Education: Education (undergraduate) Course Descriptions

Undergraduate 2018-2019

AYA 333 Adol/Young Adult Practicum (1)
Prerequisite(s): Admission to School of Education and EDU 207
The 50 hour field introductory field experience is the central component of this one credit hour course. The student will be assigned to a specific school in grades 7-12 where he/she will participate in classroom observations for 10 weeks, with seminars back on campus. Students will teach a minimum of four lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. Teaching activities as designated by the instructor will be assigned in order to address educational theory, lesson plan formats, and classroom management plans. The overall goal of the course is to prepare students for the AYA 334 practicum and student teaching.

AYA 334 Adol/Young Adult Practicum II (2)
Prerequisite(s): Admission to School of Education and AYA 333, EDU 207
The 70 hour field experience is the central component of this two credit hour course, a follow-up to AYA 333. The student will be assigned to a specific school in grades 7-12 where he/she will participate in flexible field hours Monday through Friday for 10 weeks, with seminars back on campus. Students will teach a minimum of four lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. Teaching activities as designated by the instructor and/or content areas methods specialist will be assigned in order to apply theory learned in prior course work. The overall goal of the course is to prepare students for student teaching.

AYA 345 Intro to Secondary Education (3)
Prerequisite(s): EDU 190 and EDU 217
This course is focused on best teaching practices to complement the development, needs and learning processes of students in grades 7 through 12. The course provides teaching theory and practices designed to elicit personalized, active student learning complimentary to adolescents' physical, cognitive, affective, emotional/psychological, moral /ethical, and social development. The focus is on pedagogical conditions that affect adolescents' development and learning processes. The course includes a component where participants review the research literature for best practices used within their content area. The course will include applying theory to practice through the planning of instruction, selection of teaching strategies, ethics, classroom management, multiculturalism, inclusion, diversity and motivation.

AYA 444 AYA Student Teaching (10)
Prerequisite(s): Admission to the Undergraduate Education Department and permission from Clinical Experience Director
An intensive full-day experience in teaching and related professional development. Student teaching allows the student to synthesize the theory and practice under the guidance of an experienced master teacher. This is an all-day experience lasting 12 weeks in the AYA (grades 7-12) program.

ECE 230 Observing and Understanding the Whole Child (3)
Teacher candidates will study typical and atypical development in children from birth to age 8. Major developmental theories, conditions and risk factors that affect children's development and learning will be examined in-depth. To develop observational skills, students will become acquainted with, and utilize, formal and informal assessment instruments and tools.

ECE 250 Profess & Developmentally Appropriate Practices (3)
Prerequisite(s): ECE 230
Teacher candidates will learn about professional and developmentally appropriate education for ages birth to 8 years. Learners will identify various standard-based activities and assessment strategies, articulating their relationship to promoting children's development and learning. The students will engage in aspects of program design, explaining necessary accommodations for all learners in a diverse and inclusive manner, with considerations that foster psychomotor, cognitive, affective and socio-cultural well-being.

ECE 321 Collab Practices in Working with Families, Communities & Peers (3)
Prerequisite(s): Admission to School
This course acquaints the student with the theories, knowledge, and skills necessary to work in a collaborative manner with parents, teaching peers, support staff, school administrators, and individuals from outside agencies on behalf of young children. Students will explore strategies for building relations and collaborative interventions within diverse contexts.

ECE 321S Serv Lrng:Collab Practices in Working with Families, Communities & Peers (1) EXP
Concurrent requisite(s): ECE 321
Service Learning is an opportunity to engage in service to others while making academic connections to course material. This one credit hour course requires 30 hours of meaningful community service. Students will serve a community partner accomplishing projects relevant to the academic course to which the Service Learning credit is attached. Students will also be required to engage in different forms of reflection such as journaling, group guided reflection, and a one-on-one meeting with the course instructor. Students will develop a greater understanding of social problems, a sense of responsibility to our surrounding communities, and an increased awareness of their own faith and values.

ECE 333 Early Childhood Practicum (1)
Prerequisite(s): Admission to School, EDU 207
Concurrent requisite(s): ECE 339
This practicum provides students with practical and pedagogical applications of the concepts and skills found within the disciplines of mathematics and natural sciences. Each MSJ undergraduate student will participate for at least 50 hours, under supervision, as a pre-service instructor within the early childhood classroom setting.

ECE 334 Collaborative Practices in Early Childhood Education (1)
Prerequisite(s): Admission to School and PSY 205 or EDU 207
Concurrent requisite(s): ECE 341
This practicum provides students with practical applications of the evidence-based concepts and skills from the disciplines of the behavioral and social sciences. Each MSJ undergraduate student will participate for at least 50 hours, under supervision, as a team member within the classroom, school, and community settings.

ECE 336 Methods of Teaching Math I (3)
Prerequisite(s): Admission to The School of Education, grade of C or better in MTH 170 or equivalent
This course examines the mathematical content, methods, and strategies for effective instruction within the context of early childhood and special education environments. Emphasis is on multiple approaches, problem solving and communication of mathematics. The use of manipulatives and technology will be stressed. The course focuses on the following domains of The Common Core State Standards: Counting & Cardinality, Operations & Algebraic Thinking, Number & Operations in Base Ten, and Number & Operations-Fractions. These are examined through the lenses of Mindsets, responsive teaching, and explicit instruction.

ECE 337 Methods of Teaching Math II (3)
Prerequisite(s): Admission to The School of Education, grade of C or better in MTH 170 or equivalent
This course examines the mathematical content, methods, and strategies for effective instruction within the context of early childhood and special education environments. Emphasis is on multiple approaches, problem solving and communication of mathematics. The use of manipulatives and technology will be stressed. The course focuses on the following domains of The Common Core State Standards: Measurement & Data, Geometry, Ratios & Proportional Relationships, The Number System, Expressions & Equations, Functions, Statistics & Probability. These are examined through the lenses of responsive teaching, and explicit instruction.

ECE 338 Methods Teaching Social Studies (3)
Prerequisite(s): HIS course with grade of "C" or better and Admission to School, ECE 250
Concurrent requisite(s): ECE 334
This course is designed to prepare students to use best practices and procedures in the teaching of social studies in pre-school through 3rd grade. It addresses Ohio's content standards for social studies in early childhood education.

ECE 339 Methods of Teaching Science (3)
Prerequisite(s): Admission to School and one LAB science with a grade of "C" or better
This course is a survey of the content and concepts of the early childhood science curriculum which includes a study of methods and materials and a review of relevant research. Teacher candidates will gain practical, hands-on practice in teaching science at the early childhood level, and developmentally appropriate practice (DAP) in science curriculum.

ECE 341 Methods of Teaching Social Studies and the Sciences (3)
Prerequisite(s): ECE 250, Department Admission, one history course with a grade of "C" or better, and one lab science with a grade of 'C' or better
Corequisite(s): ECE 334
The course is designed to prepare students to use best practices and procedures in the teaching of the social studies and the sciences in pre-school through 3rd grade. It addresses Ohio's content standards for social studies and science in early childhood education, Learning to be an effective social studies and science teacher comes with practice, experience, and a willingness to experiment with new approaches. Because early childhood and elementary teachers must be generalists more than specialists, they must be able to address a wide range of students' academic and social needs. An essential element is a willingness to engage in inquiry and exploration and to model problem-posing and problem-solving along with your students. These are the skills that we will be practicing throughout this course.

ECE 444 Student Teaching and Seminar for Early Childhood Education (12)
Prerequisite(s): Admission to School and permission from Clinical Experience Director and EDU 207
The student will experience fifteen weeks of supervised teaching in Early Childhood setting approved by the Ohio Department of Education. The student teacher will plan and implement a variety of learning experiences for young children grades pre-K through 3rd, gradually taking responsibility for the entire program. The student teacher will be evaluated by the cooperative teacher, university supervisor and key faculty.

EDU 143 Problem Solving & Number Systems (3)
Prerequisite(s): MTH 097 or MTH 098/Equiv or Placement
This course prepares pre-service MCE/Mathematics Concentration educators according to the Ohio New Learning Standards (ONLS) which are aligned to the Common Core State Standards for Mathematics. The course will challenge students to develop a deep understanding of the material they will eventually be teaching through mathematical investigations and discussion. The wide range of mathematical concepts covered in this course are centrally focused around developing a deeper understanding of number sense, proportional relationships, and algebraic reasoning. Topics include: Number Systems, Rational and Irrational Numbers, Addition and Subtraction, Multiplication and Division, Properties, Fractions and Decimals, Time and Money, Place Value, Ratio and Proportion, Probability, Statistics, Organizing Data, Expressions, Equations, and Inequalities, Patterns and Functions, and Counting Sequences, with a focus on how these topics would be applied in a classroom. There will be an emphasis on understanding and using the NCTM mathematical processes of problem-solving, reasoning and proof, communication, representation, and connection.

EDU 153 Geometry and Measurement (3)
Prerequisite(s): MTH 097 or MTH 098/Equiv or Placement
This course prepares pre-service MCE/Mathematics Concentration educators according to the Ohio New Learning Standards (ONLS) which are aligned to the Common Core State Standards for Mathematics. The course will challenge students to develop a deep understanding of the material they will eventually be teaching through mathematical investigations and discussion. The wide range of mathematical concepts covered in this course are centrally focused around developing a deeper understanding of spatial sense, graphical representations, geometric relationships, and measurement. The mathematical concepts covered in this course will be: Graphing, Patterns and Functions, Lines and Angles, Shapes and their Properties, Measurement, Perimeter, Area, Surface Area and Volume with a focus on how these topics would be applied in a classroom. There will be an emphasis on understanding and using the NCTM mathematical processes of problem-solving, reasoning and proof, communication, representation, and connection.

EDU 190 Introduction to the Educational Profession (1)
This exploratory course encourages potential teachers to think about education from the viewpoint of the teacher, both as a profession and as a process. Participants will explore their own educational experiences, observe teaching from a professional point of view, and interact with current teaching professionals. They will also have an overview of the organizational structure and school governance as it pertains to the licensure options in Ohio.

EDU 190S Srv Lrng:Introduction to the Educational Profession (1) EXP
Concurrent requisite(s): EDU 190
Service Learning is an opportunity to engage in service to others while making academic connections to course material. This one credit hour course requires 30 hours of meaningful community service. Students will serve a community partner accomplishing projects relevant to the academic course to which the Service Learning credit is attached. Students will also be required to engage in different forms of reflection such as journaling, group guided reflection, and a one-on-one meeting with the course instructor. Students will develop a greater understanding of social problems, a sense of responsibility to our surrounding communities, and an increased awareness of their own faith and values.

EDU 207 Educational Theory & Reflective Teaching (3)
Prerequisite(s): PSY 103
Educators must design learning experiences based on sound research and theory. This course provides an overview of major educational theories and the associated research for understanding student factors, environments, instructional strategies and interactions that promote learning. A focus is on the development of reflective practice which draws upon this knowledge to make and justify effective teaching decisions.

EDU 217 Technology in the Instructional Process (2)
Corequisite(s): EDU 190 - It is highly recommended that EDU 190 and EDU 217 be taken during the same semester
This is an introductory course on the use of technology in K-12 classrooms. Using a combination of lecture and hands-on instruction, it will address issues surrounding the use of instructional technology, including, but not limited to: instructional software; the Internet; PowerPoint and other presentations program; hypermedia; SmartBoards; and technology in the instructional process. One main emphasis of the course will be the development of technology-based projects to be used in the classroom. The course will also address assistive technology and the ethical and responsible use of technology in the classroom. The theoretical underpinnings of instructional technology will also be covered.

EDU 235 Communication Development and Disorders (3)
Prerequisite(s): PSY 103 or PSY 103H and SED 215/215S
Major theories of language acquisition and development of literacy; the causes of communication deficits and disorders; the developmental process for typically and atypically developing young children; the conditions that affect children's language and literacy development and learning; bilingual education. Case studies of typically and atypically developing children.

EDU 255 Foundation, Policy, and Professional Practice (3)
Prerequisite(s): Sophomore Standing or Higher
The course provides an overview of the major historical, philosophical, political, and sociological forces that have influenced the development of contemporary schooling within a diverse, multicultural society. The impact of collaboration and reflective practice on American education will also be examined. Using policy studies, specific issues affecting professional practice will be addressed.

EDU 305 Educational Assessment (3)
Prerequisite(s): Admission to School and EDU 207
A study of standardized, teacher-made and informal assessments and their use in the teacher/learning process. Interpretation of standardized scores includes: percentile rank; stanine scores; and grade equivalent scores. The study of teacher-made assessments will include skills in planning, constructing, scoring and interpreting alternate choice, multiple choice, matching, short answer, and essay tests. Informal assessment methodologies will include performance assessments, direct assessments and portfolio assessments. Students will begin their personal/professional portfolio which will be continued throughout all subsequent courses. Assignments will be adapted to different ages of students' interests and subject areas. A 10-hour field experience is included.

EDU 333A Art Education Practicum (3)
Prerequisite(s): AED 290, AED 390 and Admission to ART Department and Education Department
This course, designed specifically for advanced pre-service art educators, serves as a bridge between the art theory and methodology courses (AED 290/390) with their initial field experiences and Art Student Teaching. Therefore, this course's two practicum placements - one at the elementary level (K-5), one at the secondary level (6-12) - of 50 hours each (total 100 hours) are core components. Students are required to observe and assist their mentor teachers and then to plan and implement a mini-unit plan (3 lessons) at the elementary level and a mini-unit plan (3 lessons) at the secondary level. The course's on-campus seminar meetings provide opportunities for assignments and instructions, distributions of materials, discussion of theory, research and practicum issues, analyses of case studies, consideration of video performances, and preparation of the student's professional portfolio.

EDU 333M Music Education Practicum (2-3)
Prerequisite(s): MUS 343, MUS 344
The field experience is the central component of this course. The student will be assigned to two placements in grades K-12 where he/she will participate in two class periods daily Monday through Friday for 12 weeks with monthly seminars. Teaching activities as designated by the content area methods specialist will be assigned in order to apply theory learned in prior course work.

EDU 355 Methods of Math Educators (3)
Prerequisite(s): AYA 345 or MCE 300 Plus 15 Hours in MTH Concentration Area
Corequisite(s): AYA 333 or AYA 334 or MCE 333
Problem solving strategies, instructional strategies, model curricula, mathematics assessment, use of manipulatives and technology in the classroom, mathematical communication (oral and written), integration with other disciplines, lesson-planning for diverse groups of adolescents and young adults.

EDU 356 Classroom Mgmt & Organization (3)
Prerequisite(s): Admission to School of Education
This course will provide a theoretical framework for understanding student behavior within the context of a systems model for academic and behavioral support. The focus will be on introducing theoretically-driven concepts and best practices of positive behavior support and classroom organization which facilitate student achievement. Strategies to help a beginning teacher create a safe and secure learning environment will be emphasized.

EDU 356H HON:Classroom Mgmt & Organiz (0)
Course description as stated in EDU 356 (Honors Course)

EDU 383 Methods of Teaching Science (3)
Prerequisite(s): AYA 345 or MCE 300 Plus 15 Hours in Science Content Area
Corequisite(s): AYA 333 or AYA 334 or MCE 333
An exploration of methods used in teaching biology/science, chemistry/physical sciences, and earth/space/environmental sciences. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners/prior knowledge and conceptualizations. Laboratory and field based experiences require use of current resources in the field. Students will use appropriate electronic technologies which have application in the learning environment. Safety issues and the ethical use of living materials are emphasized.

EDU 384 Methods of Teach Social Studies (3)
Prerequisite(s): AYA 345 or MCE 300 Plus a minimum of 15 hours in Social Studies Concentration area
Corequisite(s): AYA 333 or 334 or MCE 333
This course is designed to prepare the teacher candidate to teach Social Studies and the Social Sciences to children in the middle and secondary grades. Students will become familiar with the curriculum framework as well as the philosophies behind various teaching approaches as outlined by the NCSS Standards and the Ohio K-12 Content Standards for the Social Studies. The teacher candidate will investigate and practice using various teaching techniques and materials.

EDU 386 Methods of Teach Language Arts (3)
Prerequisite(s): AYA 345 or MCE 300 Plus 15 hours in Language Arts Concentration area
Corequisite(s): AYA 333 or 334 or MCE 333
This course is designed to introduce the teacher candidate to the principles, practices, and guidelines necessary to teach Language Arts to a diverse population of middle level students and secondary level students. The teacher candidate will prepare language arts lessons that ensure success for all learners enabling them to construct a meaningful understanding of language arts concepts. Lessons and language arts curricula projects will be aligned to the ODE content standards and to the learning outcomes for the Ohio Reading and Writing Proficiency Tests. Integration in other content areas will be explored and encouraged.

EDU 396 Cooperative Education Work Experience: Parallel (1-3) EXP
Prerequisite(s): CED 220
An education related work experience supervised by School of Education faculty in collaboration with the cooperative education staff. Credit is awarded upon successful completion of the work experience, documentation of a predetermined learning assignment and evaluation of work performance. The course may be repeated for a maximum total of six credits.

EDU 444A Art Education Student Teaching (12)
Prerequisite(s): Admission to School and permission from the Clinical Experience Director and EDU 207
Intensive full day experience in teaching and related professional development. Student teaching allows the student to synthesize the theory and practice under the guidance of an experienced master teacher. This all day experience lasts for 15 weeks in two different placements.

EDU 444M Music Education Student Teaching (12)
Prerequisite(s): Admission to School and permission form Clinical Experience Director and EDU 207
Intensive full day experience in teaching and related professional development. Student teaching allows the student to synthesize the theory and practice under the guidance of an experienced master teacher. This all day experience lasts for 15 weeks in two different placements.

EDU 445 Teacher Candidate Portfolio (0)
The teacher candidate portfolio is a collection of artifacts from coursework and fieldwork which demonstrates knowledge, skill, experience, and professional dispositions. Registration for this course requires a fee which provides undergraduate teacher candidates access to an electronic portfolio format over the course of three semesters (fall, spring, and summer). Undergraduate education majors must enroll in this course once each fall semester, beginning their sophomore year. This is a non-credit course and does not meet as a regular class. Each candidate must document competency in becoming a caring, effective and reflective teacher in diverse contexts. Completion of the portfolio is a graduation and licensure requirement and also may be used for professional and career development.

EDU 495 Independent Study (1-3)
Prerequisite(s): Permission of Education Division Dean
Independent study under the guidance of a faculty member to meet stated objectives.

EDU 496 Cooperative Education Work Experience: Alternating (1-3) EXP
Prerequisite(s): CED 220
An education related work experience supervised by Education Department faculty in collaboration with the cooperative education staff. Credit is awarded upon successful completion of the work experience, documentation of a predetermined learning assignment and evaluation of work performance. The course may be repeated for a maximum total of six credits.

EDU 499 Workshops (1-3)
The workshop's content will be announced when the course is offered.

GEG 202 World Regional Geography (3) S
World geography is a study of major regions of the world, focusing on spatial patterns and processes. Some of the variables which produce patterns of world diversity are gender, race, politics, economics, climates, and demographics.

MCE 200 Special Topics (3)
New Course
In alignment with Ohio's Learning Standards in Social Studies in grades four through nine, this course will explore the history of Ohio and the field of economics. The first part of the course will analyze and interpret significant historical events, perspectives, patterns and themes in the history of Ohio. The customs, traditions, and needs of Ohio's various cultural groups will be examined. The remainder of the course will cover principles of economics, including microeconomics, macroeconomics, international economics, consumer economics, and personal finance.

MCE 300 Intro Middle School (3)
Prerequisite(s): EDU 190 and EDU 217
This course is focused on best teaching practices to complement the development, needs and learning processes of students in grades 4 through 9. The course provides teaching theory and practices designed to elicit personalized, active student learning complimentary to adolescents' physical, cognitive, affective, emotional/psychological, moral /ethical, and social development. The course includes a component where participants review the research literature for best practices used within their two content areas. The course will include applying theory to practice through the planning of instruction, selection of teaching strategies, ethics, classroom management, multiculturalism, inclusion, diversity and motivation.

MCE 333 MCE Ed Content Practicum (2)
Prerequisite(s): Admission to School, MCE 300, EDU 217, EDU 207
Corequisite(s): Two of the Following: EDU 355, EDU 383, EDU 384, EDU 386
This 100 hour field experience is designed to give the MCE student an opportunity to work with middle school level students in their two areas of concentration. Teaching activities as designated by the instructor and/or content area methods specialist will be assigned in order to apply theory learned in prior course work. Within each area of concentration, students will teach a minimum of four lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. The candidate is required to attend their assigned placement a minimum of two times per week throughout the semester, with seminars back on campus. The overall goal of the course is to prepare students for student teaching.

MCE 444 MCE Student Teaching (12)
Prerequisite(s): Admission to School and Permission from Clinical Experience Director
An intensive all day experience for 15 weeks in a parochial, private or public middle grades/school (grades 4-9). Students in the Middle Childhood program will complete their student teaching either by working in both content areas simultaneously across the 15 weeks or by spending seven weeks in one concentration and eight weeks in the other. The middle level preprofessional will be supervised in his/her student teaching experience by both practicing licensed teacher(s) in his/her concentration areas and by qualified university personnel.

RDG 215 Theoretical Perspectives and Foundations in Literacy (3)
The Theoretical Perspectives and Foundations of Literacy course provides a research-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. Scientifically-based reading research models that support the teaching of reading, writing, vocabulary, and spelling will be included. The course contains the empirical research and theoretical knowledge needed to understand the methods and strategies used to teach reading language arts skills and strategies to children through young adults. Topics include language development, the sequence of learning to read, as well as an introduction to the most common approaches to reading language arts instruction across the grade bands. The underlying learning philosophies that support the teaching of reading, writing, vocabulary and spelling will be emphasized, along with the connections between research and practice will be emphasized.

RDG 215S Serv Lrng:Literacy (1) EXP
Concurrent requisite(s): RDG 215
The purpose of the service learning component is to integrate course content and material with service to an identified community organization. Service learning consists of completion of a minimum of 30 on-site hours, as well as instructor- guided reflection. Students will be expected to complete a learning contract, document clock hours, and participate in all reflective activities.

RDG 304 Children's and Adolescent Literature (3)
Prerequisite(s): Admission to the School of Education
This course is designed for undergraduate and/or graduate students and has a two-fold purpose. As a survey course, it is designed to assist students in becoming acquainted with the many trade books that are available for children today. An equally important purpose is to enable educators to utilize comprehensive, creative, and insightful strategies to incorporate children's literature into their daily lessons in the classroom. The course will also demonstrate the connectedness of children's literature and the total language arts program

RDG 304H HON:Children's and Adolescent Literature (0)
Course description as stated in RDG 304 (Honors Course)

RDG 305 Literacy Practicum (1)
Prerequisite(s): Admission to School
Corequisite(s): RDG 311
The candidate will complete 50 hours of teaching reading and writing under the supervision of a classroom teacher. The candidate will assess, plan, and implement literacy instruction for small groups of children. Candidates are required to be in their practicum placements for a minimum of twice per week.

RDG 311 Content Area Reading (3)
Prerequisite(s): Admission to School
A basic course in methods and procedures for teaching reading skills to use in teaching the content reading subjects, particularly math, science, and social studies. This reading course includes skills and strategies which can be used to assist students in these subjects. Teaching emphasis will be placed on the use of comprehension skills, readability formulas, vocabulary, and study strategies. This course will also include adaptations of reading strategies to meet the needs of the diverse students. 20-hour field experience required.

RDG 316 Literacy Practicum (1)
Prerequisite(s): RDG 215, RDG 330
Concurrent requisite(s): RDG 331
Students will complete 50 hours of teaching, reading, and writing under the supervision of a reading teacher/literacy coach. Students will assess, plan, and implement literacy instruction (reading, writing, vocabulary, spelling) for small groups of children and are required to be in practicum placements for a minimum of twice per week.

RDG 330 Phonics and Linguistics (3)
Prerequisite(s): Admission to School, RDG 215
To teach the teacher candidate the fundamental principles and concepts of the phonological structure of language. The teacher candidate will learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and phonological system of language to the reading process. The teacher candidate will also learn about the linguistic and cognitive bases of reading.

RDG 330H HON: Phonics and Linguistics (0)
Course description as stated in RDG 330 (Honors Course)

RDG 331 Methods of Teaching Reading and Writing (3)
Prerequisite(s): RDG 215, RDG 330
Concurrent requisite(s): RDG 316
This course will utilize research findings which emphasize the development of literacy skills (reading, writing, listening, and speaking) across the grade bands. The focus will be on instructional methods and strategies (curricula, lessons, materials, assessments) that exemplify best practices in reading, writing, vocabulary, and spelling instruction. Thematic planning which incorporates differentiated and developmentally appropriate instruction will be included.

RDG 338 Diagnosis and Remediation of Reading Problems (3)
Prerequisite(s): RDG 330
The purpose of this course is to provide instruction to preservice or inservice teachers concerning the diagnosis of reading difficulties in students. The assessment instruments to use when determining the causes of reading difficulties will be stressed. Specific tests for these purposes will be introduced, explained and later administered to students who have been identified as having reading disabilities. Specific needs of a diverse population and/or cultural needs will be included.

RDG 391 Orton-Gillingham Method: Instruction and Practice (3)
Prerequisite(s): Admission to The School of Education, grade of C or better RDG 305, 330, and 338
This course requires the student to implement a research based intervention program to an individual student and/or small groups of students who are struggling with reading skills. Emphasis is placed on the instructional strategies appropriate for use in effective intervention design and implementation. This practicum course includes three components: 1) learning the Orton-Gillingham method of reading intervention, 2) 20 teaching hours and 3) supervision.

SED 215 Human Exceptionalities (3)
Concurrent requisite(s): SED 215S
Survey of the differing areas and types of human exceptionalities. General characteristics, etiology, classification, incidence, and learning potential of different exceptionalities are presented. An overview of federal and state laws governing the education of children with disabilities is presented.

SED 215S Serv Lrng:Human Exceptionalities (1) EXP
Concurrent requisite(s): SED 215
The purpose of the service learning component is to integrate course content and material with service to an identified community organization. Service learning consists of completion of a minimum of 30 on-site hours, as well as instructor- guided reflection. Students will be expected to complete a learning contract, document clock hours, and participate in all reflective activities.

SED 330 Assess/Diagnosis in SED (3)
Prerequisite(s): Admission to School and SED 351
This course involves the intensified study of educational assessment and diagnosis of school-age students. The course includes the study and use of standardized and nonstandardized assessment instruments to diagnose academic, behavior and other learning problems. It emphasizes the ability to evaluate reading, spelling, arithmetic, written language, and spoken language problems as well as social and motor handicaps.

SED 331 Moderate to Intense Instructional Strategies (3)
Prerequisite(s): Undergraduate students must be within 30 credit hours of graduation
Corequisite(s): SED 335
This course provides a study of curriculum programming, instructional environments and strategies, and assessment techniques for use with students with moderate to intense needs. The areas of social skills, behavior, functional academics, technology, communication, and transition are covered. Curriculum adaptations and support in the general education curriculum are addressed. Best practices in community-based instruction, authentic assessment, and ecological evaluations are emphasized. Students must participate in a practicum along with this course. Failure to complete the practicum will result in failure of the course.

SED 332 Moderate/Intense Practicum (1)
Prerequisite(s): Undergtraduate students must be within 30 credit hours of graduation
Corequisite(s): SED 331
This course involves 50 hours of field work. Students will develop and implement differentiated instruction and supports for students with mild/moderate education needs in inclusive settings across different age levels and under the supervision of a cooperating teacher(s) and university supervisor.

SED 333 Curriculum & Methods/Students with Mild/Moderate Needs (1)
Prerequisite(s): Admission to School and EDU 207
This course involves 50 hours of field work. Students will plan and implement differentiated curriculum and instructional strategies with students who have mild/moderate needs in a variety of settings, across different age levels, and under the supervision of a cooperating teacher(s) and university supervisor.

SED 334 Inclusive Teaching, Support and Transition (1)
Prerequisite(s): Admission to School and PSY 205 or EDU 307
Concurrent requisite(s): SED 345
This course involves 50 hours of field work. Students will develop and implement differentiated instruction and supports for students with mild/moderate education needs in inclusive settings across different age levels and under the supervision of a cooperating teacher(s) and university supervisor.

SED 340 Teaching in an Inclusive Setting (3)
Prerequisite(s): Admission to the School, Practicum and SED 215
This course focuses on the skills teachers need to fully integrate students with special needs into general education settings. Models of teacher consultation and collaboration for differentiating instruction, course content, materials and grading procedures to accommodate students with diverse needs in an inclusive classroom are covered.

SED 345 Issues in Accessibility and Transition (3)
Prerequisite(s): Admission to School and SED 380
Concurrent requisite(s): SED 334
This course focuses on creating accessibility for learning and participation in inclusive settings. Evaluation and practice with computer technology and adaptive equipment is included in the course. The course also includes principles and techniques for providing career education and transition services.

SED 351 Intro to Learning Disabilities (3)
Prerequisite(s): Admission to School, SED 215, RDG 215
This course will survey the field of learning disabilities (LD). Students will learn the history of the learning disability field by studying the different underlying theories. Students will also examine the characteristics, assessment, and diagnosis of students classified as learning disabled. Emphasis is placed on relevant literature as it pertains to the aforementioned topics.

SED 380 Curriculum & Methods/Students with Mild/Moderate Needs (3)
Prerequisite(s): Admission to School
Corequisite(s): SED 333
Methods, materials and techniques used in the education of students with mild and moderate needs. Emphasis is placed on both remediation and compensation strategies and techniques for academic, social and behavioral problems. The course presents a variety of techniques for teaching basic academic skills (reading, spelling, mathematics, writing, oral language) and how to modify instructional materials for students who need mild/moderate levels of support. The course also relies on research-supported instructional strategies for designing classroom environments that best facilitate learning. Students participate in a practicum in a classroom in conjunction with this course.

SED 396 Cooperative Education Work Experience: Parallel (1-3) EXP
Prerequisite(s): CED 220
A work experience supervised by Education Department faculty in collaboration with the cooperative education staff. Credit is awarded upon successful completion of the work experience, documentation of a predetermined Learning Assignment and evaluation of work performance. Evaluation of work performed is on a pass/fail basis. May be repeated for a maximum total of six credits.

SED 444 SED Student Teaching (12)
Prerequisite(s): Admission to Department and permission from Clinical Experience Director and EDU 207
Intensive full-day experience in teaching and related professional development. The 15-week experience involves systematic planning and execution of responsibilities under the supervision of experienced certified special education personnel and University supervisors in two settings.

SED 495 Independent Study (1-3)
Prerequisite(s): Permission of Education School Dean
Independent study under the guidance of a faculty member to meet stated objectives.

SED 496 Cooperative Education Work Experience: Alternating (1-3) EXP
Prerequisite(s): CED 220
Work experience supervised by Education Department faculty in collaboration with the cooperative education staff. Credit is awarded upon successful completion of the work experience, documentation of a predetermined Learning Assignment and evaluation of work performance. Evaluation of work performed is on a pass/fail basis. May be repeated for a maximum total of six credits.

SED 499 Workshops in Special Education (1-3)
The workshop's content will be announced when the course is offered.