2018-2019 University Catalog 
    
    Nov 18, 2019  
2018-2019 University Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Education

  
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    EDU 350-357 - Special Methods in Adolescent Young Adult/Multi-age Teaching Field, 3/4 credit hours


    Prerequisite(s): Completion of 100 and 200 level EDU courses; EDU 340 ; other teaching field(s) prerequisites or co-requisites may be required.
    These courses are designed to provide a special teaching methodology in the student’s teaching field. In-school experiences are required as part of the course.

    A field experience is required.
  
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    EDU 351 - Special Methods for Integrated Language Arts, Adolescent/ Multi Age Teachers, 3 credit hours


    Prerequisite(s): See EDU 350-357  
    The School of Education offers a special section of EDU 351 through the English Department for students seeking licensure in English.

  
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    EDU 357 - Special Methods in Secondary Teaching Field, 3 credit hours


    See EDU 350-357  description.

  
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    EDU 375 - Internship in Adolescent/Young Adult Education, 2 credit hours


    Prerequisite(s): Complete all 100 and 200 level EDU courses; EDU 340 .
    Corequisite(s): Must be taken concurrently with EDU 314 , EDU 348  and AYA methods (EDU 350-357 )
    Internship in Adolescent/Young Adult Education is an extended, supervised field experience during which students will observe and then teach in their licensure area in a high school setting. The experience will follow a developmental sequence in which students gradually assume responsibility for instruction and assessment in their field placements.  The field exerience is required and will be about two hours a day, Monday - Friday for approximately 14 weeks.

    Graded: Course graded S/U
  
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    EDU 377 - Assessment for Students with Mild/Moderate Educational Needs, 3 credit hours


    Prerequisite(s): EDU 103DX  & EDU 274 .
    This course is the study of the use of formal and informal diagnostic instruments used for planning individual instruction for students with mild/moderate educational needs. Includes authentic, portfolio, curriculum-based, performance, and alternative assessment as well as standardized tests. Procedures for using such information for placement decisions and on IEPs are discussed. A field experience is required.

  
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    EDU 394 - Remediation Across the Curriculum, 3 credit hours


    Prerequisite(s): EDU 103DX , EDU 274  & EDU 377 .
    This course is designed to give an understanding of the K-12 curriculum to students who are seeking the Intervention Specialist license in Mild/Moderate Educational Needs. Integrated content methods and accommodations in reading/language arts, math, science/health, and social studies will be explored. Methods and materials used to teach these students with mild/moderate educational needs (ages 5-21) will be examined.

    A field experience is required.
  
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    EDU 415 - Clinical Practice in Mild/Moderate Educational Needs, 5 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a period of guided teaching of students with mild/moderate educational needs under the direction of a certificated/licensed special educator. This half-semester experience is completed by candidates seeking dual licensure in mild/moderate educational needs and another licensure/program area. Application required.

  
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    EDU 417 - Clinical Practice in Early Childhood Education, 4 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in an early childhood setting. This half-semester experience is completed by candidates seeking dual licensure in mild/moderate educational needs and early childhood education. Application required.

  
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    EDU 418 - Clinical Practice in Middle Childhood Education, 4 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in two chosen subject areas in a middle childhood setting. This half-semester experience is completed by candidates seeking dual licensure in mild/moderate educational needs and middle childhood education. Application required.

  
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    EDU 419 - Clinical Practice in Adolescent Young Adult/Multi-Age Education, 4 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in a secondary school. This half-semester experience is completed by candidates seeking dual licensure in mild/moderate educational needs and adolescent young adult/multi-age education. Application required.

  
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    EDU 475 - Professional Collaboration and Transition Development, 3 credit hours


    Prerequisite(s): EDU 103DX  & EDU 274 .
    This course provides an emphasis on collaboration and partnerships with other professionals, paraprofessionals, and parents as team members designing, implementing, and evaluating appropriate educational experiences for persons with disabilities. Characteristics (e.g., SES, cultural background, language, environmental effects, disciplinary/supervisory practices) of families and their effects on teaming, curriculum, instruction will be explored. Additionally, the course will cover topics related to the transition of students with mild/moderate educational needs from special education settings to the general education classroom, from on level of school to the next and from school to community. Issues, resources, techniques to make successful transitions will be explored.

  
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    EDU 478 - Clinical Practice in Mild/Moderate Educational Needs (Lic+Masters), 4 credit hours


    Corequisite(s): EDU 492   No additional coursework may be taken without the Dean’s approval. .
    This is a half semester period of guided teaching of students with mild/moderate educational needs under the direction of a certificated/ licensed special educator. Application required.

  
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    EDU 480 - Clinical Practice in Early Childhood, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in an early childhood setting. Application required.

  
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    EDU 481 - Clinical Practice in Middle Childhood Education, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in two chosen subject areas in a middle childhood setting. Application required.

  
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    EDU 484 - Clinical Practice in Mild/Moderate Educational Needs, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a period of guided teaching of students with mild/moderate educational needs under the direction of a certificated/licensed special educator. Application required.

  
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    EDU 487 - Clinical Practice, Adolescent Young Adult, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in a secondary school. Application required.

  
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    EDU 490 - Clinical Practice, Multi-Age Education, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in elementary, middle and/or secondary schools. Requests for student teaching assignments are limited to schools within a specified distance from Baldwin Wallace University. Placements are made by the School of Education, not by the individual student.

  
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    EDU 491 - Clinical Practice in Music Education, 9 credit hours


    Corequisite(s): Must be taken concurrently with EDU 492 . No additional coursework may be taken without the Dean’s approval.
    This is a supervised program of observation, participation and classroom teaching experiences in a music classroom setting. Application required.

  
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    EDU 492 - Senior Capstone Seminar, 3 credit hours


    Corequisite(s): Must be taken concurrently with Clinical Practice
    The senior seminar is a capstone course required of all students seeking licensure to teach and is taken concurrently with the clinical practice. It provides an opportunity to synthesize learning from previous course work, field experiences and the clinical practice experience. Reflection, discussion and individual and group activities are used to achieve course objectives. The culminating project is the development of a professional portfolio.

  
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    EDU 500 - Advanced Study in Teaching & Learning, 1-4 credit hours


    This course is designed to encompass a variety of topics of interest and current need for the professional development of teachers and other post-baccalaureate educators. Coursework will include theory and evidence-based practice. Courses will include an application component that might be applied in the educators’ classroom or other appropriate educational setting. The course may be repeated when offered with new topics.

  
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    EDU 501 - LHE Integrative Seminar I, 1 credit hour


    This seminar is designed to give LHE students an opportunity to explore the integration of their course work and internship experiences. Connections will also be made between student experiences and the profession of higher education, professional organizations, and public policy. Professional development opportunities will also be encouraged.

  
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    EDU 502 - LHE Integrative Seminar II, 1 credit hour


    This seminar is designed to give LHE students an opportunity to explore the integration of their course work and internship experiences. Connections will also be made between student experiences and the profession of higher education, professional organizations, and public policy. Professional development opportunities will also be encouraged.

  
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    EDU 503 - LHE Integrative Seminar III, 1 credit hour


    This seminar is designed to give LHE students an opportunity to explore the integration of their course work and internship experiences. Connections will also be made between student experiences and the profession of higher education, professional organizations, and public policy. Professional development opportunities will also be encouraged.

  
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    EDU 504 - LHE Integrative Seminar IV, 1 credit hour


    This seminar is designed to give LHE students an opportunity to explore the integration of their course work and internship experiences. Connections will also be made between student experiences and the profession of higher education, professional organizations, and public policy. Professional development opportunities will also be encouraged.

  
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    EDU 510 - Educational Studies, 3 credit hours


    This course provides an overview of the historical, philosophical and sociological foundations of education with the intent of providing the opportunity to formulate, discuss and evaluate educational policies and practices as they relate to the classroom.

  
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    EDU 511 - Using Evidence, Research, and Data in Education, 3 credit hours


    This introductory course focuses on research techniques and data collection, reporting, and interpreting of educational research.  The candidate will have the opportunity to relate research to classroom practice and data-driven decisions. 

  
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    EDU 512 - Psychological Foundations, 3 credit hours


    Prerequisite(s): EDU 101X  & EDU 103DX 
    Teaching the student in grades 7 through 12 requires a working understanding of the developmental intricacies emerging throughout the adolescent years. This includes integrating the physical, cognitive, and social-emotional changes from the onset of puberty to the formation of a stable identity along with the psychological foundations specific to the adolescent learner. Therefore, educators in this course will examine the implications of developmental factors for learning and teaching the middle school and high school student.

  
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    EDU 514 - Instructional Technology Tools & Resources, 3 credit hours


    This is an introductory course in educational technology.  Candidates will be introduced to a variety of technology tools and digital resources that support 21st Century teaching and learning to include productivity, communication, and collaborative devices.  Candidates will design a comprehensive thematic unit using instructional strategies to integrate technology into the curriculum.  Also covered are the multitude of issues that impact the uses of technology, the role of technological innovations, and the opportunities presented by technology in the teaching and learning environments.

  
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    EDU 515 - Digital Media & Project-Based Learning, 3 credit hours


    Prerequisite(s): EDU 514  
    This course expands on the pre-production, production and postproduction of digital media, particularly video and audio. These media will be in the context of K-12 classroom technology integration into existing curricula by both teachers and students. Topics to be examined in media production are best practices, scripting & storyboarding of productions, responsible use of digital media in education, aligning media productions to common core standards, and making video and audio that learners can engage with at any time in any place. Candidates will create their own practical classroom media and will learn how to publish and share their productions with a target audience.  Also covered in this course will be project-based learning and the use of technology tools as a means to extend the process of inquiry. 

  
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    EDU 516 - Instructional Design & Technology Integration, 3 credit hours


    Prerequisite(s): EDU 514  
    Corequisite(s): EDU 525  required for students pursuing technology endorsement only.
    The focal point of this course is the integration of technology through the use of multimedia as a method to address students’ learning styles. The course expands on the use of productivity tools, communication & collaborative devices, and the creative and effective educational design of multimedia. Topics covered include 21st Century learning skills, social aspects of computing, and computer-supported cooperative work. This course develops instructional systems design competencies appropriate for the development of computer-assisted instruction applications.  Candidates will complete the semester with a technology toolbox filled with digital resources they can readily access for teaching and learning.

  
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    EDU 517 - Teacher Leadership: Technology Planning & Implementation, 3 credit hours


    Prerequisite(s): EDU 514  
    Corequisite(s): EDU 526  required for students pursuing technology endorsement only.
    This course is designed to allow learners to explore the many issues surrounding the planning and implementation of technology in educational settings. The issues include, but are not limited to, the following: technology teacher leadership roles, the development of a technology resources to assure effective and efficient uses of technology that support the instructional and administrative functions of a school; an understanding of basic network concepts & applications, grant writing, implementing and managing local, state and federal policies; professional development; and the complex relationships that exist within the scope of educational technology planning.

  
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    EDU 518 - Online Teaching & Learning, 3 credit hours


    Prerequisite(s): EDU 514  
    This course investigates the many technological tools and methodologies of teaching and learning in the online environment to include both real-time (synchronous) and anytime, anywhere (asynchronous) interactions.  Topics covered include desktop video conferencing, electronic field trips in the classroom, simulation education, communicative and collaborative devices, and virtual schools on the worldwide web. This course focuses on a variety of educational opportunities available in the online and blended learning platforms to include student-centered learning, collaboration, and access to multimedia global resources.  Emphasis on quality standards for implementation of online courses will also be stressed.

  
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    EDU 520 - Issues & Trends in Educational Technology, 3 credit hours


    Prerequisite(s): EDU 514 
    This course is a culminating experience in educational technology, which integrates and extends the content of other specialization courses.  Learning modules are designed to offer an in-depth and practical look at issues and trends facing today’s learning environments. The research components allow candidates to further explore topics that are of interest to them.  Dynamic multimedia deliveries of student-led presentations are followed by the facilitation of a Q&A with peers to create an optimal hands-on online experience. Some topics to be covered are computer privacy, censorship, online assessment, assistive technology, copyright, emerging technologies, ethics and grantsmanship. Topics will vary with terms.

  
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    EDU 521 - Leadership in Higher Educ Internship I, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    A four-semester, twenty-hour per week internship in a student affairs or academic affairs unit. Supervised by the department manager. Evaluated by the supervisor, University liaison and candidate using a common rubric reflecting program outcomes.

  
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    EDU 522 - Leadership in Higher Educ Internship II, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    A four-semester, twenty-hour per week internship in a student affairs or academic affairs unit. Supervised by the department manager. Evaluated by the supervisor, University liaison and candidate using a common rubric reflecting program outcomes.

  
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    EDU 523 - Leadership in Higher Educ Internship III, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    A four-semester, twenty-hour per week internship in a student affairs or academic affairs unit. Supervised by the department manager. Evaluated by the supervisor, University liaison and candidate using a common rubric reflecting program outcomes.

  
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    EDU 524 - Leadership in Higher Educ Internship IV, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    A four-semester, twenty-hour per week internship in a student affairs or academic affairs unit. Supervised by the department manager. Evaluated by the supervisor, University liaison and candidate using a common rubric reflecting program outcomes.

  
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    EDU 525 - Tech-Integration Field Experience I, 1 credit hour


    Prerequisite(s): EDU 514  
    Corequisite(s): EDU 516  
    The field experience(s) in the Educational Technology program consist of classroom and school system- based activities that allow candidates to integrate coursework and apply their knowledge and skills in educational settings. Activities are designed by candidates and supervised by University and school personnel to meet the six major components of the ISTE Standards for Coaches: Visionary Leadership; Teaching, Learning, and Assessments; Digital Age Learning Environments; Professional Development and Program Evaluation; Digital Citizenship, and Content Knowledge and Professional Growth. The goal of the first field experience is to allow candidates at the outset of the course to explore possible field activities and plan for their implementation with the support of an onsite mentor.  Activities will then further their understanding of educational technology theory practice and to experience the practical aspects of technology facilitation.

  
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    EDU 526 - Leadership Field Experience II, 2 credit hours


    Corequisite(s): EDU 517  
    The field experience(s) in the Educational Technology program consist of classroom and school system- based activities that allow candidates to integrate coursework and apply their knowledge and skills in educational settings. Activities are designed by candidates and supervised by University and school personnel to meet the six major components of the ISTE Standards for Coaches. The goal of the second field experience is to encourage candidates to take on leadership roles within their education settings. Students will be asked to become a part of a technology committee, develop a technology proposal addressing a district/organizational need or interest, and then facilitating the professional development necessary to support staff in implementation.  As technology coaches, candidates will demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership in order to deepen their knowledge and expertise.

  
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    EDU 530 - Capstone for Leadership in Technology, 1 credit hour


    Prerequisite(s): All MAEd Leadership in Technology Program Courses
    This Capstone course will serve to integrate the skills and conceptual outcomes from each of the program’s courses and provides facilitated support for the creation of the capstone digital portfolio assessment. Students are expected to combine the program’s technical skills and concepts with sound pedagogy and instruction as defined within the structure of the International Society for Technology in Education (ISTE) National Educational Technology Standards for Coaches. Students will use the many projects they have created and collected throughout the program and develop a unifying theme that correlates the artifacts with the above-mentioned standards. In addition, this course will cover the assessment framework of the ODE Computer/Technology Subtest 016 & 017 in order to prepare candidates seeking this endorsement. Technical expertise is expected to be demonstrated in addition to a complete understanding of standards based education.

  
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    EDU 531 - Integrative Seminar, 1 credit hour


    Integrative seminars are offered to candidates in the Master of Education in Science Teaching program.  The seminars are repeated three (3) times throughout the 4 semester program. Classes are focused on immediate needs for candidates preparing to enter the classroom and offer professional information and support once the field and clinical experiences begin.

  
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    EDU 532 - Assessment and Data Literacy, 3 credit hours


    Prerequisite(s): EDU 101X  & EDU 103DX  
    Students will study elements of measurement, assessment, grading systems, and interpretation of classroom and value-added data. Students will construct tests, develop a grading system, demonstrate knowledge of formative and summative assessments, interpret data to identify student needs in diverse settings, and develop an evidence-based educational intervention to address the identified needs.

  
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    EDU 533 - Teaching Strategies & Management Skills, 3 credit hours


    Prerequisite(s): EDU 101X  & EDU 103DX  
    Candidates will study the following: understanding the role of a teacher as a reflective decision maker; planning for instruction; accommodating for the needs of all students; developing strategies for the effective delivery of instruction; aligning a variety of assessments to the learning target.  Effective classroom management strategies, including the development of a comprehensive three-stage classroom management plan will be developed along with analyzing and applying researched-based best practice instructional strategies and reflecting on the responsibilities of a professional educator.

  
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    EDU 534 - Methods in AYA Science Teaching, 3 credit hours


    This course is a study of the methods, materials and pedagogy used in the instructor of science curriculum for children ages fourteen through eighteen. This course will provide the instructional strategies that are needed to compliment the content learned in the candidates’ respective undergraduate fields, the pedagogy required for the basis of these strategies, and opportunities to practice these methods under expert supervision. The practical course lessons are based on sound educational research and have been tested in the field by several experienced professionals.

  
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    EDU 535 - Clinical Practice in AYA Education, 6 credit hours


    Prerequisite(s): All coursework completed in MAE in Science Teaching program except EDU 532  
    Corequisite(s): EDU 531  & EDU 532  
    Clinical Practice is a supervised program of observation, participation, and classroom teaching experiences in an AYA setting. An application is required.

  
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    EDU 536 - Internship in Science Industry, 6 credit hours


    Prerequisite(s): Must be completed as final required course in MAE in Science Teaching program
    The internship is part of the Master of Arts in Education in Science Teaching degree for grades 7-12. The internship is designed to give candidates authentic and relevant experience in the application of science for future classroom teaching. The course includes integrative class sessions that meet once per week that are designed to encourage reflection and facilitate the integration of the internship experience into the candidates’ science instruction.

  
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    EDU 541 - Foundations of Reading & Language Arts, 3 credit hours


    Notes: Required of all Literacy candidates

    This course is a study of the developmental stages of reading and writing, with a specific focus on the 21st Century Skills of critical thinking and problem solving, effective communication and collaboration, and positive interactions with persons across various social and cultural groups. It is an overview of the historical trends and the current theories and models of the reading and writing process.

    (25 hours of field experience required for License+Master’s candidates only.)
  
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    EDU 542 - Teaching Reading in the Content Area, 3 credit hours


    This course is an in-depth analysis of content area reading materials and instructional teaching strategies. Specifically, it focuses on the 21st century skills of information literacy and media literacy. Topics in the course will emphasize the importance of critical thinking and problem solving in teaching and learning in the content areas. Candidates will study issues and trends in content area reading instruction and will be encouraged to think and work creatively with others and communicate ideas clearly.

    (25 hours of field experience required for License+Master’s candidates only.)
  
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    EDU 543 - Diagnostic and Corrective Reading Methods, 3 credit hours


    Notes: Required of all Literacy candidates.

    Prerequisite(s): EDU 541  (or waiver); EDU 542  
    This course is a study of selected evaluation procedures, remedial techniques and causes and correlates of reading problems. It includes practice in planning, implementing and reporting on a diagnostic evaluation.

    (25 hours of field experience required for License+Master’s candidates only.)
  
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    EDU 544 - Practicum in Reading, 3 credit hours


    Notes: Required of all Literacy candidates.

    Prerequisite(s): EDU 541  (or waiver); EDU 542 ; EDU 543  and EDU 547  
    Candidates will evaluate children who have been referred for reading difficulties. They will plan and implement a remedial program for the children.

    (75 hours of clinical experience required.)
  
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    EDU 545 - Research in Literacy Education, 3 credit hours


    Notes: Required of all Literacy candidates.

    Prerequisite(s): EDU 541  (or waiver); EDU 542  
    This course is a study of a variety of research methods in literacy education with emphasis on research designed by teachers to be conducted in classrooms. The course will include an overview of current reading research in areas such as comprehension, vocabulary instruction, word recognition, and writing.

  
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    EDU 546 - Child and Adolescent Literature, 3 credit hours


    Notes: Required of all Degree-Seeking Literacy candidates

    This course is a survey of literature for children and adolescents with attention to criteria and procedures for selecting works appropriate to specific student needs and curriculum objectives.

  
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    EDU 547 - Practicum in AYA Literacy, 1 credit hour


    Prerequisite(s): EDU 541  (or waiver); EDU 542  
    Candidates will assess the literacy abilities of a secondary student. Based on the assessment, candidates will plan and implement an individual instructional program to enhance a high school student’s literacy skills.

  
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    EDU 558 - Public Policy Dimensions of Higher Education, 3 credit hours


    This course helps students to understand higher education through an examination of both U.S. and state public policymaking processes in general and selected historical and current public policy. Legal issues that have significantly influenced higher education will also be explored.


  
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    EDU 560 - History/Philosophy of Higher Education, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    Assessment and analysis of the goals of U.S. colleges and universities with reflection on their historical development. Included is an analysis of the current state of post-secondary education including changing student populations, evolving delivery systems, and accountability movements as they affect both academic and student affairs functions. Both private and public institutions, with an emphasis on community colleges, will be explored.

  
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    EDU 561 - Student & Adult Development in Higher Education Practice, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    An examination of theories describing traditional aged and adult students’ growth and change in relationship to the University experience. The application of these theories to programs and practices in student and academic affairs will be assessed. Students will plan programs that reflect the theoretical bases and, where possible, implement and evaluate their effectiveness.

  
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    EDU 562 - Funding and Finance in Higher Education, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    An examination of the sources of funding for colleges and universities in various Carnegie categories and across private and public institutions. The role of fundraising in current higher education practice, including grant-making and gift-giving. Also included are comparisons of budgeting strategies, tuition pricing, and the effect of market forces on higher education.

  
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    EDU 563 - Advanced Topics in Special Education, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite(s): EDU 573 
    This course provides the Master’s candidate an opportunity to critically analyze and evaluate contemporary issues impacting the field of Special Education. The proponents of issues will be discussed as well as potential explanations of their opinions. The issues will be discussed by considering their impact on student, parent, general and special educator, public school systems, and government. Discussions will consider present and future effects upon Special Education. Students will be conversant in pressing issues of Special Education and able to coherently relate these issues to colleagues. The course will help prepare the graduate student as a leader in the field.

  
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    EDU 564 - Ethical Leadership in Higher Education, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    An overview of the effective academic and student affairs leaders. Topics include leadership theory and style as well as details on typical administrative tasks – staff evaluation and development, budgeting strategies, and ethical decision-making. Students will look at the role of grant-writing in creative, entrepreneurial leadership.

  
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    EDU 565 - Workshop, 3 credit hours


    Topics to be announced. May be used for renewing certification.

  
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    EDU 566 - Diversity in Higher Education, 3 credit hours


    Notes: Required of all Leadership in Higher Education candidates

    An examination of the current status of college/university’s management of diversity issues. Students will explore college/university efforts to diversify students’ experience and the roles of academic affairs and student affairs in these efforts. Students will also examine programs and practices focused on attracting and retaining diverse students. Issues specific to underrepresented groups on campus, including those of international students, will be addressed.

  
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    EDU 567 - Theory & Assessment of Educational Environ., 3 credit hours


    An examination of environmental theories as they affect human behavior. Students will assess a variety of campus living and learning environments and employ environmental theory to propose ways to enhance the University experience for all students. Required for interns in Residence Life.

  
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    EDU 569 - Counseling Theory and Practice, 3 credit hours


    An overview of counseling theories and practices for the higher education administrator. Major counseling theories will be introduced. Emphasis will be placed on career development theories as they relate to the University student. Students will be introduced to career counseling assessment tools. Elementary counseling skills will be introduced with in-class activities allowing for practice and development.

  
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    EDU 570 - Capstone Seminar/ Portfolio Development, 1 credit hour


    Notes: Required of all Leadership in Higher Education candidates

    A one-hour capstone seminar which includes direction in the development of a professional portfolio and a demonstration project.

  
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    EDU 571 - Practicum in Student Affairs, 1 credit hour


    A field experience in a student affairs setting. The experience is project-based to allow for an indepth understanding on one or more functions of the department. Forty clock hours required.

  
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    EDU 572 - Practicum in Academic Affairs, 1 credit hour


    A field experience in an academic affairs setting. The experience is project-based to allow for an in-depth understanding on one or more functions of the department. Forty clock hours required.

  
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    EDU 573 - Education of Children with Special Needs, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite/Corequisite: Prerequisite: May be taken concurrently with EDU 574 

    This is a survey course designed to introduce the candidates to characteristics of learners with special learning, physical, and emotional needs. Public laws, court cases, teaching and accommodations strategies will be explored as they relate to trends in reaching students having disabilities, gifts and talents, and diverse cultural needs both in special education and in inclusive K–12 settings.

    (15 hours of field experience required)
  
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    EDU 574 - Introduction to Students with Mild/Moderate Educational Needs, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.
     

    Prerequisite/Corequisite: May be taken concurrently with EDU 573  

    This course is a study of historical and current definitions, characteristics, and needs of students with mild/moderate educational needs, and how they change through their lifespan. Focus is on academic, behavioral, and social assessment and interventions based on current research and practices in various settings, including resource and inclusive, co-teaching models. Included will be exercises in reading Evaluation Team Reports and writing Individual Education Plans. A field experience is required.

  
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    EDU 575 - Professional Collaboration and Transition Development, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite(s): EDU 573 , EDU 574 
    This course provides an emphasis on collaboration and partnerships with other professionals, paraprofessionals, and parents as team members designing, implementing, and evaluating appropriate educational experiences for persons with disabilities. Characteristics (e.g., SES, cultural background, language, environmental effects, disciplinary/supervisory practices) of families and their effects on teaming, curriculum, instruction will be explored. Additionally, the course will cover topics related to the transition of students with mild/moderate educational needs from special education settings to the general education classroom, from on level of school to the next and from school to community. Issues, resources, techniques to make successful transitions will be explored.

  
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    EDU 576 - Classroom Management for Students with Mild/Moderate Educational Needs, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite(s): EDU 573  
    This course is a study of classroom management approaches for learners 5-21, including behaviorists, psychodynamic, environmental, and biophysical models with their legal and ethical implications. Baseline data collection, target behaviors, token economies, contracts and certificates, group processes, medical interventions, classroom arrangements, behavior management, and intervention planning are discussed. A field experience is required.

  
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    EDU 577 - Assessment for Students with Mild/Moderate Educational Needs, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite(s): EDU 573 , EDU 574  
    This course is the study of the use of formal and informal diagnostic instruments used for planning individual instruction for students with mild/moderate educational needs. Includes authentic, portfolio, curriculum-based, performance, and alternative assessment as well as standardized tests. Procedures for using such information for placement decisions and on IEPs are discussed. A field experience is required.

  
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    EDU 578 - Clinical Practice in Mild/Moderate Education, 5 credit hours


    Notes: Required of all License+Master’s candidates.

    Prerequisite(s): All Methods and Mild/Moderate Educational Needs Courses.
    This course is designed for candidates who are not participating in the summer practicum, who have done their regular education student teaching. This experience would be 1/2 semester in length.

  
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    EDU 579 - Practicum in Mild/Moderate Educational Needs, 4 credit hours


    Prerequisite(s): All Mild/Moderate Educational Needs Courses
    Guided teaching of students with mild/moderate educational needs in a supervised setting during the summer. For teachers currently teaching in a special education classroom, half of the field experience can be completed in their own setting in the spring by permission only.

    (75 hours clinical experience required.)
  
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    EDU 580 - Intro to School Leadership, 3 credit hours


    Notes: Required of all School Leadership candidates

    This course is aligned with the ISLLC Standards and the administrative knowledge, dispositions, and performances needed in today’s diverse school environments. Leadership and learning theories and practices that promote the success of all students will be studied and applied. The candidates will be expected to have a working knowledge of all standards and will apply that knowledge through research, group activities, simulations, and reflections.

  
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    EDU 581 - Teaching & Learning, 3 credit hours


    Integrated into the course content are the 21st Century Skills of 1) Learning and Innovation– use of critical thinking skills involved in the analysis of the impact of curriculum theory on curricula in today’s schools with an emphasis on team building and working effectively with others; 2) Media and Technology Skills– engaging in activities that ensure technologies are used in teaching and learning and research, and evaluate information relating to curriculum design and learning theories; and 3) Life and Career Skills– students are expected to demonstrate dispositions expected of all educators such as collaboration, professionalism, problem-solving, and responsibility.

  
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    EDU 582 - Staff Evaluation & Professional Development, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 EDU 581 
    This course is aligned with standard 2: A Culture of Learning. Candidates who complete this course will have the knowledge, skills and dispositions to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional development plans at the building and individual levels.

  
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    EDU 583 - Continuous Improvement Planning, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 .
    Corequisite(s): Taken concurrently with EDU 584 
    This course is aligned with standard 1: A Shared Vision and standard 2: A Culture for Learning. Core concepts include an in-depth study of essential elements of developing, implementing, and evaluating plans for continuous improvement; analyzing information and data sources; developing a school vision and establishing a culture of high standards of learning for all; developing and sustaining a professional learning community; and making decisions based on research, expertise of teachers, and recognized standards.

  
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    EDU 584 - Pupil Services & Community Resources, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 .
    This course is aligned with the following standards and will address content specific to each area: Standard 1 – Candidates completing this course will have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community; Standard 1.5 – Candidates completing this course will develop the competence to promote community involvement in school vision; Standard 4 – Candidates will develop the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

  
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    EDU 585 - Legal & Ethical Issues, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 , EDU 583 , EDU 584 .
    Corequisite(s): Taken concurrently with EDU 586 .
    This course is designed to focus on legal and ethical aspects of school leadership responsibilities. It will address the legal structure of educational institutions, the legal rights and responsibilities of students, parents, faculty, staff, administration, and community members. Ethical topics will also be addressed specific to all members and issues included in the greater school community. Candidates in this course will be able to: understand the legal structure in relationship to court actions and the governance structure in schools; understand the interrelationship and application of federal and state constitutions, and federal and state statutes and common law; distinguish policy from legal issues; identify when expert legal assistance is needed; and understand the components of a professional code of ethics.

  
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    EDU 586 - School Leadership Internship I, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 , EDU 583 , EDU 584 .
    These two courses will run consecutively over the Fall and Spring semesters of a given academic year. All candidates are required to successfully complete this internship to meet degree and licensure requirements. Each semester will consist of a weekly seminar and a total of 150 hours of administrative work in the assigned school district. Candidates will be paired with a licensed, practicing school administrator during each semester. All of the principal standards will be addressed in the internship. The final assessment for the internship will consist of a triangulation of data from the practicing school administrator, the candidate, and the University supervisor.

  
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    EDU 587 - School Leadership Internship II, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 , EDU 583 , EDU 584 .
    These two courses will run consecutively over the Fall and Spring semesters of a given academic year. All candidates are required to successfully complete this internship to meet degree and licensure requirements. Each semester will consist of a weekly seminar and a total of 150 hours of administrative work in the assigned school district. Candidates will be paired with a licensed, practicing school administrator during each semester. All of the principal standards will be addressed in the internship. The final assessment for the internship will consist of a triangulation of data from the practicing school administrator, the candidate, and the University supervisor.

  
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    EDU 588 - Management of Resources, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): EDU 580 , EDU 581  or EDU 581 , EDU 582 , EDU 583 , EDU 584 , EDU 585 , EDU 586 .
    Corequisite(s): Taken concurrently with EDU 587 .
    This course will address the financial and economic factors in the school setting. It will include the following: school funding in Ohio and respective states; the role of federal and state funds; a historical perspective of school funding; knowledge of school levies, bond issues, millage, property valuation, revenue and expenses; school district and building accounts; grant writing; public vs. private school funding; site-based budgeting; zero-based budgeting; and the roles of state and federal government specific to resources.

  
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    EDU 589 - Contemporary Issues for School Leaders, 3 credit hours


    Notes: Required of all School Leadership candidates.

    Prerequisite(s): All School Leadership courses.
    This course is aligned with all of the School Principal Standards. Candidates who complete this course (the last course in the program) will have the knowledge and ability to promote the success of all students by: (1)facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community. (2)promoting a positive school culture, providing an effective instructional program, applying the best practice to student learning, and designing comprehensive professional growth plans for staff. (3) managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (4) collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (5) acting with integrity, fairly, and in an ethical manner. (6) understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. This course is an advanced seminar that will address topics specific to current issues in education. School reform, NCLB, accountability, assessment, diversity, employment opportunities, in addition to candidate-solicited topics, will be addressed.

  
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    EDU 594 - Remediation Across the Curriculum, 3 credit hours


    Notes: Required of all Mild/Moderate Educational Needs candidates.

    Prerequisite(s): EDU 573 , EDU 574 , EDU 577 
    This course is designed to give an understanding of the K-12 curriculum to students who are seeking the Intervention Specialist license in Mild/Moderate Educational Needs. Integrated content methods and accommodations in reading/language arts, math, science/health, and social studies will be explored. Methods and materials used to teach these students with mild/moderate educational needs (ages 5-21) will be examined.

  
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    EDU 596 - Culturally Responsive Curriculum & Instruct., 3 credit hours


    Notes: Required of all Teaching & Learning candidates

    In this course, candidates will develop the ability to integrate multicultural perspectives in the material they teach and the instruction they employ. Candidates will develop methods of teaching 21st Century skills such as effective social and cross-cultural communication and effective team work in diverse environments. Field application of knowledge and skills required.

  
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    EDU 597 - Differentiation in Effective Learning Environ., 3 credit hours


    Notes: Required of all Teaching & Learning candidates

    Candidates will explore research-based instructional strategies that effectively meet the needs of diverse learners. Included are approaches for students with diverse learning abilities, from diverse socio-economic backgrounds, and with English as an emerging language. Candidates will be able to think creatively, reason effectively, make judgments and decisions to solve problems in order to plan and assess differentiated instructional strategies as an outcome of this course. Additionally, candidates will be able to communicate clearly as they collaborate and work creatively with others to produce integrated outcomes in this process. Field application of knowledge and skills required.

  
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    EDU 598 - Capstone Experience, 3 credit hours


    Notes: Required of all Teaching & Learning candidates

    Candidates will focus on integrating their experiences in the teaching and learning specialization while developing the leadership skills of effective teachers. These include collaboration with other teachers; developing partnerships with community, businesses and parents; and garnering necessary resources. Candidates will be guided in the development of their professional portfolio in this course.

  
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    EDU 600 - The Superintendency in the 21st Century, 3 credit hours


    This course is aligned with the Ohio Superintendent Standards 1, 2, and 3.  It is also aligned with the OLAC Areas 1, 2, 3, and 6.   In this course, the candidate will complete the McBer Leadership Profile that will provide baseline data in specific school leadership motives and attributes.  This initial candidate profile will establish a starting point for leadership development that will continue throughout the Superintendency  Licensure Program, including the Superintendency Internship.  The candidates will have the opportunity to develop their profile in a research-based manner to best prepare themselves for a successful Superintendency. 

    This course will focus on the content areas of vision, continuous improvement, district work, community and collaboration, and policies and governance.  It will also include areas of data and decision making, goal setting, community engagement and process, and board of education development and the governance process.

  
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    EDU 601 - The Focus on Student Learning, 3 credit hours


    Prerequisite(s): EDU 600  
    This course is aligned with the Ohio Superintendent Standard 4 - Instruction, and the OLAC Area 3 - Instruction and the Learning Process.  The content areas of focus in this course include:  district-wide curriculum; development and implementation of high-quality instruction; a comprehensive assessment system; a curricular program that provides for all students; processes for program monitoring and assessment; and quality professional development for staff.

  
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    EDU 602 - The School District Focus, 3 credit hours


    Prerequisite(s): EDU 600  & EDU 601  
    This course is aligned with the Ohio Superintendent Standard 5 - Resources, and the OLAC Area - The Resource Management Process.  The content areas of focus in this course include: human resources; fiscal responsibilities; operational matters; staff acquisition and support; timely scheduling; prioritizing; technology support and materials; facilities and operation.

  
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    EDU 603 - The Internship for the Superintendency, 4 credit hours


    Prerequisite(s): EDU 600 , EDU 601  & EDU 602  
    This course is aligned with the Ohio Superintendent Standards and the OLAC (Ohio Leadership Advisory Council) Areas.  This internship will involve the graduate candidate in significant projects, experiences, and activities that align with school superintendent job responsibilities.  The internship will take place over 12-14 months including the beginning and ending of the school year responsibilities, and all of the superintendent commitments throughout the academic year.  A weekly seminar will also occur where graduate candidates will showcase their school district and share and reflect on their specific internship experiences.  The seminars will also feature current school superintendents in a dialogue format that will expose the graduate candidate to the various superintendent leadership styles and the unique qualities of each represented school district.

  
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    EDU 604 - The Internship for the Superintendency, 4 credit hours


    Prerequisite(s): EDU 600 , EDU 601 , EDU 602  & EDU 603  
    This course is aligned with the Ohio Superintendent Standards and the OLAC (Ohio Leadership Advisory Council) Areas.  This internship will involve the graduate candidate in significant projects, experiences, and activities that align with school superintendent job responsibilities.  The internship will take place over 12-14 months including the beginning and ending of the school year responsibilities, and all of the superintendent commitments throughout the academic year.  A weekly seminar will also occur where graduate candidates will showcase their school district and share and reflect on their specific internship experiences.  The seminars will also feature current school superintendents in a dialogue format that will expose the graduate candidate to the various superintendent leadership styles and the unique qualities of each represented school district.


Engineering

  
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    EGR 101 - Introduction to Engineering, 1 credit hour


    This course introduces the student to the engineering profession, basic engineering skills and knowledge, engineering approach to problem solving, and the engineering design process. The course exposes and enables the student to develop hands-on engineering design experience, teamwork and leadership skills, communication skills, experimentation skills, as well as engineering ethics.  It also provides an introduction to computer tools used by engineers (spreadsheet, word processing, presentation software, and MATLAB).

  
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    EGR 102 - Introduction to Engineering Design & Analysis, 2 credit hours


    Prerequisite(s): EGR 101  
    This course introduces students to numerical skills such as estimation, graphing, interpolation, statistics, mathematical modeling & programming using MATLAB and excel.  These techniques & tools are applied to applicable engineering problems and open-ended engineering design projects. Students are also introduced to and apply engineering economics and project management techniques in their design projects.

  
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    EGR 103 - Engineering Graphics, 1 credit hour


    A brief introduction to computer-aided drafting for prospective engineers.

  
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    EGR 110 - History of Engineering & Technology, 1 credit hour


    This course covers the history of engineering & technical development over the course of human history with the intent of providing students an overview of the development of public works, machinery & other technical inventions that have influenced and enabled societal progress.

  
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    EGR 200 - Statics & Dynamics, 4 credit hours


    Prerequisite(s): EGR 102 , MTH 141 , PHY 131  
    Prerequisite/Corequisite: MTH 142  may be take concurrently

    The study of force systems in two and three dimensions to explore the principles of equilibrium applied to various bodies and simple structures. Frictional forces, centroids, and moments of inertia are also discussed. Dynamics of particles, including kinematics and kinetics are presented. The course makes extensive use of vector method. These tools and techniques are applied to engineering problems and engineering applications.

  
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    EGR 201 - Mechanics of Materials, 4 credit hours


    Prerequisite(s): EGR 200 MTH 142 , PHY 132  & PHY 152 .
    This course provides an introduction to the mechanical behavior of materials, principal stresses and strains, stress-strain relationships, deflections, bending, deformations of rigid bodies due to forces and moments. Determination of stresses and deformation for axial, flexural, torsional, thermal, and combined loadings. Safe working stresses, yield and failure points.  Includes laboratory and design project.

  
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    EGR 202 - Creativity & Design Thinking, 2 credit hours


    Prerequisite(s): EGR 102  
    Prerequisite/Corequisite: EGR 200  may be taken concurrently.

    In Creativity & Design Thinking students unpack each step of the design thinking process and become familiar with the design thinker’s toolkit. Students will develop skills as visual thinkers, strategists, and storytellers through a hybrid of lecture, seminar-type discussions, and collaborative projects. Students will learn a set of creative thinking tools and gain an introductory overview of the theoretical models of creativity. The creative thinking tools and experiential learning activities in the course offer the necessary background for EGR 306 Product Design & Entrepreneurship  and upper level design projects.

  
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    EGR 203 - Thermodynamics & Fluid Mechanics I, 4 credit hours


    Prerequisite(s): EGR 200  and MTH 142  
    Corequisite(s): CHM 112  
    The course covers the basics of energy conservation, transfer & conversion to work through the study of the 1st & 2nd Law of Thermodynamics, including an introduction to the principle of entropy, ideal gas, enthalpy, control mass, and control volume systems. Fluid Mechanics concepts covered include fluid statics & dynamics, hydrostatics, fluid measurements, conservation of mass, momentum & energy, Bernoulli equation and viscous flow in pipes. Frictional effects, are covered with an introduction to compressible flow & aerodynamics. The basic mechanisms of heat transfer, including conduction, convection & radiation, heat engines, refrigeration, and heat pumps are covered. The course includes a lab and a design project.

 

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