Course Information​​​​​

​Course Number ​Title ​GE
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.
EDAD546 Workshop in Educational Admin
Workshop topics will vary.
EDAD547 Seminar in Educational Administration
Seminar topics will vary.
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.
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.
EDAD572 Student Personnel Services
This course provides school administrators with information and skills to effectively organize, manage and provide leadership for the programs, departments and agencies that are associated with student personnel services.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
EDCI528 Assessment/Evaluation for Middle Childhood, AYA and Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 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.
EDCI529 Integrated Mgt/Phil for Middle Childhood/AYA/Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 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.
EDCI531 Integrated Math Methods for Middle Childhood/AYA
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 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.
EDCI532 Integrated Language Arts Methods for Middle Childhood/AYA
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 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, EDCI 533 or EDCI 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.
EDCI533 Integrated Science Methods/Curr Middle Childhood/AYA
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 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, EDCI 532 or EDCI 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.
EDCI534 Integrated Social Studies Method for Middle Childhood/AYA
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 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 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, EDCI 532 or EDCI 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.
EDCI540 Curriculum and Discovery Environments for Children
PREREQUISITE: EDFI 503 (post-baccalaureate) and EDFI 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.
EDCI542 Early Childhood Assessment and Observation
PREREQUISITE: EDFI 503 (post-baccalaureate) and EDFI 560 or permission of the 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.
EDCI544 Dependent Study in Curr & Instr
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.
EDCI546 Workshop in Curriculum and Instruction
Workshop topics will vary.
EDCI547 Seminar in Curriculum and Instruction
Seminar topics will vary.
EDCI553 Gen Methods for AYA/Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 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.
EDCI554 Foreign Lang Meth for Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 529 or permission of the instructor
COREQUISITE: 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.
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.
EDCI557 Health Meth for Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, 560; EDIS 509; EDCI 528 and EDCI 529 or permission of the instructor
COREQUISITE: 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.
EDCI558 Physical Educ Meth for Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 529 or permission of the instructor
COREQUISITE: 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.
EDCI559 Visual Arts Meth for Multi-Age
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 560; EDIS 509; EDCI 528 and EDCI 529 or permission of the instructor
COREQUISITE: 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 the 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.
EDCI560 Integrating Lang Arts and Social Studies
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 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.
EDCI565 Integrating Lit and the Arts
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 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.
EDCI568 Integrating Math & Science
PREREQUISITE: EDFI 503 (post-baccalaureate), EDFI 504, EDFI 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.
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.
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.
EDCI580 Career Professionalism for AYA and Multi-Age
COREQUISITE: 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.
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.
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.
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
PREREQUISITE: EDFI 503 and EDFI 560
This course is designed to offer graduate students an overview of childhood, young adolescent and adolescent development in the major developmental domains. Students will address developmental 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 importance 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.
EDFI520 Culturally Relevant Pedagogy
PREREQUISITE: EDFI 503 (post-baccalaureate)
This course has been designed to deliver an overview of the major concepts, history, principles, theories and research related to the nature and role of culturally relevant pedagogy to construct supportive learning environments for diverse students. Through a school field experience, teachers will design and deliver standards-based culturally relevant instruction that incorporates students' cultural values and beliefs, enhances the connection between home and school culture and language and provides opportunities for students and families to share and apply their cultural perspectives to learning objectives. Teachers are encouraged to become reflective practitioners who design and implement culturally relevant, innovative teaching strategies in diverse learning environments.
EDFI525 Phonics/Foundation of Literacy
PREREQUISITE: EDFI 503 and EDFI 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), 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.
EDFI535 Literacy with Special Needs Population
PREREQUISITE: EDFI 525 and EDFI 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.
EDFI538 Content Area Reading:Reading to Learn for EC, IS, and MC
PREREQUISITE: EDFI 525 and EDFI 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
PREREQUISITE: EDFI 503 and EDFI 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
PREREQUISITE: EDFI 525 and either EDFI 530, EDFI 535, EDFI 538 or EDFI 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
PREREQUISITE: EDFI 525, EDFI 540 and either EDFI 530, EDFI 535, EDFI 538 or EDFI 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 Technology Integration
This course is designed to provide graduate students with an opportunity to learn, apply, implement, evaluate and create technology-based learning experiences for P-12 students and/or adult learners. Graduate students in this course will design and implement technology-enhanced learning experiences that address content standards and student technology standards, use a variety of research-based learner-centered instructional strategies and engage students in local and global interdisciplinary units in which technology helps them assume professional roles, research real-world problems, collaborate with others and produce products that are meaningful and useful.
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.
EDFI565 Curr & Inst for Online Learners
PREREQUISITE: EDFI 560
This course is designed to provide graduate students with an opportunity to learn, apply, implement, evaluate and create technology-based online learning experiences for P-12 students and/or adult learners. Graduate students in this course will design and implement online learning experiences that employ effective online instructional and collaborative learning strategies to maximize, maintain and management teacher and student use of online digital tools in technology-rich learning environments.
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 Assessment & Data-Driven Decisions for Online Learners
PREREQUISITE: EDFI 560
This course is designed to provide graduate students with an opportunity to learn, apply, implement, evaluate and create technology-based online learning assessments for P-12 students and/or learners. Graduate students in this course will design and implement online learning assessments that utilize differentiation, including the adjustment of content, process, product and learning environments based on students readiness levels, learning styles, interests and personal goals, and effectively employ online technology tools and resources to continuously assess student learning and technology literacy through a variety of formative and summative assessments.
EDFI575 Current Issues in Educ Tech
PREREQUISITE: EDFI 560
This course is designed to provide graduate students with an opportunity to learn, apply, implement, evaluate, and model digital citizenship for P-12 students and/or adult learners. Graduate students in this course will model and promote strategies for the achievement of equitable access to digital tools and resources, employ technology-related best practices for all students and teachers, facilitate safe, healthy, legal, and ethical uses of digital information and technologies and collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure.
EDFI578 Career Professionalism in Early Childhood
PREREQUISITE: EDCI 570
COREQUISITE: 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 Org & Mgmt of Educ Technology
PREREQUISITE: EDFI 560
This course is designed to provide graduate students with an opportunity to participate in the development and implementation of a comprehensive integration of technology to promote excellence and support transformational change through the instructional environment. Graduate students in this course will contribute to the development, communication, implementation and evaluation of a shared vision for the comprehensive use of technology-infused strategic plans at the district and school levels to support a digital-age education for all students.
EDFI585 Practicum in Educ. Technology
PREREQUISITE: State of Ohio teaching certificate or license, EDFI 560, EDFI 565, EDFI 570, EDFI 575, EDFI 580
This course is designed to provide graduate students with an opportunity to conduct needs assessments, develop technology-related professional learning programs and evaluate the impact on instructional practice and student learning in a P-12 district and/or school field experience placement. Graduate students in this course will conduct needs assessments to inform the content and delivery of technology-related professional development that they design, develop, implement, and evaluate based on model principles of adult learning and digital-age best practices in teaching, learning and assessment.
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 for candidates pursuing the reading endorsement and training for positions as building-level reading teachers. This course requires that candidates work with two of the three required grade bands: primary, intermediate and junior high/high school covering 67 of the 100 hours of Ohio Department of Education required fieldwork. The candidate will also plan a teacher professional development workshop.
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
PREREQUISITE: EDFI 525, EDFI 530, EDFI 538 and EDFI 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.
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
PREREQUISITE: EDFI 503 and EDFI 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: EDIS 530 and EDIS 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 disabilities. It also extends knowledge and application of instructional theory through life skill planning. This 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: EDIS 530 and EDIS 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 standards 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
PREREQUISITE: 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 of 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 Pre-K-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 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 course work. 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 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 video casts 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 course work. 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 course work. 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 topics (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 course work. 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 course work. 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. This 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 participants 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 the assess-plan-teach-reassess cycle. Students will also explore district 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.
EDSP634 Program Development: Curriculum Design and Delivery
PREREQUISITE: A master's degree from an accredited program
This course will focus on the development of programs, curriculum, and delivery methods. Candidates will participate in a comprehensive overview of curriculum design, delivery, and evaluation.
EDSP635 Professional Networking and Organizations: Career Building
PREREQUISITE: A master's degree from an accredited program
This course focuses on building professional networks, organizations and personal careers. Candidates will examine ways to develop organizations considering how technology is changing our paradigms of professional development and networking. The course will explore career opportunities for those who earn doctoral degrees
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 such 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 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. 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.
EDUC088 The Oiler Experience/Educ Majors
This course is an introduction to the College of Education and campus life for all first-time, full-time education majors. Topics will include navigating the College of Education, the University, and current issues in education. This course will not count toward the total hour requirement. This course will be graded S/U.
EDUC151 Ethnicity Y
This course will prepare students to recognize and accept differences in areas such as culture, gender, intelligence, age, socioeconomic status, physical ability, etc. Students 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. This course will be graded S/U.
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 or 211`, 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). This course will be graded S/U.
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 teacher education policy and field 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 recommendations of the director of teacher education policy and field experience 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. Discussion 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 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.
EDUC502 Collaboration: Education and Community
Understanding ourselves is the first step to working effectively with children and their parents. Next, a historical perspective on the trends and issues that have influenced education leads to today's issues of communication, collaboration and consultation in the education community. Resources available in the community for both teachers and parents of children with special needs are also explored.
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.
EDUC700 Writing as a Doctoral Scholar
COREQUISITE: EDUC 701
This course will focus on writing with the proficiency required of doctoral candidates. The course will review writing skills, grammar, style, sentence structure, paragraph development, referencing in APA format and writing requirements for research papers reflecting scholarly voice. Candidates will analyze the writing style utilized in peer-reviewed journal articles.
EDUC701 Orientation to Doctoral Study
COREQUISITE: EDUC 700
This course will introduce candidates to the expectations of the doctoral program within the College of Education at The University of Findlay. Candidates will explore the connections between issues they face in their professional settings and what research evidence suggests as solutions. Candidates will explore the kinds of evidence that practitioners draw upon as they inform their practice. This exploration allows candidates to begin thinking about topics for their dissertation research. This course includes identifying appropriate research topics, using library services effectively, and organizing information.
EDUC703 Policy Analysis: Political and Legal Principles
This course focuses on the political and legal principles of policymaking. Areas of emphasis are the context of educational policies, the political theories upon which educational policy is based, and the interrelation of law, policy, and practice. Candidates will apply critical thinking to major legal and policy issues through case studies. They will also explore reasons to change educational policy and techniques for influencing it.
EDUC705 Strategic Planning & Continuous Improvement
This course focuses on strategic planning and continuous improvement as ongoing processes that evaluate and guide organizations. Candidates will assess the organization's current and future needs and set goals and strategies to meet all existing and potential needs. Candidates will recognize the importance of strategic planning and the need to review the goals of the strategic plan. Candidates will be responsible for exploring research-based best practices that support continuous improvement.
EDUC707 Global Dimensions & Perspectives on Diversity
This course will focus on local and global dimensions of diversity and their impact on leadership and organizational success. The diverse world in which we live is a composite of many cultures, values, and ways of interacting with one another. The dimensions of diversity include such things as gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, and geographic location. Candidates will explore local contexts of diversity to determine the issues that could impact their organization and will determine ways to address the issues proactively. In addition, candidates will explore globalization and how international comparisons are impacting America today.
EDUC709 Performance Mgmt Practices for Effective Leadership
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 include such things as talent management, organizational culture, team member selection, and the art of persuasion. Candidates will explore each of these leadership theories and strategies and identify appropriate practices to address an identified leadership problem or issue.
EDUC711 Influential Thinkers: Selected Readings & Critical Analysis
This course, taught in seminar format, focuses upon critical analysis of influential thinkers and their impact on past and current professional practices. Candidates will construct a timeline of how these influential thinkers' ideas developed. They will read and discuss primary resource material from the pivotal thinkers, allowing them to expand their depth of understanding not only of the ideas each put forward, but also how their ideas influence public policy today.
EDUC713 Innovation & Info Literacy
This course will focus on information literacy in today's society, including developing conceptualization and communication skills, creative problem-finding and problem-solving skills, decision-making abilities, knowledge of modes of delivery, and the ability to communicate appropriate innovative solutions to complex problems. Candidates will build their proficiency in finding and implementing appropriate technologies to enhance communication.
EDUC715 Inviting Environments to Facilitate the Affective Domain
This course will focus on a framework for systematic examination of communication in schools and other organizations that results in learning and human development. Candidates will examine practical strategies for creating effective, nurturing environments in schools and other organizations wherein each person can achieve his/her fullest potential. Current research and movements relating to the affective domain will also be explored.
EDUC750 Research I: Literature Review
COREQUISITE: EDUC 751
This course, the first in a four course research series, will focus on the use of the scientific approach in educational research, to ensure informed decision-making that is grounded in empirical research. Candidates will narrow the field of topics for their dissertation based on a problem in their workplace or field of interest. Utilizing APA style, candidates will develop a comprehensive review of the research literature relative to multiple aspects of their dissertation topic. The concept of institutional research review boards (IRB) will be introduced. Within this course, candidates will successfully complete a training and assessment program in preparation for their upcoming IRB proposal related to their dissertation.
EDUC751 Research I Dissertation
COREQUISITE: EDUC 750
This course is the first of three courses to focus on the candidate's production of a doctoral dissertation. During this course, the candidate will secure a dissertation committee chair and two additional committee members. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the dissertation topic and the related review of research literature.
EDUC760 Research II: Education Resrch and Measurement
This course will focus on concepts and methods of descriptive and inferential statistics used in educational research. Candidates will develop the statistical background required for doctoral-level research. Candidates will develop an in-depth knowledge of measurement procedures appropriate to education and human services. This is the second course in the research series.
EDUC770 Research III: Resrch Design and Proposal Development
COREQUISITE: EDUC 771
This course focuses on the concepts of single and multiple group research design, as well as mixed-methods approaches, incorporating both quantitative and qualitative methods. Candidates will solidify their research questions and determine the appropriate methodology for their dissertation research. At the conclusion of the course, the candidates will submit their IRB proposals to the University of Findlay's research review committee. This is the third course in the research series.
EDUC771 Research III Dissertation
COREQUISITE: EDUC 770
This course is the second of three courses to focus on the candidate's production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the development of the dissertation proposal and the related research design. At the conclusion of the course, the candidates will submit their completed dissertation proposal to their dissertation committees for approval.
EDUC780 Research IV: Statistical Analysis Coaching
COREQUISITE: EDUC 781
This course will focus on supporting candidates as they work on the data analysis phase of their dissertations. Prior to enrollment, candidates should have completed their data collection. In this course, they will analyze and interpret their data, determine effective displays of data, and write the discussion and conclusions chapters of their dissertations. At the conclusion of the course, the candidates' dissertations should be ready to submit to their dissertation committees for final approval. This is the fourth course in the research series.
EDUC781 Research IV Dissertation
COREQUISITE: EDUC 780
This course is the last of three courses designed to focus on the candidate's production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be analyzing and interpreting the data and drawing conclusions for their dissertations. At the conclusion of the course, the candidates will submit their dissertations to their dissertation committees for final approval at an oral defense.
EDUC790 Dissemination of Research
This course will focus on assisting candidates to communicate their research findings upon approval of their dissertations. Candidates will explore appropriate platforms to disseminate the findings of their dissertations and determine how to adjust the format to the type of presentation, whether written or oral. Upon completion of the course, candidates will submit an article for publication and present their research at a public forum. (Key Assessment 7- Submission of dissertation research for publication in peer-reviewed journals)
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).
SPED261 Implications of Brain Research on Teaching and Learning
Prerequisites: ENGL 106 or 107, COMM 110 or 211, 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.
SPED334 Assess & Obs for Early Childhood
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.
SPED336 Implications of Mild/Moderate Exceptionalities for Curr
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.
SPED337 Diagnostic Assess./Presc. Teach for Stud. w/Mild/Moderate Disab.
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).
SPED338 Curr/Strat for Teaching Students with Mild/Moderate Educ Needs
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 of integratingA 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.
SPED380 Curr/Strat. for Teach Students w/Mild/Moderate Educ Needs I
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.
SPED382 Daily Living Skills, Voc Educ and Transition
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.
SPED383 Collaboration and Consultation for the Intervention Specialist
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.
SPED462 Social Skills Dvlpmt & Behavior for the Intervention Specialist
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.
SPED485 Capstone Sem for Interv Special.
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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