AYA 533 Adolescent/Young Adult Practicum (2-3)
Prerequisite(s): AYA 550, AYA 670 and Admission to Graduate Program
The 120 hour field experience is the central component of this three credit hour course. 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, with seminars back on campus. 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. Students will teach a minimum of six lessons in the classroom, with scheduled mentor teacher and Mount supervisor evaluations. The overall goal of the course is to prepare students for student teaching.
AYA 550 Nature and Needs of Adolescents (3)
In this course, students will examine the unique nature and needs of young adolescents in relation to effective secondary teaching practices. Major trends and issues facing secondary classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, classroom management, school organization, funding, curriculum, and assessment. Specific secondary instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
AYA 670 AYA Curriculum Methods: Teaching to Standards (3)
The purpose of this course is to integrate theories of teaching and learning with actual practices of standards-based education. The focus of the course is on the improvement of teaching and learning by putting standards at the forefront of the instructional program. The graduate student will analyze Ohio's Learning Standards and National Standards (NCTM, NSTA, NCTE, NCSS, NAEA, etc.). Interpretation of the standards in order to develop approaches to teaching while maintaining grade level rigor in lieu of adapting instruction to the average or low achiever will also be addressed. The course will also include approaches to standards-based assessment, especially through the use of technology and web-based learning activities.
DEI 521 Foundations in DEI (3)
This diversity, equity & inclusion (DEI) course is designed to provide professionals an opportunity to increase their individual aptitude and knowledge in foundational concepts of diversity, equity and inclusion. Students will be challenged to explore and unpack their own biases and identify areas for improvement. Students will begin to recognize blind spots connected to diversity, equity and inclusion and develop an actionable plan for their ongoing growth. Further, this course will introduce students to the reality of human organizations being diverse spaces and examining efforts to make those spaces more equitable. Students will begin to examine unintended consequences of policy/practice that create or perpetuate inequitable environments and opportunities in organizations.
DEI 538 Race, Racism, Power, and Privilege (3)
This diversity, equity and inclusion course is designed to support professionals in understanding issues of race and the impact of systemic racism in our communities. Students will identify some of the realities of race and racism including identification of the hidden burden that people of color face at the intersection of race, power, and privilege. Critical race theory (CRT) and its theoretical relevance as a framework to examine and challenge disparate opportunities for people of color will be explored. The course will offer an examination of the policies, procedures, and structures that perpetuate disproportionality and overrepresentation. Students will learn about methods for dismantling systemic racism.
DEI 555 Diverse, Equitable and Inclusive Organizations (3)
This diversity, equity and inclusion course is designed to support professionals in assessing the climate of diversity, equity and inclusion in an organization. Students will learn to build DEI action plans, implement the plans, and engage in a continuous cycle of improvement in making organizations increasingly diverse, equitable, and inclusive. This course will examine the constructs of racism, sexism, classism, ableism, heterosexism and other forms of oppression.
DEI 589 Inclusive Leadership (3)
This diversity, equity and inclusion course is designed to support professionals in facilitating helpful conversations surrounding DEI. Positive, equitable approaches will be developed through evidence-based understanding, founded upon the evidence base. Students will learn to recognize the roles of resistance and conflict in the change process. This course helps students develop leadership skills that foster equity, inclusion.
DEI 619 Diversity, Equity and Inclusion Capstone (3)
This course requires students to finalize and deliver a DEI project as the program?s culminating course. This project is required for the certificate. Participants are expected to demonstrate skills and competencies acquired over the course of the program. Projects should serve as an examination of strategies for designing and creating safety in organizations and communities which honor each person?s cultural backgrounds and lived experiences.
EDU 500 Statistics and Research (3)
This course explores the components of the research process: problem definition, hypothesis construction, variables, literature review, research designs, statistical methods, collecting, analyzing, and interpreting data.
EDU 501 Educational Psychology (3)
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 504 Classroom Management (3)
Evidenced based principles and practices in relationship-based classroom leadership. Basic concepts of proactively managing a classroom through addressing social emotional needs. Models and strategies that influence and can be used for increasing student engagement and learning.
EDU 533A Art Education Practicum (1-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 533M Music Education Practicum (2-3)
Prerequisite(s): Web Approval of Instructor
The field experience is the central component of this course which ranges from 1-3 credits, depending upon the needs and experience of the learner as determined by the student's advisor. The student will be assigned to two or three placements with students in grades K-12. The student will participate in the various placements practicing skills and completing application assignments from associated major courses. The instructor will supervise the students in placement at least two times and meet with the students on a regular basis. Each credit requires at least 50 hours of fieldwork.
EDU 553 Methods of Teaching Mathematics (3)
Prerequisite(s): Admission to the School
An exploration of methods used in teaching mathematics at the middle level and secondary level. Students will plan instruction for a wide range of learner abilities, backgrounds and goals based on learners' prior knowledge and conceptualizations. Also, students will learn how to assess student progress according to Ohio's Learning Standards in Mathematics. Students will use appropriate electronic technologies in lesson design and delivery which have application in the mathematics classroom.
EDU 556 Methods of Teaching Language Arts (3)
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 Ohio's State tests in English Language Arts. Integration in other content areas will be explored and encouraged.
EDU 558 Methods of Teaching Social Studies (3)
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 Ohio's Learning Standards in Social Studies. The teacher candidate will investigate and practice using various teaching techniques and materials.
EDU 559 Methods of Teaching Sciences (3)
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. Instruction is aligned to the NGSS, NSTA, and Ohio's Learning Standards. 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 580 Integrating Design and Coding: Application of Computer Science in K-12 Classrooms (3)
New Course
Prerequisite(s): Admission to the Computer Science Endorsement program, NLP 500, INF 510, INF 520
This course takes what has been learned in previous courses in the computer science endorsement program and applies it to instructional strategies that can be practiced in K-12 classrooms. Evidence-based instructional practices related to computer science will be emphasized. A minimum of 50 hours of field experience in a K-12 setting is incorporated in this course to apply concepts learned throughout the program.
EDU 600 Integrative Project (1)
Prerequisite(s): EDU 500
The development of the Integrative Project is the culmination of the School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout their Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research. EDU 600 is a repeatable course.
EDU 604 Integrative Research Project (3)
Prerequisite(s): EDU 500
The development of the Integrated Research Project is the culmination of The School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout each Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research.
EDU 604A Integrative Research Project (3)
Prerequisite(s): EDU 500
The development of the Integrated Research Project is the culmination of The School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout each Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research.
EDU 631 Promoting Student Development P-12 and The Effects of Trauma (3)
Specialized study of the physical, social, emotional, cognitive, moral/ethical, and aesthetic development of typical and atypical children throughout the P-12 continuum and the impacts of trauma. The course will emphasize mental health and social emotional development to provide learning environments and experiences which support and enhance the development of all P-12 learners.
EDU 644 Graduate Student Teaching (6)
Prerequisite(s): Admission to student teaching and completion of practicum hours
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 in the relevant grade levels, lasting a minimum of twelve weeks.
EDU 699 Professional Development Workshop (1-4)
Independent study under the guidance of a School of Education faculty member to meet stated objectives. This course is designed to enrich the learning of Education graduate students and practicing teachers. Students develop a proposal with desired goals for the experience. Written permission of Graduate Chairperson and the School of Education faculty member required.
This course can be repeated 10 times for credit.
EDU 720 Data Driven Decision Making and Evidence Based Practices (3)
Prerequisite(s): EDU 710
This course is a study of data-driven decision making and evidence-based practices. Students will explore varied sources of data and how to interpret data for educational decision making. Emphasis will also be placed on reading research and exploring evidence-based practices to ensure educational equity.
The course is designed to allow students, using various media, to examine skills required to be critical consumers of data and educational research, and learn about practices validated by research to be responsive to all students, and in particular culturally diverse students.
INF 510 Integrating Coding in Education: Theory and Practice for Educators (3)
New Course
This graduate-level course is tailored for educators eager to enrich their teaching practices by incorporating coding into their classrooms. Participants will explore the theoretical foundations of coding education, gain hands-on experience with Python, and develop effective strategies for teaching coding to diverse learners in K-12 settings.
INF 520 Integrating Web Design in Education: Theory and Practice for Educators (3)
New Course
This course is designed for educators aiming to elevate their teaching practices by integrating web design into their curriculum. Participants will delve into the theoretical foundations of web design education, gain hands-on experience with industry-relevant tools, and develop effective strategies for teaching web design to diverse learners in K-12 settings.
MCE 533 Middle Childhood Education Practicum: Education Content (1-2)
Concurrent requisite(s): EDU 556 or EDU 558 or EDU 559 or EDU 553
A field based experience that is designed to give the student the opportunity to work in the classroom with students in grades 4-9. The student will be placed with a practicing teacher in the preservice teacher's area(s) of concentration(s) for an extended field experience. The preservice teacher will be expected to not only observe, but to also plan for and teach one-on-one, small group, and whole class lessons as directed and supervised by the cooperating teacher and the college supervisor. Placements will be coordinated through the School of Education. Each credit hour is equivalent to 50 classroom hours. This field experience is a prerequisite for student teaching and as such students are not expected to assume total responsibility for the classroom.
MCE 540 Introduction to Middle Childhood Education (3)
In this course, students will examine the unique nature and needs of middle childhood students (grades 4-9) in relation to effective middle childhood teaching practices. Major trends and issues facing MCE classroom teachers will be investigated through evaluation of current educational research. Such trends include human development, lesson plan development, classroom management, school organization, funding, curriculum and assessment. Specific MCE instructional strategies will be discussed and applied through peer teaching. Reflection of personal beliefs, educational theory, and practice is promoted in the course.
NLP 500 Introduction to Social Computing and Instructional Design for Educators (3)
New Course
This graduate-level survey course is designed to equip educators with the knowledge and skills essential for integrating computer science into their teaching practice. Focused on social computing and instructional design, this course explores the intersection of technology, education, and human interaction, providing a foundation for educators seeking licensure in computer science instruction.
NLP 540 Integrating Data Analytics and AI in Education: Theory and Practice for Educators (3)
New Course
This course is designed for educators seeking to enhance their data literacy and analytical skills, empowering them to leverage data-driven insights in their own teaching practices and familiarize students with database basics. Participants will explore the fundamentals of data analysis, gain proficiency in SQL for database querying, and delve into the basics of AI-powered data querying techniques.
PRM 530 Integrating Science and Social Studies through Content Reading (3)
This course provides the preservice educator with the strategies and methods to promote learning experiences in which young children develop key concepts and knowledge in social studies and science through content reading. Content of the disciplines is addressed through critical reading of both literary and informational text. Meaningful activities to develop and enhance reading comprehension, as related to each discipline, will support the reading experiences by addressing and strategizing ways to help young students (prekindergarten - 5th grade) solve concrete, real life problems in developmentally and culturally appropriate ways. The course will emphasize and enhance the instruction of thinking skills related to inquiry, reasoning, context, and problem solving.
PRM 533 Primary Literacy Practicum (1)
One of two Primary Practica of 50 hours each. This practicum entails supervised teaching in an a Primary setting to facilitate the college student's ability to instruct young students in the skills and processes of listening, speaking, reading, writing for the promotion of literacy.
PRM 534 Primary Integrating Curriculum Practicum (1)
One of two Primary Practica of 50 hours each. This practicum entails supervised teaching in a Primary setting to promote teaching skills related to Integrating the Curriculum.
RDG 504 Children's Literature (3)
This course will explore how to utilize new and outstanding texts in literature and informational text for children and adolescents in preschool through high school. The focus of the class will be on how to use robust texts to strengthen language development, enhance academic language, increase motivation to read, and to build knowledge. Topics include teaching complex texts; principles of selection and evaluation of texts; teaching academic language; and using non-fiction and fiction to purposefully build knowledge.
RDG 505 Psychology of Reading (3)
This course will examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Emphasis is placed on understanding how readers extract information from the printed page and how they comprehend text. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction.
RDG 515 Foundations of Effective Reading Instruction (3)
The Foundations of Literacy Effective Reading Instruction course provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to children through young adults. Topics include understanding reading research, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to reading across the grade bands.
RDG 530 Phonics/Linguistics (3)
To teach preprofessional teachers fundamental principles and concepts of the phonological structure of language. Preprofessional teachers will learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and phonological system of language to the reading process. Preprofessional teachers will also learn about the linguistic and cognitive bases of reading.
RDG 532 Advanced Phonics and Linguistics (3)
Prerequisite(s): RDG 530
This course is designed to build on the content in the Phonics and Linguistics course. It will include a brief review of the fundamental principles and concepts of the phonological structure of language. Instruction in English orthography, morphology and word etymology, prefixes and suffixes, Latin roots and Greek combining forms, syntax (grammar), and semantics will be examined. Students will learn why each of these skills is important to become competent in reading, spelling, and writing.
RDG 538 Diagnosis & Remediation of Reading Problems (3)
Prerequisite(s): RDG 505 or 530 or RDG 617
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through high school. This course is intended to serve as a specialized, advanced training in assessment, diagnosis and the remediation of reading problems.
RDG 540 Fluency and Comprehension Development in Reading (3)
Prerequisite(s): RDG 505
This course is designed to teach how to implement research-based instructional practices to build children's fluency and comprehension skills. Participants will learn the key research findings for teaching fluency, vocabulary, and comprehension; understand how to evaluate and improve current instructional practices; and learn specific research based instructional strategies and interventions to develop fluency, vocabulary, and comprehension skills.
RDG 542 The Integration of Reading Comprehension and Writing Instruction (3)
This course will explore how students learn to read and write and why some students fail to do these essential tasks effectively. Research-based instructional strategies will be illustrated, discussed, and practiced
RDG 591 Practicum in Evidence-Based Reading Instruction I (3)
Prerequisite(s): RDG 505, RDG 530, RDG 538
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) teaching hours and 3) supervision.
RDG 591B Practicum in Evidence-Based Reading Instruction Continued Orton Gillingham Implementation (3)
Prerequisite(s): RDG 505, RDG 530, RDG 538, RDG 591
This practicum course will require continued instruction of the individual child from the RDG 591 practicum, using the Orton-Gillingham instructional method. Key learning outcomes for this course include: continued planning and implementation of Orton-Gillingham instructional lessons, monitoring student growth, and working collaboratively with a supervisor to refine and improve instructional skills and completion of activities that will contribute to the successful passage of the KPEERI exam are also required.
RDG 592 Practicum in Evidence-Based Reading Instruction II (3)
Prerequisite(s): RDG 540
This practicum course is a sequel to RDG 540. In this course students will deepen our understanding and knowledge base of reading research in the areas of fluency, vocabulary and comprehension skill development. Students will engage in readings and practicum work aimed at designing classroom instruction and interventions to increase struggling reader's skills in these areas. Instructional techniques will be implemented and discussed in class.
RDG 593 Dyslexia Certificate Advanced Reading Practicum (0)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532, RDG 592
The purpose of this field experience is to support students implementing Orton Gillingham into their classroom settings. Students will work with K-12 students within a classroom setting in their current school positions. This practicum is a requirement for the Dyslexia Certificate.
RDG 594 Advanced Evidence Based Practicum for Dyslexia Certificate (3)
Prerequisite(s): RDG 591
Corequisite(s): RDG 532
The purpose of this field experience is to support students' implementation of systematic, explicit instruction that emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse. This practicum is a requirement for the Dyslexia Certificate.
RDI 511 Content Area Reading (3)
Prerequisite(s): Students seeking an initial license must be admitted into the Graduate Education Program.
The purpose of this course is to provide methods and strategies for teaching reading skills to be used in the content reading subjects, particularly math, science and social studies. This reading course includes skills and strategies, which can be used to assist students' comprehension in these subjects. Teaching emphasis will be placed on comprehension, readability formulas, vocabulary development, and study strategies. Techniques and curricula for developing the interdisciplinary aspects of these subjects will be included. This course will also include adaptations of strategies to meet the needs. (Formally RDG 511 ending S125)
RDI 515 Foundations of Effective Reading Instruction (3)
The Foundations of Literacy Effective Reading Instruction course provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to children through young adults. Topics include understanding reading research, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to reading across the grade bands. (Formally RDG 515 ending S125)
RDI 530 Phonics/Linguistics (3)
To teach preprofessional teachers fundamental principles and concepts of the phonological structure of language. Preprofessional teachers will learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and phonological system of language to the reading process. Preprofessional teachers will also learn about the linguistic and cognitive bases of reading.
RDI 531 Vocabulary, Comprehension, and Writing Instruction (3)
Prerequisite(s): RDI 515
RDG 531 is a comprehensive introduction to the development of core aspects of reading: fluency, vocabulary and comprehension. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are introduced and practiced. (Formally RDG 531 ending S125)
RDI 535 Assessment, Instruction, and Intervention of Reading (3)
Prerequisite(s): RDI 515 or RDI/RDG 530
This course will address the use of formal and informal assessment procedures used to design robust reading instruction/intervention for children in preschool through middle school. Additionally, research based reading interventions will be explored and analyzed. (Formally RDG 535 ending S125)
SED 515 Human Exceptionalities Across the Lifespan (3)
This course is a survey of human exceptionalities, exploring historical and legal aspects in the field of special education, the nature and needs of individuals with special needs, and the roles of schools, parents and society in supporting individuals with special needs. An overview of the federal and state laws governing the education of students with disabilities is presented. Lifelong issues in living with a disability are explored.
SED 521 Assessment & Communication Develop for Special Education (3)
Prerequisite(s): SED 515 and EDU 501 or Equivalent
This course explores research on language acquisition. Emphasis is on application to classroom practice with an overview of the needs of children with communication disorders and the study of educational assessment and diagnosis of P-12 students for special education services. The course includes the study and use of assessment instruments to identify related learning problems. It emphasizes the ability to evaluate reading, spelling, written language, and spoken language problems as well as social exceptionalities. This includes development of knowledge and skills for progress monitoring, curriculum aligned assessment and strategies for remediation and enrichment.
SED 522 Formal & Informal Assessment for Special Education (3)
Prerequisite(s): SED 515, EDU 501and Graduate Admission
This course examines the evaluation process from referral to placement in special education and the challenge for assessing students who come from culturally and/or linguistically diverse backgrounds. Emphases on formative and summative assessment measures are included.
SED 524 School, Home Support and Intervention Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 515, SED 534
This introductory course covers the educational and emotional needs of young children with disabilities and the techniques for implement a "whole child" and inclusive educational approach. The course promotes an understanding of stressors, transitions, and issues that families of children with disabilities may encounter during their child's early intervention. Approaches such as transdisciplinary teaming, family-centered intervention and cross cultural competencies will be covered. Multicultural research findings on roles of families in education and uses of language and literacy in the community will be examined. Federal and state regulations pertaining to early response will be included. A cross cultural perspective on how families view disabilities and interventions will be included. 10 Field Hours Required.
SED 531 Curriculum & Methods for Multicultural Special Ed Moderate & Intense (3)
Prerequisite(s): SED 515, SED 532, EDU 501 and Graduate Admission
This course provides a study of curriculum programming, instructional environments and strategies, and assessment techniques for use with multicultural 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 532 Nature & Needs of Special Education Practicum (M/I) (3)
Prerequisite(s): SED 515, EDU 501, and Graduate Admission
This course surveys the areas of moderate to intense disabilities. The course will present an overview of causes, characteristics, and theories of individuals who are served in moderate to intense programs. Emphasis is placed on the educational implications of medical and health issues of multicultural learners. The course also addresses the topic of quality of life issues for multicultural learners with moderate to intense disabilities.
SED 534 Methods/Materials for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
Theories of early childhood development as they relate to all aspects of the classroom will be examined. Focus on creating developmentally appropriate learning environments that are culturally responsive to the needs of young children ages 3-5 with special needs; utilizing an integrated, hands-on approach to curriculum; and developing classroom management strategies that foster development of preschool to kindergarten behavior. The early intervention specialist's role as facilitator in the learning process is stressed, with emphasis on understanding physical, cognitive, social, emotional and cultural needs as they relate to the learning process. Special emphasis on understanding risk and resiliency factors; how to create protective environments that foster healthy development; partnerships with other professionals and families on early intervention will be examined. Case studies and on-site observations of learning facilities and planning of educational experiences appropriate for early intervention are included. 10 Field Hours Required.
SED 611 Curriculum & Methods for Special Education (3)
Prerequisite(s): SED 515, EDU 501
This course examines curriculum options and evidence practices available for teaching students who comes from a culturally and/or linguistically diverse background and are in need of specialized instruction.
SED 630 Teaching in an Inclusive Setting (3)
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 instructional purposes and methods to modify teaching techniques, course content, materials, and grading procedures to accommodate students with special needs in inclusive classrooms are covered.
SED 632 Special Education Practicum in Early Childhood Environments (1)
This introductory field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in early childhood grades K-3 environments.
SED 633 Special Education Practicum in Middle School Environments (1)
This field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in middle environments.
SED 634 Special Education Practicum in Secondary Environments (1)
This advanced field experience provides the intervention specialist teacher candidate with hands-on experience in designing, implementing and evaluating lessons designed to address the unique needs of students with disabilities in secondary environments.
SED 662 Pre-Kindergarten Special Needs Practicum (1)
Prerequisite(s): SED 521, SED 534, SED 665
Guided observation and practice teaching, plus meeting with college mentor; graduate students learn to apply developmentally appropriate strategies that are culturally responsive to early intervention special education environments. Students will complete a 55 hour practicum for a full semester
SED 665 Medical Issues & Learning Process for Pre-Kindergarten Special Needs (3)
Prerequisite(s): SED 521
This course examines the medical aspects of specific health conditions associated with learners with special needs for ages 3 - 5. The integration of health care plans into classroom instruction is covered. Medical emergencies, physical management and training techniques for teaching personal care are covered. Issues in participating on transdisciplinary teams and the roles of community medical personnel are included. Intervention strategies for managing medical and educational needs for children with severe behavior problems will be covered. 10 Field Hours required.
SED 680 Foundations and Research of Gifted Education (3)
This course is a study of leadership and systems change. Students will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders. Emphasis will be placed on understanding how to lead systems change to create inclusive educational environments for all students.
This course focuses on establishing a basic foundation for teachers who work with students who are gifted: academically and intellectually. Foundations and Research is designed in accordance with the National Association of Gifted Children standards and the Ohio Gifted Intervention Specialist Endorsement standards and will establish theory, philosophy, legislation, theory and trends in Gifted Education. Ultimately, students will critically assess such philosophies, practices, and theory and apply and evaluate their effectiveness and impact in today's classroom.
SED 681 Underrepresented Populations of Gifted Students (3)
This course focuses on high-ability students from underserved populations including those who are limited English proficient, disabled, or from minority or low-income backgrounds. We will explore the issues of race, class, gender, and disability status as they interact with the construct of giftedness. Finally, we will examine the obstacles to identifying students from diverse backgrounds, learning characteristics and behaviors of underrepresented gifted populations, and equitable and unbiased assessments
SED 682 Curriculum and Instruction of Gifted Students (3)
Prerequisite(s): SED 680
This course focuses on current theory and principles of differentiation and specific strategies that adapt instruction in order to meet the characteristics of gifted learners. Specific differentiation strategies that relate to student differences with high levels of ability are applied in the classroom setting.
SED 683 Creativity and Critical Thinking in Gifted Education (3)
Prerequisite(s): SED 682
This course focuses on theories, research, practical strategies and resources on creativity and critical thinking, with an emphasis on specific teaching exercises and lesson plans, and sources for additional materials for developing creativity and critical thinking with gifted learners.
SED 684 Leadership and Coordination of Gifted Education Programs (3)
Prerequisite(s): SED 682
This course is designed to develop an understanding of program policy, administration and evaluation related to gifted education. State policy and regulations regarding identification, programming, education plans, and funding will be addressed. Advocacy and communication, professional development and in-service design will be examined to further the development of a school program.
SPR 552 Math Curriculum and Methods (3)
This graduate course is designed to prepare a teacher candidate with the background necessary to integrate theory and practice of mathematics pedagogy within the context of student environment. Major mathematical concepts for grades Pre-K - 8 will be interlaced throughout the term to provide students with the necessary background for this endeavor. Methods and standards endorsed by the National Council of Teachers of Mathematics (NCTM), and the Ohio Department of Education (ODE) for teaching mathematics will be taught and modeled.