Education Department
EDU 109
EARLY EXPERIENCE I is a field-based experience for candidates to begin to address the competencies of the specific licensure area sought, i.e., early childhood, adolescent to young adult, or mild/moderate intervention specialist, and multi-age licensure. The ODE Curriculum Models will be used as an instructional resource. The placement in area schools (multi-cultural, ethnic, socio-economic, and culturally diverse) assists students to explore interests, define professional goals, and assess personal qualities and abilities in light of competencies deemed essential for future educators. Participatory activities include the utilization of instructional techniques, instructional materials, technology and media to maximize pupil learning. Candidates will be evaluated based upon successful competency completion within the licensure area being sought and the ability to plan for developmentally and culturally responsive instruction. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom). Candidate responsible for transportation.
2 credit hours
EDU 112
INTRODUCTION TO EXCEPTIONAL INDIVIDUALS is an overview of the education of exceptional learners including a discussion of their characteristics, etiology, classification, and review of historical approaches to their education and of contemporary educational practices. Instructional techniques, materials and technology to maximize learning for all candidates will be emphasized. Candidate Dispositions are assessed. A minimum of 12 clinical hours is required.
Prerequisite for Mild/Moderate coursework.
3 credit hours
EDU 190
INTRODUCTION TO SIGN LANGUAGE I is designed to introduce students to American Sign Language. The students will develop a basic sign language vocabulary, with the ability to form simple sentences, as well as common phrases and some idioms. Students will also learn about the characteristics of the Deaf Community in the United States. (Communication Core)
Cross-listed with CAT 190
1 credit hour
EDU 191
INTRODUCTION TO SIGN LANGUAGE II is a continuation of Introduction to Sign Language I. The students will add to theier sign vocabulary, progressing to storytelling. In addition students will receive an introduction to American Sign Language grammar. They will also gain a deeper knowledge of the Deaf Community. (Communication Core)
Cross-listed with CAT 191
1 credit hour
EDU 209
EARLY EXPERIENCE II is a field-based experience for students to begin to address the competencies of the specific licensure area sought (early childhood, adolescent to young adult, or mild/moderate intervention specialist and multi-age license). In-depth continuation of Early Experience I. Candidates are provided with the opportunity to study and become directly involved with curriculum materials and technology, diagnostic and prescriptive procedures, and methods of instruction that are developmentally appropriate for the licensure area sought, and to ensure increased proficiency in teaching responsibilities as outlined by the specific ODE curriculum models. Candidates will be evaluated based upon successful competency completion within the licensure area being sought, i.e., unit preparation and implementation. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom). Candidates responsible for transportation.
2 credit hours
EDU 211
EARLY EXPERIENCE III—COMMUNITY INVOLVEMENT Each Early Experience, I-III, is an individualized orientation depending on the area of licensure sought. This course will explore the various schools (for example, computer choice schools, math/science choice schools, international choice schools) and community agencies (Community Action Council) and organizations that complement the education of candidates. Candidates will be assigned to directly observe and participate with those community resources that serve the school population. (Ex.: Speech & Hearing, Alternative Juvenile Schools, PTO, PTA, pre-school programs, CAC). Focus will be given to developing skills in communicating and collaborating with parents/family members, colleagues, and community members, to support student learning and to plan developmentally and culturally responsive instruction. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs.)
2 credit hours
EDU 215
ACTIVITIES/GAMES/DRAMA FOR THE YOUNG CHILD is designed to address current topics in motor development from infancy through age eight years, with emphasis on perceptual-motor skills. Various methods and strategies for teaching motor skills to the young child will be explored, and practical experience in teaching developmentally appropriate activities, games, drama, and rhythms will be provided. The course will include program planning methods, learning activities, and organization for teaching.
3 credit hours
EDU 218
FOUNDATIONS OF EDUCATION includes an overview of the place of education in society, the theoretical foundations of educational philosophy and theology, the foundations for a science of education, and the concerns of modern education, school organization, administration, and curriculum. The course will examine the influence of diversity and social issues and comparative and global education. The course examines school law. Candidates are introduced to the Conceptual Framework and Outcomes of the Education Department. (5 clinical hours).
3 credit hours
EDU 260
NATURE AND NEEDS OF EARLY ADOLESCENTS prepares candidates who understand the physical, social, emotional, intellectual, and moral characteristics and the developmental periods of early adolescents within the social and cultural context. Changes in the family setting, social context, threats to health and the multi-faceted development of young adolescents will be emphasized. Prerequisite for EDU 360. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
3 credit hours
EDU 300
ACTIVE LEARNING FOR YOUNG CHILDREN IN SCIENCE AND SOCIAL STUDIES The Science and Social Studies content areas will be examined in light of developmentally appropriate curriculum for children ages three through eight. Thematic units will be created, as well as age-level appropriate lesson plans and learning activities. An emphasis will be placed on discovery learning, the engaged learner, critical thinking, problem-solving, social development, authentic assessment, construction of knowledge, adaptability of materials and lessons to meet the differences in age development and exceptionality of each child, and integration between Science and Social Studies, as well as other content areas. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
Prerequisite: EDU 350)
3 credit hours
EDU 305
TEACHING LANGUAGE ARTS provides candidates with pedagogical knowledge and skills in the integrated language arts so they can assess, plan, and implement instruction that is developmentally appropriate to the level of all students. The course will focus on the importance of emergent literacy, language acquisition, and language structure, spoken, written, and visual language, reading and literature and the most effective instructional methods to enhance the learning for middle/adolescent grades within the Language Arts area. The ODE Language Arts Model will serve as an instructional resource. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
Prerequisite: Gate B
3 credit hours
EDU 309
EARLY EXPERIENCE IV: COMPUTERS AND INSTRUCTIONAL TECHNOLOGY II is a field-based experience in area schools (multi-cultural, ethnic, socio-economic and racially diverse) to assist candidates in designing, decision making and developing instruction in their grade level and subject area. Candidates plan, implement, assess and evaluate instructional units that integrate a variety of software applications and learning tools. Candidates directly assist in multi media resource labs and the classroom setting.
3 credit hours
EDU 318
CHILD AND ADOLESCENT LITERATURE introduces candidates to the various genres of child and adolescent literature, historical background, and evaluative measures for use with children from birth through adolescence. Candidates read and discuss books that have gained high acclaim as award winner or honor books and apply their knowledge across the curriculum.
3 credit hours
EDU 320
CONTENT AREA READING The development of reading ability is the acquisition of a series of skills that is peculiar to each content area. Emphasis is placed on the theories of learning, instruction and assessment, so that candidates understand why all teachers are teachers of reading. There is a careful assessment and evaluation of the needs and the abilities of all candidates so teachers know how to individualize for the improvement of teaching and learning. Focus will involve recognition of reading problems related to each content area in working with a diverse student population. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed.
3 credit hours
EDU 321
YOUNG CHILD WITH MILD TO MODERATE EDUCATIONAL NEEDS identifies general developmental, cognitive, social, emotional, communicative, and functional characteristics of preschoolers to school age children with varying degrees of disabilities, specifically those who have mild to moderate educational needs, including individuals from culturally or linguistically diverse backgrounds. Special emphasis will be given to the developmental sequence of growth, assessment of current functioning, intervention, delivery systems, working with parents and children, as well as effective instructional strategies. Attention will focus on similarities and differences of individuals with and without exceptional learning needs, characteristics and effects of the cultural and environmental aspects of the child and family, school setting adaptations, environmental and personal barriers hindering accessibility and acceptance, and the collaborative and/or consultative role of the special education teaching to make instructional modifications. Designing the educational programs for younger students with disabilities requires utilizing the least restrictive environment, developing various positive learning environments with safeguards regarding the management of behaviors of individuals with exceptional learners needs, and encouraging communication and collaboration for a culturally responsive program. (Field hours required).
3 credit hours
EDU 325
IDENTIFICATION AND ASSESSMENT OF YOUNG CHILDREN WITH SPECIAL NEEDS provides information from formal and informal assessments instruments and procedures to identify children who, due to factors such as medical, cultural, social, and behavioral, require assessment to understand and determine the development of the child. The course stresses, adaptive-skill and developmental screening assessments, limitations of assessment instruments, interpretation of scores, due process rights related to eligibility and placement, and collaborations between families and professionals. Assessment will determine strategies for individual’s instruction and methods to monitor progress. (Field hours required).
3 credit hours
EDU 330
MATHEMATICS METHODS IN THE EARLY AND MIDDLE GRADES encompasses 1) materials, methods, and content of teaching mathematics to students in the early and middle childhood (ages 3 to 14); 2) mathematics education today and into the future; 3) culturally relevant mathematics; 4) development of mathematical proficiency using learning research and assessment development theories of how children learn mathematical concepts; 5) the use of technology in problem solving situations and in understanding mathematics; 6) video vignettes modeling food teaching practices; 7) recommendations of Ohio Department of Education’s Academic Content Standards and the National Council of Teachers of Mathematics (NCTM) on the standards, performance, and assessment.
3 credit hours
EDU 331
PROBLEM SOLVING AND ASSESSMENT IN THE MIDDLE AND ADOLESCENT GRADES uses a problem-solving approach to investigate mathematical content within the middle/adolescent grades and analyzes a variety of alternative assessment procedures to show the interrelationships within mathematics using real-world situations with hands-on laboratory sessions as a means of connecting mathematics to other disciplines. The course provides a variety of manipulative, visual, and technological materials to enhance the learning of mathematics. Emphasis will be placed on problem solving using various methodologies with culturally diverse students as well as students with special needs.
3 credit hours
EDU 344
TEACHING READING course content includes physiological, psychological, and sociological theories underlying the development of reading proficiency and the understanding of the complex nature of reading and writing. Emphasis is placed on rationale, methods, and assessment for the instruction of phonemic morphemic, semantic, and syntactic patterns and how these factors are interrelated. Areas of concentration include comprehension, language, readability, vocabulary development, assessment, evaluation of reading materials, instruction and remediation. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required).
Prerequisite for ENG 280
3 credit hours
EDU 345
READING DIAGNOSIS AND ASSESSMENT explores formal and informal assessment as a continuing part of classroom activities in reading and writing. Candidates develop a knowledge base and pedagogical assessment skills to meet the needs of a diverse student population. Learned assessments are utilized in a weekly tutoring situation. Weekly tutoring involves initial contact with school and parents for tutoring arrangements, assessment, diagnosis, and implementation of a devised long term plan, weekly evaluation, weekly reflection for planning, implementing, assessing, and evaluating instruction, continuous communication with school personnel, parents follow-up letters, and an overall reflection of involvement. Teacher education portfolios and tutee portfolios are maintained. Data that demonstrates effect on student learning is performed. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (Field hours are required).
Prerequisite: ENG 280 and EDU 344
3 credit hours
EDU 346
EDUCATION OF STUDENTS WITH MILD/MODERATE EDUCATIONAL NEEDS provides an introduction to the broad spectrum of abilities and characteristics, including cognitive, physical, social, memory, perception, and emotional behaviors, of students between the ages of 3 to 21 with mild to moderate disabilities. The course emphasizes the historical foundation and current theories of special education; major legislation affecting individuals with learning needs; cultural and medical etiology; due process related to assessment, eligibility, and placement, continuum of placements within the delivery system; identification procedures (screening, pre-referral, referral, and classification) for individuals with exceptional learning needs; role of individuals in planning an individualized program; understanding the relationship between individuals with learning disabilities and other conditions including attention deficit disorder with and without hyperactivity; and professional organizations, publications, and agencies related to various types of disability conditions. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (Field hours are required).
3 credit hours
EDU 347
CURRICULUM METHODS AND MATERIALS FOR TEACHING STUDENTS WITH MILD/MODERATE EDUCATIONAL NEEDS I provides an overview of theoretical perspectives of the education of students with mild/moderate educational needs within the academic areas (reading, language arts, social studies and mathematics) behavioral intervention treatments, metacognitive instruction, and problem-specific alternative interventions, assessment of current functions, interventions, and delivery systems will be emphasized. Candidates will observe a cross-section of age-related special education/cross-categorical classrooms and then plan and execute actual instruction with children. Attention will also be given to developing skills in communication and collaboration with parents/family members, school colleagues, and community members to support student learning and development. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (Field hours are required).
3 credit hours
EDU 348
CLASSROOM ORGANIZATION AND MANAGEMENT presents principles and techniques of behavioral analysis applied to management of students exhibiting learning and behavioral difficulties, especially students with mild/moderate educational needs within the areas of early childhood, middle childhood, and adolescence to young adult license. Special emphasis will be on definition, characteristics, identification of the population, classification systems, major etiological perspectives, behavioral management, early intervention, current educational approaches and instructional strategies. This course is designed to enable the classroom teacher to implement contingency management principles in the classroom and maintain learning environments that encourage active learning, positive interactions, and self-motivation for all students. (Field hours required).
3 credit hours
EDU 350
EARLY CHILDHOOD EDUCATION provides a survey of the history of early childhood and examines theories, theorists and related approaches. Emphasis is also placed on child-development (0-8) focusing on the 3-8-year-old children. Trends and issues, i.e., technology, facilities, curriculum development and instructional strategies and multi-media are addressed; major approaches to Early Childhood programs are compared. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required.)
Prerequisite for all Early Childhood coursework
3 credit hours
EDU 351
METHODS AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION focuses on the various aspects of pre-school, kindergarten, and primary classrooms. Emphasis is placed on child development (0-8) focusing on the 3-8-year-old children. The Ohio Department of Education Competency Model will be utilized as an instructional resource. Students will analyze curriculum, content, materials and activities that nurture children’s affective, social, creative, physical, and cognitive abilities. Assessing the current functioning of young children will allow for developmentally appropriate techniques and strategies. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required). Candidate Dispositions are assessed
Prerequisite: EDU 350
3 credit hours
EDU 360
MIDDLE SCHOOL: CURRICULUM METHODS & MANAGEMENT OF EARLY ADOLESCENTS provides an in-depth study of the nature, needs, and developmental characteristics of early adolescents. Knowledge about the intellectual, moral, physical, emotional, and social development of this age group is paramount in understanding the impact these characteristics have on the selection and decisions concerning the curriculum content, instructional strategies and classroom management. The developmentally responsive middle level school program as outlined by the National Middle School Association will be addressed and examined as the cornerstone for course instruction; emphasis is placed on the principles and practices of effective middle school education. Emphasis is placed on the principles and practices of effective middle level education. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required). Candidate Dispositions are assessed.
Prerequisite: EDU 260
3 credit hours
EDU 361
CURRICULUM METHODS AND MATERIALS FOR TEACHING STUDENTS WITH MILD/MODERATE EDUCATIONAL NEEDS, PART II provides an overview of the theoretical perspectives of the education of students with mild/moderate educational needs within academics (reading, writing, language, mathematics, and content areas), motor, cognitive, social, affective, and functional life skills incorporating behavioral intervention treatments, metacognitive instruction, and school setting adaptation strategies. Students will develop and/or select instructional content, materials, resources, strategies, technology, and methods to monitor progress according to the different learning styles for individuals with exceptional learning needs. Areas addressed include alternatives for teaching skills and strategies that include remedial methods, techniques, technology, and curriculum materials; instructing life skills related to independent living; assisting students with the support of parents and other professionals in planning for transitions to employment and daily life; developing comprehensive longitudinal individual programs; incorporating strategies for crisis prevention and intervention; working in collaborations with team members; and participating in professional activities. The course stresses social/emotional aspects of individuals with disabilities and encourages developing safe, supportive classroom environments which value self-advocacy. CEC guidelines are utilized as an instructional resource. (Field hours are required).
3 credit hours
EDU 365
TEACHING INTEGRATED SOCIAL STUDIES FOR MIDDLE GRADES prepares teacher education candidates to select, integrate and translate knowledge and methodology from history and the social science disciplines. Course topics will include gender, race, religion, and culture, along with time, continuity, and change, (American heritage), people, places and environment (World Interaction and Culture) and individual groups and institutions (People & Society). Special emphasis will be placed on the Social Studies: Ohio’s Academic Content Standards. Candidates will develop a multi-disciplinary/interdisciplinary unit incorporating concepts from all disciplines to provide instruction that provides students with real life learning opportunities. In-depth exploration of methods, materials, assessment, and technology will be investigated in the implementation of all activities, lessons, and units.
3 credit hours
EDU 405
TEACHING STRATEGIES teaching strategies is taken in conjunction with Student Teaching (clinical practice) and places special emphasis upon the current problems faced by the beginning teacher. The course is designed to enable a candidate in teacher education to acquire knowledge of theories pertaining to teaching. The acquisition of such knowledge should enable professional educators to work more effectively and reflectively in the classroom and to evaluate their own teaching from various perspectives and promote high levels of academic achievement for all students. Candidates develop and implement the Teacher Work Sample (TWS): Contextual Factors, Leaning Goals, Assessment Plan, Design for Instruction, Instructional Decision-Making, Analysis of Student Learning, and Reflection and Self-Evaluation. This Value-Added Progress Dimension, including methods of interpreting data, requires the curricula of teacher preparation programs to be aligned with the state academic content standards, continuous monitoring and evaluation of instructions, decision-making and developing learning goals. Candidates participate in PRAXIS II preparation, developing classroom discipline models, and teaching strategies with video reflections to guide effective instruction.
3 credit hours
EDU 410
EARLY CHILDHOOD STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade three under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
9 credit hours
EDU 411
INTERVENTION SPECIALIST STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the Intervention Specialist in kindergarten through grade twelve for students with mild/moderate educational needs under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the intervention specialist license within the area of mild/moderate educational needs to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
9 credit hours
EDU 412
MIDDLE CHILDHOOD STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades four through nine under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the middle childhood license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience.
Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
9 credit hours
EDU 414
ADOLESCENCE AND YOUNG ADULT STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades seven through twelve under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the adolescence to young adult license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
9 credit hours
EDU 415
DUAL LICENSURE (EARLY CHILDHOOD AND INTERVENTION SPECIALIST) STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in a typical pre-kindergarten through grade three classroom and as an Intervention Specialist in kindergarten through grade twelve for students with mild/moderate educational needs, under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood and intervention specialist (mild/moderate) license to demonstrate the knowledge, dispositions, and skills of the entry year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
9 credit hours
EDU 435
COORDINATING SEMINAR is taken concurrently with Student Teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, resume writing and job interviewing skills.
1 credit hour
Other Courses Related to Education
ART 200
ART FOR YOUNG CHILDREN Candidates will experiment with various media, materials, and tools used to experience art (process and product). The foundation for understanding the art of young children (ages 3-8) will be supported by developmentally appropriate practices and stages of art development in young children. Authentic assessment and art evaluation will be used to observe the child’s art development. Art activities, unit outlines and lessons will demonstrate integration of art into the content areas, art appreciation, and development of art elements and design. Ideas will be given as to how to motivate and involve the exceptional child in the art process. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required).
3 credit hours
MTH 121
MATHEMATICS FOR EARLY AND MIDDLE GRADE TEACHERS I includes such topics as an introduction to problem solving, set theory, functions, logic, numeration systems, and other number bases, and an overview of the real number system with its subsystems and related properties. Historical development and mathematical connections are stressed. The course is only for majors pursuing early and middle childhood, intervention specialist and adolescent to young adult licensure, other than mathematics
3 credit hours
MTH 122
MATHEMATICS FOR EARLY AND MIDDLE GRADE TEACHERS II provides application of real and complex numbers, algebraic thinking, Cartesian coordinate system, computing interest, probability and multistage experiments, statistics, and geometry, utilizing graphic calculators, and stressing the historical. This course is only for majors pursuing early and middle childhood, or intervention specialist licensure.
3 credit hours
MTH 123
MATH/AYA GRADES III includes a comprehensive overview to problem-solving strategies, set theory, introductory logic, numeration systems, algebraic relationships, mathematical applications, statistics, probability, geometry, measurement, and coordinate functions using graphing calculators, Geometer’s Sketchpad, and Fathom Software and stressing the historical contributions of mathematicians. This course is limited to candidates seeking adolescent to young adult and middle childhood licensure in integrated mathematics.
3 credit hours
SCI 302
SCIENCE PRACTICUM provides a holistic, interdisciplinary understanding of science using a variety of instructional strategies, curriculum materials, and computer-based tools in analyzing data. The course emphasizes the professional and legal obligations of science teaching, uses current research findings on early adolescent learning, and establishes collegial discourse for all students to learn to implement lessons in science based upon Ohio’s Model Competency-Based Science Program Goals. Candidates will experience teaching labs hosted by an instructional team approach, i.e., professors from Biology, Physics, Chemistry, Physical Science, and Education Departments.
Prerequisites: Bio 106 and Phy 108
3 credit hours