: learning disabilities, hearing, visual, and orthopedic impairments, behavior, emotional, and communication disorders, developmental disabilities, multiple disabilities, early intervention, transition, giftedness, cultural diversity, parenting, inclusion, legal and ethical issues, implications for educational planning based on individual abilities and needs. Includes field experience of 20 hours. 

Prerequisite/Co-requisite: EDU 103, 105, 110 or equivalent.


EDU 250 - Issues & Techniques in Assessment, Classroom Environment & Management
3 Credits
An examination of assessment types, methods, and applications necessary for teaching all students. The course includes an examination of current theory and research of methodology for establishing and maintaining classroom environments, which are conducive for optimal student learning, for all types of students within a variety of classrooms. 

Co- or Prerequisite: EDU 230. 


EDU 315 - Diagnostic, Prescriptive & Remediation Techniques in Reading
3 Credits 
A study of the fundamentals of evaluating the literacy competencies of diverse students derived from current theories and research findings. The course will investigate how to diagnose difficulties in reading and related areas; prescriptive techniques; implementation of remedial instruction; and how to monitor and document student’s progress, strengths, and needs. Includes field experience. 

Prerequisites: EDU 211 and 212.


EDU 333A - Early Childhood Science Methods
3 Credits
This science methods course provides early childhood education candidates with the current knowledge and ability to develop and implement meaningful learning experiences for children, ages three through eight years. The emphasis is on learning experiences that are developmentally appropriate, meaningful, and aligned with the science content standards for the state of Ohio. 

Candidates will be expected to evaluate topics of study in terms of conceptual soundness and intellectual integrity; select and create developmentally appropriate materials, and establish procedures for communicating with families. A field component of this course is included.

Prerequisite: EDU 218 or EDU 250. May be a co-requisite with EDU 410. Please see EDU 410 course description for details.


EDU 333B - Early Childhood Mathematics Methods
3 Credits
This math methods course provides early childhood education candidates with the current knowledge and ability to develop and implement meaningful learning experiences for children, ages three through eight years. The emphasis is on learning experiences that are developmentally appropriate, meaningful, and aligned with the mathematics content standards for the state of Ohio. 

Candidates will be expected to evaluate topics of study in terms of conceptual soundness and intellectual integrity; select and create developmentally appropriate materials, and establish procedures for communicating with families. A field component of this course is included.

Prerequisite: EDU 218 or EDU 250. May be a co-requisite with EDU 410. Please see EDU 410 course description for details.


EDU 333C - Early Childhood Social Studies Methods
3 Credits
This social studies methods course provides early childhood education candidates with the current knowledge and ability to develop and implement meaningful learning experiences for children, ages three through eight years. The emphasis is on learning experiences that are developmentally appropriate, meaningful, and aligned with the social studies content standards for the state of Ohio. 

Candidates will be expected to evaluate topics of study in terms of conceptual soundness and intellectual integrity; select and create developmentally appropriate materials, and establish procedures for communicating with families. A field component of this course is included.

Prerequisite: EDU 218 or EDU 250. May be a co-requisite with EDU 410. Please see EDU 410 course description for details. 


EDU 334 - Teaching Mathematics & Science in the Intermediate Grades
3 Credits
The purpose of this course is to familiarize early childhood teacher candidates with mathematics and science curricula for children in grades four and five and with instructional techniques appropriate for the delivery of the curricula. Course content is closely aligned with recommendations of authorities and national organizations, with a solid foundation in the Ohio Academic Content Standards for Mathematics and Science. 

The course is designed to extend the teacher candidate’s understandings of mathematics and science content and methodology so that mathematics and science instruction is seen in terms of active children, making appropriate use of technology in learning mathematics and science as a relevant and coherent bodies of knowledge that relate to diverse cultures.

Prerequisite: Admission to the Education Division. (Equivalent to EDU 566). 


EDU 336 - Teaching & Learning in the Intermediate Grades
3 Credits
The purpose of this course is to familiarize teacher candidates with the developmental needs of the intermediate age group, the organizational structures of the elementary/middle grades, and standards set by the National Middle School Association. Focus is placed on understanding the diversity of the students and ways of supporting the students through current research and best practices. 

Prerequisite: Admission to the Education Division.


EDU 337 - Teaching Language Arts & Social Studies in the Intermediate Grades
3 Credits
The focus of this course is to explore the integration of the language arts and social studies particularly the content standards related to 4th and 6th grades. Topics include both the Ohio Content Standards for Language Arts and Social Studies (including topics specific to Ohio) as well as national standards including those from the National Council for the Social Studies and the National Council of Teachers of English. Emphasis will be on effective pedagogy for engaged teaching and learning. 

Prerequisites: Declared Early Childhood Education major or continuing education student with Early Childhood license. (Equivalent to EDU 567)


EDU 339 - Early Childhood Language Arts Methods
3 Credits
This integrated language, literacy and assessment methods course provides early childhood candidates with the current knowledge and ability to develop and implement meaningful learning experiences for children preschool through grade 5. Candidates will be expected to evaluate topics of study in terms of conceptual soundness, and create developmentally appropriate materials based on curriculum standards.

Early childhood candidates will select, evaluate, interpret, and use culturally unbiased informal and formal assessments to plan individualized learning experiences, to develop teaching practices, assess developmental progress of students, and establish procedures for communicating with families. 

Includes a 30-hour field experience in which teacher candidates apply methods for teaching integrated language, literacy, and assessment in an early childhood setting.

Prerequisites: EDU 103, 210, 211, 212, and 218 or 250. May be a co-requisite with EDU 410. Please see EDU 410 course description for details.


EDU 379A - CORE: Principles of Education
3 Credits
Justice is part of our schools. Or, is it? This course in educational foundations will develop from diverse perspectives an understanding of the historical, sociological, and philosophical roots of education as they are impacted by justice and the question “how shall we live.” Current educational issues and developments will structure the course as we look at how education became an institution and why it must continue to grow and change. 

Prerequisite: CORE 179 or appropriate transfer status; ENG 102 or ENG 111. Not open to students with credit in EDU 348A. This course fulfills the diversity, global, and multicultural requirement.


EDU 410 - Assessment & Technology in Teaching & Learning
3 Credits
This course is designed to prepare undergraduate teacher candidates in all licensure programs with the knowledge, skills, and dispositions to effectively integrate technology in teaching for student learning and in designing assessment for student learning. Candidates will understand and apply this knowledge during field experiences to fulfill Ohio mandates for value added student growth measures, new innovative teacher assessment measures (e.g. edTPA) and national legislative and judicial mandates (e.g. Higher Education Opportunity Act, 2008; IDEA, 2004; NCLB, 2001) aligned with the professional, local, state, and national standards including the common core standards.

Candidates will understand and apply the transformational concepts of universal design for learning (UDL) principles and develop technological, pedagogical content knowledge (TPACK) to teach the full spectrum of students in diverse classrooms in the 21st century.
 
Co-requisites: 

  • Adolescent & Young Adult & Multi-Age Program - one methods course from: EDU 346, EDU 353, 354, 355, MTH 352, ART 337
  • Middle Childhood Program - one methods course from: EDU 347, EDU 349a, EDU 349b, EDU 349c
  • Intervention Specialists Program - one methods course from: EDU 330, EDU 331, EDU 350, EDU 351
  • Early Childhood Program - two methods courses from: EDU 339, EDU 333a, EDU 333b, EDU 333c.

 

EDU 479B - CORE: Reflections on Truth: Early Childhood
3 Credits
This course will critically examine truth from an educator’s perspective. Truths become evident when we critically examine questions of depth in education from multiple perspectives. In addition to the core seminar questions, other possible topics include classroom diversity and culture, collaboration among multiple stakeholders, and schooling as seen through the eyes of our learners. 

Co-requisite: EDU 482.


EDU 482 - Supervised Teaching: Early Childhood
12 Credits
Full-time, full-semester supervised teaching in an early childhood classroom. The student teacher assumes responsibility for the full teaching load of the cooperating teacher including planning, teaching, evaluating, and managing/disciplining, and teacher duties. 

Prerequisites: EDU 315, 332, 339, 333A, 333B, 333C (or equivalent), and 379A. Co-requisite: EDU 479B or equivalent.


ENG 110 - College Writing I
3 Credits
This course emphasizes the strategies students need for writing and thinking across the curriculum. By practicing writing strategies such as argumentation, researched writing (or writing with sources), summary, analysis, comparison and contrast, definition, students will build the skills needed to succeed as college writers.

Each section will focus on a specific theme. Themes from previous classes have included the following: American identity, family, love, the politics of food, Native American culture, and biography. 

This course does not fulfill the literature requirement for the Core. Not open to students with credit for ENG 101.


EXSC 121 - Health Education
3 Credits
A basic course in personal, community, and school health including such topics as drugs, mental health, consumer health, and a healthful school environment. 

Not open to student with credit in PEH 121, PEH 125, or EXSC 125.


GEO 125 - World Geography
3 Credits
An introduction to the academic discipline of geography; a comprehensive study of representative world regions. Interdisciplinary in content (culture, history, politics, economics, etc.), geographic in focus. This course fulfills the diversity, global, and multicultural requirement.


HST 201 - American History I
3 Credits
An analysis of the colonial heritage of the United States, the causes and consequences of the American Revolution, the political, social, and economic development of the new nation through the Civil War and its aftermath. 

Not open to students who have taken HST 120.


HST 202 - American History II
3 Credits
An analysis of the rise of big business, the labor movement, the emergence of the United States as a world power; the Progressive Reform movement; World War I, the Great Depression, World War II and the Cold War era. 

Not open to students who have taken HST 121. 


MTH 150 - Principles of Mathematics & Technology for Early Childhood Teachers & Intervention Specialists
3 Credits
Development of the basic ideas of numbers, number relationships, algebra, geometry, measurement, statistics, and probability in a problem solving, activity-oriented approach to the study of mathematics appropriate for early childhood teachers and intervention specialists.

The structure of the course will stress: learning mathematical ideas in a hands-on, cooperative learning setting; the interrelationships within mathematics and the connections that exist between mathematics and other disciplines; the communication of mathematics accurately, both orally and in writing; the elements of mathematical modeling; discussion of the evaluation, acquisition, and implementation of current technology and resources; the use of estimation and the reasonableness of answers; the integration of appropriate technologies; the use of patterns and relationships to analyze mathematical situations; the use of current literature on the learning and teaching of mathematics; and allowing the students the opportunity to reflect on their own mathematical behavior.

The course will require the use of manipulatives, calculators, computer software, and the Internet to reinforce the development of mathematical concepts, skills and pedagogy. 

Prerequisite: Education major and MTH 102.