| |
Education |
| |
-
EDU 310I - Education in Guatemala, 2 credit hours
Prerequisite(s): Junior level status
Students will explore the educational system of Guatemala. Students will prepare for their work in Guatemala by designing teaching strategies and a plan for teaching and modeling. Topics to be covered in the course will prepare the students to understand the history and current political status of the country.
|
| |
-
EDU 311 - Assessment and Data Based Decision Making in Early Childhood Education, 3 credit hours
Prerequisite(s): EDU 207
Corequisite(s): Must be taken concurrently with EDU 323 & EDU 333 .
This course introduces students to assessment strategies appropriate for use in early childhood learning settings. Alternatives to formal standardized testing including naturalistic, authentic, and performance assessment will be investigated. The course addresses current issues relevant to assessment in early childhood education. Students will learn strategies of data-based decision making.
A field experience is required.
|
| |
-
EDU 312 - Classroom Learning Environment, 3 credit hours
Prerequisite(s): PSY 100 ; PSY 315 or PSY 325 ; EDU 205 or EDU 212
This course will examine the psychological and physiological impact of the development of the adolescent/young adult learner for how to create a classroom environment that is conducive to learning for all learners (including those of diverse backgrounds and special needs), how to manage classroom tasks, and how manage student behaviors. A field experience is required.
|
| |
-
EDU 314 - 21st Century Classroom Technology, 1 credit hour
Corequisite(s): Must be taken concurrently with methods course(s)
The technology laboratory is delivered in the form of mini workshops and one-on-one facilitation. Candidates will be supported during their methods coursework and field experiences as they develop a range of skills to complete assignments and lessons that infuse and integrate technology. The lab must be taken concurrently with the content methods course associated with the candidates’ major teaching field(s).
|
| |
-
EDU 315 - Second Language Acquisition & Pedagogy for the English Language Learner, 3 credit hours
Prerequisite(s): EDU 211D & Sophomore Standing.
This course will provide an introduction to the psycholinguistics, sociolinguistics and issues relating to learning English as a Second Language. The course will also cover theories of Second Language Acquisition and various approaches to teaching English to speakers of other languages. A field experience is required.
|
| |
-
EDU 316 - Assessment & Evaluation Tools for the ESL Classroom, 3 credit hours
Prerequisite(s): EDU 211D , EDU 315
In this course, enrolled students will discuss formative and summative assessments specific to the English Language Learner in the K12 classroom. Enrolled students will develop an understanding of how to assess or evaluate the English Language Learner’s progress in the development of his/her proficiency in both academic and social language. A field experience is required.
|
| |
-
EDU 323 - Processes & Inquiry in Science/Social Studies in Early Childhood, 3 credit hours
Prerequisite(s): Completion of all 100 and 200 level EDU courses
Corequisite(s): Must be taken concurrently with EDU 311 & EDU 333
This course is based on an integrated approach to giving young children the opportunity to develop the skills and problem solving approaches needed to understand concepts in science and social studies. Students will learn to use hands-on, inquiry-based approaches to instruction in science and social studies.
A field experience is required.
|
| |
-
EDU 324 - Supporting Diverse Learners in Early Childhood Classrooms, 3 credit hours
Prerequisite(s): EDU 207
Corequisite(s): EDU 323 , EDU 333 , EDU 337 , EDU 348 , EDU 373
In this course, candidates will examine factors, which are necessary to support all learners in the classroom. An array of special needs diagnoses will be reviewed, and planning to support each will be discussed as well as put into action in lesson planning. Candidates will get an opportunity to examine IEPs and IEP data to utilize for lesson planning and assessment purposes.
|
| |
-
EDU 333 - Reading Instruction in Early Childhood Education, 3 credit hours
Prerequisite(s): Completion of all 100 and 200 level EDU courses.
Corequisite(s): Must be taken concurrently with EDU 323 & EDU 311 .
Students will study the techniques, materials and philosophical approaches to literacy instruction for children ages 3-8. This will include topics such as comprehension instruction, vocabulary development, emergent writing, motivation, and instruction for diverse learners (ELL).
A field experience is required.
|
| |
-
EDU 337 - Mathematics Instruction in Early Childhood Education, 3 credit hours
Prerequisite(s): MTH 113 ; Completion of all 100 and 200 level EDU courses.
Corequisite(s): Must be taken concurrently with EDU 314 , EDU 434 .
Students will study the methods and materials applicable to teaching mathematics to children ages 3-8. A problem-solving approach will be emphasized.
A field experience is required.
|
| |
-
EDU 340 - Assessment and Data Literacy, 3 credit hours
Prerequisite(s): Core Math; PSY 100 ; Completion of all 100 and 200 level EDU courses.
Students will study foundations of measurement, assessment, data analysis of student achievement in diverse settings. Students will develop skills in formative assessment, value added analysis, constructing grading systems, constructing mutiple types of assessments, and communicating assessment results.
A field placement is required.
|
| |
-
EDU 343 - Literacy Instruction with Adolescents, 3 credit hours
Prerequisite(s): Middle Childhood students take EDU 201 , EDU 204 , EDU 205 , EDU 211D & EDU 214 . Adolescent Young Adult students take EDU 201 , EDU 206 & EDU 214 .
Students will study the techniques, materials, and philosophical approaches to reading instruction for students ages 8-14. Included are topics such as: reading comprehension, word identification, reading in the content areas, integrating literacy instruction across the curriculum, using literature to teach reading, assessment and teaching reading in diverse classrooms.
A field experience is required.
|
| |
-
EDU 345 - Social Studies Instruction in Middle Childhood Education, 3 credit hours
Prerequisite(s): PSY 100 ; Completion of all 100 and 200 level EDU courses.
Students will study materials and teaching strategies applied to the social studies curriculum for students ages 10-14.
A field experience is required.
|
| |
-
EDU 346 - Science/Health Instruction in Middle Childhood Education, 3 credit hours
Prerequisite(s): PSY 100 ; Completion of all 100 and 200 level EDU courses.
Students will study the methods and materials used in the science/health curriculum for students ages 10-14.
A field experience is required.
|
| |
-
EDU 347 - Mathematics Instruction in Middle Childhood Education, 3 credit hours
Prerequisite(s): MTH 111 ; MTH 112 or MTH 113 ; Completion of all 100 and 200 level EDU courses.
Students will study the materials and teaching techniques applicable to teaching mathematics to students ages 10-14. A problem-solving approach will be emphasized.
A field experience is required.
|
| |
-
EDU 348 - Reading in the Content Area, 3 credit hours
Prerequisite(s): PSY 100 ; Completion of all 100 and 200 level EDU courses.
This course is a study of strategies for teaching reading in the content areas. It is required for Middle Childhood, AYA, and Multi-Age majors.
A field experience is required.
|
| |
-
EDU 349 - Literacy Assessment & Remediation for Adolescents, 3 credit hours
Prerequisite(s): Completion of 100 and 200 level EDU courses; & EDU 333 or EDU 343 .
Students will study assessment and remediation techniques for teaching adolescents who are experiencing difficulty with reading and writing. This course is designed for students preparing to teach AYA English, Middle Childhood, or adolescents in Mild/Moderate Education.
A field experience is required.
|
| |
-
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.
|
| |
-
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.
|
| |
-
EDU 357 - Special Methods in Secondary Teaching Field, 3 credit hours
See EDU 350-357 description.
|
| |
-
EDU 373 - Internship in Early Childhood Education I, 1 credit hour
Prerequisite(s): EDU 207
Corequisite(s): EDU 323 , EDU 324 , EDU 333 , EDU 337 , EDU 348
Internship in Early Childhood Education I is an extended, supervised field experience with limited university classroom meetings. Students participate in various activities that follow a developmental sequence applicable to ECE licensure programs. The field experience will be completed within a Pk-5 classroom.
Graded: S/U
|
| |
-
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
|
| |
-
EDU 377 - Academic/Life Skills Assessment and Data-Based Decision Making for Students with Special Needs, 3 credit hours
Prerequisite(s): Core Math, 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.
|
| |
-
EDU 378 - Positive Behavioral Intervention and Support, 3 credit hours
Prerequisite(s): Completion of all 100 level EDU courses; & EDU 274
This course is a study of classroom management approaches for learners ages 5-21, including behaviorist, 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, and classroom arrangements behavior management and intervention planning are discussed.
A field experience is required.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
EDU 434 - Diagnostic and Remedial Reading Methods, 3 credit hours
Prerequisite(s): Completion of core math; all 100 and 200 level EDU courses; and either EDU 333 or EDU 343 .
Corequisite(s): Must be taken concurrently with EDU 314 , EDU 337 .
Students will study diagnostic and remedial techniques for teaching reading to students who are experiencing difficulty in reading. This course is designed for students preparing to teach in early childhood, middle childhood, and mild/moderate educational needs settings. This course meets the Quantitative Extension Core requirement.
A field experience is required.
|
| |
-
EDU 435 - Classroom Leadership: Climate, Culture, and Classroom Environments, 3 credit hours
Prerequisite(s): EDU 207
Corequisite(s): EDU 434 , EDU 436 , EDU 437 , EDU 473X
In this course, candidates will examine factors, which are necessary to create positive and supportive learning environments for young children. The practical application of classroom leadership techniques in establishing a climate and culture conducive to higher-level learning will be developed and practiced. Field experience is required for this class.
|
| |
-
EDU 436 - Differentiated Instruction for Early Childhood Classroom Environments, 3 credit hours
Prerequisite(s): EDU 207
Corequisite(s): EDU 434 , EDU 435 , EDU 437 , EDU 473X
In this course, candidates will examine factors, which are integral to the success of all styles of learners in the classroom. Differentiated instruction (DI) is the key to creating a classroom where all students are challenged and supported to achieve the highest level. Areas to be focused on are theories of DI, styles of learners, techniques of DI including kinesthetic learning. Field experience is required for this class.
|
| |
-
EDU 437 - Mathematics Methods for Early Childhood Classrooms II, 3 credit hours
Prerequisite(s): EDU 207
Corequisite(s): EDU 434 , EDU 435 , EDU 436 , EDU 473X
Students will study the methods and materials applicable to teaching mathematics to children grades 3rd-5th. A problem-solving approach will be emphasized. Field experience is required for this class.
|
| |
-
EDU 462 - Action Research in Early Childhood Education, 3 total credit hours
Notes: completed over 2 semesters
Prerequisite(s): EDU 207
In this course, candidates will examine practices of action research for the classroom. Action research is an increasingly important point in classroom teachers Professional Development planning and being able to provide their students with the newest and best practices for achievement. Candidates will work with administration and cooperating teacher of field placement to determine an area of need in their placement school. Candidates will research need, and create a project to implement to address need, collect data, and draw conclusions to chart a course of action to improve determined need. Field experience is required for this class.
Graded: S/U
|
| |
-
EDU 473X - Internship in Early Childhood Education II, 1 credit hour
Prerequisite(s): EDU 207
Corequisite(s): EDU 434 , EDU 435 , EDU 436 , EDU 437
Internship in Early Childhood Education I is an extended, supervised field experience with limited university classroom meetings. Students participate in various activities that follow a developmental sequence applicable to ECE licensure programs. The field experience will be completed within same Pk-5 classroom for Internship II and Clinical Practice.
Graded: S/U
|
| |
-
EDU 474 - Internship in Middle Childhood Education, 2 credit hours
Corequisite(s): Must be taken with the content method courses of EDU 345 , EDU 346 , and/or EDU 347 in addition to EDU 348 and EDU 314 .
Internship in Middle Childhood Education is an extended, supervised field experience with limited university classroom meetings. Students participate in various activities that follow a developmental sequence applicable to the MCE licensure program. The field experience will be completed within same MCE classroom for Clinical Practice.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
EDU 494 - 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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.)
|
| |
-
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.)
|
| |
-
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.)
|
| |
-
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.)
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
EDU 565 - Workshop, 3 credit hours
Topics to be announced. May be used for renewing certification.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
EDU 570 - Capstone Seminar/ Portfolio Development, 0 credit hours
Notes: Required of all Leadership in Higher Education candidates
This seminar includes direction in the development of a professional portfolio and a demonstration project.
|
| |
-
EDU 571 - Practicum in Student Affairs, 2 credit hours
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.
|
| |
-
EDU 572 - Practicum in Academic Affairs, 2 credit hours
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.
|
| |
-
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)
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.)
|
| |
-
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.
|
| |
-
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.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 17 |
Print this Page