Course Description: This course provides an overview of exceptionality identification, eligibility determination for intervention services, and instructional considerations for exceptional learners. Children whose attributes and/or learning abilities differ from the norm - either below or above - to such an extent that an individualized program of special education may be required to meet their needs are the primary focus for this course. Defining criteria, prevalence, demographics, and typical interventions are discussed for each exceptionality category. Additionally, this course provides an overview of special education as a professional discipline, including historical and contemporary approaches for educating exceptional children, as well as current issues and challenges in the field. No prerequisites. (Group I) (Writing Option)
Course Delivery- Hybrid: EDUC 100.7 is a MWF course. I plan to meet in-person MW and likely all remote F. Depending on numbers in course/room size, I may do an A and B cohort on MW to reduce in-person numbers even more. Students who are fully remote will have equivalent online assignments MW and synchronous availability to me on Friday during regularly scheduled classtime. MW in-person students will be engaged in flipped classroom model using in-person time for discussions, debate, questions/reteaching, student presentations (recorded online for those remote). The last week of classes will include wrap-up activities where students indicate how they met the learning requirements for the course including a matrix with disability categories. I will have options for final exam (reflective paper, traditional final, video response, art/music response). This course has a writing option, which will still include draft feedback from me at multiple points in the course. Feedback will continue to be video feedback with annotated drafts. Any changes to this plan will include direct feedback from students in the course and/or changes to the safety of in-person class meetings.
Course Description: This course is an overview of the issues related to the education of young children as well as an introduction to the profession of early childhood education. It covers developmentally appropriate curriculum practices and theories of development. The Early Learning Content Standards and Ohio Reading and Literacy Core Standards are introduced. Other major topics include: curriculum planning, safe and healthy environments, observational techniques, the importance of play, and management techniques used with young children. This is a required course for all Elementary Education Majors. Must be taken concurrently with EDUC 100.8 Fall.
Course Delivery: In-Person
EDUC 100.8 Lab: Fully Remote
Course Description: Exploration of equitable and inequitable educational practices. Using social justice education as the theoretical framework, students will investigate the ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. By understanding systems of power, privilege, and oppression, all students, especially teacher education students, will be prepared to consider what individuals, schools, and communities can do to ensure that all learners have equitable educational opportunities. This is a required course for Education Majors and Social Justice Majors. Fall, Spring (Group I) (Diversity)
Course Delivery- Fully Remote: This is an online course. Content will be delivered in two ways: synchronously, at scheduled days and times via Zoom and via asynchronous course activities.
Course Description: Examination of current research in educational psychology. Topics include: theories of learning, human development, intelligence, motivation, instructional strategies, assessment, multicultural education, and inclusion issues. The required field experience includes 30 hours of weekly tutoring visits to area schools and supports service-learning practices. Transfer students should talk with the Education Department Chair to determine if they need to complete this field experience before applying to the Teacher Education Program. Prerequisites: C- or above in EDUC 110 or EDUC 115, or permission of instructor. Taken concurrently with EDUC 251 Lab. Sophomores or above only. Fall (Group I)
Course Delivery- Fully Remote: This is an online course and will use a flipped design. New material will be assigned as asynchronous homework (reading + instructor-created video slides and other content). Activities will be embedded within the instructor-created “homework.” Then students will share and discuss from those activities and others during a synchronous session at the scheduled days and times.
Course Description: The teaching of phonics within the context of reading, writing, and spelling. The nature and role of word recognition in the teaching of reading, methods for developing phonemic awareness as part of an integrated reading program, and the relationships between linguistics and phonics is stressed. The effect of deficits in phonemic awareness on decoding, spelling, and word recognition to reading disabilities is also explored. F. Prerequisite: C- or better in EDUC 251 or taken concurrently.
Course Delivery- Hybrid: This is a flipped course. The Flipped Class is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or "flipped." In this model, instructors have students interact with new material for homework first. A flipped classroom is where students are expected to complete a variety of tasks prior to coming to class and be prepared to work during the live class time. For this course, you will have a variety of readings, videos, modules, etc, to view and respond to online. You will have weekly video lectures with embedded questions to help you monitor your comprehension and ensure you understand the material. Do NOT wait until the day before to complete your assignments, spread them out over a few days. Due to the amount of digital work, we will only be meeting in class on Mondays and Wednesday from 10:40-11:30. We will NOT have synchronous class on Fridays, use this time to complete your digital tasks. I expect you to complete your readings prior to completing the online tasks.
This course is a 1 credit course. You are expected to work a minimum of 10.5 hours per week on this class. 1.8 hours will be during live sessions with me on Mondays and Wednesday during our regularly scheduled class sessions and the remainder will be when you complete your assignments on your own time. My expectation is that you will complete all of the module readings and tasks by Sunday night.
Course Description: The focus of this course is to enhance teaching through the use of children's and young adult literature in P-12 classrooms. Candidates preparing to teach children and adolescents need an understanding of the critical importance of literature to help develop literacy skills while supporting efforts to create life-long readers. The course is intended to not only acquaint teacher candidates with high quality literature that appeals to children and young adults, but to also develop strategies for using books to support literacy development and content enhancement across the curriculum. Candidates will select and evaluate quality literature, match books to developmental stages andpreferences, and explore evidence-based responses to literature. Prerequisites: C- or above in EDUC 251. Fall.
Course Delivery- Hybrid: This course will be taught face to face, with online elements shared via email and Blackboard. If it becomes necessary to become fully online, we will hold synchronous Zoom classes at our regularly scheduled class time. Assignments will be sent through email and Blackboard and we will also use Flipgrid and Padlet for few assignments. Young Adult literature books can be accessed online through EPIC and OverDrive.
Course Description: Course focuses on positive behavioral supports, practices, and strategies for children, youth and young adults with mild/moderate disabilities. Included in this course are effective practices for monitoring,assessing, evaluating, managing, structuring and promoting appropriate social interactions of learners with mild to moderate special educational, physical, and social needs. Prerequisite: C- or better in EDUC 251 or taken concurrently, and admission to the teacher education program.
Course Delivery- Hybrid: EDUC 300.7 is a MWF course. I plan to meet in-person MW and likely all remote F. Depending on numbers in course/room size, I may do an A and B cohort on MW to reduce in-person numbers even more. Students who are fully remote will have equivalent online assignments MW and synchronous availability to me on Friday during regularly scheduled classtime. MW in-person students will be engaged in flipped classroom model using in-person time for discussions, debate, questions/reteaching, student presentations (recorded online for those remote). The last week of classes will include wrap-up activities where students indicate how they met the learning requirements for the course including a matrix with disability categories. I will have options for final exam (reflective paper, traditional final, video response, art/music response). This course has a writing option, which will still include draft feedback from me at multiple points in the course. Feedback will continue to be video feedback with annotated drafts. Any changes to this plan will include direct feedback from students in the course and/or changes to the safety of in-person class meetings.
Course Description: Examination of how teachers can help middle school students learn and develop in their use of language, in their skills of inquiry, and in their ability to comprehend, interpret, and express ideas using a wide range of texts including print and non-print media. Special topics include literature instruction, language acquisition and structure; dialects, usage, and issues of communication; composition; and multiple ways of assessment. EDUC 349 taken concurrently. Prerequisite: EDUC 251 and admission to the teacher education program. Fall
Course Delivery- In-Person: This will be taught as a traditional discussion course on-campus
Course Description: This course explores strategies for teaching science with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include: safety issues, legal obligations, management strategies inherent in the activity-based teaching of science, the use of technology and instructional strategies, the assessment of science learning. EDUC 349 taken concurrently. Prerequisite: EDUC 251 and admission to the teacher education program. Fall
Course Delivery- Fully Remote: This is an online course. Content will be delivered in two ways: synchronously, at scheduled days and times via Zoom and via asynchronous course activities.
Course Description: This course provides a theoretical, research, and experimental base for instructional decision making for working with students diagnosed with reading challenges. Using a theoretical framework candidates will use various assessment tools and strategies to discern student strengths and weaknesses as readers, then use this information to develop appropriate reading programs to meet their specific needs. Attention is also given to working with English Language Learners and students with dyslexia. A field experience provides the opportunity to practice these teaching skills with children. Prerequisite: EDUC 251 and admission to the teacher education program. Fall.
Course Delivery- In-Person: This will be taught as a traditional discussion course on-campus
Course Description: Exploration of the strategies for teaching the important mathematical strands with an emphasis on an inquiry-based, constructivist approach. Other issues addressed include the use of appropriate technologies, appropriate use of manipulative and visual models, appropriate instructional materials and resources, and formative and summative assessment strategies. Prerequisite: EDUC 370 and admission to the teacher education program. EDUC 369 to be taken concurrently. F.
Course Delivery- Fully Remote: This is an online course. Content will be delivered in two ways: synchronously, at scheduled days and times via Zoom and via asynchronous course activities.
Course Description: This practicum is taken concurrently with the secondary methods course. Students participate in a series of field experiences in an assigned secondary classroom; do focused observations; plan and teach supervised lessons with a focus on curricular and instructional approaches; and consider issues of professionalism. Prerequisite: EDUC 370 and admission to the teacher education program. This is a service learning course. Fall
Course Delivery: Fully Remote
Course Description: This course provides the opportunity for teacher candidates to learn how to build a repertoire of teaching strategies that promote content area literacy in K-12 classrooms. Major course topics include: addressing the needs of diverse readers, including Dyslexia and ESL, identifying unique literacy needs in each subject area, building reading comprehension of subject area texts, teaching academic vocabulary, developing good questions for discussion and assessment, using graphic organizers and note-taking to increase comprehension and retention, and writing-to-learn strategies. Prerequisite: Admission to the teacher education program. Fall
Course Delivery- Hybrid: This is a flipped course. A Flipped Class is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or "flipped." In this model, instructors have students interact with new material for homework first. A flipped classroom is where students are expected to complete a variety of tasks prior to coming to class and be prepared to work during the live class time. For this course, you will have a variety of readings, videos, podcasts, etc, to view and respond to during the week. You will have weekly video lectures with embedded questions to help you monitor your comprehension and ensure you understand the material. Do NOT wait until the day before to complete your assignments, spread them out over the course of the week. Due to the amount of digital work, we will only be meeting once a week. For on-campus students, we will meet weekly on Tuesdays from 8:30-9:50. For remote students, we will meet weekly on Thursdays from 8:30-9:50 online via Zoom. If you are an on-campus student, and you miss your on-campus session. You can login to the Zoom session on Thursdays. You need to complete that week’s module assignments prior to attending your class.
This course is a 1 credit course. You are expected to work a minimum of 10.5 hours per week on this class. 1.4 hours will be during live sessions with me and the remainder will be when you complete your assignments on your own time. My expectation is that you will complete all of the module readings and tasks by Wednesday night, if you are an on-campus student, or by Monday night, if you are a remote student.
Course Description: Seminar that accompanies the student teaching experience. Students are asked to reflect on their practices, and continually evaluate the effects of their actions on children, families, and other professionals. Family and community issues that affect young children are also explored. Emphasis is on collaboration and continued professional growth. All students must successfully complete the edTPA. Prerequisite: Full admission to the teacher education program.
Course Delivery- Fully Remote: This is an online course.