Course Descriptions – Professional Education

Professional Education


EDUC 101 Introduction to Teaching (3 hours)

An overview of the field of education examining basic foundations of educational practice, components of quality programs, teacher qualities and preparation, and current trends and issues in the educational community. Five guided field observations are conducted in assigned classrooms in a local school. These field observations focus on five areas of the classroom environment based on the Ohio Educator Standards. These opportunities provide an avenue for systematic observation in diverse educational settings.


EDUC 220 Human Development & Learning (3 hours)

An examination of the interrelated psychological principles of human development, learning, and teaching, with application to a variety of educational settings. Prerequisite: Sophomore status or higher.


EDUC 225 Communication Development & Disorders (3 hours)

A focus on communication development of the young child with a particular emphasis on strategies to enhance this development. Major language acquisition theories will also be discussed as well as basic language development inventories. Both informal and formal assessment tools will be examined. application of communication and its development in children will be made to emergent literacy. Characteristics of communication disorders will be discussed, as well as the disorders’ impact on learning and academics. Prerequisite: EDUC 220.


EDUC 230 Storytelling as an Art (2 hours)

An exploration of the fundamental principles of the art of storytelling, selection and adaptation of the story, and development of storytelling skills. Focus is given to using storytelling as a teaching tool to convey an array of educational or faith-based concepts. This is an appropriate study for persons interested in working with children in educational settings, counseling environments, or in a variety of ministries. Performance within class is required and up to two hours of fieldwork. Prerequisite: none. Recommended: SPCH 110


EDUC 235 Children’s Literature (3 hours)

A survey of the scope and variety of literature written for children, designed to highlight the use of children’s literature in the teaching of reading. The role of children’s literature in the teaching of phonemic awareness, reading for content, reading for enjoyment, and in the designing of thematic units, for example, is explored. The ability to determine quality, interest level, and readability of the literature is developed. Drama, art, creative writing, and creative movement are integrated as example strategies to facilitate children’s responses to literature. The use of children’s literature to teach interpersonal relationship skills, appreciation of diversity and culture, faith development concepts, and concepts across the academic curriculum are incorporated. Reading aloud to two different age groups of children is required. This is an appropriate study for persons interested in working with children in educational settings, counseling environments, or in a variety of ministry fields. Prerequisite: CEMN 110 or EDUC 101 or permission of instructor.


EDUC 240 Instructional Technology (3 hours)

An examination of the use of the computer for educational purposes, such as classroom management, classroom presentations, and evaluation of educational software. The standards of the International Society for Technology in Education (ISTE) are highlighted in this course.


EDUC 245 Integrating the Arts: Curriculum & Practice for Young Learners (3 hours)

Curricular planning and implementation in the area of music, art, drama and movement, including as examination of the role of play are explored in this course. The developmental stages of children with respect to the curricular area and Developmentally Appropriate Practice (DAP) are examined. Guidelines and ideas for curriculum design in each area are explored. In addition, participants engage in the development and use of sensory activities, puppetry, and food as part of the supporting curriculum in the early childhood classroom. As a culminating activity, participants prepare a thematic unit integrating the arts, and present it to children in K-3 classrooms from area schools. Prerequisite: EDUC 101


EDUC 250 Teaching Students with Diverse Needs (3 hours)

A survey course in the identification, assessment, and inclusion of children with diverse needs in a regular early childhood classroom or church setting, exploring techniques for working with children with diverse needs and their families. a substantial range of assessment practices, including standardized testing used by the state is discussed and analyzed. The course requires twenty clock hours of field experience, including an interview with a parent of a child with diverse needs, a directed observation, and tutoring a child with diverse needs. Prerequisites: CEMN 110 or EDUC 101, and EDUC 220 (EDUC 220 may be taken concurrently).


EDUC 305 Youth Health, Safety & Nutrition (1 hour)

Through this course students will explore elements of health, safety and nutrition issues and solutions pertinent to today’s youth. Upon completion of the series the student will qualify for certification in CPR, Blood Bourne Pathogens and Communicable Disease training, and Child Abuse Recognition Training. Other topics of discussion during the class will be dealing the bullying, chronic and terminal illnesses, medical needs of youth, setting up safety managements systems in the classroom, church or school and transportation safety issues.


EDUC 310 Preschool Education Clinical Experience (3 hours)

This is both a course and field experience. During the assigned class time, participants learn the benefits, limitations, and use a variety of observation tools. The field experience features participation in an early childhood program (5 hours per week) under the supervision of an experienced early childhood educator at which time participants practice the observation techniques learned in class. Participants share outcomes or findings they gathered from a child study with the teachers and families in a structured conference-style setting. Pre-service teachers develop skills in the areas of systematic observation and reflection. Emphasis is also on developing professionalism, an understanding of children and families from a variety of cultural backgrounds, children with special needs, and a positive attitude toward the early childhood field. Participants must be admitted to an Education licensure program or permission of instructor obtained.

 

 

EDUC 320 Theory & Practice in Educational Settings (3 hours)

Four areas of educational practice are analyzed in-depth in this course in terms of educational prominent and emerging theories. These include program philosophies, curriculum design, assessment practices (including the value-added dimension) and the interrelated contributions of cultural, political, and social interactions. Consideration is given to current trends in early childhood educational practice. Participants complete advocacy projects for children and their families including a research project. Prerequisites: EDUC 101


EDUC 340 Teaching as an Act of Love (3 hours)

This course examines a variety of child guidance theories with an emphasis on integrating guidance techniques with child development principles, the NAEYC code of Ethical Conduct, and Biblical values. This course explores what it means to love and how teachers may use this “love” as a pedagogical tool. Students will take a close look at the stressors facing today’s children. Emphasis is given to understanding the whole child as part of the family unit. Cultural differences and family structures are examined. Thus, the point of this class is to challenge future educators (and interested non-educators) to reclaim the meaning(s) of love. Certainly the roots of love will be examined but, for the most part, this course will follow the principles of agape love, a sacred and esoteric sense of love; a selfless and steadfast love that starts with self-love and radiates outwardly towards others. This is an appropriate study for persons interested in working with children in educational settings, counseling environments, or in a variety of ministry fields. Prerequisite: EDUC 101 or GPS 110 by permission of instructor.


EDUC 350 Social Studies for the Child (3 hours)

An examination and development of objectives, unit planning, curricula, and Developmentally Appropriate Practices (DAP) and methods for teaching social studies in the early childhood educational setting, including classroom experience. Participants gain an understanding of the Ohio Academic Content Standards for Social Studies. Participants engage in ten hours of field experience in a school setting. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 355 Mathematics for the Child (3 hours)

An examination and development of theory, principles, materials, and methods for teaching concepts of mathematics, including classroom experience. Participants engage in five hours of field experience. This course focuses on Developmentally Appropriate Practice (DAP) in the instruction of mathematics as well as understanding and implementing the Common Core State Standards for Math. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 360 Foundations of Reading (3 hours)

An examination of reading theory and process including emergent literacy, phonics, reading for content, scope and sequence of reading skills, and practical methods and materials for instruction. This course focuses on Developmentally Appropriate Practice (DAP) in the instruction of reading as well as understanding and implementing the Common Core State Standards for English Language Arts. Five hours of field experience in a school setting is included. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 361 Teaching Adolescent & Young Adult Composition (3 hours)

Teaching Adolescent Writing and Composition is a methods course focusing on writing instruction for Adolescent and Young Adults. Class sessions will involve writing various types of composition required in a high school setting, planning lessons to implement writing instruction, discussing various topics germane to writing instruction, and researching various approaches to writing instruction. Twenty hours of field experience in an AYA setting will be required. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 362 Teaching Adolescent & Young Adult Literature (3 hours)

An examination of reading theory and process including an understanding of issues with adolescent literacy, teaching content reading and learning, and practical methods and materials for instruction. Five hours of field experience in an adolescent setting is included. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 365 Science for the Child (3 hours)

Through this course, future teachers will gain an understanding of ways in which a science-rich learning environment will support learning across the curriculum. Science is a vehicle for learning through discovery and inquiry. Basic science concepts including observing, collecting and recording data, organizing data and reflecting on observations are important skills for the young child. Teachers need to learn how to plan and assess learning systematically and adapt the curriculum to meet the needs of the learners. This course focuses on Developmentally Appropriate Practices (DAP) in teaching science to young learners as well as the Ohio Academic Content Standards for Science. Participants engage in five hours of field experience. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 370 Phonics & Linguistics (3 hours)

This course is designed to provide the pre-service teacher an examination of the principles of phonemic awareness, phonics, and grammar as they relate to reading, writing, and spelling. The pre-service teacher will also be provided opportunity to develop skills in assessment as well as applying the knowledge gained in the course. Additionally, the cultivation of the pre-service teacher’s appreciation for the value of the knowledge and skills of phonics and linguistics in the teaching of oral and written communication will occur. The course requires ten hours of directed field experience in a school setting. Participants must be admitted to an Education licensure program or permission of instructor obtained.

 

 

EDUC 375 Reading Evaluation & Diagnosis (3 hours)

Reading remains the foundation of student learning. This course examines the value-added dimension, reading diagnostic tools, and reading evaluation tools educators need to assess and improve student learning, modify curriculum and instruction, and plan intervention strategies to meet the needs of all learners. The course requires ten hours of directed field experience in a school setting. Assessments are used in the case study of a student within the corresponding licensure area. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 380 Critical Issues in Education: Connecting Home, School, & Community (3 hours)

This course focuses on the trends and critical issues related to teaching, such as current social issues and education reform. Students will learn how to work with students and families from diverse backgrounds, including varying economic, cultural, linguistic, and academic abilities. In this course, the NAEYC Code of Ethical Conduct and the Bible are utilized as tools for effectively integrating these concepts within home, school, and community settings. Additional concepts include advocating for children, defining community relations, and understanding the structure of family. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 390 Early Childhood Classroom Management with Clinical Experience (4 hours)

The course includes an in-depth study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the early childhood classroom. The semester of clinical experience (five hours per week in an early childhood classroom setting under the supervision of a certificated/licensed early childhood education teacher) provides the opportunity for the application of the skills, knowledge and dispositions gained during the course. Substantial discussion centers around the range of assessment practices, including standardized testing used by the state. Developmentally appropriate management strategies are discussed and applied in the clinical experience. Focus on professionalism and communication skills used with children, parents/guardians, and professional team members are emphasized. The participant’s personal professional philosophy and portfolio is revised to incorporate principles from this course. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 391 Special Education Classroom Management with Clinical Experience (4 hours)

The course includes an in-depth study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the special education classroom. The semester of clinical experience (five hours per week in a special education classroom setting under the supervision of a certificated/licensed special education teacher) provides the opportunity for the application of the skills, knowledge and dispositions gained during the course. Substantial discussion centers around the range of assessment practices, including standardized testing used by the state. Developmentally appropriate management strategies are discussed and applied in the clinical experience. Focus on professionalism and communication skills used with children, parents/guardians, and professional team members are emphasized. The participant’s personal professional philosophy and portfolio is revised to incorporate principles from this course. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 392 Music Education Classroom Management with Clinical Experience (2 hours)

The course includes an in-depth study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the music education classroom. The semester of clinical experience (three hours per week in a music education classroom setting under the supervision of a certificated/licensed music education teacher) provides the opportunity for the application of the skills, knowledge and dispositions gained during the course. Substantial discussion centers around the range of assessment practices, including standardized testing used by the state. Developmentally appropriate management strategies are discussed and applied in the clinical experience. Focus on professionalism and communication skills used with children, parents/guardians, and professional team members are emphasized. The participant’s personal professional philosophy and portfolio is revised to incorporate principles from this course. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 393 Middle School & AYA Classroom Management with Clinical Experience (4 hours)

The course includes an in-depth study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the middle and AYA education classroom. The semester of clinical experience (five hours per week in a special education classroom setting under the supervision of a certificated/licensed middle or AYA education teacher) provides the opportunity for the application of the skills, knowledge and dispositions gained during the course. Substantial discussion centers around the range of assessment practices, including standardized testing used by the state. Developmentally appropriate management strategies are discussed and applied in the clinical experience. Focus on professionalism and communication skills used with children, parents/guardians, and professional team members are emphasized. The participant’s personal professional philosophy and portfolio is revised to incorporate principles from this course. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 399 Reading for the Older Child (3 hours)

Candidates will complete one semester of clinical experience under the direction of a cooperating reading teacher/reading specialist in 7-12 public school setting. Under the guidance of the cooperating teacher, they will engage in the planning and observation of instructional activities designed to improve reading. Participants must be admitted to an Education licensure program or permission of instructor obtained.


EDUC 400 Clinical Field Experience/ Student Teaching (12 hours)

Teacher candidates will complete one semester (15 weeks) of school field experience under the direction of a cooperating teacher in a partnership school and a university supervisor. The teacher candidate will gradually assume the management and instructional responsibilities of a classroom with support and encouragement of the classroom teacher. Common Core State Standards, Ohio Academic Content Standards, lesson planning, classroom management, professionalism, and reflective skills are further developed. The procedure parallels the expectations and requirements of the entry year teacher for the State of Ohio. All requirements for licensure are addressed. For admittance to the Clinical Experience/Student teaching program see the Education Department Handbook.

 

 

Early Childhood Generalist Endorsement (Total: 9 hours must be taken together)


EDUC 450 Social Studies in the Middle Grades (2 hours)

This course offers an examination of the standards, methods, materials, and assessment practices guiding the teaching of fourth and fifth grade social studies. The course focuses on understanding and implementing the Ohio Academic Content Standards for fourth through sixth grade with special attention given to fourth and fifth grade standards, benchmarks and grade level indicators in Social Studies. Emphasis is directed to Ohio History.


EDUC 455 Mathematics in the Middle Grades (2 hours)

This course offers an examination of the principles, materials and methods for teaching numbers, number relationships, algebra, geometry, measurement, statistics, and probability in a problem-solving, activity-oriented approach to the study of mathematics appropriate for fourth and fifth grade teachers. The course focuses on understanding and implementing the ohio academic Content Standards for fourth through sixth grade with special attention given to fourth and fifth grade standards, benchmarks and grade level indicators in Mathematics.


EDUC 460 Language Arts in the Middle Grades (2 hours)

This course offers a survey of the fourth and fifth grade English/Language Arts content, methods, and materials. The course focuses on understanding and implementing the Ohio Academic Content Standards for fourth through sixth grade with special attention given to fourth and fifth grade standards, benchmarks and grade level indicators in Language Arts.


EDUC 465 Science in the Middle Grades (2 hours)

Through this course, teachers will gain an understanding of ways in which a science-rich learning environment will support learning across the curriculum. Content for this course focuses on the Ohio Academic Content Standards for Science for the fourth and fifth grades, integrating technology, developing an understanding of the principles of science, and the connections between the physical, life, and Earth and space sciences. The course focuses on understanding and implementing the Ohio Academic Content Standards for fourth through sixth grade with special attention given to fourth and fifth grade standards, benchmarks and grade level indicators in Science.


EDUC 490 Teaching & Learning in the Middle Grades (3 hours)

This course includes a study of recent research and theory relevant to planning, organizing, and managing student learning and behavior in the fourth and fifth grade. Particular attention is given to the cognitive, social, emotional, and physical development of this age group as well as instructional strategies developmentally appropriate for the age group and structure of schools meeting the needs of the middle learner such as teaming and collaboration. Candidates participate in a field experience working directly with fourth and fifth grade students. The course focuses on understanding and implementing the Common Core State Standards and the Ohio Academic Content Standards for fourth through sixth grade with special attention given to fourth and fifth grade standards, benchmarks and grade level indicators. This course is an optional course for the Generalist Endorsement and can be taken at the discretion of the student.