EDUC 1101 – Introduction to Education
This introductory course is designed to acquaint students with the field of education. Students will examine technology and its impact on schools, ethical and legal issues facing teachers, effective teaching strategies, diversity in the classroom, social problems and how they relate to schools, standard-based education, professionalism in education and current curricula. Students will complete a variety of activities including writing reflective essays for inclusion in the student portfolio.
EDUC 1102 – Foundations of Education
3 credits | Prerequisite: EDUC 1101
This course is an examination of the relationship between school and society through the lens of current issues in education. A variety of perspectives will be examined, including historical, philosophical, ethical and legal. Through classroom observations and journal entries, students will develop an understanding of what it means to be a reflective practitioner. Students will also submit final portfolios for review. A forty-hour field component in public school classroom is required; consequently, students will be required to pass a background check. Observations will be evenly distributed among early childhood, middle school, high school and special education programs.
EDUC 1110 – Art / Music for the Young Child
This course is designed to prepare those in the Early Childhood Education program with basic music and art activities for the young child. An exploration of music and art instructional methods, learning sequences and teaching strategies will be emphasized. Students will actively participate in music and art activities during class time. Eight hours of classroom observation of young children involved in music and/or art are also required.
EDUC 1118 – Guiding Children’s Behavior & Learning
This course is designed to prepare those in the Early Childhood Education with conceptualizations of adult-child and child-child relationships. Students will be introduced to principles and skills that will allow them as future educators to relate to children in ways that will maximize their potential. The student will observe a total of four hours in an approved early childhood classroom setting.
EDUC 1120 – Language / Literacy Development in the Young Child
This course is a study of the stages of language and literacy development in the young child. The student will observe a minimum of four hours in an early childhood classroom setting.
EDUC 1140 – Introduction to Early Childhood Development & Education
3 credits | Corequisite: EDUC 1145
Candidates will demonstrate essential understanding of young children’s characteristics and needs, knowing and understanding the multiple influences on development and learning and using developmental knowledge to create healthy, respectful, supportive and challenging learning environments. Candidates will be subject to pass a mandatory background check.
EDUC 1145 – Observation / Assessment of Children
This course is a study of various methods of observation and assessment techniques that are utilized in an early childhood classroom setting. Students will observe a minimum of four hours in an approved early childhood classroom setting.
EDUC 1163 – Social Studies for the Young Child
This course is designed to provide students with the natural and social science concepts that are taught in the early childhood and elementary classroom settings as well as the various teaching methodologies for the teaching of these concepts. Students will develop lessons in the content area of social studies and have the opportunity for the evaluation of these lessons. The social studies methods segment of this course will focus on the relevance of history and geography, the study of people and the interaction of people with others and the world around them. Strategies for engaging and empowering young learners to become active, democratic citizens will also be presented.
EDUC 1199 – Seminar
This course will be a discussion of particular problems related to the student’s chosen program and areas of interest.
EDUC 2210 – Administration of Early Childhood Programs
2 credits | Prerequisite: EDUC 1140
This course is designed to prepare students for administrative and leadership roles in the field of early childhood education. An overview of various types of early childhood programs and philosophies will be presented. Relevant topics including program planning, implementing, leading and managing personnel, financing and budgeting and establishing policies will be discussed. A review of current licensing laws as established by the Ohio Department of Job and Family Services will also be included in the course. Four hours in an approved setting is required.
EDUC 2215 – Health / Physical Education for Children
This course provides a foundation in content and methodology for the teaching of physical education, including movement and health, for children birth through age eight. It focuses on integrating movement, physical activity and physical education in early childhood settings as well as understanding and using developmentally effective practices in teaching. Development of hands-on learning experiences, integration of content area standards and the impact of new technology are explored.
EDUC 2217 – Science & Math Experiences for the Young Child
The purpose of this course is to provide early childhood educators guidelines for the direct and indirect techniques of the effective discovery science teacher. It is designed to help teachers discard biases toward science and to build upon science knowledge they already have to enable confident work with young children. The student will observe a total of four hours in an approved early childhood classroom setting.
EDUC 2219 – Infant / Toddler Care & Education
3 credits | Prerequisite: EDUC 1140
This course is a study of early child development and explores the elements of quality in group care that support strong relationships and positive learning experiences. Responsive and reflective practice in a developmentally appropriate program is emphasized. Ohio’s Early Learning and Development Standards will also be presented. The student will observe a total of four hours in an approved infant/toddler program.
EDUC 2220 – Foundation of Literacy
3 credits | Prerequisites: EDUC 1101 and ENGL 1101
This course is designed to provide students with an understanding of the reading process. Contemporary theories and issues regarding literacy learning will be addressed. Current approaches to reading instruction including skill instruction, word-recognition instruction, ability grouping, whole-language instruction, literature-based instruction, invented spelling and phonics will be covered. Students will become familiar with influences on the reading process such as cultural, linguistic and ethnic diversity as well as developmental influences including environmental, emotional, social and cognitive limitations and experiences. Classroom assessment alternatives will also be addressed. Ten hours of literacy instruction in inclusive settings are also required.
EDUC 2224 – Paraprofessional Practicum
2 credits | Corequisite: EDUC 2225
This practicum course is designed to provide students with opportunities to apply their skills and knowledge gained in college coursework to inclusive classroom settings. Two separate placements will offer students the opportunity to work with children with special needs of varying ages. Students will maintain a journal and time sheet which is to be submitted weekly to the instructor. Under the guidance of the onsite cooperating teacher, the student will work as a paraeducator for a minimum of 16 hours per week to total 240 hours.
EDUC 2225 – Paraprofessional Seminar
2 credits | Prerequisites: minimum GPA of 2.5 | Corequisite: EDUC 2224
This seminar is designed to accompany EDUC 2224. The seminar will provide students with opportunities to share and critique their onsite experiences. Weekly journals and time sheets will be submitted to the instructor to document the field work. Additionally, the seminar will focus on the interaction among teachers, students, parents and the paraprofessional in today’s school. Students will analyze theory and practice as it relates to educational paraprofessionals: working in inclusive settings, behavior guidance, roles and responsibilities, teamwork and effective communication and collaboration, resources including assistive technology, professionalism and supporting students with low incidence disabilities.
EDUC 2228 – Families, Communities & Schools
This course is a study of parent and community involvement in education using historical, educational, psychological, ethic-socio diversity and sociological perspectives.
EDUC 2230 – Children’s Literature with Reading Approaches
3 credits | Prerequisite: ENGL 1101
This course is an introduction to children’s literature with emphasis placed on selection and use of books and activities for children from infancy through age 12. Students will explore the various genres of children’s literature with particular attention to award-winning authors and illustrators and their books. Students will be able to identify high quality children’s literature in each genre and develop age-appropriate lesson plans. Students will also explore various early literacy instruction techniques and teaching reading through literature.
EDUC 2234 – Technology in Education
This course provides an introduction to integrating technology in the classroom. Topics include the internet, productivity software applications for educators, integrating multimedia and education software applications, and creating curriculum and web pages. This course is designed to meet the requirements of the International Society for Technology in Education NETS Standards for Teachers.
EDUC 2238 – Young Adult Literature
3 credits | Prerequisites: EDUC 1102 and ENGL 1101
Students will learn what constitutes quality young adult literature and will be introduced to a wide range of young adult novels. Students will examine young adult literature through a literary context and develop age-appropriate lesson plans.
This course does not satisfy the general education requirements in English and humanities. Students can not receive credit for both ENGL 2238 and EDUC 2238.
EDUC 2240 – Early Childhood Practicum
2 credits | Corequisite: EDUC 2241
This course is designed to provide students with opportunities to plan, implement and evaluate developmentally appropriate lessons and activities in a licensed inclusive early childhood setting. Students will work onsite under the direct supervision of a qualified cooperating teacher for 16 hours per week for a total of 240 clock hours. Students will be assigned two sites (120 hours each location) for the semester. Students will also be videotaped and critiqued while teaching young children.
EDUC 2241 – Early Childhood Seminar
2 credits | Corequisite: EDUC 2240
This seminar accompanies EDUC 2240 and will enable students to discuss a variety of topics relevant to their student teaching. Topics may include but shall not be limited to behavior guidance, children with special needs, working with parents, professionalism, current teaching strategies, etc. Students will study the role of the teacher, the student teacher, and the children. Weekly time sheets and journal will be submitted. Regarding the portfolio, students will also be expected to create their resumes and provide additional documentation to demonstrate their professional development.
EDUC 2243 – Individuals with Exceptionalities
3 credits | Prerequisite: EDUC 1101
An orientation of the history, etiology and educational programs for exceptional children with the following handicapping conditions: trainable mentally handicapped, educable mentally handicapped, learning disabled, behavioral disordered, emotionally disabled, auditory, visual, orthopedic, speech impaired, health impaired and gifted. The course will trace the PL 94-142 form’s inception, significance and influence. The student will observe a total of 4 hours in an approved classroom setting.
EDUC 2260 – Teaching in a Diverse Society
3 credits | Prerequisite: EDUC 1101
This course is designed to prepare the prospective teacher to effectively teach the range of students found in the typical classroom. Students will become familiar with various individual differences that characterize today’s school population including children with special needs, talented and gifted learners, culturally and linguistically diverse individuals, students with low-incidence disabilities, etc. Practical strategies for adapting instruction to meet the learning styles of all students in inclusive classrooms will be addressed. Ten hours of public school classroom observation in an approved diverse setting are also required.