EDAD545
|
Independent Study in Educational Administration |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The
student meets with the instructor at prearranged intervals and
carries forward an investigation without formal class meetings. This
course may be repeated for a total of five hours provided the
topics are different.
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EDAD546
|
Workshop in Educational Admin |
|
| Workshop topics will vary.
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EDAD547
|
Seminar in Educational Administration |
|
| Seminar topics will vary.
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EDAD568
|
The Principalship |
|
| This course is designed to acquaint the student with the necessary
professional skills required of an entry-level administrator.
The course will provide students with a reasoned understanding of
major historical, philosophical, ethical, social and economic
influences affecting education in a democratic society. Students
will be engaged in application of administrative theories and
practices to real life situations. The course will also focus
on the responsibility of a school principal to ethically facilitate
the education of early childhood, middle childhood, adolescent
and/or multi-age pupils, a diverse student population and students
with special needs. Students will explore ways to link acquired
school district information to improving the school's Continuous
Improvement Plan. An understanding of the No Child Left Behind
Act will also be developed.
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EDAD570
|
Curriculum and Instruction |
|
| The course provides an examination of past and present curriculum
practices; major groups and individuals in society who influence
curriculum; trends and innovations in curriculum; approaches
to evaluation of curriculum experiences; professional techniques
of curriculum development and the role of pupils, teachers,
administrators, parents and other groups in shaping curriculum.
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EDAD572
|
Student Personnel Services |
|
| This course provides school administrators with informaiton
and skills to effectively organize, manage and provide
leadership for the programs, departments and agencies that are
associated with student personnel services.
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EDAD574
|
Supervision and Prof Development |
|
| The course explores supervision and evaluation principles and
methods that will enable an administrator to effectively
improve classroom instruction. The course includes recruitment,
selection, evaluation and professional development.
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EDAD576
|
School Finances and Resources |
|
| This course will examine the principles and issues of public
school finance. Revenues, expenditures, indebtedness and procedures
for sound fiscal management are explored. The emphasis is on
local and Ohio support models.
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EDAD578
|
Educational Law |
|
| This course includes a study of legislation, interpretation and court
decisions affecting the administration of public schools. Legal and
ethical principles originating in statutory, judicial and
common law relevant to curriculum, contracts, personnel
administration, pupils, liability and finance are included.
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EDAD580
|
Internship Supervision |
|
| This course provides students the opportunity to work in school
administration in a public school environment under the joint
supervision of a certified school administrator and The University
of Findlay. This internship will allow students to observe the
functions of central office leaders and supervisors. The student
will be involved in instructional supervision, planning,
implementing and evaluating in-service activities, professional
development, teacher-centered activities and other alternative
approaches to staff development. The course will be tailored
to meet the professional goals of each student.
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EDAD582
|
Internship Administrative Tasks |
|
| This course provides students the opportunity to work in school administration
in a public school environment under the joint supervision of a
licensed school administrator and The University of Findlay. The
internship will allow students to observe the functions of an
administrator, assume leadership in planning, implementing and
evaluating selected internship experiences, put theoretical
knowledge to work and acquire new knowledge and skills in school
administration. The course will be tailored to meet the professional
goals of the student.
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EDAD584
|
Org & Admin of Special Education |
|
| This course provides school administrators with information
and skills to apply special education laws and policies to
situations that will be encountered in schools and districts.
Major areas of special education will be explored and various
approaches to handling problems examined.
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EDAD586
|
Technology & Assessment for Administrators |
|
| This course provides students the opportunity to understand and build
database systems that will help them better manage data. Topics
included will be basic computer skills for personal and professional
management, building databases for a variety of purposes, making
professional presentations, assessing P-12 student learning, developing
budget projections and tracking student discipline. Participants will
develop an awareness of the data collection process used in schools such
as Student Information System (SIS), Educational Management Information
System (EMIS), eSIS and Data for Student Learning (DASL). Analyzing
this data to drive instruction will be an important component. Portions
of this course will be instructed with the online learning environment.
The course will be tailored to meet the professional goals of the student.
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EDAD610
|
The Superintendent |
|
| This course is designed to explore various leadership styles, quality
management structures, decision-making skills and approaches to
organizational development. The need for the school and community to work
collaboratively on a shared vision will be addressed. Students will also
explore the responsibilities and challenges of the school district
superintendent at the local level.
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EDAD611
|
Building, Grounds & Facil. Mgmt |
|
| School building problems, public relations, finance, school enrollment
forecasts, planning and supervising building construction and
renovation and the choice of equipment and materials are presented.
Efficient use of school facilities is also discussed.
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EDAD612
|
School & Community Relations |
|
| This course is designed to provide the basics in developing and
maintaining cooperative relationships between educational institutions
and the community. Students will examine and analyze these institutions
and the impact of mass media on public support.
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EDAD613
|
Collective Bargaining/District Finance |
|
| This course centers on issues which arise before, during and
after collective bargaining. Topics include organizational
efforts, election procedures, collective bargaining
law, the negotiation process, contract provisions and the impact of
collective bargaining upon the school organization and forecasting
a school district's revenue and expenditures in preparation for the
collective bargaining session. The course is also designed to give
students an overview of staff selection, employee/employer relations
and employment practices, standards for school personnel administration,
the legal structure and the role of school administrators, board of
education members and other professionals who carry out those managerial
functions.
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EDAD614
|
Superintendent Internship |
|
| This course is designed to provide the student the opportunity
to perform various superintendent functions in a supervised school
setting while gaining experience.
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EDCI528
|
Assessment/Evaluation for Middle Childhood, AYA and Multi-Age |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560 or permission of
the instructor.
This course includes the study and design of questioning, test writing,
alternative assessments, portfolios, performance assessments,
grading systems, interpretation of test results, intervention planning
based on test results and formats for evaluation. Also included are
methods of reporting assessment results to students, parents, families
and local communities. Through a systematic program of interactive activities,
students will examine, evaluate and respond to a variety of testing and
assessment procedures. Current trends in assessment and testing will be
discussed. Students will construct and design tests and/or assessments
for a wide range of objectives and performance standards.
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EDCI529
|
Integrated Mgt/Phil for Middle Childhood/AYA/Multi-Age |
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| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560.
This course includes the study of the history, philosophy and structure
of middle school, junior high and high school education. Focusing on
the needs of young adolescents, classroom environments, development of
rules and procedures, discipline policies and management models will
be examined. Discussion of interdisciplinary teams, teacher-based
guidance, flexible grouping, scheduling, inquiry and collaboration
among colleagues, as well as family and community resources will be
included.
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EDCI531
|
Integrated Math Methods for Middle Childhood/AYA |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529.
This course concentrates on ideas, procedures and
materials for the teaching of mathematics in middle childhood and high
school. Basic concepts are reviewed with emphasis on a variety of
effective teaching methods based on the state and national
standards. Students will focus on problem solving, critical thinking
and application skills. There is a field experience requirement attached
to this course. Students will be required to keep logs/journals,
prepare lessons and assessments and analyze the classroom and their
instruction using College of Education criteria. A second methods course
(EDCI 532, 533 or 534) should also be taken if the candidate is seeking
a middle childhood license. The Level 2 portfolio requirement is attached to
this class for middle childhood candidates.
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EDCI532
|
Integrated Language Arts Methods for Middle Childhood/AYA |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529.
This course includes an overview of the middle childhood and adolescent/
young adult reading and language arts curriculum, based on the state and
national standards. Included will be an investigation of methods
in listening/visual literacy, oral communication, creative dramatics
and writing as well as language acquisition and development, grammar,
dialects and usage. Students will be required to keep logs/journals,
prepare lessons and assessments and analyze the classroom and their
instruction using College of Education criteria. A second methods course
(EDCI 531, 533 or 534) should also be taken if the candidate is seeking
a middle childhood license. The Level 2 portfolio requirement is
attached to this class for middle childhood candidates.
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EDCI533
|
Integrated Science Methods/Curr Middle Childhood/AYA |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529.
This course focuses on current practices and innovations in the middle
school and high school science curriculum, focusing on the state and
national standards. This is a hands-on laboratory course with students
participating in science activities for middle childhood. The practical
application of science is stressed using various learning styles and
emphasizing multiple intelligence strategies. Students will focus on
problem solving, critical thinking and application skills. Both specific
and general legal obligations of science teaching will be addressed.
Students will be required to keep logs/journals, prepare lessons and
assessments and analyze the classroom and their instruction using College
of Education criteria. A second methods course (EDCI 531, 532 or 534)
should also be taken if the candidate is seeking a middle childhood license.
The Level 2 portfolio requirement is attached to this class for
middle childhood candidates.
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EDCI534
|
Integrated Social Studies Method for Middle Childhood/AYA |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529.
This course overviews middle childhood and adolescent/young adult social
studies content and focuses on the state and national standards for
instructional development within the social studies. It includes a survey of
current practice and trends, methods and strategies that emphasize
hands-on experience, relevant materials, age-appropriate activities,
cross-disciplinary planning and teaming. Students will focus on
problem solving, critical thinking and application skills. There is a
field experience requirement attached to this course. Students will be
required to keeps logs/journals, prepare lessons and assessments and
analyze the classroom and their instruction using College of Education
criteria. A second methods course (EDCI 531, 532 or 533) should also be taken
if the candidate is seeking a middle childhood license. The Level 2
portfolio requirement is attached to this class for middle childhood
candidates.
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EDCI540
|
Curriculum and Discovery Environments for Children |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate) and 560 or permission
of the instructor.
This course develops an understanding of the benefits of exploration and
discovery in a play-based learning environment. Emphasis is placed on
learning environments representing the philosophies of Montessori, Reggio
Emilia and others. The importance of the teacher's role in the preparation
of the physical space and in facilitating learning and development will
be stressed, especially as children transition among multiple learning
environments. An overview of "best practice" in infant, toddler and
early childhood programs will lead students to develop a personal
philosophy of early childhood education. This course includes an
eight-week pre-school (age 3-5) field experience.
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EDCI542
|
Early Childhood Assessment and Observation |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate) and 560 or permission
of instructor.
This course is a comprehensive study of screening and assessment tools
for use with young children. Topics include the nature of development
in young children and its relationship to measurement; the art and
science of observation; when and how to select appropriate assessment
methods and instruments; administering, scoring, interpreting and
reporting assessment results; and the role of tests and ongoing
classroom assessment in curriculum planning and instruction. Additionally,
students will learn the educator's role as part of an interdisciplinary
team.
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EDCI545
|
Independent Study in Curriculum and Instruction |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The student
meets with the instructor at prearranged intervals and carries forward
an investigation without formal class meetings. This course may be
repeated for a total of five hours provided the topics are different.
|
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EDCI546
|
Workshop in Curriculum and Instruction |
|
| Workshop topics will vary.
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EDCI547
|
Seminar in Curriculum and Instruction |
|
| Seminar topics will vary.
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EDCI553
|
Gen Methods for AYA/Multi-Age |
|
| Prerequisite(s): EDCI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529.
This course has been developed for candidates seeking either an AYA or a MA
license. Through a systematic program of interactive activities, students
will examine, evaluate and respond to a variety of general instructional
strategies. Current trends in general methods of instruction will be
discussed. Students will construct and design instructional strategies
for a wide range of content-related objectives and performance standards.
The content of this class reflects the requirements for the PLT PRAXIS
test at all levels. This course has a field experience component for
all students and should be taken the same semester as special methods.
The Level 2 assessment is attached to this course.
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EDCI554
|
Foreign Lang Meth for Multi-Age |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529 or permission of the instructor.
Concurrent with EDCI 553.
Foreign language methods/management for multi-age licensure includes
an overview of the multi-age foreign language curriculum, based on
learned society guidelines and state and national standards
for foreign language. Also included will be the investigation
of methods, strategies and activities that involve all ages of
students in foreign language instruction. A field experience
is required.
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EDCI555
|
Drama/Theatre Meth for Multi-Age |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529 or permission of the instructor.
Concurrent with EDCI 553.
Drama/theatre methods/management for multi-age licensure includes
an overview of multi-age drama theatre methods and management
techniques, based on the state and national standards
for fine arts. Also included will be the investigation of methods,
strategies and activities that involve all ages of students in
drama and theatre instruction. A field experience is required.
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EDCI557
|
Health Meth for Multi-Age |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529 or permission of the instructor.
Concurrent with EDCI 553.
Health methods/management for multi-age licensure includes an
overview of multi-age health curricula, based on learned society
guidelines from the American Alliance for Health, Physical
Education, Recreation and Dance/American Association for Health
Education (AAHPERD/AAHE). Also included will be the investigation
of methods, strategies and activities that involve all students
in health instruction. A field experience is required.
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|
EDCI558
|
Physical Educ Meth for Multi-Age |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560, EDIS 509,
EDCI 528 and 529 or permission of the instructor.
Concurrent with EDCI 553.
Physical education methods/management for multi-age licensure
includes an overview of the multi-age physical education curricula,
based on learned society guidelines from the American Alliance
for Health, Physical Education, Recreation and Dance/National
Association for Sport and Physical Education (AAHPERD/NASPE).
Also included will be the investigation of methods, strategies
and activities that involve all students in physical education
instruction. A field experience is required.
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|
EDCI559
|
Visual Arts Meth for Multi-Age |
|
| Prerequisite(s): EDFI 503, (post-baccalaureate), 504, 560,
EDIS 509, EDCI 528 and 529 or permission of the instructor.
Concurrent with EDCI 553.
Visual arts methods/management for multi-age licensure includes
an overview of the multi-age visual arts curriculum, based on
the state and national standards for fine arts.
Also included will be an investigation of methods, strategies and
activities that involve all ages of students in multi-levels
of visual arts instruction. A field experience is required.
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EDCI560
|
Integrating Lang Arts and Social Studies |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560 and
EDIS 509 or permission of the instructor.
The course will use the state and national standards to
frame language arts and social
studies instruction, integrated learning experiences and
assessment. The students will plan and implement developmentally
and individually appropriate instruction based on knowledge of
individual children, the community, curriculum goals and social
studies content through the language arts of reading, writing,
speaking and listening/visual literacy.
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|
EDCI565
|
Integrating Lit and the Arts |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560 and
EDIS 509 or permission of the instructor.
The course will use the state and national standards
to frame literature, art, music and creative dramatics instruction.
Students will explore the role of children's literature in
stimulating language and concept development. The importance of
integrating the visual and performing arts, as well as literature,
into the curriculum will be modeled and applied. Author studies
and thematic teaching are an emphasis.
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|
EDCI568
|
Integrating Math & Science |
|
| Prerequisite(s): EDFI 503 (post-baccalaureate), 504, 560 and
EDIS 509 or permission of the instructor.
This course will use the state and national standards
to frame mathematics and science instruction,
integrated learning experiences and assessment. Students
will develop an integrated approach to giving young children
the opportunity to develop the skills and problem-solving
approaches needed for success in math and science. A hands-on,
inquiry-based approach is presented and activities that emphasize
manipulatives will be explored.
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EDCI572
|
Social Skills Development and Behavior in Young Children |
|
| This course explores strategies to facilitate positive behavior
in young children. Special emphasis is placed on social skills
development and on the techniques of behavioral observation and
intervention.
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EDCI573
|
Program Evaluation and Public Policy in Early Childhood |
|
| This course is designed to allow prospective early childhood educators
to become current and articulate regarding early childhood public
policy issues at the state and national levels. Students will
investigate state and local resources available to support
early childhood education and legislative mandates. Students will
also develop skills necessary for program development and
evaluation.
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EDCI580
|
Career Professionalism for AYA and Multi-Age |
|
| Concurrent with student teaching.
This course provides the springboard from the university setting
to the professional workplace, the transition from student to
employee. As reflective practitioners, students will be expected
to create professional development plans, which they will act
upon during the semester. In this course, students will present
their completed professional development electronic portfolio
and will begin development of an employment portfolio to be
used in job interviews. Students will participate in and
understand the process of a College of Education clinical assessment during
student teaching. Exploration of district-level mentoring
programs and examination of a professional teaching contract
will prepare them for their Entry-Year Teaching experience. The
College of Education Level 3 Graduate Program Assessment is
attached to this class.
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|
EDCI585
|
Career Professionalism for Middle Childhood |
|
| Concurrent with student teaching.
This course will provide the springboard from the university setting
to a professional middle-level workplace, the transition from student
to middle childhood teaching professional. In this course, which is
taken during the student teaching experience, students will investigate
and practice the interview process. They will explore educational
policy issues at both the state and national levels. Licensure standards,
legal rights and responsibilities, professional development, mentorship,
teaching contracts and recent education innovations will be discussed.
The College of Education Level 3 Graduate Program Assessment is attached
to this course.
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EDFI500
|
Orient. Sem for Preservice Teachers |
|
| Prerequisite: transfer credit for EDFI 503.
This seminar is designed for the candidate at the post-baccalaureate
level who has transferred into the program and who needs
to fulfill the requirements of Level I Assessments, namely
the Special Education Portfolio and the Education Portfolio.
The Special Education Portfolio will contain artifacts in all
of the following areas: history of special education, special
education law and court cases, teams and strategies, IDEA
disability categories, classroom observations and a teacher
interview. The Education Portfolio is designed to reflect
the four domains and 19 criteria that candidates must
know for the PRAXIS III and which is developed throughout
the program. Candidates will learn how to gather the
information for each of the sections and compile the
portfolio electronically.
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|
EDFI503
|
The Teaching Profession |
|
| EDFI 503 is the introductory course in the Post-Baccalaureate
Program at The University of Findlay. Students will overview
multiple education topics, such as development, methods, assessment,
motivation, and management. In addition, students will explore such
issues as teacher licensure requirements, K-12 curriculum standards,
school organization, school finance, professional ethics and the
state assessment/testing program. A minimal amount of observation
in the schools is required (30 hours). The Level 1 portfolio is
attached to this course.
|
|
EDFI504
|
Human Development |
|
| Prerequisites: EDFI 503 and 560.
This course is designed to offer graduate students an overview of childhood,
young adolescent and adolescent development in the major development
domains. Students will address development theories in the context of
current research and how to provide opportunities and learning situations
that support cognitive, physical, social, emotional, aesthetic and
language development of children (birth through age 18). These major
developmental domains of children ages 3 to 18 years old will be studied
within both social and cultural contexts. Emphasis will be placed
on the impact that diversity, family and community have on the domains
of development, which calls for awareness of the importanc of teamwork
and collaboration as a fundamental professional teaching standard. The course
prepares teachers for developmentally appropriate practice that supports
the learning of each individual, typical and atypical, at every stage of
development through childhood (birth through age 18). Graduate students will
be able to identify neurobiological, medical and environmental risk factors
that may impact a child's development pre-, peri-, postnatally and
throughout childhood, as well as describe the characteristics, ideology
and prevalence of specific exceptionalities. Teachers are encouraged to
become reflective practitioners who understand the relationship between
human brain function and all aspects of human behavior and development
and who can design and implement developmentally appropriate, innovative
teaching strategies in diverse learning environments.
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EDFI520
|
Culturally Relevant Pedagogy |
|
|
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EDFI525
|
Phonics/Foundation of Literacy |
|
| Prerequisites: EDFI 503 and 560.
This course introduces students to the reading process, including the
nature and acquisition of language; the relationship between language
development and cognition; current and historical perspectives about
reading instruction; the interrelationship among the language arts and
the relation of prior knowledge, meaning and context to the reading
process. Also included are the relationship of the phonemic, morphemic,
semantic and syntactic systems of language to the reading process;
various word recognition, vocabulary and comprehension strategies used
by fluent readers; techniques to create literature environments and
support emergent literacy; phonetic principles; oral and written
grammar and dialects and language patterns. Students will recognize
that developmentally appropriate practice includes the importance
of embedding reading instruction in a meaningful context for the
purpose of accomplishing specific, authentic tasks or for pleasure; the
value of reading aloud to learners and the importance of teaching
reading as a process rather than a discreet series of skills to be
taught through unrelated activities/exercises. Students will become
aware of materials and technology available to teach reading,
including basal readers, children's literature, instructional
materials used to teach phonics and innovative reading-related
software. The state and national standards
will be introduced with a focus upon the reading sections.
|
|
EDFI530
|
Emerging Literacy:Learning to Read |
|
| Prerequisite: EDFI 525
This course is designed to pull together knowledge of developmentally
appropriate practice into cohesive literacy programs designed for
young children (age 3-8). Topics include introducing literacy
to play environments, creating literate primary environments,
building thematic units, reading and writing across the curriculum,
expository text structures (techniques for non-fiction), accomodating
for individual differences and integrating children's literature
across the early childhood and primary curriculum. Questioning
strategies and study skills appropriate to the age range will also
be covered.
|
|
EDFI535
|
Literacy with Special Needs Population |
|
| Prerequisites: EDFI 525 and 530
This course is designed to coordinate aspects of developmentally
appropriate practice that apply to special education. It is designed
to meet the needs of readers rather than imposing prescribed,
inflexible programs. The student will understand and accept the
importance of reading as a means to learn, access information and
enhance the quality of life.
|
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EDFI538
|
Content Area Reading:Reading to Learn for EC, IS, and MC |
|
| Prerequisites: EDFI 525 and 530
This course will promote the development of a literate environment
that fosters interest and growth in all aspects of literacy in
students who know how to read, recognizing that reading develops best
through activities that embrace concepts about the purpose and
function of reading and writing and conventions of print in all subject
areas. Study skills and direct instruction strategies are a special focus
of the course.
|
|
EDFI539
|
Content Area Reading:Reading to Learn for AYA and Multi-Age |
|
| Prerequisites: EDFI 503 and 560
This is the only reading course for those students who are seeking
young adult and multi-age licenses. The course will promote the
development of a literate environment that fosters interest and
growth in all aspects of literacy in students who know how to read,
recognizing that reading develops best through activities that
embrace concepts about the purpose and function of reading and
writing and conventions of print in all subject areas. Study skills
and direct instruction strategies are a special focus of the course.
|
|
EDFI540
|
Assessment and Diagnosis of Reading Difficulties |
|
| Prerequisites: EDFI 525 and either 530, 535, 538 or 539
This last course in the reading core focuses upon reading diagnosis and
correction techniques. Students will conduct case studies and spend 50
hours with experienced/licensed teachers in clinical remedial reading
settings. Topics include interpreting standardized and informal test
results, identifying authentic assessments that provide multiple
indicators of student progress, developing appropriate interventions,
analyzing assessment tools and working effectively with classroom
teachers to develop effective classroom or home interventions.
|
|
EDFI543
|
Research in Reading |
|
| Prerequisites: EDFI 525, 540 and either 530, 535, 538 or 539
Students will identify current issues in the teaching of reading in
their licensure area and compile a literature review of research
pertinent to a selected topic and develop a related action research
plan. A seminar format will allow in-depth
discussion of the various topics and will allow students to explore
moral dimensions and values associated with the teaching of reading.
Students will develop an in-service training module on a topic of their
choice and present it to the class.
|
|
EDFI545
|
Independent Study in Foundations and Inquiry |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The student
meets with the instructor at prearranged intervals and carries forward
an investigation without formal class meetings. This course may be
repeated for a total of five hours provided the topics are different.
|
|
EDFI546
|
Workshop in Foundations and Inquiry |
|
| Workshop topics will vary.
|
|
EDFI547
|
Seminar in Foundations and Inquiry |
|
| Seminar topics will vary.
|
|
EDFI560
|
Tech Integration: Instructional Strategies and Classroom Mgmt |
|
| This course focuses on the integration of technology processes and
resources for enhancing the teaching and learning process.
Education and management software, productivity tools, 21st-century
skills, mobile technologies, copyright, emerging technologies,
instructional strategies, social networking, key issues and trends
related to computer technology in the teaching/learning environment
will be covered. Candidates design, develop, implement and evaluate
instructional units that integrate technology into instructional
lessons and units. This course is required for education technology
majors.
|
|
EDFI562
|
Tech Production: Desktop Materials Mgmt |
|
| Prerequisite: EDFI 560
This course focuses on the design, development and evaluation of instructional
materials using technology tools for production. Skills in the design,
development and delivery of effective communications through print,
projected and display media are emphasized. Tools for writing,
communicating, information organization, calculation, desktop
presentations, graphics and multimedia production are used to produce
K-12 classroom projects. Principles of page layout, typography,
graphic placement and organization are applied to the development of
materials for all types of classroom materials. (This course is recommended
for students with limited technology skills.)
|
|
EDFI564
|
Tech Production: Telecomm I: Video-based Prod & Distance Learning |
|
| Prerequisite: EDFI 560
This course focuses on the systematic design and development of effective,
efficient and appealing educational video and distance learning
resources. Students plan and design informational and instructional
sequences, then develop a video. Specifically, students apply
storyboarding/scripting, directing, camera techniques, in-camera
editing, titling, visual effects and other video techniques to the
development of quality video productions. Students explore alternative
video-based distance learning platforms. Finally, students design,
develop, implement and evaluate instructional units that involve learners
in developing projects that incorporate video into the teaching/learning
environment.
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|
EDFI565
|
Tech Production: Telecomm II- Internet |
|
| Prerequisite: EDFI 560
This course focuses on the systematic design and development of effective,
efficient and appealing educational Internet resources. Candidates will
plan and design informational and instructional sequences, then use
Web authoring and multimedia tools to develop and manage Internet
resources. Specifically, candidates apply multimedia, computer
programming, authoring, screen design and courseware design skills to
the development of Web pages. Candidates will use technology resources
to engage in ongoing professional development and lifelong learning.
Candidates will continually evaluate and reflect on professional practice
to make informed decisions regarding the use of technology in support of
student learning. Technology will be used to communicate and collaborate
with peers, parents and the larger community in order to nurture student
learning. Finally, candidates will design, develop, implement and
evaluate instructional units that involve learners in developing projects
that can be incorporated into Web projects. This course is required
for education technology majors.
|
|
EDFI567
|
Tech Issues in Educ Tech: Networking |
|
| Prerequisite: EDFI 560
This course focuses on technical issues related to networking in school
settings. Students establish a plan for building and district
networks. In addition, they analyze networking environments
(e.g., wiring, services, hardware and software) and conduct network
installation, maintenance, repair and upgrades. Issues of
interoperability and policy development are also addressed. Finally,
students speculate on expansion and enhancement of network systems.
|
|
EDFI570
|
Tech Production: Multimedia |
|
| Prerequisite: EDFI 560
This course focuses on the systematic design and development of effective,
efficient and appealing educational software and multimedia
resources. Students plan and design instructional sequences, then
use a computer-based authoring/multimedia tool to develop and deliver
the instruction. Specifically, students apply multimedia, computer
programming, authoring, screen design and courseware design skills
to the development of desktop presentations, information exploration
materials and simple linear tutorials. Laser discs, CD-ROM, CD-audio,
digitized audio, digitized still and motion video and scanned images
are incorporated into multimedia projects. Finally, students design,
develop, implement and evaluate instructional units that involve
learners in the development of multimedia projects. Required for
education technology majors.
|
|
EDFI575
|
Tech Issues in Educ Tech: Tech Installation and Maintenance |
|
| Prerequisite: EDFI 560
This course focuses on technical issues related to technology installation
and maintenance in school settings. Students establish technology
guidelines; set up systems and install software; and diagnose,
prioritize and troubleshoot problems. In addition, students conduct
basic technology maintenance, repair and upgrades. Step-by-step
instructions for hardware and software use such as manuals and job aids
are developed/assessed.
|
|
EDFI578
|
Career Professionalism in Early Childhood |
|
| Prerequisite: EDCI 570.
Concurrent: with student teaching.
Ohio's performance-based teacher education and licensure standards mandate
beginning teachers be skilled in the areas of planning, instruction,
assessment, instructional strategies and learning environments. These
are four of 10 performance-based areas over which teacher education
candidates will be assessed through PRAXIS II to secure the initial
two-year provisional license and through PRAXIS III to secure the
initial five-year professional license. The Level III portfolio for
early childhood licensure is attached to this course.
|
|
EDFI580
|
Tech Planning and Implementation |
|
| Prerequisite: EDFI 560
This course focuses on the educational leader's role in planning and
implementation of technology in schools. Candidates explore the development of
technology plans including needs assessment, plan development, program
implementation, staff development, change management, evaluation and
technology leadership. Candidates evaluate technology plans and make
recommendations for revision. They also develop building action plans
that include curricular integration, staff development, technology
requirements, facilities design, timelines and budgeting aspects.
Candidates explore alternative funding sources for technology and write
technology grants to seek funding. Candidates engage in supervised
field-based experiences with accomplished technology facilitators and/or
directors. Finally, techniques for developing a technology vision and
providing school leadership are discussed. This course is required
for education technology majors.
|
|
EDFI585
|
Practicum in Educ. Technology |
|
| Prerequisites: state of Ohio teaching certificate or license, EDFI 560,
565, 570, 575, 580
This course provides an opportunity for students to participate in
observation and teaching in a variety of technology settings including
classrooms and labs. Students will design, implement and assess a variety
of activities that incorporate technology, such as the use of
productivity tools, online resources and curriculum units. Students will
communicate regularly with faculty to review progress. Students will
explore issues related to adaptive technologies and distance learning.
|
|
EDFI590
|
Tech Production: Adaptive Technologies |
|
| Prerequisites: EDIS 509 and 535
This course focuses on the use of adaptive technologies to meet
the special needs of children with exceptionalities. Students explore,
evaluate and select adaptive technologies and match resources to
individual student needs. Adaptive technologies are incorporated into
classroom activities. Students design, develop, implement and evaluate
lessons that incorporate adaptive technology.
|
|
EDFI591
|
Internship in Licensure Area |
|
| Prerequisite: satisfactory completion of all required professional
education courses
This is an internship for up to 16 weeks in a setting appropriate
to licensure area. During this internship candidates will be expected
to teach in the content area of their licensure.
|
|
EDFI644
|
Teaching OnLine |
|
| This course focuses on the distinction between face-to-face
teaching and teaching an online course. The student explores
philosophy and pedagogy of courses taught over the Internet
and learns to cultivate community building and collaborative
learning while using the Web as the primary means of
communication. The student will learn to use teaching tools
to effectively manage, instruct and evaluate students.
|
|
EDFI650
|
Literacy Assessment, Curr Algnmt and Data Analysis |
|
| This is a field-based course in which candidates examine district
grade level data with special emphasis on the assessment and
instruction of one group of students. Candidates will work with
a literacy specialist to examine the process of short cycle
assessment, data analysis and curriculum alignment at the building
and district level. The candidate will attend grade-level meetings
at which teachers analyze their quarterly assessment data. The
candidate will learn how to enter assessment data into one of the
technology systems found in Ohio (OASIS). The field experience
component in this course is 33 clock hours.
|
|
EDFI655
|
Internship: Reading Endorsement |
|
| This course is designed to allow candidates for the reading
endorsement who are training for positions as building-level
reading teachers to shadow those teachers. Candidates are required
to spend 67 hours in this internship. Over this internship and the
EDFI 650 course, candidates are required to cover the three grade
bands their reading endorsement will prepare them to teach: primary,
intermediate and junior high/high school. Placement will be
determined accordingly. Shadowing of reading teachers will include,
but is not limited to, administering assessment, conducting small
remedial reading groups, participating in the building's Intervention
Assessment Team, meeting with parents/caregivers/teachers, working
with paraprofessionals, examining building-level testing data and
teaching in summer-school or after-school remedial reading classes.
During this internship, the candidate must also plan teacher
professional development under the supervision of the cooperating
literacy specialist.
|
|
EDFI660
|
Prof Dvlpmt and Adult Learners |
|
| This course will provide literacy specialists-in-training
with an in-depth study of research-supported teaching strategies,
techniques and methods suitable for adult learners. Participants
will explore related topics, such as promoting and sustaining
change, examining value-added data for areas of need, analyzing
teaching, high-quality professional development, developing
learning communities and effective coaching. Participants will be
required to develop a series of professional development modules
that incorporate strategies and techniques for teaching adult
learners.
|
|
EDFI665
|
Topics in Reading Education |
|
| Prerequisites: EDFI 525, 530, 538 and 540
This course will provide teachers specializing in reading education
with an in-depth study of a variety of topics related to teaching
reading and writing. It will operate like a learning community
in that participants will study specific literacy-related books
announced in advance. Participants will then co-develop additional
requirements based upon their perceived professional development
needs and interests. Special emphasis will be on encouraging
and supporting participants to become scholars in the teaching
of reading. Possible topics include, but are not limited to
research-supported teaching strategies, techniques and methods;
enhancing writing programs; using value-added data for continuous
improvement; the relationship of literature to personal development;
working successfully with children who are at-risk; involving
families and motivating adolescents to become lifelong readers
and writers.
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|
EDHR545
|
Independent Study in Human Resource Management |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The student
meets with the instructor at prearranged intervals and carries forward
an investigation without formal class meetings. This course may be
repeated for a total of five hours provided the topics are different.
|
|
EDHR546
|
Workshop in Human Resource Development |
|
| Workshop topics will vary.
|
|
EDHR547
|
Seminar in Human Resource Development |
|
| Seminar topics will vary.
|
|
EDHR641
|
Training & Development in Org. |
|
| The purpose of this course is to provide students with an overview
of the human resource professional in training and development,
relationships between training and development and other organizational
structures and the principles of training design. In addition, this
course will explore and discuss organizational issues, training needs
and other topics such as: an unprepared work force, diversity, recession
and issues generated by the class.
|
|
EDHR642
|
Instructing the Adult Learner |
|
| The purpose of this course is to provide the student with an
in-depth study of the various teaching strategies, techniques and
methods suitable for adult learners that are supported by research
and tested in practice. In addition, students will be required to
develop and facilitate a model teaching unit, lesson plan or
instructional activity that incorporates strategies and techniques
for teaching adult learners.
|
|
EDHR643
|
Assessment, Curriculum, Eval: Technology Integration |
|
| The purpose of this course is to provide the student with the
necessary skills to effectively deliver instruction and evaluate
outcomes predetermined by the organization. The student will define
performance requirements and learning outcomes, formulate and implement
learning strategies and define and implement evaluation strategies to
assess the effectiveness and the impact of learning solutions. Students
will also examine ways to aggregate assessment data. Instruction in and
use of advanced technologies as a tool for assessing needs, developing
curriculum materials and presentations and evaluating training programs
will be an expected part of the course development.
|
|
EDIS509
|
Intro to Educ of Exceptional Students in the Gen Curriculum |
|
| Prerequisites: EDFI 503 and 560.
This course is an introduction to the philosophical, historical and
legal foundations of special education. This includes an understanding
of the referral process, assessment and design of Individual Education
Plans (IEPs). In addition, this course addresses the characteristics
and abilities of the exceptional child, most likely to be served in the
regular education classroom, with emphasis on the design and creation
of accommodations and modifications that will facilitate successful
integration into the regular classroom. Included will be the role of
the regular education teacher in collaboration and teaming with the
intervention specialist.
|
|
EDIS525
|
The Intervention Specialist's Role in Consult. & Collaboration |
|
| Prerequisite: EDIS 509.
This course will emphasize teaming and collaboration in order to
develop skills that will prepare intervention specialists to
communicate, collaborate and consult with individuals with
disabilities, parents, teachers and other professionals,
administrators and community service personnel in order to
facilitate change that will benefit students with disabilities.
|
|
EDIS530
|
Learning Styles & Needs: Exceptional Children |
|
| Prerequisite: EDIS 509.
This course is a thorough study of the diversity and dynamics
of learning styles and needs of children with specific learning
and developmental disabilities. Through discussion, research and
practicum experiences, students will gain an in-depth understanding
of the educational implications of children with differing abilities
and learning styles. Theoretical basis, etiology, legal mandate and
future perspectives will be considered. Students will learn how to
develop and implement a comprehensive accommodation plan for students with
mild/moderate disabilities in order to assist in integration
in the regular classroom.
|
|
EDIS535
|
Families-Children w/Special Need |
|
| Prerequisite: EDIS 509
This course gives an in-depth study of the unique needs and
experiences of families who have a child with a disability.
Centered on active participation and case study, the course will allow
students to explore critical periods of transition in the child's life (birth
through adulthood) and the implications for the family. Legal
mandates will be discussed and skills in family assessment,
interviewing techniques, communication and proactive support
strategies will be developed.
|
|
EDIS537
|
Diagnostic Assess/Prescriptive Teaching for the Exceptional Population |
|
| Prerequisite(s): EDIS 530 and 535 or permission of the instructor
This course offers advanced application of diagnostic assessment instruments and
prescriptive teaching techniques used with special education
students. The course includes the evaluation and administration of formal
and informal tests. Additionally, prescriptive program plans will be
written from the assessment data.
|
|
EDIS538
|
Instructional Methods for Students with Specific Learning & Developmental Disabilities |
|
| Prerequisite: EDIS 530 or permission of the instructor
This course teaches students how to select and develop instructional
strategies and materials for students with developmental handicaps.
It also extends knowledge and application of instructional theory
through life skill planning. s class includes six weeks of supervised
teaching in special education settings for initial licensure teacher
candidates. Teacher candidates seeking second licensure will complete
eight weeks of supervised teaching in special education settings.
|
|
EDIS540
|
Alternative Approaches: Behavior Management & Social Skills Development |
|
| Prerequisite: EDIS 530 or permission of the instructor
This course covers the application of behavioral management theory
to facilitate learning through preventive measures as well as
remedial techniques. Special emphasis on techniques of observation,
recording methods, reinforcement principles and analysis of behavior
will be based on research cases.
|
|
EDIS543
|
Neurobiology of Learning & Behavior |
|
| Prerequisite: EDIS 530.
This course will explore current research and knowledge in the
neurobiological basis of learning and behavior, namely memory,
attention, cognitive processing, sensory perceptual processes and
perceptual motor functions. Students will also explore applications
of this research to the classroom.
|
|
EDIS544
|
Vocational Transitions and Career Exploration for Exceptional Children |
|
| Prerequisite(s): EDIS 530 and 535 or permission of the instructor
Graduate students taking this course will learn the components
of vocational and career education for the exceptional child.
The students will explore and be exposed to the current practices
in pre-vocational education, vocational and career assessment and
vocational/career education. The role community agencies and
ancillary services play in a vocational education program will be examined.
|
|
EDIS545
|
Independent Study-Intervention Specialists |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The student
meets with the instructor at prearranged intervals and carries forward
an investigation without formal class meetings. This course may be
repeated for a total of five hours provided the topics are different.
|
|
EDIS546
|
Workshop for Intervention Specialists |
|
| Workshop topics will vary.
|
|
EDIS547
|
Seminar for Intervention Specialists |
|
| Seminar topics will vary.
|
|
EDIS550
|
Intervention Techniques: Young Children with Disabilities |
|
| Prerequisite: EDIS 509.
Students will study causes of developmental delay in young children and
will address issues related to research-supported instructional
content and practice, such as techniques for facilitating learning
and modifying methods, materials, environments and teaching style to
meet needs of the young child with disabilities in an inclusive early
childhood program. The state and national standard are used to frame content-
area instruction. Included are development and evaluation of developmentally
appropriate educational plans (IFSP/IEP) and instructional objectives,
the effects of cultural perspectives and diversity on effective
instruction, the use of assessment to evaluate learning environments.
Inclusion models, collaborative teaming and consideration of future
environment issues, along with methods of promoting effective adult-child
and child-child interactions are investigated. This includes modifying
materials and environments to include children with disabilities.
Students will develop methods of integrating a child's IEP goals into
his/her daily activities and routines, incorporating a multidisciplinary
approach into the design of intervention strategies for young children.
|
|
EDIS580
|
Career Prof for the Intervention Specialists |
|
| Concurrent with student teaching.
This is a culminating class for intervention specialists that will
address special education policy issues, controversies, legal rights
and responsibilities, professional development, licensure standards,
mentorship, performance standards and attitudes and values of
successful teachers of students with disabilities. Discussion within
this class will include engagement in professional activities
that can benefit individuals with disabilities and their families,
the teacher's ethical responsibility to at-risk students and participation
in professional organizations relevant to the field. The Level III portfolio
for intervention specialists is attached to this course.
|
|
EDSP545
|
Special Programs Independent Study |
|
| Individual study is designed to provide the educational leader the
opportunity to work individually on professional problems. The student
meets with the instructor at prearranged intervals and carries forward
an investigation without formal class meetings. This course may be
repeated for a total of five hours provided the topics are different.
|
|
EDSP546
|
Special Programs Workshop |
|
| Workshop topics will vary.
|
|
EDSP547
|
Special Programs Seminar |
|
| Seminar topics will vary.
|
|
EDSP548
|
Mazza Institute |
|
| This course is designed to expose teachers, librarians and other
community partners to the rich resources for teaching and learning to
be found in children's picture books. The institute consists of keynote
speeches by well-known and up-and-coming writers and illustrators of
children's picture books. In addition, keynote speakers may include
editors, reviewers and other scholars in the field of children's
literature. Break-out sessions are juried by the Mazza Institute Committee
and feature such topics as: ways to use the books of the keynote
authors/illustrators in the classroom, thematic teaching using
children's illustrated books, making books, writer and illustrator
roundtables, what is new in children's literature, using children's
literature to meet state standards and focused tours of the Mazza
Museum International Art from Picture Books. Since the keynote speakers
and break-out sessions change each year, participants may take the
institute twice at the graduate level to count in the elective strand
of their master of arts in education degree. The institute may also be
taken at the post-graduate level (EDSP 648) for continuing education.
The structure of the Mazza Summer Institute encourages candidates to
research the latest developments in the field of children's literature,
observe how the creators of children's books utilize technology,
expand their knowledge base about children's literature and its
relationship to literacy, develop innovative ways to teach and assess
state standards, develop a background in how children's literature reflects
multicultural diversity and develop a network of contacts for collaboration
related to enhancing the curriculum through literature and author studies.
|
|
EDSP554
|
Math Teaching for Grades 4 & 5 |
|
| Prerequisite: students must hold or be candidates for an Ohio
Early Childhood License for PreK-Grade 3
This course delivers specific content and concepts as well as
pedagogy for mathematics teaching at the fourth- and fifth-grade
levels. Current practices and innovation focusing on Grades 4 and 5
from state and national standard levels will be examined.
Teaching methods and practices that encourage the
development of higher-order thinking skills will be stressed. Students
will construct and design instructional strategies for content
and performance standards at the fourth- and fifth-grade levels
and design a two-week integrated, multi-disciplinary unit. Hands-on
activities and inquiry and discovery-based practices will be shared
and modeled.
|
|
EDSP555
|
Science Teaching for Grades 4&5 |
|
| Prerequisite: students must hold or be candidates for an
Ohio Early Childhood License for Pre-K-Grade 3
This course delivers specific content and concepts as well as
pedagogy for science teaching at the fourth- and fifth-grade levels.
Current practices and innovation focusing on Grades 4 and 5 from
state and national standard levels will be examined. Teaching methods
and practices that encourage the development of higher-order thinking
skills will be stressed. Students will construct and design
instructional strategies for content and performance standards at
the fourth- and fifth-grade levels and design a two-week integrated,
multi-disciplinary unit. Hands-on activities and inquiry and discovery-
based practices will be shared and modeled.
|
|
EDSP556
|
Soc Stud Teaching for Grades 4&5 |
|
| Prerequisite: students must hold or be candidates for an
Ohio Early Childhood License for Pre-K-Grade 3
This course delivers specific content and concepts as well as
pedagogy for social studies teaching at the fourth- and fifth-grade
levels. Current practices and innovation focusing on Grades 4 and 5
from state and national standard levels will be examined.
Teaching methods and practices that encourage the development
of higher-order thinking skills will be stressed.
Students will construct and design instructional strategies for
content and performance standards at the fourth- and fifth-grade
levels and design a two-week integrated, multi-disciplinary unit.
In addition, this course will also introduce Middle School
Philosophy and Organization. Students will develop lesson plans and
class activities based on the Child/Young Adolescent Developmental
Stages in Grades 4 and 5.
|
|
EDSP603
|
Biodiversity of NW Ohio |
|
| Biodiversity of Northwest Ohio is a course that will help teachers
take their classes into the schoolyard or natural area and give them
the basic tools they need to identify common plants, insects, birds and
miscellaneous invertebrates in this area. Collection and preservation
techniques, as well as ethics of collecting and research will be
included. Opportunities for educators to incorporate content into
hands-on activities and methodologies to enhance conceptual understanding
and assimilation are part of the course work. State and national standards
at the pre-kindergarten to grade 12 (P-12) levels across the curricular areas
will be addressed.
|
|
EDSP604
|
Science and Technology for Educ |
|
| Science and Technology is an individually designed, online course that
can be tailor-made for the teacher regarding content focus. It will
require the teacher to produce materials for use in his/her classroom,
as well as work with available online resources. Teachers will choose
two content areas to use as a focus. Opportunities for educators to
incorporate content into hands-on activities and methodologies to
enhance conceptual understanding and assimilation are part of the
coursework. Technological tools are employed for the purpose of
scientific inquiry as a supplement to the content. State and
national standards at the P-12 level across the curricular areas
will be addressed.
|
|
EDSP605
|
Oceanus:Thematic Teaching |
|
| Oceanus is an interdisciplinary and integrated science course focusing
on the ocean as a theme. The content is offered to convey global
science concepts. It includes videocasts augmented by multimedia
presentation in a lecture format. Technological tools are employed
for the purpose of scientific inquiry as a supplement to the content.
Opportunities for educators to incorporate content into hands-on
activities and methodologies to enhance conceptual understanding and
assimilation are part of the coursework. State and national standards
at the P-12 level across curricular areas will be addressed.
|
|
EDSP606
|
Ecosystems and Society for Educ |
|
| This course is based on hands-on, discovery-based workshops facilitated
by various nationally recognized organizations. Workshops for Project
WET, Project Learning Tree, Project WILD/WILD Aquatic and other excellent
activity/field curriculum guides and training to use them will be the
framework for this class. Technological tools are employed for the
purpose of scientific inquiry as a supplement to the content.
Opportunities for educators to incorporate content into hands-on
activities and methodologies to enhance conceptual understanding and
assimilation are part of the coursework. State and national standards
at the P-12 level across curricular areas will be addressed.
|
|
EDSP607
|
Astronomy for Teachers & Naturalists |
|
| This course will provide content specific to educators that will use
astronomy as part of their teaching or presentations to the public.
The focus of the course will be to provide: field trips to area
planetariums, night sky viewing led by retired astrophysicists and
other area experts, daytime astronomy activities (spectra and
spectroscopes, sundials, myths, legend and literature tie-ins,
Native American lore, moon and other celestial bodies studies,
solar system, origin of universe, telescopes, historical
astronomy). The students will develop activities for
classroom/nature center use. Field-specific content will be delivered
via the Internet and research, CD-ROM media and an astronomy text.
Science education methodology for multi-age (P-12 and public) is used
as a supplement to the content. Opportunities for educators to
incorporate content into hands-on activities and methodologies to
enhance conceptual understanding and assimilation are part of the
coursework. State and national standards at the P-12 level across
curricular areas will be addressed.
|
|
EDSP608
|
Science as a Way of Knowing/ Inquiry-based Science Instruct |
|
| This course takes a historical look at science as a discipline,
examines major changes and concepts and focuses on physical/earth
systems science domains as opposed to life science. Integration of
best-practice inquiry-based science instruction demonstrated with
numerous classroom activities will be included. Technological tools
are employed for the purpose of scientific inquiry as a supplement
to the content. Opportunities for educators to incorporate content
into hands-on activities and methodologies to enhance conceptual
understanding and assimilation are part of the coursework. State
and national standards at the P-12 level
across curricular areas will be addressed.
|
|
EDSP609
|
Adv Meth in Teaching HS Science |
|
| This course will provide opportunities for teachers to encourage
their students to ask questions, make discoveries, gather data,
analyze explanations and communicate scientific arguments which
are key ingredients in a classroom where vibrant inquiry is taking
place. The Teaching High School Science library will help new
and veteran science teachers integrate national science standards
and inquiry learning into their curricula. Showing science classrooms
around the country, the modules cover topics in life science,
physical science, Earth and space science and integrated science.
They also show a range of teaching techniques and student/teacher
interaction.
|
|
EDSP610
|
Modern Concepts in Life Science |
|
| This is a professional development course focusing on the life
science content. Great advances have been made in the field
of biology in recent decades that will continue to have a major
impact on our lives. This course will update teachers' content
knowledge and understanding of recent advances in life science.
Technological tools are employed for the purpose of scientific
inquiry as a supplement to the content and viewing of a set of
video-casts is part of the content presentation. Opportunities
for educators to incorporate content into hands-on activities
and methodologies to enhance conceptual understanding and
assimilation are part of the course work. State and national standards
at the P-12 level across curricular areas will be addressed.
|
|
EDSP615
|
Differentiated Instruction |
|
| This course has been designed to assist classroom teachers to develop
elements of differentiated instruction. The course will provide an
overview to the application of differentiated instruction for all
grade levels while focusing on the state and national standards. It
includes a survey of current practice and trends, methods and strategies
that emphasize systematic and sequential organization for differentiation,
as well as hands-on experiences, relevant materials, age-appropriate
activities, cross-disciplinary planning and teaming. Candidates
will focus on problem solving, critical thinking and application
skills. Candidates will be required to keep logs/journals,
prepare materials, assignments and assessments and analyze the
classroom, their students and their instruction using multiple
criteria. There will be a heavy emphasis on technology-
supported instruction.
|
|
EDSP618
|
Integrating the Humanities |
|
| Through a systematic program of interactive activities, students
will investigate and explore elements of the humanities including
visual arts, music, dance, theatre, literature, architecture, etc.
An extensive resource base will be developed. Students will select
and integrate humanities activities to enhance and expand history,
literature, reading, science and social studies instruction, as
well as other related content areas.
|
|
EDSP620
|
Grant Writing |
|
| This course will provide opportunities for educators and other
human service professionals to explore the world of external
funding. As participants, students will brainstorm ideas for
successful grants, learn of viable funding sources, discuss
essential elements of a winning proposal and conclude by writing
their own small grant proposal. Students are encouraged to
submit written proposals to funding agencies incorporating
concepts studied in previous graduate courses.
|
|
EDSP621
|
Writing for Children |
|
| This course introduces students to the process of writing books
for children. Topics covered include how to write the literary
elements (characters, settings, plot, subplot, theme, point of
view) effectively. Students will also explore literary
techniques and devices. All students will work on their own
writing throughout the course and will critique each other's
work. Attention will also be paid to the publishing processes
and to support systems that are available to new writers.
|
|
EDSP622
|
Topics in Children's Literature |
|
| This course will allow students to engage in an in-depth examination
of topics related to children's literature. Topics could be, but
are not limited to, storytelling, multicultural literature,
historical children's books, in-depth genre study (poetry,
realistic fiction, fantasy, informational) or literature by a
particular author. Students may read an identified book together,
such as a book on storytelling or a series of books by a particular
author. Projects will be determined by individuals in collaboration
with the professor in an attempt to maximize the flexibility of
the course to meet individual needs and interests, allowing
particpants to become scholars in children's literature.
|
|
EDSP630
|
The Leader: Facilitator of Innovation & Strategic Mgmt |
|
| Prerequisite: EDUC 500 or permission of the instructor
This course focuses on leadership theories, models and strategies
that have laid the foundation for the evolution of many leadership
practices that exist today. Areas of emphasis will be leadership and
strategic management, innovation and creative process, creative
problem solving and decision making, strategic planning and
organizing, continuous improvement and team building and group
dynamics. Learners will be responsible for exploring each of these
topical areas and applying critical thinking in selected assignments
for content review, discussion and evaluation regarding their impact
on leadership and/or professional success.
|
|
EDSP631
|
Collaborative Grant Writing |
|
| Prerequisite: EDUC 500 or permission of the instructor
This course will provide opportunities for educators and other
human service professionals to work on a collaborative team
seeking external funding for a project. The focus of this course
will be discussion of funding sources that require collaboration among
agencies and the unique requirements of this type of proposal. The
course will culminate with proposals written by student teams.
|
|
EDSP632
|
Evidence-Informed Decision Makng |
|
| Prerequisite: EDUC 500 or permission of the instructor
This course is designed to foster evidence-informed decision making
for the teacher leader. Students will work collaboratively to develop
high quality assessments, analyze student data, implement
differentiated instruction and respond to intervention. Students will
identify resources that can be utilized to support assess-plan-teach-
reassess cycle. Students will also explore distinct assessment plans
and the impact a teacher leader can have on the development and
implementation of such plans. Thirty hours of field work is required
to complete the major assignment in this course.
|
|
EDSP633
|
Mentoring and Coaching Teachers |
|
| Prerequisite: EDUC 500 or permission of the instructor
This course will prepare teacher leaders to assume leadership roles
at the school, district, state or national levels and in professional
organizations. Candidates will learn ways to use knowledge of professional
standards, including the Standards for Ohio Educators, to support
teachers' professional growth. They will explore the skills and
competencies needed to teach, mentor and coach adult learners. They
will develop, implement, evaluate and engage in professional development
activities for teachers that promote reflective practices like
learning communities. They will examine professional, ethical behavior
and determine ways to model it and support it in others. The research
foundation for the course will be drawn from Invitational Theory and
Practice, Social-Emotional Learning and the adult education literature.
Participants will be required to develop a series of professional
development modules that incorporate strategies and techniques
for teaching adult learners. This course has a field experience
requirement of 90 hours of work with a principal, curriculum specialist
or staff developer on building- or district-level professional development.
|
|
EDSP648
|
Advanced Mazza Summer Institute |
|
| This course is designed to expose teachers, librarians and other
community partners to the rich resources for teaching and learning
to be found in children's picture books. The institute consists of
keynote speeches by well-known and up-and-coming writers and
illustrators of children's picture books. In addition, keynote speakers
may include editors, reviewers and other scholars in the field of
children's literature. Break-out sessions are juried by the Mazza
Institute Committee and feature topics as: ways to use the books
of the keynote authors/illustrators in the classroom, thematic teaching
using children's illustrated books, making books, writer and illustrator
roundtables, what is new in children's literature, using children's
literature to meet state standards and focused tours of the Mazza
Museum of International Art from Picture Books. Since the
keynote speakers and break-out sessions change each year, participants may
take the institute at the post-graduate level multiple times for
continuing education. The structure of the Mazza Summer Institute
encourages candidates to research the latest developments in the field
of children's literature, observe how the creators of children's
books utilize technology, expand their knowledge base about children's
literature and it's relationship to literacy, develop innovative ways
to teach and assess state standards, develop a background in how
children's literature reflects multicultural diversity and develop
a network of contacts for collaboration related to enhancing the
curriculum through literature and author studies. Candidates in the
advanced institute will also prepare a break-out session for the
following year's institute, allowing them to become educational leaders.
|
|
EDUC046
|
Teachers of Tomorrow |
|
| This activity allows education students to expand and apply
topics discussed in the regular university
classroom. This student organization provides professional
development opportunities and social support for future teachers.
|
|
EDUC151
|
Ethnicity |
Y |
| This course will prepare education majors to recognize and
accept differences in areas such as culture, gender, intelligence,
age, socioeconomic status, physical ability, etc. Candidates
will be introduced to community and other resources as
opportunities for cultural enrichment and interpersonal awareness.
|
|
EDUC161
|
Teaching as a Profession |
|
| This course introduces students to the teacher education faculty
at The University of Findlay and available
campus resources. In addition, students will focus on a variety
of topics related to the teaching profession, including teacher
licensure, school structure, finance, professional ethics, standards,
and relevant health and safety issues. Observation in the
schools and reflection are required.
|
|
EDUC200
|
Orientation Seminar for Preservice Teachers |
|
| Prerequisite: candidate must have transferred in EDUC 161 or 265
This seminar is designed for candidates at the undergraduate
and post-baccalaureate levels who have transferred into the
program and who need to fulfill the requirements of Level I
Assessments, namely the Special Education Portfolio and the
Education Portfolio. The Special Education Portfolio will contain
artifacts in all of the following areas: history of special
education, special education law and court cases, teams and
strategies, IDEA disability categories, classroom
observations, and a teacher interview. The Education Portfolio
is designed to reflect the College of Education goals and
objectives. Candidates will learn how to gather
the information for each of the sections and compile the Education
Portfolio electronically.
|
|
EDUC202
|
Pre-Professional Block (Soph) |
|
| Prerequisites: ENGL 106 or 107, COMM 110, EDUC 161,
SPED 134, CSCI 148, 149, 150, or 190
Internship assignments are six-week internships, every day
for the morning class sessions, in an inclusive, or departmental
class/discipline setting, under the supervision of a cooperating
teacher and a University supervisor. Internship assignments
will be in the licensure ages/grades.
|
|
EDUC219
|
Phonics/Foundation of Literacy |
|
| This course introduces students to the reading process, including
the nature and acquisition of language,
current and historical perspectives about reading instruction,
the interrelationship among the language arts, and the relation of
prior knowledge, meaning, and context to the reading process.
Included are the importance of reading aloud; the relationship
of the phonemic, morphemic, semantic, and syntactic systems of language
to the reading process; techniques to create literate
environments and support emergent literacy; phonetic principles;
oral and written grammar; and dialects and language patterns. This course
is not required for AYA and multi-age candidates, unless they are earning
a reading endorsement.
|
|
EDUC260
|
Technology Integration: Instructional Strategies |
|
| This is a required course for all pre-service teachers. It
encompasses effectively identifying, locating, evaluating,
designing, preparing, and efficiently using educational
technology as an instructional resource in the classroom
as related to principles of learning and teaching. Candidates
will develop increased classroom communication abilities through
lectures, discussions, modeling, laboratory experiences, and
completion of a comprehensive project.
|
|
EDUC265
|
Growth & Dvlpmt:Theory into Prac |
|
| Prerequisite(s): ENGL 106 or 107, COMM 110, EDUC 161, SPED 134
and CSCI 148, 149, 150, or 190 or permission of the instructor
This course will explore and analyze major concepts, principles,
theories, and research associated with development of
children from birth to young adults, including cognitive,
biological, social, and affective domains. In this course students will
identify, collect, and report on how theories/theorists
are reflected in instruction, management, and assessment when working
with children and youth. Students will identify field placements
in which they will complete observations and analysis of
instruction, management, and assessment strategies. A major
emphasis in this course will be research: definitions, components,
types, evaluation criteria, etc. Students
will complete all applied assignments within the
appropriate age groups to be observed and studied according to
their disciplines and career goals. All assignments for
this class will be completed in APA style. This course should be
taken with the Pre-Professional Block (sophomore) with EDUC 202
and SPED 261.
|
|
EDUC302
|
Junior/Methods Field Exp |
|
| Prerequisites: EDUC 202, SPED 261, and EDUC 265
This course will be taken with junior-level internships,
every day, all day in an inclusive or departmental class/
discipline setting, under the supervision of a cooperating
teacher and a university supervisor. Internship assignments will
be in the licensure ages/grades. Early childhood methods
internships will run for eight weeks all day, every day in
a public pre-school setting (ages 3-8).
|
|
EDUC303
|
Assessment/Evaluation for Middle Childhood, Adol./Young Adult, & Multi-Age |
|
| Prerequisites: EDUC 202, SPED 261, and EDUC 265.
This course includes the study and design of questioning,
test writing, alternative assessment, portfolios, performance
assessments, grading systems, interpretation of test results,
intervention planning based on test results, and formats for
evaluation. Also included are methods of reporting assessment
results to students, parents, families, and local communities.
This course is part of the methods field experience (junior level)
and is scheduled with 356 and appropriate methods classes for the
various licenses.
|
|
EDUC311
|
Children's and Early Adolescent Literature |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course is a survey of literature for children and early
adolescent students. Included are criteria for selection and evaluation
of literature, different types of literature (genre), principles
of storytelling, and principles involved in teaching and integrating
literature across the curriculum at these particular age levels.
|
|
EDUC325
|
Emergent Literacy: Learning To Read |
|
| Prerequisites: EDUC 219
This course is designed to pull together knowledge of developmentally
appropriate practice into cohesive literacy programs
designed for young children (age three to grade 3). Topics include
introducing literacy to play environments, creating literate
primary environments, building thematic units, reading and writing
across the curriculum, expository text structures
(techniques for nonfiction), accommodating for individual differences,
and integrating children's literature across the early
childhood and primary curriculum. Questioning strategies and study
skills appropriate to the age range will also be covered.
|
|
EDUC326
|
Literacy with Special Needs Population |
|
| Prerequisites: EDUC 219, 325
This course is designed to coordinate aspects of developmentally
appropriate practice-integrated thematic teaching, children's
literature across the curriculum, expository text structures,
content area reading and writing techniques, questioning strategies,
study and test-taking skills that apply to special education.
In addition, interventions successful with students with mild to
moderate disabilities will be explored, including reading style
techniques and selecting developmentally appropriate reading
materials for inclusion settings. Assessments specific to special
education will be a focus.
|
|
EDUC333
|
The School Volunteer Program |
|
| Prerequisite: permission of the Director of Field-Based Experience.
This program is designed to provide volunteer opportunities for
pre-service teachers to gain additional experience with the
teaching/learning process in various school settings. Candidates
enrolling in this course will volunteer a specified number of
in-classroom clock hours based on the recommendation of the
Director of Field Experiences and the candidate's program director.
|
|
EDUC354
|
Mgmt for Middle Chldhd, Adlsct/ Yng Adult and Multi-Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course includes the study of philosophy and structure of
classroom environment and the development of rules and procedures for
young adolescent and adolescent/young adult settings. Discussions of
interdisciplinary teams, teacher-based guidance, flexible grouping,
family and community resources, and scheduling, inquiry, and
collaboration among colleagues will be included.
This course is part of the methods field experience (junior level) and
should be scheduled with EDUC 302, 303, 415, and appropriate
methods classes for various licenses.
|
|
EDUC356
|
Integrated Organization/ Management for Middle Childhood |
|
| Prerequisite: EDUC 151, 161, 260, 299; SPED 134, 261; PSYC 210 or EDUC 227.
This course includes the study of philosophy and structure of
upper elementary, middle school, junior high, and high school.
Classroom environment, development of rules and procedures, and
management models will be examined focusing on middle school.
Discussion of interdisciplinary teams, teacher-based guidance,
flexible grouping, family and community resources, and scheduling,
inquiry, and collaboration among colleagues will be included.
Materials from NMSA will be used as texts. A minimum of four team
facilitated thematic experiences will be scheduled in conjunction
with the methods classes. This course is part of the methods field
experience
(junior level) and should be scheduled with EDUC 303, 415.01, and
appropriate methods classes for various licenses.
|
|
EDUC357
|
Integrated Math Meth/Curr for Middle Chldhd & Adlscent Yng Adl |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course includes a concentration on ideas,
procedures, and materials for the teaching of mathematics in
both young adolescent (MC) and adolescent young adult (AYA) settings.
Basic concepts are reviewed with emphasis on a
variety of effective teaching methods based on the Ohio K-12 Academic
Content Standards for Mathematics. All assignments will be completed in the
grade bands of the candidate's license. This course is part of the methods
field experience (junior level) and should be scheduled with
EDUC 302, 303, 354, 415, and appropriate methods classes for various
licenses.
|
|
EDUC358
|
Integrated Language Arts Methods Curr for Middle Chlhd and Adlscent Yng Adult |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course includes an overview of both young adolescent (MC) and
adolescent/young adult (AYA) language arts curriculum, based on the Ohio
K-12 Academic Content Standards for Language Arts. Included will be an
investigation of methods in listening/visual literacy, oral
communication, creative dramatics, literature, and writing, as
well as language acquisition and development, grammar, dialects
and usage. Diversity and technological issues will be addressed
in all areas. All assignments will be completed in the grade bands of
the candidate's license. This course is part of the methods field experience
(junior level) and should be scheduled with EDUC 302, 303, 354, 415,
and appropriate methods classes for various licenses.
|
|
EDUC359
|
Integrated Science Meth/Curr for Middle Chlhd & Adlscent Yng Adlt |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Current practices and innovations focusing on the Ohio K-12
Academic Content Standards for Science in young adolescent (MC) and
adolescent young adult (AYA) science curriculum will be examined. This is
a hands-on laboratory course with students participating in science
activities for adolescent/young adult. The practical
application of science is stressed. Both specific and
general legal obligations of science teaching will be addressed.
All assignments will be completed in the grade bands of the candidate's
license. This course is part of the methods field experience (junior level)
and should be scheduled with EDUC 302, 303, 354, 415, and
appropriate methods classes for various licenses.
|
|
EDUC360
|
Integrated Social Stud. Methods/ Curr for Middle Chlhd and Adlscent Yng Adult |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course overviews young adolescent (MC) and adolescent/young adult
(AYA) social studies and focuses on 10 strands of the National Council for
the Social Studies and the Ohio K-12 Academic Content Standards
for Social Studies. It includes a survey of current practices, trends,
methods, and strategies which emphasize hands-on experiences, relevant
materials, age-appropriate activities, cross-disciplinary planning,
and teaming. All assignments will be completed in the grade bands of
the candidate's license. This course is part of the methods field
experience (junior level) and should be scheduled with EDUC 302, 303,
354, 415, and appropriate methods classes for various licenses.
|
|
EDUC365
|
Drama/Theatre Methods/Mgmt for Multi-Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Drama/theatre methods/management for multi-age licensure includes
an overview of the multi-age drama/theatre methods and
management techniques, based on the Ohio K-12 Academic Content
Standards for the Arts. Also included will be the investigation
of methods, strategies, and activities that are age-appropriate and
involve all ages of students in various drama and theatre
instruction and activities. This course is part of the methods
field experience (junior level) and should be scheduled with
EDUC 302, 303, 354, and 415.
|
|
EDUC366
|
Foreign Language Methods/Mgmt for Multi-Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Foreign language methods/management for multi-age licensure
includes an overview of the multi-age foreign language curriculum,
based on learned society guidelines and Ohio K-12 Academic Content
Standards for Foreign Language. Also included will be investigation
of methods, management strategies, and activities that are
age-appropriate and involve all ages of students in various
foreign language instruction and activities. This course is part
of the methods field experience (junior level) and should be
scheduled with EDUC 302, 303, 354, and 415.
|
|
EDUC367
|
Health Methods/Mgt for Multi_Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Health methods/management for multi-age licensure includes an
overview of the multi-age health curricula, based on learned society
guidelines and the Ohio Academic Content Standards. Also
included will be investigation of methods, management strategies,
and activities that are age-appropriate and involve all
students in various health instruction and activities. This
course is part of the methods field experience (junior level)
and should be scheduled with EDUC 302, 303, 354, and 415.
|
|
EDUC368
|
Physical Education Methods/Mgmt for Multi-Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Physical education methods/management for multi-age licensure
includes an overview of the multi-age physical education curricula,
based on learned society guidelines and the Ohio Academic
Content Standards. Also included will be an investigation of
methods, management strategies, and activities that are age-appropriate
and involve all students in various physical education activities.
This course is part of the methods field experience (junior
level) and should be scheduled with EDUC 302, 303, 354, and 415.
|
|
EDUC369
|
Visual Art Methods/Mgmt for Multi-Age |
|
| Prerequisites: EDUC 202, 265, SPED 261.
Visual arts methods/management for multi-age licensure includes
an overview of the multi-age visual art curriculum, based on the
Ohio K-12 Academic Content Standards for the Arts. Also included
will be investigation of methods, management strategies, and
activities that are age-appropriate and involve all ages of
students in multi-levels of visual arts instruction and
activities. This course is part of the Junior Practicum and
should be scheduled with EDUC 302, 303, 354, and 415.
|
|
EDUC371
|
Language Arts & Social Studies Strategies for Early Childhood |
|
| Prerequisites: EDUC 202, 265, SPED 261.
The Ohio K-12 Academic Content Standards for language arts and
social studies will be the focus of planning developmentally
appropriate instruction and integrated activities designed
to promote concept development in young children through the
use of the language arts of reading, writing, speaking, and
listening/visual literacy. This course is part of the methods
of experience (junior level) and should be scheduled with
EDUC 302, 372, 373, 415, and SPED 338.
|
|
EDUC372
|
Science & Math: Building Blocks for Early Childhood |
|
| Prerequisites: EDUC 202, 265, SPED 261.
An integrated approach to giving young children the opportunity
to develop the skills and problem solving approaches needed for
success in math and science. A hands-on, inquiry-based approach is
presented and activities that emphasize manipulatives will be
explored in conjunction with Ohio K-12 Academic Content Standards for
math and science. This course is part of the methods field experience
(junior level) and should be scheduled with EDUC 302, 371, 373, 415, and
SPED 338.
|
|
EDUC373
|
Integrating Literature and the Arts for Early Childhood |
|
| Prerequisites: EDUC 202, 265, SPED 261.
This course will explore the role of children's literature in
stimulating language and concept development. The importance of integrating
the visual and performing arts, as well as literature, into the curriculum
will be modeled and applied. Included are music and rhythm, art,
and creative dramatics linked to the Ohio K-12 Academic Content Standards
for the Arts. This course is part of the field experience (junior level)
and should be scheduled with EDUC 302, 371, 372, 415, and SPED 338.
|
|
EDUC415
|
Content Area Reading: Reading To Learn |
|
| Prerequisites for EC, MC, and IS majors: EDUC 202, 219, 265, 325,
and SPED 261.
Prerequisites for AYA and MA majors: EDUC 202, 265, and SPED 261.
This course will focus on the basics of content area reading, such
as test-taking strategies, questioning skills, study skills, textbook
reading strategies, expository text structures, and content vocabulary
development. In addition, setting purposes for reading and
writing, accommodating for individual differences in content area
reading and writing, integrating children's and adolescent literature
across the curriculum, using library and technology resources
for researching, writing research reports, and writing across the
curriculum will be covered. This course is part of the methods
field experience (junior level).
|
|
EDUC418
|
Capstone Seminar for Middle Childhood, Adoles./Young Adult, and Multi-Age |
|
| Prerequisites: satisfactory completion of all required lower-level
professional education courses.
This course is designed to allow prospective educators to examine
education policy issues at the state and national levels from a
historical and current perspective. Included are legal rights
and responsibilities, licensure standards, professional development,
mentorship, performance standards, and assessment, attitudes and
values of successful teachers, and foundations
of American education. The student teaching portfolio is
connected with this course. This course should be taken with
EDUC 463.
|
|
EDUC423
|
Assessment/Diagnosis of Reading Difficulties |
|
| Prerequisites: EDUC 219, 325, and 415.
This final course in the reading core focuses on reading
diagnosis and correction techniques. Students will
conduct case studies and spend 40 hours within clinical remedial
reading settings. Topics include interpreting standardized
and informal test results, identifying authentic assessments
that provide multiple indicators of student progress, developing
appropriate interventions, analyzing assessment tools, and
working with classroom teachers to develop effective classroom
and home interventions.
|
|
EDUC425
|
Research in Reading |
|
| Prerequisites: EDUC 219, 325, 326, 415, 423.
This course will explore the research in reading both historically
and currently. Students will identify current issues in the
teaching of reading in their licensure area and compile a
literature review of research pertinent to their topic. A
seminar format will allow in-depth discussion of the various
topics. Candidates will also prepare in-service materials
on a topic choice.
|
|
EDUC463
|
Senior Internship/Student Teaching |
|
| Prerequisite: satisfactory completion of all required lower-level
professional education courses.
This class is a 16-week internship in the grade levels and grade
bands of the candidate's projected license. A cooperating
teacher and a University supervisor will supervise the COE
candidates. EC majors should schedule this course with EDUC 473 and 478.
MC, AYA, and MA candidates should schedule this class with EDUC 418.
IS candidates should schedule this course with SPED 485.
|
|
EDUC473
|
Prog Eval & Public Policy in Early Childhood |
|
| Course is designed to allow prospective early childhood educators to
become current and articulate regarding early childhood public
policy issues at the state and national levels. Students will
investigate state and local resources available to support early
childhood education, legislative mandates, and will develop skills
necessary to contribute to program development and evaluation.
This course should be taken with EDUC 463 and 478.
|
|
EDUC478
|
Career Professionalism for EC |
|
| Career professionalism will provide the springboard from the college
setting to a professional workplace; a transition from student to
employee. As reflective practitioners, students will be expected to
create LPDC-like professional development plans which they will act
on during the semester. In this senior-level class, students will
present their completed professional development portfolio,
and will begin development of an employment portfolio to be used
in job interviews at The University of Findlay Job Fair. Mock
interviews with parents of varying dispositions will provide topics
for discussion with guest principals and superintendents. Students
will participate in and understand the process of PRAXIS III clinical-
practice assessment during student teaching, but linked to this course.
This demonstration of their understanding of the learner-centered
teaching learning cycle, and exploration of district-level
mentoring programs, will prepare them for the Induction Year
experience. This course should be taken with EDUC 463 and 473.
|
|
EDUC491
|
Mazza Institute |
|
| This course will develop skills for teachers to become
a resource person for children's literature. With the current
emphasis on the teaching of reading through a literature based,
whole-language approach, the teacher leader must be well versed
in the area of children's literature. As a resource person to
his/her peers, he/she will be expected to recommend books at
various ability levels and with a wide range of interest areas.
With a good background of the art and writing of picture books
the teacher will be in a position to take a leadership role in
organizing school-wide author/artist studies along with young
authors' conferences. This course may be repeated up to three
credit hours.
|
|
EDUC495
|
Seminar/Independent Study |
|
| Guided research or study in a particular area selected by the
student and the major professor.
|
|
EDUC500
|
Being an Educational Leader |
|
| This course provides an orientation to the graduate program.
Characteristics of the educational leader, the
importance of self-reflection and one's role as an educational leader
in the profession will be examined. Such topics as understanding self
and relating to others, interpersonal styles, work team effectiveness
and resolving interpersonal conflict and problem solving will be
covered throughout the course.
|
|
EDUC505
|
Research-Educational Leader |
|
| Prerequisite: 12 hours of graduate work at The University of Findlay
Research appropriate to the teaching profession will be reviewed and
critiqued. Topics appropriate for research will be explored.
Methodologies for conducting quantitative and qualitative research
will be introduced, studied and applied.
|
|
EDUC514
|
Children's Literature Across the Curriculum |
|
| This course presents ways in which selections of the best
in children's literature can be integrated with such curricular
areas as art, language arts, mathematics, music, reading, social
studies and science to enable educational leaders to provide
their students with enjoyable experiences that promote an increased
understanding not only of academic subjects, but also
of the world around them. Discussion questions and activities are
developed by the students in this course.
|
|
EDUC515
|
The Art of Picture Books |
|
| An in-depth study of children's picture books emphasizing the books'
formats, the styles of the artists and the various art
media used is provided as resource material for the educational leader.
Students will be directly involved in the Mazza Museum,
acquiring firsthand experience with the original art from picture books.
|
|
EDUC541
|
Educational Leader/Change Agent |
|
| Prerequisite: EDUC 500
Organizational change has become a way of life for all education
professionals. New technology, organizational restructuring,
budget cuts, state and federal educational standards
and legal mandates all contribute to the changing scene. Educational
leaders are challenged to maintain performance in a positive
manner under radically changing conditions. This course will look
at how the educational leader can effectively manage his/her
responsibilities while providing leadership for peers during
system change involving risk.
|
|
EDUC552
|
Culminating Project in Education |
|
| Prerequisite: EDUC 505
The course content will address elements of program evaluation,
as well as provide a structure for implementation of the project
proposed in EDUC 505. The two types of disciplined inquiry,
research and program evaluation will be defined and explored.
Models of program evaluation will be introduced, studied and
applied.
|
|
EDUC650
|
Increasing Effectiveness thru Principle-Centered Leadership |
|
| The purpose of this course is to empower people and organizations to
significantly increase their performance capability as they work
to achieve worthwhile purposes through understanding and living
principle-centered leadership. This course will be taught utilizing
The 7 Habits of Highly Effective People program, which will provide
a holistic, integrated approach to personal and interpersonal
effectiveness.
|
|
SPED134
|
Inclusion & Collaboration Issues for Educators |
|
| This course is an introduction to the characteristics and abilities of the
exceptional child within the regular education classroom.
Emphasis will be placed on children most likely to be served
in inclusive settings. Included will be the role of the
regular education teacher in referral, collaboration, and teaming
with the intervention specialist.
An introduction to the philosophical, historical, and legal foundations
of special education is also included. Observation and reflection are required.
|
|
SPED220
|
Social Skills Dvlpmt & Behavior for Early Childhood |
|
| This course explores strategies to facilitate positive behavior
in young children. Special emphasis is placed on social skills
development and on the techniques of behavioral observation and
intervention. (Early childhood majors should schedule this course
with EDUC 202, 265, and SPED 261 as part of the pre-professional
block).
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SPED261
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Implications of Brain Research on Teaching and Learning |
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| Prerequisites: ENGL 106 or 107, COMM 110, EDUC 161; SPED 134, and
CSCI 148, 149, 150, or 190.
This course applies research on how the brain functions
as the human body's essential tool for learning,
including theories, significant studies, fundamental principles
and their application to education. Coursework also
includes in-depth investigation of multiple intelligences, various
learning styles and their impact on learner
development and design of appropriate instruction. This
course is part of the pre-professional block and should be
scheduled with EDUC 202, SPED 220, and EDUC 265 or PSYC 380.
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SPED334
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Assess & Obs for Early Childhood |
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| Prerequisite: credit or concurrent with SPED 336.
This course develops an understanding of issues and specific
skills related to assessment, diagnosis, and
evaluation of students age three to grade three. Developmentally
appropriate formal and informal assessment
methods will be discussed with opportunities for field-based
experience that allows students to apply their
knowledge of child development by interpretation of observational
data. Interpretation of assessment results
and the development of IEPS and other instructional and
behavioral interventions are included.
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SPED336
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Implications of Mild/Moderate Exceptionalities for Curr |
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| This course will focus on techniques for facilitating learning
and development in individual children with
mild/moderate educational needs. It will discuss characteristics
of various exceptionalities and offer suggestions
for adaptations, modifications, adaptive and assistive technology,
strategy development and related services.
Included will be ways to modify methods,
materials, environment, teaching styles, and
curricula, as well as techniques to develop appropriate goals and
objectives for individual children and an entire class.
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SPED337
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Diagnostic Assess./Presc. Teach for Stud. w/Mild/Moderate Disab. |
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| This course develops an understanding of issues and specific
skills related to assessment, diagnosis, and
evaluation of students grades 4-12 (up to age 22). Developmentally
appropriate formal and informal assessment
methods will be discussed with opportunities for field-based
experience that allow students to apply their
knowledge of child development by interpretation of observational
data. Interpretation of assessment results
and the development of IEPs and other instructional and behavioral
interventions are included. (This class is part of the methods field
experience (junior level) and should be scheduled with EDUC 302, 326, 415, and
SPED 380).
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SPED338
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Curr/Strat for Teaching Students with Mild/Moderate Educ Needs |
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| Students will study causes of developmental delay in young children
and will address issues related to research-supported instructional
content and practice, such as techniques for facilitating learning,
modifying methods, materials, environment, and teaching style to meet
the needs of the young child with disabilities in an inclusive
early childhood program. The Ohio Department of Education's Competency-
Based Model Curriculum is used to frame content-area instruction.
Included are development and evaluation of developmentally appropriate
educational plans (IFSP/IEP) and instructional objectives, the effects
of cultural perspectives and diversity on effective instruction, the use
of assessment to evaluate instruction, and strategies for facilitating
maintenance and generalization of skills across learning environments.
Inclusion models, collaborative teaming, and consideration of next
environment issues, along with methods of promoting effective adult-child
and child-child interactions are investigated. Students will spend 10
hours in an inclusive early childhood setting designing and implementing
developmentally appropriate intervention and instruction for young
children. This includes modifying materials and environments to include
children with disabilities. Students will develop methods and integrating
a child's IEP goals into his/her daily activities and routines,
incorporating a multidisciplinary approach into the design of intervention
strategies for young children. This course is required to add the Pre-K
Special Needs Endorsement to an early childhood licensure.
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SPED380
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Curr/Strat. for Teach Students w/Mild/Moderate Educ Needs I |
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| This course will address language arts and social studies methods,
materials, strategies, resources,
technology, assessments, and adaptations for children with
mild to moderate educational needs in
grades K-12. Topics include effects of disabilities on content
learning, development and evaluation of age
appropriate instructional objectives, development of IEP objectives,
evaluation of instruction, and strategies
for teaching skills in language arts and social studies, including
those noted in the Ohio Curriculum Models.
Field-based practice is included. This course is part of the methods
field experience (junior level) and should be scheduled
with EDUC 302, 326, 415, and SPED 337.
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SPED382
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Daily Living Skills, Voc Educ and Transition |
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| This course will address important concepts, techniques, and
practices of pre-vocational and vocational education, and
transition to adulthood, including employment and community and
daily life. Topics include the use of adaptive
and assistive technology; curricula for the development of motor,
career, and functional life skills; sources of
services, networks, and organizations for career/vocational support;
and opportunities for full
participation in community life.
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SPED383
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Collaboration and Consultation for the Intervention Specialist |
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| This course will address communications, teaming, and
collaborative planning skills that will prepare pre-service
intervention specialists to ethically work with individuals
with disabilities, parents, general educators, and other
educational professionals, administrators, and community
service personnel. Models of consultation and
collaboration will be introduced that can be used to assist
classroom teachers in the design of successful
interventions for students with mild to moderate educational needs.
Sources of information, services,
networks, and organizations will be addressed.
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SPED462
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Social Skills Dvlpmt & Behavior for the Intervention Specialist |
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| This course explores strategies to facilitate positive and
productive behavior in students with mild/moderate
disabilities. Topics include effective management and design
of the teaching and learning environment,
development of social skills, laws and procedural safeguards
related to behavioral management, ethical
considerations of behavior management, strategies for crisis
intervention/prevention, establishing student
rapport, development of skills in problem solving and conflict
resolution, and development of student
self-esteem and self-control.
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SPED485
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Capstone Sem for Interv Special. |
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| Prerequisites: satisfactory completion of all required lower-level
professional education courses.
This is a culminating class for intervention specialists that
will address special education policy issues,
controversies, legal rights and responsibilities, professional
development, licensure standards, mentorship,
performance standards, and attitudes and values of successful
teachers of students with disabilities.
Discussion within this class will include engagement in professional
activities that can benefit individuals
with disabilities and their families, the teacher's ethical
responsibility to at-risk students, and participation in
professional organizations relevant to the field. (This course
is part of the senior block and should be scheduled with
EDUC 463).
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