EDU - Education Course Descriptions
Is a field-based experience for candidates to begin to address the competencies of the specific licensure area sought, i.e., early childhood, adolescent to young adult, or mild/moderate intervention specialist, and multi-age licensure. The ODE Curriculum Models will be used as an instructional resource. The placement in area schools (multi-cultural, ethnic, socio-economic, and culturally diverse) assists students to explore interests, define professional goals, and assess personal qualities and abilities in light of competencies deemed essential for future educators. Participatory activities include the utilization of instructional techniques, instructional materials, technology and media to maximize pupil learning. Students will be evaluated based upon successful competency completion within the licensure area being sought and the ability to plan for developmentally and culturally responsive instruction. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom).
In this course students are introduced to the terminology, legal and regulatory aspects, and fundamental practices within special education. The historical evolution of disability from a societal, family, and educational lens is discussed, as well as the current state of disability as it relates to legislation and practice. Students are introduced to each of the 13 disability categories included under the Individual with Disabilities Education Act (IDEA) and are provided with best practices for working with students across each specific disability. Students also gain insight into parent and family legal rights within special education, multicultural education, related services, early intervention, state and federal mandates for special education services, Multi-tiered Systems of Support (MTSS), and the Individualized Education Plan (IEP) process. Students are given an in-depth look at both the special education process and the documents required from evaluation to placement.
Provides the candidate the opportunity to teach English as a Foreign Language (EFL) to students in the schools of Gaming and Scheibbs, Austria. Candidate school placements, in both towns, may be one of the following: Volksschule (ages 6-10), Hauptschule (ages 10-14), or Fachschule (ages 14-17) . Additionally, participation in the ELISA experience also enables candidates to tutor students studying at the Language and Catechetical Institute for 10 hours of EFL experience with adults. In addition to the study and pedagogical practice of culturally relevant teaching, the ELISA program's assignments are aligned to the Ohio Educator Standards, the CCSSO's Global Competence Matrices, and Catholic Social Teaching, coupled with the integrated use of technology and Blackboard tools.
Is a field-based experience for students to begin to address the competencies of the specific licensure area sought (early childhood, adolescent to young adult, or mild/moderate intervention specialist and multi-age license). It is an in-depth continuation of Early Experience I. Candidates are provided with the opportunity to study and become directly involved with curriculum materials and technology, diagnostic and prescriptive procedures, and methods of instruction that are developmentally appropriate for the licensure area sought, and to ensure increased proficiency in teaching responsibilities as outlined by the specific ODE curriculum models. Candidates will be evaluated based upon successful competency completion within the licensure area being sought, i.e., unit preparation and implementation. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hours in the classroom). Candidates responsible for transportation.
This two-credit course centered on video modules enables education majors to better prepare themselves for the challenges of becoming a future educator. Each week, students will complete activities based on videos and instructional tutorials presented by education department faculty. The weekly modules focus on topics that include, but are not limited to, early field experiences, mission outreach, the Danielson Framework, professional e-portfolios, the edTPA assessment, child protection, career services, substance addiction, the diverse learner, and APA writing. Each module was selected based on areas of need for future educators. This course provides future educators with valuable resources and insight into the teaching profession.
The 50-hour service and professional development learning projects are designed to encourage pre-service educators to engage in rich and varied experiences of working with children and youth in educational and community settings that may include cultural, linguistic, socio-economic, and individual diversity. The pre-service educator can select from a broad and varied menu of activities to fulfill the 50-hour service and professional development requirement. Hours will be accumulated as fulfilling requirements of specific courses; however, the majority of hours will be awarded in fulfillment of self-selected community, school, and university service to others and professional development opportunities. In addition, the student can select a variety of ways to creatively document and verify the experience or to engage in additional research. The learning projects are designed to document the student's experience over a 4-year period of time. The awarding of 1-hour credit will occur upon the successful completion of experiences, documentation, and required assignments.
Provides a developmental approach grounded in theory for orienting pre-service teachers to understanding and appreciating the relationship between learning, play, creativity, and development. This course emphasizes planning and implementing developmentally appropriate creative learning experiences that nurture curiosity, discovery, collaboration, and critical thinking as well as the academic disciplines. Active participation in community programs provides pre-service teachers with valuable experience in creative and arts-based teaching/ learning while building reciprocal community relationships.
Includes an overview of the place of public and Catholic education in society, the theoretical foundations of an educator’s educational philosophy, the current landscape of concerns and challenges of modern education in varied school environments, school organization, administration, and curriculum. The course will examine the influence of diversity, social issues, and comparative and global education. The course examines school law. Candidates view the role of the Catholic school educator and are introduced to the vision, mission, and goals of the Education Department and how these collectively foster an integrated education.
The science and social studies content areas will be examined in light of developmentally-appropriate curriculum for young children through fifth grade. Current methodologies for teaching science and social studies will be explored. This course emphasizes inquiry learning, the engaged learner, critical thinking, collaboration, and problem solving for constructing scientific and social studies literacy. Lesson plans and integrated units will be planned and implemented as students explore constructivist curricular models, central concepts, inquiry tools, assessment approaches, and integration of the content areas for enhancing student motivation, engagement, and learning. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides candidates with pedagogical knowledge and skills in the integrated language arts to assess, plan, and implement instruction that is developmentally appropriate to the level of all students. The course will focus on the importance of emergent literacy, language acquisition, language structure, spoken, written, and visual language, reading and literature, and the most effective instructional methods to enhance the learning for middle/adolescent grades within the language arts area. The Ohio Department of Education (ODE) Language Arts Model will serve as an instructional resource. Performance-based assessments adhering to Council for the Accreditation of Educator Preparation (CAEP) Standards and Specialized Professional Associations (SPA) are required.
Introduces candidates to the various genres of child and adolescent literature, historical background, and evaluative measures for use with children from birth through adolescence. Candidates read and discuss books that have gained high acclaim as award winner or honor books and apply their knowledge across the curriculum.
The development of reading ability is the acquisition of a series of literacy skills that is peculiar to each content area. Emphasis is placed on the theories of learning, instruction, and assessment, so that students understand why all teachers are teachers of reading. Careful assessment and evaluation of the needs and abilities of all students is presented within the course. This analysis allows pre-service teachers to learn how to differentiate instruction for PK-12 children, for enhanced student learning. Focus, within the course, will involve recognition of reading strategies to implement related to each content area in working with a diverse student population. Exploration of the developmental and instructional implications occurs as related to guiding and motivating student interest in the reading material, comprehension, vocabulary acquisition, and writing to learn activities as applied to content area reading. Areas of concentration include the International Literacy National Reading Panel’s recommendation on explicit instruction in vocabulary development and Ohio’s direction to include the Science of Reading Framework aligned to Ohio’s Plan to Raise Literacy Achievement is integrated into the course content. An emphasis on the learning targets of Ohio’s 12-Hour Reading and Literacy Core is also present within this course. (Field hours are required)
Is built upon a foundation of developmentally-appropriate practice (DAP) and considers individualized approaches that benefit all children. Pre-service educators will gain an integrated understanding and knowledge of children's physical, social, cognitive, emotional, and communication development and the indications of disability within these developmental domains. Pre-service educators will acquire knowledge of assessment processes for child development, and for monitoring and evaluating programs for young children. Pre-service educators will be prepared to use a variety of teaching strategies and methodologies, and will be required to incorporate the use of a variety of technologies into their instructional repertoires based on Universal Design of Learning principles. Pre-service educators will learn how instructional information is incorporated into the following documents required by IDEA 2004: an individualized family service plan (IFSP); an individualized education plan (IEP), or a 504 plan of accommodations. Pre-service educators will learn to collaborate effectively with other professionals to meet the individual needs of young children and their families. Emphasis will be placed on pre-service educators learning to engage and collaborate with families based on approaches that are responsive to cultural, linguistic, and developmental diversity. Pre-service educators will complete a family project to meet CAEP and NAEYC Standard 2: Building Family and Community Relationships.
In this course, students learn about the legal provisions and ethical principles regarding the assessment and instruction of individuals, including those identified as having a disability, as being at-risk, and those from culturally and/or linguistically diverse backgrounds. Within this course, important historical court cases that had a direct impact on the special education service delivery are reviewed and the ethical implications these court cases have for individuals with disabilities are discussed. Students are also presented with in-depth knowledge on accommodations and modifications, Multi-tiered Systems of Support (MTSS), and literacy-focused evidence-based practices (EBPs) for students with disabilities and those considered at-risk. Students learn about the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment and are given an opportunity for a hands-on experience administering the assessment, analyzing the data, and designing a lesson plan in response to the data.
encompasses 1) materials, methods, and content of teaching mathematics to students in the early and middle childhood (ages 3 to 14); 2) past, present, and future of mathematics education; 3) development theories of how children learn mathematical concepts; 4) historical, cultural development of mathematics; 5) the use of technology in problem solving situations and in understanding mathematics; 6) recommendations of the National Council of Teachers of Mathematics (NCTM) on mathematics standards, performance, and assessment; & 7) and incorporation of and alignment to Ohio Standards of the Teaching Profession and Ohio Standards for Learning.
is a multifaceted math education course. It uses a problem-solving approach to investigate mathematical content within the middle/adolescent grades to give middle school and secondary math candidates the opportunity to apply Ohio Standards of the Teaching Profession (OSTP) and the National Council of Teachers of Mathematics (NCTM) standards to instructional planning and practice. The course explores the value of integrating technology and inquiry-based mathematical teaching activities into lesson planning and practice. The course employs a variety of assessment procedures in a hands-on laboratory approach as a means of evaluating student understanding and showing the relationship between mathematics and real-world situations. The course provides a variety of manipulative, visual, and technological materials to enhance the learning of mathematics.
Course content includes physiological, psychological, and sociological theories underlying the development of reading proficiency and the understanding of the complex nature of reading and writing. Emphasis is placed on rationale, methods, and assessment for the instruction of phonemic, morphemic, semantic, and syntactic patterns and how these factors are interrelated. Areas of concentration include the International Literacy National Reading Panel’s recommendation on explicit instruction in phonological awareness, fluency, vocabulary development, and reading comprehension. Ohio’s direction to include the Science of Reading Framework aligned to Ohio’s Plan to Raise Literacy Achievement is integrated into the course content. This content relates to candidates’ ability to teach explicit, structured, and systematic lessons in the above domains. Code-based vs. meaning-based instruction is understood. Assessment of student abilities in PK-12, and emphasis on Response to Intervention, tiered instruction, and differentiation of instruction for all children is focused upon within the course. An emphasis on the learning targets of Ohio’s 12-Hour Reading and Literacy Core is also present within this course.
Explores formal and informal assessment as a continuing part of classroom activities in reading and writing. Candidates develop a knowledge base and pedagogical assessment skills to meet the needs of a diverse student population. Learned assessments are utilized in a weekly tutoring session. Weekly tutoring involves initial contact with school partners for tutoring arrangements, assessment of tutee needs, implementation of direct, structured lessons, formative assessment, weekly reflection of teaching, continuous communication with school personnel, follow-up letters, professional collaboration, and an overall reflection of involvement. Data that demonstrates effect on student learning (summative assessment) is performed. Performance-based assessments adhering to Council for the Accreditation of Educator Preparation (CAEP) Standards and Specialized Professional Associations (SPA) are required. Candidate dispositions are assessed. (Field hours are required)
Is concerned with assessment and intervention strategies that assist adolescent students with disabilities such as, dyslexia attention deficient disorder, or autism spectrum disorder in achieving academic content standards. Pre-service educators will be prepared to implement evidence-based learning and executive functioning strategies for the acquisition of academic content. Pre-service educators will learn to implement evidence-based instructional practices, in particular, explicit and direct instruction. Additional topics and activities include: collaboration with professionals and families, assistive technology to support universal design for instruction, and the use of instructional data to write and monitor effective individual education plans. The transition plan component of the individual education plan (IEP) will be covered as well as Section 504 plans to prepare students for postsecondary educational and employment options. (Field hours are required.)
In this capstone course designed for special education or dual majors, students acquire in-depth knowledge on Applied Behavior Analysis (ABA) theory and methods. Content within the course is focused on teaching students with moderate disabilities functional skills and behaviors, collecting and using data to inform intervention decisions, and preventing and responding to challenging behavior in the classroom. Students learn, discuss, and demonstrate functional behavioral evidence-based practices and assessment procedures. Throughout the semester, students participate in a 30-hour special education field placement (two visits per week) in which they complete several projects specific to the content being presented in class. Of these projects, students administer the Brigance Inventory of Early Development, analyze the data, and draft a full Individualized Education Plan (IEP). Students also work 1:1 with a student with a moderate disability teaching a functional skill through task analysis and chaining through the embedded field experience hours associated with the course.
In this course, students learn the critical components for effective classroom organization and behavioral management in the special and general education environment. Students are introduced to the foundational principles of Applied Behavior Analysis (ABA) and learn how to apply these principles when working with students who exhibit behavioral difficulties. Information is presented on School-Wide Positive Behavior Support (SWPBS), designing the classroom environment to be supportive for students with disabilities, implementing Tier 1 and Tier 2 strategies, collecting behavioral data, applying methods for increasing/decreasing behavior, managing paraeducators, and working with related service providers. In addition to learning how to address problem behavior within the Individualized Education Plan (IEP), students discuss, review, and practice the Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) processes. Students also learn how to apply the principles of reinforcement and are given a hands-on experience administering a Preference Assessment.
Provides an in-depth study of early adolescents' nature, needs, and developmental characteristics. Knowledge about this age group's intellectual, moral, physical, emotional, and social development is paramount in understanding the impact these characteristics have on the selection and decisions concerning the curriculum content, instructional strategies, and classroom management. As outlined by the American Middle-Level Educators Association, the developmentally responsive middle-level school program will be addressed and examined as the cornerstone for course instruction. Attention is also be placed on the principles and practices of effective middle-level education. Performance-based assessments adhering to Council for the Accreditation of Educator Preparation (CAEP) Standards and Specialized Professional Associations (SPA) are required.
Will address the biological and environmental factors that dynamically influence and interact with each other in the development of emotional and behavioral disorders. Strategies that help a professional to develop supportive relationships with professionals that foster a youth's resiliency will be discussed. This course is a continuation of the Response to Instruction Model and Tier 1 evidence-based practices discussed in EDU348: Classroom Organization and Management for Students with Mild and Moderate Needs. In this course, the emphasis is on Tier 3 specialized and intensive interventions and wrap-around services. Pre-service educators will demonstrate evidence-based strategies; such as social skill instruction, anger management interventions, and drop-out prevention strategies. The laws and policies regarding assessments, disciplinary procedures, individual education plans that include behavior intervention plans, and manifest determination requirements will be discussed. In addition, the types and importance of information shared between families and public agencies concerning students with emotional and behavior disabilities will be addressed.
Prepares teacher education candidates to select, integrate and translate knowledge and methodology from history and the social science disciplines. Course topics will include gender, race, religion, and culture, along with time, continuity, and change (American heritage), people, places and environment (World Interaction and Culture) and individual groups and institutions (People and Society). Special emphasis will be placed on the Social Studies: Ohio's Academic Content Standards. Candidates will develop a multi-disciplinary/interdisciplinary unit incorporating concepts from all disciplines to provide instruction that provides students with real-life learning opportunities. In-depth exploration of methods, materials, assessment, and technology will be investigated in the implementation of all activities, lessons, and units.
Prepares candidates to understand, create and disseminate electronic tutorials or lessons for virtual learners integrating best practices in virtual teaching. It includes participation in integrated field experiences teaching in both synchronous and asynchronous environments utilizing established partnerships with both public and private schools. The course includes an examination of theoretical of online lesson design and delivery with the theory "Learning By Design (Koehler and Mishra, 2005)". Candidates will apply appropriate instructional strategies and models of design in the online learning environment with NETS-T and iNACOL Standards and intentional and systematic practice of the TPACK framework (Koehler and Mishra, 2008).
Subject matter of this course, divided into main units (without descriptive detail), and listed in order of presentation:
- Overview of K-12 Online Education
- Principles of Online Instruction
- Tools for Teaching Online
- Building an Online Community
- Supporting all Learners
- Digital Citizenship
Education Major
Is taken in conjunction with student teaching (clinical practice) for quality educators to analyze teaching theory, have a pragmatic application of the best practices of current strategies of teaching within specific licensure areas, and evaluate student learning. The course is designed to enable candidates in teacher education to acquire knowledge as professional educators, work more effectively and reflectively in the classroom, analyze their own teaching from various perspectives, and promote high levels of academic achievement for all students. Candidates develop and implement the Teacher Performance Assessment (TPA): Context for Learning Information, central focus, pre/post-test, video-taped learning segment, detailed lesson plans, Planning Commentary, Instructing and Engaging Students, Student Work Samples, Evidence of Feedback, Assessment Commentary, and Analyzing Teaching. The Value-Added Dimension requires that the learning segment be aligned to the Common Core Standards. Candidates participate in PRAXIS II preparation, view video models on classroom management, and reflect on various teaching strategies.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade five (PK-5) under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the intervention specialist in kindergarten through grade twelve for students with mild/moderate educational needs under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the intervention specialist license within the area of mild/moderate educational needs to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all- day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades four through nine under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the middle childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all- day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades seven through twelve under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the adolescence to young adult license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade five (PK-5) and/or kindergarten to twelfth grade (k-12) intervention specialist under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Is taken concurrently with student teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, resume writing and job interviewing skills.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.