Education (EDUC)

Information about experimental courses, when offered, will be available at the Office of the Registrar late in the Spring Quarter preceding the academic year in which the courses are scheduled. Such courses are numbered 191, 291, 391, or 491.

EDUC 160 STUDY OF THE SCHOOL - 4 hrs
This introductory course provides an overview of American education and a preliminary engagement with the teaching profession. Students examine the philosophical, historical, and organizational foundations of education as well as the social, cultural, and political contexts that shape education. They analyze how educational foundations and societal issues manifest in schools through in-class, field, and clinical experiences. They also learn about the teacher education requirements and the academic content standards. To achieve these course objectives, students lead and participate in discussions, and undertake research, develop strategic proposals, construct multi-media presentations, work with K-12 teachers and students, and critically reflect on their values, experiences, and observations as they consider a career in education. They are expected not only to be engaged learners through close reading of texts and dynamic involvement in class and in the field but also to be analytical stakeholders who understand the various discourses and conditions that affect educational policies, programs, and practices. Seventy hours of field experience in a public school and five clinical hours are required. Course is not open to first quarter freshmen. Prereq: Overall 2.5 GPA or better and permission of the department. Teacher candidates must achieve a grade of C or better and a positive recommendation to progress in the program.

EDUC 170 PHONICS AND THE STRUCTURE OF LANGUAGE - 5 hrs
This course is designed to introduce students to the teaching of phonics and grammar in the context of reading, writing, and spelling. Students will learn basic terminology, will apply this terminology to instruction, and will develop an understanding of and appreciation for the structure and function of language elements. Teacher candidates must achieve a grade of C or better.

EDUC 200 EDUCATIONAL PSYCHOLOGY - 5 hrs
A study of physical, cognitive, social/emotional, and moral development and the impact of developmental regularities and variations on classroom practice. Other topics include: behavioral and cognitive views of teaching and learning; planning instruction; motivation; classroom ecology and management; traditional and alternative forms of assessment. A minimum of 20 clock hours of individual tutoring and 10 clinical hours is included. Prereq: INST 130 and EDUC 160. Teacher candidates must achieve a grade of C or better.

EDUC 210 INTRODUCTION TO EDUCATIONAL TECHNOLOGY - 2 hrs
Introduction to the historical, theoretical, and pedagogical rationales underlying the use of media and technology in the teaching/learning process. Includes technical skills and equipment involving materials production, video production, instructional computing, multimedia, and telecommunications. Twenty-five clock hours of clinical experience are included. Prereq: EDUC 160 or permission of instructor. Teacher candidates must achieve a grade of C or better.

EDUC 220 PSYCHOLOGY APPLIED TO PRIMARY EDUCATION - 5 hrs
A study of child growth, child development, and the principles of learning applied to early childhood education. Major focus is on using and interpreting informal and formal assessment strategies and communicating assessment data to parents. Developmentally appropriate curricular practices (instruction, materials, and environment) are explored. A minimum of 20 clock hours of field experience with children and 10 clinical hours is included. Prereq: INST 130 and EDUC 160. Teacher candidates must achieve a grade of C or better.

EDUC 230 TECHNOLOGY AND EARLY CHILDHOOD - 3 hrs
Course will focus on content and methods for teaching with computers and related technologies in the early childhood classroom. Included will be evaluation of children�s software, technology for communication and recordkeeping in early childhood programs, and issues and standards related to young children and technology. Twenty-five clock hours of clinical experience are included. Prereq: EDUC 160 or permission of the instructor.

EDUC 240 SOCIAL STUDIES IN THE PRIMARY AND INTERMEDIATE CLASSROOM - 4 hrs
A study of social studies curriculum in primary and intermediate-level classrooms. Grounded in state and national standards, the focus is on the ten curricular strand themes from the National Council for Social Studies curriculum: (1) culture, (2) time, continuity, and change, (3) people, places, and environment, (4) individual development and identify, (5) individuals, groups, and institutions, (6) power, authority, and governance, (7) production, distribution, and consumption (8) science, technology, and society, (9) global connections, and (10) civic ideals and practices. Methodology and materials appropriate for teaching social studies will also be discussed. Prereq: EDUC 160

EDUC 250 SCIENCE IN THE PRIMARY AND INTERMEDIATE CLASSROOM - 4 hrs
The course will include reacquainting students with the basic levels of science and the application of the content at developmentally appropriate levels. By using discovery learning, students will clarify the relationship of geography, geology, weather, plants, and animals and how they have influenced the culture of the people who are living in Ohio and other specific geographic locations. Students will learn how to manage science activities in a classroom, integrate technology, and discuss specific science safety issues. The course will include a four-hour field experience in an elementary school. Prereq: EDUC 160

EDUC 315 INTEGRATING THE ARTS ACROSS THE MIDDLE CHILDHOOD CURRICULUM - 3 hrs
This studio, group discussion and lecture course will focus on strategies for integrating the visual and performing arts across the curriculum. Students will have an opportunity to practice applications of lesson planning, and to design a thematic unit which relies upon artistic expression on the part of elementary and middle school students. The intent of the course is to help classroom teachers see how the arts can motivate, enrich, and extend instruction in science, mathematics, social studies, and language arts. Students will be asked to spend five hours observing appropriate practice in schools. Prereq: EDUC 160. Teacher candidates must achieve a grade of C or better.

EDUC 320 EARLY CHILDHOOD CURRICULUM - 9 hrs
A study of methods and materials which are developmentally appropriate for young children. Major focus is on using strategies and creating environments to encourage children�s development. Students will develop an integrated curriculum unit that synthesizes learning activities from the content areas in the early childhood curriculum.

A minimum of 100 clock hours of field experience in an urban early childhood setting is required. Students must have two full days or three half days available per week for the field experience in addition to class time. Twenty-five clinical hours are also included. Prereq: EDUC 220 and Teacher Education admission. Teacher candidates must achieve a grade of C or better.

EDUC 325 READING SKILLS AND METHODS FOR EARLY CHILDHOOD - 5 hrs
This course is grounded in and builds on knowledge and understanding of the linguistic foundations of literacy and of early childhood development. It focuses on methods, techniques, and materials of literacy instruction and assessment designed to foster pupils� growth toward greater autonomy and maturity as readers and writers. The course emphasizes the thinking processes and decision making responsibilities of teachers as they create literacy learning environments that encourage active engaged learning, identify students� needs, and plan instruction that allows pupils to experience personally meaningful interactions and transactions as both readers and authors of texts across a range of genres and content areas and for a variety of purposes. The course includes 15 clinical hours. Prereq: EDUC 170 and 220. Teacher candidates must achieve a grade of C or better.

EDUC 335 READING SKILLS AND METHODS FOR MIDDLE CHILDHOOD - 5 hrs
This course is grounded in and builds on knowledge and understanding of the linguistic foundations of literacy and of middle childhood/adolescent development. It focuses on methods, techniques, and materials of literacy instruction and assessment designed to foster pupils� growth toward greater autonomy and maturity as readers and writers. The course emphasizes the thinking processes and decision making responsibilities of teachers as they create literacy learning environments that encourage active engaged learning, identify students� needs, and plan instruction that allows pupils to experience personally meaningful interactions and transactions as both readers and authors of texts across a range of genre and for a variety of purposes. The course includes 15 clinical hours. Prereq: EDUC 200, and EDUC 170 or ENGL 295. Teacher candidates must achieve a grade of C or better.

EDUC 336 READING FIELD EXPERIENCE - 5 hrs
A clinical/field and tutoring experience related to remedial and developmental reading instruction. Minimum of 100 clock hours experience. Prereq: EDUC 170. Teacher candidates must achieve a grade of C or better.

EDUC 340 RESPONSIVE SCHOOLS FOR EARLY ADOLESCENCE - 3 hrs
Nature and needs of young adolescents, characteristics of responsive schools, resources for the middle child practitioner, and characteristics of effective middle childhood teachers are addressed in depth; reflection on personal beliefs, research, theory, and practice is encouraged. Students design an Advocacy Plan for young adolescents. Teachers serve as mentors for pre-service teachers, providing observation sites in schools, and engaging them in dialogue about critical issues in middle level education. Twenty-five clinical/field hours are required. Prereq: EDUC 200. Teacher candidates must achieve a grade of C or better.

EDUC 341 CURRICULUM FOR THE MIDDLE GRADES - 3 hrs
Students look closely at organizational structures of middle schools, including flexible scheduling and teaming, which support student-centered curriculum, and look criti cally at various models of interdisciplinary and integrated curriculum. The role of other stakeholders�students, parents, community members, and State government�in determining curriculum is also examined. Teachers mentor pre-service teachers, providing support for participation on middle level teams. Students focus on the development of an integrated unit. Twenty-five clinical/field hours are required. Prereq: EDUC 200 and 340. Teacher candidates must achieve a grade of C or better.

EDUC 350 LITERATURE-BASED READING INSTRUCTION: CHILDREN�S LITERATURE - 3 hrs
In this course students will extensively read and study the genres of children�s literature. In addition to developing skills necessary for selecting quality, developmentally appropriate literature, students will learn how to use tradebooks to teach emergent and intermediate reading skills. In addition, students will develop skills to integrate children�s literature with a basal reading program and learn techniques for designing an integrated, literature based reading program in their classrooms. Teacher candidates must achieve a grade of C or better.

EDUC 355 CLASSROOM MANAGEMENT - 3 hrs
This course focuses on establishing and maintaining a positive and productive learning environment in early childhood classrooms. Topics include classroom ecology, rules and procedures, intervention strategies, special management programs, and home/school communications. Methods for assessing the effectiveness of interventions and/or special programs will also be covered. Prereq: EDUC 220. Teacher candidates must achieve a grade of C or better.

EDUC 360 MULTICULTURAL EDUCATION - 2 hrs
Curriculum planning and teaching strategies for culturally diverse student needs. Racism, sexism, diverse learning styles and linguistic variation will be examined. Five clinical hours are included. Prereq: EDUC 200 or 220. Teacher candidates must achieve a grade of C or better.

EDUC 363 LITERATURE-BASED READING INSTRUCTION: ADOLESCENT LITERATURE - 3 hrs
This course will require students to read and analyze a wide variety of literature for adolescents from the following perspectives: embedding reading instruction in a meaningful context, importance of reading instruction as a means to access information and enhance the quality of life, providing for differences among learners and how these differences influence reading, understanding the influence on the reading process of what the reader brings to the experience, and exploring strategies to encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. Prereq: EDUC 200. Teacher candidates must achieve a grade of C or better.

EDUC 365 MULTICULTURAL LITERATURE FOR CHILDREN AND YOUNG ADULTS - 2 hrs
This course is an exploration of issues related to cultural diversity with the primary tool being literature written for children and young adults. Students will explore their own cultural backgrounds and attitudes. Diversity areas such as race, ethnicity, gender, class, sexual orientation, language, and ableness are examined. Five clinical hours are included. This course may be used as a substitute for EDUC 360. Prereq: EDUC 350 or 363 or permission of instructor. Teacher candidates must achieve a grade of C or better.

EDUC 370 SECONDARY TEACHING METHODS - 4 hrs
A study of secondary school curriculum which focuses on short and long term planning (based on principles of best practice and Ohio Academic Content Standards), a variety of instructional strategies, classroom management, and formal/informal assessment strategies. The course includes a minimum of 25 clinical hours in the subject for which licensure is sought. Prereq: EDUC 200 and Teacher Education admission. Coreq: EDUC 371-378. Teacher candidates must achieve a grade of C or better.

EDUC 380 LITERACY IN CONTENT AREAS - 5 hrs
Current trends in content area reading and in content area literacy, grades K-12; classroom practices in content area reading; strategies which help improve vocabulary, comprehension, thinking and study skills, and writing across the curriculum; personal and professional literacy; working with students with limited English proficiency. Fifteen clinical hours are included. Prereq: EDUC 200. Teacher candidates must achieve a grade of C or better.

EDUC 390 INDEPENDENT STUDY - 1-5 hrs
Individual or group research or practicum in education. May be repeated. Permission of the department required. Teacher candidates must achieve a grade of C or better.

EDUC 400 INDIVIDUAL FIELD EXPERIENCE - 1-4 hrs
A field experience involving work with children in schools, planned to meet state licensure requirements and individual goals of participants. Students meet in a weekly seminar and all work is approved, supervised, and evaluated by the seminar instructor. One quarter hour of credit is equal to 25 clock hours of field experience in schools. Teacher candidates must achieve a grade of C or better.

EDUC 440 READING DIAGNOSIS AND CORRECTION - 5 hrs
A study of techniques and instruments of reading assessment and planning individualized corrective programs in reading. Twenty-five hours of clinical and simulated teaching experiences required. Prereq: EDUC 325 or 335. Teacher candidates must achieve a grade of C or better.

EDUC 450 EXCEPTIONAL CHILDREN - 3 hrs
A study of the needs of children with special needs, including children who are gifted and children with language, orthopedic, physical, mental and emotional disabilities. Techniques of including exceptional children in regular classrooms will be explored. Includes 25 clock hours of clinical or field experience. Prereq: EDUC 200. Note: Not required of students with credit in PHED 360 Adapted Physical Education. Teacher candidates must achieve a grade of C or better.

EDUC 451 INCLUDING CHILDREN WITH SPECIAL NEEDS IN THE EARLY CHILDHOOD CLASSROOM - 3 hrs
A study of the needs of children with special needs, including children who are gifted and children with language, orthopedic, physical, mental and emotional disabilities. Techniques of including exceptional children in regular classrooms will be explored. Includes 25 clock hours of field experience. Prereq: EDUC 220. Teacher candidates must achieve a grade of C or better.

EDUC 455 EARLY CHILDHOOD SPECIAL EDUCATION - 9 hrs
This course provides an in-depth study of legislation, rules, and regulations applicable to early childhood special needs populations; the nature and needs of mild, moderate, and severely disabled young children; service delivery options for young children with special needs; and intervention strategies designed to serve special needs populations and their families. Students will be required to spend 100 hours in the field. Completion of student teaching is recommended as a prerequisite for all students. The course is offered only in the Spring Quarter. Prereq: EDUC 451. Teacher candidates must achieve a grade of C or better.

EDUC 460 READING RESEARCH - 3 hrs
A study of research findings and current literature on the psychology and teaching of reading. Prereq: EDUC 325 or 335, and 440. Teacher candidates must achieve a grade of C or better.

EDUC 465 TEAMING: COLLABORATION AND CONSULTATION IN EARLY CHILDHOOD EDUCATION - 4 hrs
This course is designed to help students learn to function on educational teams by exposing them to collaboration and consultation models in the literature and in the field. Students will learn how to establish and maintain positive, collaborative relationships with families, colleagues, and professionals from the larger community. Emphasis is placed on communication skills, knowledge of community resources, and family systems theory. A field placement in a school or agency dealing with preschool youngsters is required. Students should have two mornings available for the field placement. Prereq: EDUC 220. Teacher candidates must achieve a grade of C or better.

EDUC 480 READING PRACTICUM - 4 hrs
A capstone practicum for the Reading Endorsement. Students are assigned to classrooms for a minimum of 100 clock hours, attend weekly seminars, and participate in action research. Prereq: EDUC 325 or 335, and 440. Teacher candidates must achieve a grade of C or better.

EDUC 490 TEACHING INTERNSHIP - 5-15 hrs
Teaching experience in elementary, middle, or secondary schools under contract to the school and supervised by a cooperating school teacher and a College supervisor. Applicants must be approved by the department and by the cooperating school district. Teacher candidates must achieve a grade of C or better.