May 17, 2024

OHIO University Undergraduate Catalog 2022-23

OHIO University Undergraduate Catalog 2022-23 [Archived Catalog]

Course Descriptions

The course information (including course titles, descriptions, credit hours, requisites, repeat/retake information, OHIO BRICKS, and active status) contained in this catalog is effective as of Fall Semester 2022-23. This information is subject to change at the discretion of Ohio University.

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Education - Counselor Education
	EDCE 2900 - Special Topics in Education - Counselor Education Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Counselor Education.
	EDCE 3001 - Case Management in Human Services The purpose of the course is to provide students with an introduction to case management for human service workers. The course provides foundational information related to managing a caseload including a diverse client population with disabilities and utilizing various agency policies and procedures. Examples of writing and interpreting various reports including psychological evaluations, vocational evaluations, physical therapy, and medical reports are utilized throughout the course. Lastly, students learn how to use the information to assist in making appropriate referrals for persons with varying disabilities. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to articulate the historical, philosophical, and ethical issues related to human services professionals. Students will be able to articulate their knowledge of various psychological, vocational, and medical evaluations and their applicability to making appropriate referrals. Students will be able to develop a resource network to utilize when working with persons with various barriers to employment. Students will be able to integrate functional, educational, psychological, social, cultural, and vocational data in order to make decisions regarding caseload management.
	EDCE 3002 - Job Placement for Human Services Professionals This course provides the student with an understanding of the basic concepts, theories, and techniques of job placement and development. This course examines issues related to the employment and job retention of people with disabilities including: uses of job analysis data; vocational assessment; uses of occupational and labor market information; principles of job modification and accommodation; job development methods; public and private sector job placement goals; employer human resource needs; supported employment; disability management and transitional work return programs. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to articulate how labor market information relates to the ability to locate jobs for people with disabilities. Students will be able to educate prospective employers about the benefits of hiring persons with disabilities. Students will be able to evaluate work activities and job requirements through the use of job and task analyses. Students will be able to identify and contact employers to develop job opportunities. Students will be able to integrate functional, educational, psychological, social, cultural, and vocational data in order to make a vocational diagnosis and facilitate the development of a job placement plan.
	EDCE 3003 - Stress Management This course familiarizes students with information and techniques relevant to stress and stress management that students can use to reduce stress within their lives. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to identify various types of stress and sources of stress. Students will be able to demonstrate techniques to manage stress physically, mentally, and socially. Students will be able to identify mind-body practices useful in integrative medicine.
	EDCE 4000 - Special Topics in Guidance, Counseling, and Student Personnel Independent studies, specialized projects, and seminars on following special topics: alcohol and substance abuse; biofeedback, self control, and management of stress; marriage and family issues; assertiveness; human sexuality; and Adlerian theory, method, and research. Credit Hours: 2 - 4 Repeat/Retake Information: May be repeated for a maximum of 12.0 hours. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Assess personal stress status. Define the purpose and function of stress management. Discuss the psychological and physiological effects of stress on health and disease. Experience a variety of relaxation techniques. Explain the holistic nature (mind-body-spirit) of stress. Explain the research-based rationale supporting various stress management techniques. Identify and analyze sources of stress. Integrate selected techniques into a personal stress reduction plan. Practice specific cognitive and behavioral techniques effective in preventing and coping with stress.
	EDCE 4001 - Human Service Professions This course provides a comprehensive overview of the knowledge and skills required for successful human services work. Students learn about the basics of client care in social service agencies. Students explore historical aspects, technology skill attainment, job requirements, models of service delivery, and beginning skills in the helping process. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to apply their knowledge of various aspects of special populations to meeting diverse client needs. Students will be able to articulate their knowledge, skills, and awareness of basic human service terminology and the basics of client care. Students will be able to describe the history, theories of the social service systems, conditions that limit human functioning, and skills required for successful human services work.
	EDCE 4100 - Human Relations Study and practice of developing healthy and mutually satisfying interpersonal relationships. Lecture and discussion groups focus on dynamics of human relationships, factors fostering effective interaction, and significance of self concepts in human communication. Topical headings include value clarification, games people play, self disclosure and trust, conflict resolution, sexuality, prejudice, death and dying, multicultural education, sexism, constructive use of anger, etc. Requisites: Jr or Sr Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: The student will be able to apply goal-setting skills in order to foster effective interactions with others. The student will be able to utilize self awareness techniques and how those influence their personal relationships. The student will be able to identify effective communication styles and use them appropriately in an effort to function more effectively in their interpersonal relationships. The student will be able to effectively recognize and manage stressors.
	EDCE 4400 - Foundations in Group Dynamics General principles and basic techniques of group dynamics. Interaction in human relations situations that occur in agency settings, business, classrooms, community, resident living, and various types of professionally led training, counseling, and growth groups. Through both cognitive and affective learning opportunities, students learn to understand and use group dynamics principles in areas of personal and professional interaction. Students attend weekly cognitive seminars as well as participate in ongoing group lab. Requisites: Jr or Sr Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Demonstrate ability to use experiential learning for group development Demonstrate knowledge of communication in groups Demonstrate knowledge of group building process Demonstrate knowledge of group dynamics Demonstrate understanding of group leadership and demonstrate ability to apply leadership principles to resistance, conflict, and controversy Demonstrate understanding of healthy/unhealthy roles within a group Demonstrate understanding of importance and process of establishing group goals
	EDCE 4900 - Special Topics in Education - Counselor Education Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Counselor Education.
	EDCE 4910 - Internship in Human Services This course is the culminating experience for students who are providing services to clients in educational, community, and business settings. On-site supervision by staff is required, along with weekly conferences with faculty. Requisites: EDCE 4001 Credit Hours: 4 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 8.0 field experience/internship Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to develop case conceptualization skills, including the application of one’s theoretical orientation to understand clients’ unique presenting circumstances. Students will be able to assess the learning, behavioral, and developmental needs of clients. Students will be able to define the forces that influence, facilitate, and enhance client’s growth and development. Students will be able to integrate the theory, practice, and ethical standards of human services with one’s own personal style.
	EDCE 4980 - Ethical Issues in Human Services The course introduces students to the ethical standards and guidelines of human services professionals. Students focus on learning the knowledge and skills essential for ethical decision-making practices. Students explore their own values and biases within a multicultural context in relation to ethical and legal issues and helping relationships. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to summarize and give examples of the general ethical principles of human service professionals. Students will be able to identify and describe the ethical standards of human service professionals. Students will be able to recognize their own values and biases and understand their potential impact on the helping relationship within the context of ethical decision making. Students will be able to recognize and explain the impact of legal issues that impact human service professionals and ethical decision making. Students will be able to demonstrate ability to apply ethical decision making model(s) to ethical and legal dilemmas.
Education - Critical Studies in Foundations
	EDCS 1010 - Education and the Democratic Community Examines the varied dimensions of democracy and the democratic community and how education, both formal and informal, can prepare empowered participatory citizens. Social values that underlie conceptions of democracy explored. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 seminar Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will examine the relationship between education, formal and informal, and the health of a democracy. Students will explore how democracy and the democratic community can empower citizens. Students will understand the differences between political, structural and social democracy.
	EDCS 1912 - Introduction to Diversity Studies Field Experience/Internship Field experience or internship in a school, community or organizational setting related to diversity issues and education. Requisites: Permission required Credit Hours: 1 - 3 Repeat/Retake Information: May be repeated for a maximum of 60.0 hours. Lecture/Lab Hours: 3.0 internship Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will gain experience working on diversity related issues in field-based settings. Students will utilize their knowledge and understanding of diversity to benefit a given field-based setting.
	EDCS 2010 - Education and Cultural Diversity Public schools are institutions of a democracy. One measure of their success is how well they educate all children, regardless of race, class, ethnicity, gender, disability, sexual orientation, family configuration, language, and religion. Students observe, analyze, and reflect upon the advantages and tensions associated with teaching in a culturally diverse environment and society. They explore the cultural, social, and historical dimensions of education as they relate to cultural diversity. Students examine the cultural and historical context of domination and exploitation in the U.S.; the self as an anti-bias educator; and the curriculum and pedagogy in an anti-bias classroom. Requisites: EDTE 1000 or EDHP 3530 Credit Hours: 3 OHIO BRICKS Bridge: Ethics and Reasoning, Foundations: Intercultural Explorations Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to articulate insights about their own cultural positionality relative to broader societal norms and how they manifest in the U.S. public educational system. Students will be able to describe how history, values, policies, pedagogical approaches, economic conditions, and/or beliefs and practices influence how a range of cultural groups interact with the U.S. public educational system. Students will be able to interpret how a range of cultural groups experience schooling and identify educational strategies and responses that ensure that all students thrive. Students will be able to discuss and interpret differences in communication styles of families from a range of cultural groups in educational settings and can apply these understandings in communicating with families. Students will be able to ask complex questions about other cultures educational experiences and articulate answers that reflect a range of perspectives. Students will be able to initiate and develop interactions with people from differing backgrounds while valuing and celebrating these interactions. Students will be able to assess their own ethical core beliefs and how that shapes their choices, actions, and thinking in professional educational practice. Students will be able to explain varied ethical standards in the field of education. Students will be able to describe and evaluate ethical issues in the field of education and discuss possible actions to address these issues. Students will be able to consider and apply professional ethical standards, perspectives, and theories in educational decision-making situations. Students will be able to evaluate alternative ethical perspectives about the field of education and educational practice in a decision-making context.
	EDCS 4000 - Democracy, Education & Society Examines the historical and philosophical roots of education in the U.S. Engages students in a critical examination of contemporary issues in education and the role of citizens and educators as transformative change agents for the improvement of schools with a commitment to equity and socially just education. Synthesizes educational history, philosophy, sociology, politics, as they address the responsibilities of families, students, educators and the community in educational practices in the United States. Requisites: One course in Tier II Social Sciences or Humanities and Sr only Credit Hours: 3 OHIO BRICKS Capstone: Capstone or Culminating Experience General Education Code (students who entered prior to Fall 2021-22): 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Comprehend the competing and interactive aspects of education, schooling and society and how they impact student learning in a democracy. Comprehend the historical, philosophical, sociological and political foundations of public education in the United States, and examine the competing tensions therein. Comprehend the intersection of and evolving philosophies of education that inform citizen and educator choices to act as educational change agents. Explore ethical decision-making and action inside the value-laden context of educational settings in the context of contemporary society. Research contemporary issues at the intersection of school and society such as: high stakes testing, ability grouping, school funding, school choice, school violence, the small school movement, charter schools, among others. Understand legal protections and constraints related to education, and the role of unions and governance in the empowerment of teachers, students and families; examine the significance of school law as it relates to students, families and teachers.
	EDCS 4900 - Special Topics in Critical Studies in Educational Foundations Allows for an exploration of special topics in the field of critical studies in educational foundations. Examples of topics might include conflict resolution in schools, peace education, diversity education training for educators, art and education, environmental education, African and Native American-centered schooling. May be delivered in multiple formats, including but limited to, regular classroom instruction, community-based education or workshops. Credit Hours: 1 - 4 Repeat/Retake Information: May be repeated for a maximum of 24.0 hours. Lecture/Lab Hours: 1.0 seminar Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will have an opportunity to study a particular topic relevant to the field of Critical Studies in Educational Foundations that is not present in the existing curriculum.
	EDCS 4920 - Practicum in Critical Studies in Educational Foundations Practicum in school, community or organizational settings related to critical studies in educational foundations theories. Requisites: Permission required Credit Hours: 1 - 9 Repeat/Retake Information: May be repeated for a maximum of 36.0 hours. Lecture/Lab Hours: 3.0 practicum Grades: Eligible Grades: A-F,CR,PR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will gain experience applying Critical Studies in Educational Foundations theory to field-based practice settings. Students will utilize their knowledge and understanding to benefit of a given field-based setting.
	EDCS 4930 - Independent Study in Critical Studies in Educational Foundations Individualized studies and/or readings in critical studies in educational foundations supervised by a faculty member. Requisites: Permission required Credit Hours: 1 - 9 Repeat/Retake Information: May be repeated for a maximum of 24.0 hours. Lecture/Lab Hours: 1.0 independent study Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students develop in-depth literature reviews, and studies of scholars and issues relevant to Critical Studies in Educational Foundations.
Education - Early Childhood
	EDEC 1001 - Introduction to Early Childhood Education Overview of the profession of early childhood education and the role of the teacher. Requisites: EDEC 1600 or concurrent Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to identify the roles and responsibilities of an early childhood Professional. Students will develop a conceptual understanding of developmentally appropriate practice. Students will develop reflective practice skills and understand its importance in the field of Early Childhood Education. Students will identify education models currently influencing early childhood programs. Students will identify historical influences on the field of early childhood education. Students will identify other career possibilities in working with families and young children. Students will identify the school climate in Ohio and the impact of standards, school readiness, and value-added concepts. Students will review and apply the Code of Ethics to ethical situations. Students will understand the value of play in relation to a child’s development and learning.
	EDEC 1600 - Introduction to Child Development Fundamental patterns of children’s physical, cognitive and social emotional development and behavior beginning prenatally and continuing through adolescence. Examines how these issues and themes of child development have affected and been affected by societal changes in a progressively more connected, diverse and globalized world. Requisites: WARNING: No credit for both this course and the following (always deduct credit for first course taken): PSY 2410 Credit Hours: 3 OHIO BRICKS Arch: Connected World General Education Code (students who entered prior to Fall 2021-22): 2SS Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Course Transferability: OTM course: TMSBS Social & Behavioral Sciences, TAG course: OED010 Early Childhood Development College Credit Plus: Level 1 Learning Outcomes: Students will be able to explain primary terminology, concepts, and findings related to the growth and development of children and youth. Students will be able to apply the logic and methods of social or behavioral scientific inquiry to understanding human development. Students will be able to explain how understanding child development can contribute to becoming an informed citizen. Students will be able to describe ways that the fields of child development and their findings are influenced by the social identities of the investigators. Students will be able to critically state, describe, and consider an issue or problem related to the growth and development of children and youth. Students will be able to use information from child development source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Students will be able to systematically and methodically analyze assumptions and carefully evaluate the relevance of contexts when analyzing and discussing child development. Students will be able to state a specific position related to child development (i.e., perspective, thesis, or hypothesis) that is thoughtful, recognizes complexities, and acknowledges limitations. Students will be able to state conclusions and related outcomes about the development of infants, children and adolescents (consequences and implications) logically and in a priority order. Students will be able to describe sequences, stages, and milestones of growth within the social, emotional, physical, and cognitive domains of development. Students will be able to describe developmental domains are interrelated and provide examples of interrelationships among developmental domains. Students will be able to identify examples of and interpret multiple influences on development and learning.
	EDEC 2001 - Sophomore Clinical Experience Clinical experience in an early childhood setting that provides an opportunity to interact with children. Requisites: Early Childhood Education major, Child Development major, or Child and Family Studies major Credit Hours: 1 Repeat/Retake Information: May be repeated for a maximum of 6.0 hours. Lecture/Lab Hours: 3.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will gain experience working with children in a preschool classroom setting.
	EDEC 2100 - Children’s Literature and Storytelling in the Early Childhood Classroom Designed for undergraduate candidates seeking licensure in early childhood education for children between the ages of 3 and 8 years. Treats the body of literature by genre, acquaints candidates with the great wealth of tradebooks available for young children, prepares candidates to utilize the literary and artistic criteria for selecting tradebooks and introduces strategies for integrating these tradebooks in the early childhood classroom. Candidates read, think, and talk about the literature of diversity. The history of the oral tradition will be explored through storytelling. The role of literature in the acquisition of literacy is developed. Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Define and apply the literary and artistic criteria for selecting noteworthy literature. Define and describe the literature of diversity. Define and describe the values of literature for young children. Describe motivational, instructional techniques for utilizing literature in early childhood classrooms. Explain the knowledge base of children’s literature within the context of your undergraduate curriculum. Explain the role of literature in the acquisition of literacy. Identify numerous pace setting authors and illustrators of children’s literature.
	EDEC 2300 - Emergent Mathematics and Science Birth through Five Years Examples of early childhood programs, primary elements and issues that differentiate them. Selection, preparation, presentation, and evaluation of premath and science activities and materials. Requisites: (EDEC 170 or 1001 or HCCF 170) and (EDEC 160 or 1600) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will understand the emergent nature of math and science in children birth through 5.
	EDEC 2301 - Emergent Mathematics and Science Birth through Five Years This course examines examples of early childhood programs, primary elements, and issues that differentiate them. Students learn the selection, preparation, presentation, and evaluation of premath and science activities and materials. Requisites: Early childhood education major or child development major Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to describe the emergent nature of math and science in children birth through 5. Students will be able to design and implement developmentally-appropriate math activities for children 0-5. Students will be able to design and implement developmentally-appropriate science activities for children 0-5. Students will be able to apply constructivist teaching methods and practices to math and science topics in early childhood classrooms.
	EDEC 2400 - Infant-Toddler Education: Development, Curriculum and Program Provides in-depth information about the physical, social, emotional, cognitive, language development of children from birth to 3 years. Developmentally and individually appropriate practice for infants and toddlers reviewed and discussed. Also theories of infant development as well as typical/atypical patterns explored. Requisites: EDEC 1600 or PSY 2410 Credit Hours: 3 Repeat/Retake Information: May be repeated for a maximum of 6.0 hours. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Course Transferability: CTAG course: CTECE003 Infant and Toddler Curriculum College Credit Plus: Level 1 Learning Outcomes: Students will be able to provide developmentally/culturally/individually appropriate practices for infants and toddlers. Students will be knowledgeable of infant and toddler development and teachers’ roles. Students will have a thorough understanding of theoretical perspectives regarding infant and toddler development. Students will understand infancy and toddlerhood as a unique and critical period that provides a solid foundation for early childhood period.
	EDEC 2500 - Emergent Literacy and Reading Emphasizes the development of reading and literacy from a global view of language, thinking, and learning. Attention given to methods and materials, with emphasis on the use of literacy within the framework of age and individual appropriateness. Emphasis on teaching in the preschool years. Requisites: BS6854 or AA1106 major Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will be able to assess early literacy development and plan instruction based on the findings. Candidates will develop an understanding of the foundations of literacy. Candidates will develop an understanding of the relationship between oral Language and early literacy. Candidates will develop an understanding of the role of writing in the preschool. Candidates will develop the skills and dispositions necessary to help preschool children develop print concepts. Candidates will develop the skills and dispositions to use the project approach to help young childrens develop literacy within their individual needs.
	EDEC 2600 - Global Early Childhood Education: Programs and Practices This course provides an in-depth study of global early childhood care and education programs with a focus on the needs of the whole child in a global community. The course compares and contrasts early childhood care and education philosophies and curricula with an emphasis on family and culture. Requisites: EDEC 1600 Credit Hours: 3 General Education Code (students who entered prior to Fall 2021-22): 2CP Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to identify and describe global early childhood education programs. Students will be able to compare and contrast charactieristics of global early childhood education programs in including history, mission, location, philosophy, unique program characteristics, teacher development, program administration. Students will be able to design developmentally appropriate and culturally responsive learning environments for global early childhood care and education settings. Students will be able to design developmentally appropriate and culturally responsive curriculum and pedagogy for global early childhood care and education settings. Students will be able to evaluate international early childhood care and education approaches and perspectives. Students will be able to describe global workforce issues in early childhood care and education. Students will be able to decribe the conditions necessary for the optimum education and development of children in a global society. Students will be able to describe strategies that increase the engagement of culturally and linguistically diverse families in global early childhood care and education programs.
	EDEC 2900 - Special Topics in Education - Early Childhood Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Early Childhood.
	EDEC 2929 - Prekindergarten Associate Practicum Seminar The Prekindergarten Associate Practicum Seminar provides Child Development Associate Degree Students with information directly related to the EDEC 3929 Practicum, which includes Operating Standards for Ohio Educators, Prekindergarten 2-year Standards for educator preparation from the National Association for the Education of Young Children, and Ohio CORE Guidelines for teachers of children birth until entry into kindergarten. Students engage in reflective practice activities based on their practicum experiences. Information about licensure for the Paraprofessional License and the Prekindergarten Associate License are presented. Requisites: ((EDTE 1000 or 1500) and 2000 and 2010 and 2020 and EDEC 1600) and (EDEC 3929 concurrently) Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 1.0 seminar Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will apply Ohio Operating Standards by creating checklists to be used in their practicum experiences. Students will complete a self-assessment of their competencies as a prekindergarten associate educator. Students will create rubrics to measure children’s growth in physical, social-emotional, and cognitive domains. Students will intentionally plan for teaching and assessing children from birth through entry into kindergarten based on Ohio Core Guidelines, Birth - Five Years Students will justify their designs of early learning environments for promoting optimal growth and development in young children.
	EDEC 3002 - Junior Clinical Experiences I This course creates an essential link between students’ clinical field experiences and university coursework. Through critical discussion and reflection, students examine teaching practices and effective strategies for positively impacting K-3 student learning. Students refine and develop teaching practices and apply them in K-3 classrooms. Students reflect on the value of embracing individual differences and exhibit respect for children and families from diverse cultural and socioeconomic backgrounds by engaging in culturally relevant pedagogy. Requisites: Admission to Advanced Standing Credit Hours: 1 Repeat/Retake Information: May be repeated for a maximum of 4.0 hours. Lecture/Lab Hours: 3.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to analyze K-3 classroom practices. Students will be able to review integrated curriculum practices. Students will be able to plan a lesson plan that can be implemented in a K-3 classroom. Students will be able to engage in collaborative planning with early childhood educators in the classroom. Students will be able to apply the Code of Ethics and the ethical responsibilities of an early childhood educator.
	EDEC 3003 - Junior Clinical Experiences II This course creates an essential link between students’ clinical field experiences and university coursework. Through critical discussion and reflection, students examine teaching practices and effective strategies for positively impacting K-3 student learning. Students refine and develop teaching practices and apply them in K-3 classrooms. Students reflect on the value of embracing individual differences and exhibit respect for children and families from diverse cultural and socioeconomic backgrounds by engaging in culturally relevant pedagogy. Requisites: Admission to Advanced Standing Credit Hours: 1 Repeat/Retake Information: May be repeated for a maximum of 4.0 hours. Lecture/Lab Hours: 3.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to analyze K-3 classroom practices. Students will be able to synthesize integrated curriculum practices. Students will be able to plan a lesson plan that can be implemented in a K-3 classroom. Students will be able to engage in collaborative planning with early childhood educators in the classroom. Students will be able to apply the Code of Ethics and the ethical responsibilities of an early childhood educator.
	EDEC 3110 - Methods of Teaching Reading Grades 1-3 Provides preparation for teaching developmental reading in grades 1-3. A stage model of literacy is emphasized, along with research-based instructional strategies appropriate to the development of literacy in young children. All forms of literacy (reading, writing, speaking, listening, and viewing) and the way they contribute to the development of proficient reading studied. A literature approach emphasized; however, all literacy methodologies studied. Requisites: Advanced Standing and (EDEC 3002 or EDEC 3003) concurrent Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will develop the skills necessary for teaching language and vocabulary development. Candidates will be able to use theory and research when developing a literacy classroom. Candidates will develop skills in creating home and school relationships. Candidates will develop strategies for teaching the comprehension of texts. Candidates will develop strategies for teaching word recognition. Candidates will develop the skills and dispositions necessary to understand and use the foundations of reading/literacy development. Candidates will learn to organize and manage the reading/literacy classroom. Candidates will understand the role of and be able to use assessment in designing reading/literacy instruction. Candidates will understand the role of diversity in the development of reading/literacy. Candidates will use motivating reading/literacy activities with young children.
	EDEC 3120 - Observing Young Children for Reading Strategies and Skills Learn to observe children, keep running records, and conduct an informal reading inventory. Appropriate instruction is based on these assessment procedures. Learn to record results for reporting to parents and other appropriate adults. Candidates work with a single student, but emphasis is placed on how this information can be used in the classroom. Content expands on information presented in EDTE 2200, EDEC 2500, and EDEC 3110. Requisites: Advanced Standing and EDEC 3110 and (EDEC 3002 or 3003 or concurrent ) and Jr Credit Hours: 3 General Education Code (students who entered prior to Fall 2021-22): 1JE Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to describe the relationship of writing, speaking, listening, and viewing to reading. Students will be able to integrate and apply all of the language arts to strengthen their teaching of reading. Students will be able to use running records and informal reading inventories to determine P-3 students’ literacy strengths and needs. Students will be able to use assessment data to plan appropriate literacy instruction.
	EDEC 3300 - Teaching Mathematics in Early Childhood P-3 Examination of methods and materials appropriate for teaching mathematics to young children. Emphasis placed on using developmentally appropriate experiences to provide for diversity of learners, including those with disabilities. Requisites: Advanced standing and EDEC 2301 and (EDEC 3002 or EDEC 3003 concurrent) and (Jr or Sr) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Compare and contrast research-based teaching strategies that incorporate and extend student thinking Design meaningful mathematics experiences, learning centers, and lesson plans that center on mathematical concepts that encourage the integration of technology and inquiry Investigate and a pply a wide-range of constructivist-based pedagogies applicable to the early childhood mathematics classroom and supported by NCTM and Ohio Academic Content Standards View early childhood mathematics as a discipline involving the processes of investigation, verification, exploration, explanation, discovery, conjecture testing, representation, reflection, and communication
	EDEC 3400 - Teaching Science in Early Childhood P-3 This course is designed to prepare early childhood teacher candidates with the knowledge, skills, and dispositions that provide the foundation for effective science teaching. It develops teacher candidates’ abilities to design inclusive and culturally responsive learning environments based on current perspectives about student learning and using evidence-based strategies for teaching and assessment. It also emphasizes scientific inquiry, core ideas, and cross-cutting concepts as recommended by the Ohio Learning Standards for Science and the Next Generation Science Standards. Requisites: Advanced Standing and EDEC 3002 or EDEC 3003 concurrent Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to design and implement standards-based, integrated, inclusive, and safe science learning experiences for all P-3 learners. Students will be able to apply their understanding of the Nature of Science, inquiry, science and engineering practices, and other scientific frameworks in a variety of in-class and field-based activities. Students will be able to analyze and reflect upon teaching episodes to identify areas of strength and weakness and opportunities for improving teaching practice. Students will be able to analyze and interpret student learning using evidence collected through an array of contemporary formative and summative assessments. Students will be able to choose and reference appropriate Ohio Learning Standards for Science and Next Generation Science Standards (NGSS). Students will be able to demonstrate the skills and dispositions reflected in the standards of the National Science Teachers Association, the Ohio Standards for the Teaching Profession, and the Patton College of Education. Students will be able to select and utilize appropriate technology, online resources, and community resources to support planning, teaching, and assessment in science education. Students will be able to describe the role of the early childhood classroom teacher as facilitator for scientific learning and practitioner of interdisciplinary teaching and learning. Students will be able to relate the role of the early childhood classroom teacher to that of responsible and collaborative member of the school and scientific community and promoter of science in the local and global community.
	EDEC 3500 - Teaching Early Childhood Social Studies This course focuses on developing curriculum and instructional practices that support social studies learning. Course emphasis is placed on identifying and practicing approaches and instructional strategies that prepare young children to be aware, engaged, and involved citizens within a democratic society. Through use of literature, discussion, inquiry and democratic processes, this course presents the prospective early childhood teacher with approaches to content and relevant instructional approaches for supporting and extending social studies learning in early childhood classrooms. Requisites: Admission to Advanced Standing and 2.75 GPA and (EDEC 3002 or 3003 concurrent) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the core concepts of the early childhood social studies curriculum. Students will be able to describe the role of social studies in the early childhood classroom. Students will be able to identify and implement social studies concepts through an integrated curriculum model. Students will be able to plan lessons that engage students in democratic discourse in early childhood social studies classrooms. Students will be able to apply social justice practices to social studies issues and topics in early childhood classrooms. Students will be able to evaluate the importance of play and hands-on activities as part of social studies education.
	EDEC 3610 - Guidance and Classroom Management in Early Childhood This course focuses on developing an understanding of theories and principles of early childhood guidance and discipline. It emphasizes constructive guidance and discipline approaches to classroom management and discipline. Through identifying various developmental, socio-economic and cultural factors influencing student behavior, the course explores reasons behind student behaviors and classroom issues, presents various developmentally appropriate strategies and techniques for classroom use and provides opportunities for early childhood teachers to reflect and develop their own philosophy and repertoire for classroom guidance and discipline. Requisites: EDEC 2001 concurrent and C or better in (EDEC 1600 or PSY 2410) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to explain the social and emotional development of young children. Students will be able to analyze and identify possible causes of various behaviors and discipline problems. Students will be able to explain developmentally appropriate classroom management techniques for early childhood classrooms. Students will be able to recognize the importance of working and communicating with families in guiding young children. Students will be able to acquire, plan and apply specific guidance and management strategies in their clinical classroom. Students will be able to identify and complile developmenentally appropriate guidance techniques for early childhood classrooms. Students will be able to evaluate and develop their own philosophy of classroom management and guidance of young children
	EDEC 3611 - Guidance and Management in the Primary Classroom Appropriate guidance and management techniques in the K-3rd grade classroom. Other issues that children face during these formative years such as childhood depression, trauma, child abuse and neglect and school related stress will be examined Requisites: EDEC 3610 Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will demonstrate appropriate guidance techniques for children aged 5-9. Students will demonstrate appropriate management of the primary classroom.
	EDEC 3700 - Diversity in Early Childhood Education Focuses on increasing awareness, sensitivity and understanding of and responsiveness to children and families from diverse cultural, ethnic, linguistic, religious, and family backgrounds. Students complete an approved service project in diverse settings. Requisites: C or better in (EDEC 1001 and 1600) and admission to the Early Childhood Education program Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Increase knowledge of diversity through extensive assigned and self-selected readings that focus on diversity from a global perspective. Diversity in early childhood education prepares students for the following objectives: Demonstrate knowledge, skills and dispositions in conflict resolution education. Demonstrate strategies to meet the needs of young dual language learners in early childhood classrooms. Explore multiple ways to integrate multicultural/diversity education into early childhood classrooms. Explore their own cultural, ethnic, linguistic viewpoints. Identify children’s literature that enhances understanding of diversity. Plan for instruction in diverse classrooms. Participate in events and/or activities that enhance understanding and sensitivity to diverse viewpoints.
	EDEC 3701 - Diversity in Early Childhood Education Focuses on increasing awareness, sensitivity and understanding of and responsiveness to children and families from diverse cultural, ethnic, linguistic, religious, and family backgrounds. Students complete an approved service project in diverse settings. Requisites: Early Education major and (EDEC 1001 and 1600) and EDEC 2001 concurrently Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Increase knowledge of diversity through extensive assigned and self-selected readings that focus on diversity from a global perspective. Explore their own cultural, ethnic, and linguistic viewpoints. Participate in events and/or activities that enhance understanding and sensitivity to diverse viewpoints. Plan for instruction in diverse classrooms.
	EDEC 3801 - Play and Creativity in Early Childhood Education This course examines theories of play and creative expression in early childhood education. Candidates have the opportunity to develop an awareness of and an appreciation for their own creative abilities, creative teaching, and play as well as creative expression in children’s learning and curriculum experiences. Candidates plan, implement, and evaluate learning experiences for play and the creative arts for children age 3 to grade 3, with emphasis on integrating play, art, construction, music, movement, dance, and drama with content standards throughout the curriculum. Requisites: EDTE 1000 or EDEC 1001 or concurrent and C or better in EDEC 1600 Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to describe early childhood developmental theories for play, art, construction, music, movement, dance, and drama in early childhood education. Students will be able to describe the relationship between play, creative arts, and the development of the whole child - cognitive, social, emotional, and physical development. Students will be able to demonstrate their knowledge of young children’s characteristics and needs. Students will be able to identify the multiple influences on development and learning Students will be able to create healthy, respectful, supportive, and challenging learning environments. Students will be able to practice responsible assessment. Students will be able to demonstrate, and use effective approaches, strategies, and tools for early education. Students will be able to demonstrate the ability to build meaningful curriculum. Students will be able to demonstrate the ability to integrate knowledgeable, reflective, and critical perspectives on early education.
	EDEC 3929 - Practicum in Early Childhood Education Lab experience in assisting the planning, guiding, supervising, and evaluating preschool children’s growth and behavior in all phases of early childhood education programs. Required for students in the associate’s degree program. Minimum of 300 contact hours in an infant, toddler, or PK setting. Requisites: EDEC 2300 and 3610 Credit Hours: 6 OHIO BRICKS Bridge: Learning and Doing Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 20.0 practicum Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Student will demonstrate appropriate teaching behavior with young children. Student will demonstrate the ability to plan effective lessons.
	EDEC 4004 - Senior Practicum in Curriculum Development Supervised lesson planning and teaching in early childhood classrooms serving children age 3 to grade 3. Requisites: EDEC 3003 and 3400 and 3500 Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 laboratory Grades: Eligible Grades: A-F,PR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will perform action research in a classroom.
	EDEC 4100 - Family, School and Community This course provides the knowledge necessary to understand how children are affected by the ecology of the family, school, and community. It stresses the importance of the parent-teacher relationship in the school and partnership among family, school and community. It introduces various strategies for working effectively with family and community. Requisites: C or better in EDEC 1600 and Jr or Sr Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Course Transferability: TAG course: OED011 Families, Communities, and Schools College Credit Plus: Level 1 Learning Outcomes: Students will be able to identify the psychosocial framework and how it clarifies how one’s past, present, and expectations of the future are systematically connected to the lives of people around them. Students will be able to describe the social and cultural diversity occurring in families, schools, and communities. Students will be able to define community, identify its resources, and analyze the relationship the community has with the school. Students will be able to list the basic components of effective communication between parents and the school. Students will be able to evaluate how an effective school-family-community connection enables children to succeed. Students will be able to create and apply effective strategies for working with family, school and community in their early childhood teaching.
	EDEC 4300 - Authentic Assessment in Early Childhood Education Addresses documenting and assessing children’s cognitive and academic learning and their social, emotional, and physical development. Introduces a variety of observational strategies for data collecting as well as strategies for compiling, summarizing, interpreting and ethically using assessment information for authentic assessment. Knowledge of both authentic and formal assessment and issues involved in such assessments explored. Requisites: EDEC 2301 and (EDEC 3002 or EDEC 3003 concurrent) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Describe the role of assessment in early childhood classroom. Discuss the importance of collaborating with children and families in the process of assessment. Discuss the use of portfolios as a means of gathering and organizing information about children’s development and learning. Explain core concepts in authentic and formal assessment. Explain standardized testing, appropriate uses of standardized assessments, as well as the potential limitations associated with this form of assessment. Identify, explain, and use specific observation and assessment strategies. Observe, document, and assess young children’s academic, social-emotional, communication, adaptive, and physical development. Utilize assessment data to influence classroom practices.
	EDEC 4500 - Principles and Practice of Curriculum in Early Childhood This course focuses on synthesis of early childhood curriculum content, teaching strategies, and decision-making processes in curriculum development and implementation. Requisites: Admission to Advanced Standing and EDEC 2301 Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to apply their content and pedagogical knowledge to classroom situations.. Students will be able to develop an in-depth understanding and appreciation of constructivist curriculum in early childhood education. Students will be able to evaluate the importance of child centered curriculum. Students will be able to plan and implement an integrated curriculum project for young children. Students will be able to document children’s learning through the project development and implementation to demonstrate evidence of teaching and children learning. Students will be able to find and make use of early childhood resources through collaboration with teachers and peers as well as with family and community. Students will be able to reflect on the learning of individual children and general early childhood educational practices in school.
	EDEC 4900 - Special Topics in Education - Early Childhood Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Early Childhood.
Education - Elementary
	EDEL 2000 - Studies of Children and Adolescents Study of major theories of learning and human development as applied for school-age children in classroom learning environments. Primary focus on foundational knowledge of theory and research on motivation, cognition, instructional strategies, social processes, classroom management, and assessment of student learning. Requisites: Human Development & Curriculum Studies Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will demonstrate knowledge of major theories, theorists and traditions of inquiry in understandings of child and adolescent development as traditions of inquiry. Candidates will demonstrate knowledge of stages in physical, cognitive, social and moral development in children and adolescents. Candidates will demonstrate knowledge of the stages of human development in relation to pedagogy and the design of school curricula. Candidates will identify factors in students’ home, community and cultural experiences that influence language development nd learning in classroom and school settings
	EDEL 2900 - Special Topics in Education - Elementary Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Elementary.
	EDEL 3500 - Teaching Social Studies in Elementary and Middle Grade Classrooms Materials and methods in teaching social studies in elementary and middle grade classrooms, with emphasis on lesson, unit and project development in ways that promote historical perspective-taking and empathy, spatial reasoning and geographic literacy, environmental, cultural and global awareness, and the integration of economics, political science, current events and civic engagement into social studies curriculum for the improvement of community and social life. Requisites: Advanced standing in professional education Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture, 2.0 laboratory Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will demonstrate pedagogical knowledge, skills and dispositions for integrating economics, political science and civics into curricula for primary and middle level classrooms. Candidates will demonstrate pedagogical knowledge, skills and dispositions for teaching environmental, cultural and global awareness in primary and middle grade classrooms. Candidates will demonstrate pedagogical knowledge, skills and dispositions for teaching historical thinking, perspective-taking and empathy in primary and middle grade classrooms. Candidates will demonstrate pedagogical knowledge, skills and dispositions for teaching spatial awareness, geography, geographic literacy in primary and middle grade classrooms.
	EDEL 3560 - Teaching Social Studies to Fourth and Fifth Graders This course prepares students to teach social studies in 4th and 5th grade classrooms, based on sound understandings of child development, knowing the content to be taught, and how to effectively teach the content to students. This course fulfills the Social Studies Education component of requirements of the Ohio Department of Education for adding a Generalist Endorsement to your Early Childhood Teaching License. Requisites: (EDPL 3910 or concurrent) and (EDEC 3002, 3003, 3110, 3120, 3300, 3400, 3500) Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to identify and develop community interests, connections and resources to support student engagement in social studies projects, investigations and service learning. Students will be able to effectively engage 4th and 5th grade learners in historical thinking and skills, spatial thinking and skills, civic participation and skills, and economic decision making and skills. Students will be able to identify, select, and use the academic language associated with each of the social science disciplines, in order to model and support academic learning. Students will be able to manage and monitor a classroom learning environment that supports independent, collaborative, and whole-class engagement in social studies instruction, projects, investigations, and expeditions. Students will be able to select and use formative instructional practices, seamlessly, to inform and adjust instruction to support the learning of all students.
	EDEL 4000 - Advanced Studies of Children and Adolescents Examines knowledge bases for development through adolescence, including principles of development and predictable sequences of development in physical, psycho-motor, cognitive, social, emotional and moral reasoning domains. Inquiry approaches suitable for systematic observation of child behavior, child study and/or learning in mathematics, science or social studies content areas also developed. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will apply knowledge of developmental sequences in physical, psychomotor, cognitive, emotional and moral reasoning for use in an inquiry project. Candidates will build a review of research to support development of an inquiry project. Candidates will demonstrate attentiveness to issues of language, culture and context in examination of development of language learning in socio-cultural contexts of school, home, neighborhood and community. Candidates will produce reasoned evidence for connecting developmental theory with pedagogy and curriculum development.
	EDEL 4070 - Assessment in the Elementary School Study of formative and summative assessment processes and tools available for use in elementary and middle level classrooms. Focus on use of data and evidence to inform lesson planning and instruction. Requisites: 16 HRS in EDUC Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will develop and use assessment rubrics for observing student learning in school and classroom curricula. Candidates will display use of short cycle and longer-range assessments in their lesson plans Candidates will integrate standards into their proposed plans for assessment. Candidates will review and critique their own and others’ plans for assessment.
	EDEL 4150 - Teaching Reading and Language Arts to Fourth and Fifth Graders This course prepares students to teach reading and all areas of language arts in fourth and fifth grade classrooms. It focuses on the design of inclusive, safe, and culturally responsive learning environments, use of evidence-based strategies for teaching and assessment, and skills and concepts as recommended by the Ohio Learning Standards for English Language Arts. Additional emphasis is placed on the analysis of current trends and research in the field of language arts education. This course fulfills the reading and language arts education portion of requirements for the Early Childhood Education Generalist Endorsement. Requisites: Early Childhood Generalist Endorsement student Credit Hours: 4 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 4.0 lecture Grades: Eligible Grades: A-F,PR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to develop and use a repertoire of reading and language arts strategies appropriate for 4th and 5th grade classrooms. Students will be able to plan and teach reading and language arts lessons that address state and national standards and consider the cognitive, personal, social-emotional, and cultural needs of all 4th and 5th grade students. Students will be able to design and implement a variety of assessment formats and techniques to identify and evaluate literacy ideas, monitor student learning, and inform data-based instructional decision-making.
	EDEL 4250 - Teaching Language Arts and Reading to Fourth and Fifth Graders This course prepares students to teach reading and all areas of language arts in fourth and fifth grade classrooms. It focuses on the design of inclusive, safe, and culturally responsive learning environments, use of evidence-based strategies for teaching and assessment, and skills and concepts as recommended by the Ohio Learning Standards for English Language Arts. Additional emphasis is placed on the analysis of current trends and research in the field of language arts education. This course fulfills the reading and language arts education portion of requirements for the Early Childhood Education Generalist Endorsement. Requisites: (EDPL 3910 or concurrent) and (EDEC 3002, 3003, 3110, 3120, 3300, 3400, 3500) Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to develop and use a repertoire of reading and language arts strategies appropriate for 4th and 5th grade classrooms. Students will be able to plan and teach reading and language arts lessons that address state and national standards and consider the cognitive, personal, social-emotional, and cultural needs of all 4th and 5th grade students. Students will be able to design and implement a variety of assessment formats and techniques to identify and evaluate literacy ideas, monitor student learning, and inform data-based instructional decision-making.
	EDEL 4370 - Teaching Mathematics to Fourth and Fifth Graders This course prepares students to teach all areas of mathematics in fourth and fifth grade classrooms. It focuses on the design of inclusive, safe, and culturally responsive learning environments, use of evidence-based strategies for teaching and assessment, and skills and concepts as recommended by the Ohio Learning Standards for Mathematics. Additional emphasis is placed on the analysis of current trends and research in the field of mathematics education. This course fulfills the mathematics education portion of requirements for the Early Childhood Education Generalist Endorsement. Requisites: (EDPL 3910 or concurrent) and (EDEC 3002, 3003, 3110, 3120, 3300, 3400, 3500) Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to identify misconceptions and/or challenges in mathematical thinking and reasoning when their students display these, and to adjust instruction accordingly. Students will be able to demonstrate and use content-specific, pedagogically-sound instructional strategies to effectively teach the mathematical concepts and skills of the discipline. Students will be able to design or select learning activities that support use of academic language and engagement in mathematical thinking and complex problem-solving. Students will be able to differentiate instruction to accommodate the learning needs of all students, including students with identified disabilities, academically talented or gifted in mathematics, or at-risk. Students will be able to effectively manage and monitor a safe and supportive classroom learning environment in which students can learn and use mathematical thinking and reasoning independently, collaboratively and/or as a whole class. Students will be able to select, develop, and use a variety of diagnostic, formative and summative assessments, integrating these seamlessly into instructional activities.
	EDEL 4480 - Teaching Science to Fourth and Fifth Graders This course prepares students to teach all areas of science in fourth and fifth grade classrooms. It focuses on the design of inclusive, safe, and culturally responsive learning environments, use of evidence-based strategies for teaching and assessment, scientific inquiry, core ideas, and cross-cutting concepts as recommended by the Ohio Learning Standards for Science and the Next Generation Science Standards. Additional emphasis is placed on the analysis of current trends and research in the field of science education. This course fulfills the science education portion of requirements for the Early Childhood Generalist Endorsement. Requisites: (EDPL 3910 or concurrent) and (EDEC 3002, 3003, 3110, 3120, 3300, 3400, 3500) Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to develop and use a repertoire of science teaching strategies appropriate for 4th and 5th grade classrooms. Students will be able to plan and teach science lessons that address state and national standards and consider the cognitive, personal, social-emotional, and cultural needs of all 4th and 5th grade students. Students will be able to design and implement a variety of assessment formats and techniques to identify and evaluate science ideas, monitor student learning, and inform data-based instructional decision-making. Students will be able to discuss and use accurate science content knowledge, understanding of scientific inquiry, the Nature of Science, and other scientific frameworks to create safe and technology-rich learning environments.
	EDEL 4560 - Teaching Social Studies to Fourth and Fifth Graders Required social studies component leading to the Ohio Early Childhood Generalist Endorsement (grades 4 and 5). Prepares early childhood educators to teach social studies for grades 4 and 5. Presents the middle childhood philosophy of learning and teaching; illustrates how to plan effective, developmentally appropriate, and differentiated middle childhood learning experiences and; know how to assess student learning. Credit Hours: 2 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will develop and use assessment rubrics for observing student learning in Mathematics for 4th and 5th graders. Candidates will develop and use assessment rubrics for observing student learning in Social Studies for 4th and 5th graders. Candidates will display use of technology in their lesson plans. Candidates will integrate standards into their proposed lesson plans. Candidates will integrate standards into their proposed plans for assessment.
	EDEL 4900 - Special Topics in Education - Elementary Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Elementary.
Education - Honors Program
	EDHP 2000 - Studies of Children Focuses on human development stages in children as encountered in educational settings. Requisites: Admission to Teacher Candidacy Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate demonstrates proficient understanding of human development stages in children as encountered in educational settings.
	EDHP 2010 - Introduction to Applied Research Teaches how to employ a qualitative case study design. Explores what a qualitative case study is, the different kinds of case studies, and how to design, collect data and analyze a case study. Built upon a foundation of understanding qualitative research and applying that knowledge and developing, implementing and completing a qualitative case study. Requisites: Admission to COE honors program Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidates will apply knowledge about the techniques/objectives of a literature review. Candidates will develop analysis skills of educational research in a personal area of interest. Candidates will gain an understanding of diversity by examining case studies on diverse communities. Candidates will gain an understanding of applied research in education. Candidates will gain an understanding of different kinds of qualitative case study design. Candidates will gain applied research experience of methods employed in case studies.
	EDHP 2700 - Learning Processes in the Classroom Focuses on the major aspects of learning theories, their implications, and applications to classroom situations as well as aspects of measurement and evaluation. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate demonstrates a proficient understanding of aspects of measurement and evaluation. Candidate demonstrates a proficient understanding of the major aspects of learning theories, their implications, and applications to classroom situations.
	EDHP 2820 - Ideas and Inquiry in Education This course in the College of Education Honors Program is designed to induct students into the culture and outlook of education research. Key content deals with skepticism and doubt, the relationship of ideas to empirically grounded constructs, the relevance of theory and critique, and some issues in the practice of systematic empirical inquiry. The course includes readings, discussions, films, relevant writing exercises and an early opportunity to engage in actual research. Requisites: Admission to COE honors program Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate demonstrates a proficient understanding of key concepts of skepticism/doubt, the relationship of ideas to empirically grounded constructs, the relevance of theory/critique, and issues in the practice of systematic empirical inquiry. Candidate demonstrates a proficient understanding of the culture and outlook of education research.
	EDHP 3530 - Issues in Rural Education Introduction to rural education and on the social, economic, and political influences on rural schools. Two current issues, consolidation and youth out migration, will be considered in depth. Key concepts include place, community, lifeworld, family, and cosmopolitanism. Requisites: Admission to COE honors program Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate demonstrates a proficient understanding of key issues in rural education, including place, community, lifeworld, family, and cosmopolitanism. Candidate demonstrates a proficient understanding of the significance of consolidation and out-migration in rural school districts. Candidate demonstrates a proficient understanding of the social, economic, and political influences on rural schools.
	EDHP 3930J - Undergraduate Research Project Involves the study and application of action research as applied to issues and problems encountered in the schooling arena, including both schools and other community-based institutions that serve educative purposes and/or otherwise contribute to the schooling endeavor. Candidates will be responsible for assessing and improving their classroom instruction as professionals by gaining greater insight into the nature of action research and how it can inform practice. Requisites: Admission to COE honors program Credit Hours: 3 OHIO BRICKS Foundations: Advanced Writing General Education Code (students who entered prior to Fall 2021-22): 1J Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 independent study Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate will demonstrate proficient understanding of action research as applied to issues and problems encountered in the schooling arena. Candidate will successfully complete a research paper applying an action research methodology.
	EDHP 4010 - Multicultural Field Experience Provides opportunities to work with students in a multicultural setting. Requisites: Admission to COE honors program Credit Hours: 1 - 3 Repeat/Retake Information: May be repeated for a maximum of 3.0 hours. Lecture/Lab Hours: 6.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate will be able to participate in a field experience in a multicultural setting.
	EDHP 4610 - Introduction to Differentiation in Education Broad objective of course is for each participant to develop knowledge of major concepts for differentiation in education and to demonstrate this knowledge through creation of lesson plans. Requisites: Admission to COE honors program Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate demonstrates proficient skill in developing differentiated lesson plans. Candidate demonstrates proficient understanding of the major concepts for differentiation in education.
Education - Leadership
	EDLE 2520 - Administration of Education in Non-Western Cultures Study of educational administration in non-western cultures. The course focuses on introducing students to non-western cultures with a particular focus on Africa, Asia and Latin America. It seeks to provide the starting point for the development of a more open and diverse view of the development of various approaches to educational thought and practice. The content and activities will help students appreciate the fact that other societies as a consequence of different socio-cultural context posses “ways of knowing” although different, may be every bit as valuable and worthwhile as those to which students are accustomed. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Afford students opportunities of interacting with people, cultures, and ceremonies of non-Western cultures. Analyze the differences between informal, non-formal, and formal education settings on non-Western cultures. Examine what non-Western cultures are and explore population dynamics of non-Western cultures in the broader global context. Explore dominant world views from Asia, Africa, Latin America, and Native North America in order to gain an appreciation of different ways of knowing. Investigate contemporary challenges facing non-Western cultures in a global context.
	EDLE 2900 - Special Topics in Education - Administration Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Administration
	EDLE 4200 - Comparative Cultures and Education Emphasis on distinctive cultural, economic, and political forces which shape patterns, problems, and roles of education in developed and developing nations, including western and non-Western countries in the U.S., Europe and selected areas in Africa and/or Asia where former or present Western culture has continuing influence, with emphasis on education systems and development. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Candidate will demonstrate knowledge of English language learning programs and teaching practices in western and non-western cultures. Candidates will demonstrate knowledge, skills and dispositions for integrating English language learners and their families into U.S. classrooms, schools and communities. Candidates will develop case scenarios in description of family/community life and schooling in selected western and non-western nations, according to a standard template of social/economic indicators. Candidates will develop cross-case comparative analysis from case scenarios. Candidates will each produce an autobiographical ‘culture kit’ to use in representing self in social/economic/educational domains in a selected western or non-western cultural.
	EDLE 4900 - Special Topics in Education -Administration Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - International Comparative.
Education - Middle Childhood
	EDMC 2300 - Introduction to Teaching Middle Childhood Mathematics Students learn about the foundations of research-based approaches to teaching middle grades mathematics. They experience learning mathematics through rich problems that encourage multiple strategies, analyze children’s ways of solving similar problems, and develop lessons that align to current educational standards and research recommendations. There is a strong emphasis on understanding the relationship between mathematics, children’s lives, and real-world issues. Requisites: Admission to Teacher Candidacy Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to solve middle grades mathematics problems in multiple ways. Students will be able to anticipate typical children’s strategies for middle grades mathematics problems. Students will be able to represent important mathematical concepts in multiple ways. Students will be able to describe research-based approaches to teaching mathematics. Students will be able to create or modify lesson plans so they reflect current standards and research recommendations. Students will be able to discuss what children’s work shows about their mathematical understandings. Students will be able to make connections between mathematical concepts and real-world contexts.
	EDMC 3000 - Introduction to Middle Childhood Education Introduction to middle childhood education. Classroom activities, readings, field experiences, and other activities designed develop an understanding of young adolescents, middle schools, and a personal philosophy of middle childhood education. Requisites: EDTE 2000 and 2010 and 2020 and Admission to Advanced Standing and 2.75 GPA Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 lecture, 2.0 laboratory Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: To develop a proficient understanding of the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. To develop a proficient understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. To develop a proficient understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. To develop a proficient understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools.
	EDMC 3010 - Curriculum Development in Middle Childhood Focuses on developing a deep understanding of pedagogy and curriculum development for middle childhood learners with an emphasis on planning and instruction, assessment, curriculum design, standards, and professional collaboration. Requisites: EDMC 3000 and (EDTE 3720 concurrent) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to plan and implement middle level curriculum that develops young adolescents competence in subject matter. Students will be able to identify various instructional strategies that are developmentally appropriate for young adolescents. Students will be able to explain the interdisciplinary and integrated nature of knowledge. Students will be able to develop and administer assessments and use them as formative and summative tools. Students will be able to compare and contrast the difference between intrinsic and extrinsic student motivation and describe different approaches to increase student motivation.
	EDMC 3100 - Teaching Middle Childhood Language Arts This course provides basic information in language development, oral and written language, and language mechanics. The course focuses on strategies for teaching the language modes through an integrated approach. The work throughout the course will stress the importance of assessment in authentic settings. Requisites: Admission to Advanced Standing and 2.75 GPA (EDMC 3100L concurrent) Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to describe the patterns of language development in middle level learners ages ten to fifteen. Students will be able to define and create authentic assessments. Students will be able to compare the uses, benefits, and drawbacks of various teaching methods appropriate for a middle level English Language Arts classroom. Students will be able to describe and employ methods to teach about oral and written language. Students will be able to describe and employ methods to teach about the writing process and writing applications. Students will be able to describe and employ methods to teach about mechanics and conventions. Students will be able to describe and employ methods of oral and visual communication. Students will be able to interpret standards for teaching and learning in the English Language Arts classroom. Students will be able to plan and implement instruction using and integrated approach.
	EDMC 3100L - Teaching Middle Childhood Language Arts - Lab Field experience in 4th-9th grade classrooms to apply theory and methods learned in EDMC 3100. Requisites: EDTE 2000 and 2010 and 2020 and (EDMC 3100 concurrent) and Admission to Advanced Standing and 2.75 GPA Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: To demonstrate appropriate content knowledge. To demonstrate effective classroom management skills. To demonstrate effective instruction and evaluation skills. To demonstrate effective interpersonal skills. To demonstrate professionalism [dependable, appearance, language, demeanor].
	EDMC 3210 - Children’s Literature for Middle Childhood This course is designed for candidates in teacher education seeking licensure in middle childhood (4th-9th grades). The course content treats the body of literature by genre. Teacher candidates will be introduced to various techniques for utilizing children’s literature in middle childhood school settings. Requisites: Advanced standing in professional education and 2.75 GPA Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to define and apply the criteria for evaluating the various genres of literature read by children in Middle Childhood. Students will be able to recognize various contemporary authors and illustrators of children’s literature. Students will be able to identify and evaluate multicultural and international literature for Middle Childhood school settings. Students will be able to describe and evaluate the graphic media used by artists to illustrate children’s books. Students will be able to discuss the value that literature holds for children between the ages of ten and fifteen. Students will be able to identify and use instructional techniques that could be used to teach literature in the Middle Childhood classroom.
	EDMC 3300 - Teaching Middle Childhood Mathematics Students extend their understanding of research-based approaches to teaching middle grades mathematics and put these approaches into practice. This course includes a field placement in a grades 4-9 classroom, which is arranged by the College of Education. Students plan and enact mathematics lessons in their field placement and reflect on their teaching. There is a strong emphasis on identifying and building on children’s home, community, and mathematical strengths and on understanding the relationship between mathematics, children’s lives, and real-world issues. Requisites: EDMC 3300L concurrent and Admission to Advanced Standing and 2.75 GPA Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to create and modify lesson plans so they reflect current standards and research recommendations. Students will be able to describe research-based approaches to teaching mathematics. Students will be able to identify children’s mathematical strengths. Students will be able to identify children’s home and community resources and how to build on them in the mathematics classroom. Students will be able to make connections between mathematical concepts and real-world contexts.
	EDMC 3300L - Teaching Middle Childhood Mathematics - Lab Students complete a field experience in a 4th-9th grade classroom to apply theory and methods learned in EDMC 3300. Requisites: EDMC 3300 concurrent and Admission to Advanced Standing and 2.75 GPA Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to use academic content standards and integrate them into their lesson plans. Students will be able to design and teach one-on-one, small group, or whole class lessons. Students will be able to interact respectfully with children, school personnel, and families in the field experience. Students will be able to manage the classroom while teaching lessons. Students will be able to follow professional expectations for the school setting regarding dependability, appearance, language, and demeanor.
	EDMC 3400 - Teaching Middle Childhood Science This course is designed to prepare middle childhood education teacher candidates with the knowledge, skills, and dispositions that provide the foundation for effective science teaching. It develops teacher candidates’ abilities to design inclusive, safe, and culturally responsive learning environments based on current perspectives about student learning and using evidence-based strategies for teaching and assessment. It also emphasizes scientific inquiry, core ideas, and cross-cutting concepts as recommended by the Ohio Learning Standards for Science and the Next Generation Science Standards. Requisites: EDTE 2000 and 2010 and 2020 and (EDMC 3400L concurrent) and Admission to Advanced Standing and 2.75 GPA Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to develop and use a repertoire of science teaching strategies appropriate for the middle grades. Students will be able to plan and teach science lessons that address state and national standards and consider the cognitive, personal, social-emotional, and cultural needs of all middle grade students. Students will be able to design and implement a variety of assessment formats and techniques to identify and evaluate science ideas, monitor student learning, and inform data-based instructional decision-making. Students will be able to discuss and use accurate science content knowledge, understanding of scientific inquiry, the Nature of Science, and other scientific frameworks to create safe and technology-rich learning environments. Students will be able to describe and reflect on their role as middle level teachers and the strategies, resources, and experiences that support the development of professional knowledge.
	EDMC 3400L - Teaching Middle Childhood Science - Lab This course is a field experience for middle childhood education teacher candidates to apply theory and methods learned in EDMC 3400 in 4th-9th grade classrooms. Requisites: EDTE 2000 and 2010 and 2020 and (EDMC 3400 concurrent) and Admission to Advanced Standing and 2.75 GPA Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to apply science teaching and learning principles in 4th-9th grade classrooms. Students will be able to demonstrate professional dispositions, competencies, and relationships in the classroom, school, and the community. Students will be able to evaluate and critically reflect on their practice to engage in continuous professional growth.
	EDMC 3500 - Teaching Middle Childhood Social Studies The foundation of social studies is to help students develop new understandings of the world through discourse and activities that emphasize applications to authentic issues of human society. Problem solving, critical thinking and analysis, negotiation and collaboration are part of the teaching of social studies content. Using national and state standards, course emphasizes integrated social studies for curriculum organization in grades 4-9. Requisites: EDTE 2000 and 2010 and 2020 and (EDMC 3500L concurrent) and Admission to Advanced Standing and 2.75 GPA Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 3.0 lecture Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: To demonstrate a proficient understanding in the use of state and national curriculum standards. To demonstrate a proficient understanding of and commitment to the civic role of social studies in preparing a participatory citizenry. To demonstrate proficiency in teaching social studies skills [problem solving, critical thinking and analysis, negotiation and collaboration]. To develop an understanding of how local, national and global issues and events are interwoven. To develop an understanding of the integrated nature of social studies.
	EDMC 3500L - Teaching Middle Childhood Social Studies - Lab Field experience in 4th-9th grade classroom to apply theory and methods learned in EDMC 3500. Requisites: EDTE 2000 and 2010 and 2020 and (EDMC 3500 concurrent) and Admission to Advanced Standing and 2.75 GPA Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 2.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: To demonstrate appropriate content knowledge. To demonstrate effective classroom management skills. To demonstrate effective instruction and evaluation skills. To demonstrate effective interpersonal skills with students and school personnel To demonstrate professionalism [dependable, appearance, language, demeanor]
	EDMC 4900 - Special Topics in Education - Middle Childhood Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will increase their knowledge in Education - Middle Childhood.
Education - Professional Laboratory
	EDPL 1000 - Freshman Early Field Experience Field experience for freshmen. Requisites: Admission to COE honors program Credit Hours: 1 - 2 Repeat/Retake Information: May be repeated for a maximum of 2.0 hours. Lecture/Lab Hours: 2.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Successful completion of freshmen field experience.
	EDPL 2670 - Early Childhood Elementary Education Pre-Primary Internship Seminar This course creates an essential link between students internship and university coursework. Through critical discussion and reflection, students examine teaching practices and effective strategies for positively impacting preschool children’s learning. Students refine and develop teaching practices and apply them in preschool settings. Students reflect on the value of embracing individual differences and exhibit respect for children and families from diverse cultural and socioeconomic backgrounds by engaging in culturally relevant pedagogy. The course provides time for dialogue, reflection, information sharing, feedback and support. Requisites: Teacher Candidacy, admission to Pre-Primary Internship, and EDPL 2910 concurrent Credit Hours: 1 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 1.0 seminar Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to recall, describe, and explain the activities and experiences of young children both verbally and in written form. Students will be able to interpret, question, and relate to theory and practice through reading, writing, and dialogue. Students will be able to model professional skills and characteristics of an early childhood educator.
	EDPL 2900 - Special Topics in Education - Professional Laboratory Specific course content will vary with offering. Credit Hours: 1 - 15 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 1.0 lecture Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to analyze instruction in a professional laboratory setting.
	EDPL 2910 - Early Childhood Elementary Education Pre-Primary Internship This course is the Pre-Primary Internship for the Early Childhood and Elementary Education program. This pre-primary internship provides students an embedded teaching experience in a preschool setting. Students plan and implement learning experiences that are developmentally appropriate for learners ages 3-5 and work as part of a preschool classroom teaching team. This course also creates an essential link between students’ internship and university coursework. Through critical discussion and reflection, students examine teaching practices and effective strategies for positively impacting preschool children’s learning. Requisites: Teacher Candidacy, admission to Pre-Primary Internship. Credit Hours: 3 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 20.0 internship Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to design and prepare appropriate learning environments for preschool children. Students will be able to interpret situations and choose an effective and appropriate classroom management strategy to use with young children. Students will be able to plan, prepare, and implement developmentally appropriate curriculum for preschool children as individuals and a whole class. Students will be able to collaborate by working within a teaching team. Students will be able to synthesize and show children’s development and learning. Students will be able to communicate with families professionally through both formal and informal means. Students will be able to recall, describe, and explain the activities and experiences of young children both verbally and in written form. Students will be able to interpret, question, and relate to theory and practice through reading, writing, and dialogue.
	EDPL 3600 - Field Experience Observation and participation in elementary, middle and high schools. Requisites: Advanced standing in professional education Credit Hours: 1 - 3 Repeat/Retake Information: May be repeated for a maximum of 3.0 hours. Lecture/Lab Hours: 4.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Successful completion of field experience.
	EDPL 3610 - Field Service in Education Participation in community agencies, summer camps, recreation programs, Head Start, and various school-related programs. Requisites: Advanced standing in professional education Credit Hours: 1 - 2 Repeat/Retake Information: May be repeated. Lecture/Lab Hours: 4.0 laboratory Grades: Eligible Grades: F,CR,PR,WP,WF,WN,FN,AU,I Learning Outcomes: Suscessful completion of field service in education.
	EDPL 3910 - Field Experience in Grades 4 & 5 Students complete this field experience as an application of coursework for the Early Childhood Generalist Endorsement. Requisites: EDEC 3002, 3003, 3110, 3120, 3300, 3400, 3500, and concurrent with one of the following (EDEL 3560, 4250, 4370, 4480) Credit Hours: 1 Repeat/Retake Information: May be repeated for a maximum of 2.0 hours. Lecture/Lab Hours: 2.0 field experience/internship Grades: Eligible Grades: F,CR,PR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to assess and grade student work. Students will be able to design and teach one-on-one, small group, or whole class lessons. Students will be able to analyze 4-5 classroom practices.
	EDPL 3920 - Partnership Practicum Students complete early practicum experiences in elementary, middle and high school classrooms. Students observe classrooms, teach lessons, assess K-12 students, and differentiate instruction. Requisites: Advanced standing in professional education Credit Hours: 1 - 3 Repeat/Retake Information: May be repeated for a maximum of 3.0 hours. Lecture/Lab Hours: 2.0 practicum Grades: Eligible Grades: F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to assess and grade student work. Students will be able to design and teach one-on-one, small group, or whole class lessons. Students will be able to use academic content standards and integrate them into their lesson plans. Students will be able to justify how their teaching strategies are grounded in educational research.
	EDPL 4560 - Professional Internship in Music Education Assigned responsibility for teaching under the supervision of a cooperating teacher, PreK - 12. Required of all music education majors for full-time professional internship experience. Requisites: (EDPL 4570 and 4650 concurrent) and admission to professional internship in teaching Credit Hours: 5 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 10.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze various factors that impact the learning environment. Students will be able to develop effective patterns of collaboration and communication with teachers, students and parents. Students will be able to engage in professional development and growth opportunities.
	EDPL 4570 - Professional Internship in Music Education Continuation of EDPL 4560. Assigned responsibility for teaching under the supervision of a cooperating teacher, PreK - 12. Required of all music education majors for full-time professional internship experience. Requisites: (EDPL 4560 and 4650 concurrent) and admission to professional internship in teaching Credit Hours: 4 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 8.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze the various factors that impact the learning environment. Students will be able to develop effective patterns of collaboration and communication with teachers, students and parents. Students will be able to engage in professional development and growth opportunities.
	EDPL 4580 - Professional Internship in Early Childhood and Elementary Education All early childhood education and early childhood and elementary education majors must complete a full-time professional internship experience for graduation and licensure requirements. This internship provides students an embedded teaching experience in an elementary setting under the guidance of a mentor teacher. Students plan and implement learning experiences that are developmentally appropriate for elementary learners and work as part of a collaborative classroom teaching team. Requisites: (EDPL 4590 and 4650 concurrent) and admission to professional internship in teaching Credit Hours: 6 OHIO BRICKS Bridge: Learning and Doing, Bridge: Speaking and Listening Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 12.0 laboratory Grades: Eligible Grades: F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to organize and sequence ideas and supporting materials for classroom lessons that are cohesive and meet learning goals for preK-grade 5 students. Students will be able to use unbiased vocabulary, terminology, and sentence structure when teaching classroom lessons that are appropriate for preK-grade 5 students. Students will be able to use posture, gestures, eye contact, and voice to effectively communicate academic content to preK-grade 5 students. Students will be able to provide discipline-appropriate tools, such as explanations, analogies, quotations, statistics, examples, relevant contexts, and visual representations, to support the learning goals of classroom lessons for preK-grade 5 students. Students will be able to articulate a precise, compelling, and memorable main point to classroom lessons for preK-grade 5 students. Students will be able to connect relevant knowledge of both their academic discipline and educational scholarship to their classroom teaching experiences. Students will be able to make connections between educational scholarship, their academic discipline, and other academic disciplines as appropriate to the content they are teaching. Students will be able to adapt the skills and methodologies learned in their educational coursework and prior field experiences to their current teaching internship. Students will be able to plan and teach lessons using language and a variety of formats and visual representations to enhance the meaning for preK-grade 5 students. Students will be able to apply their prior teaching experiences to identify their strengths and areas for continued growth in their internship and in the field of education. Students will be able to utilize critical reflection and anti-racist practices to analyze factors that impact the learning environment. Students will be able to utilize content knowledge and various instructional strategies when planning, teaching, and assessing lessons. Students will be able to utilize collaborative practices and communication strategies with teachers, children, and families.
	EDPL 4590 - Professional Internship in Early Childhood and Elementary Education Continuation of EDPL 4580. All early childhood education and early childhood and elementary education majors must complete a full-time professional internship experience for graduation and licensure requirements. This internship provides students an embedded teaching experience in an elementary setting under the guidance of a mentor teacher. Students plan and implement learning experiences that are developmentally appropriate for elementary learners and work as part of a collaborative classroom teaching team. Requisites: (EDPL 4580 and 4650 concurrent) and admission to professional internship in teaching Credit Hours: 6 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 12.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze various factors that impact the learning environment. Students will be able to develop effective patterns of collaboration and communication with teachers, students and parents. Students will be able to engage in professional development and growth opportunities.
	EDPL 4600 - Observation and Participation in Elementary, Middle and High Schools Extensive participation in school program extending over period of one semester, designed primarily for students with some classroom teaching experience, especially students from other countries. Credit Hours: 1 - 3 Repeat/Retake Information: May be repeated for a maximum of 3.0 hours. Lecture/Lab Hours: 4.0 laboratory Grades: Eligible Grades: A-F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the demographic characteristics of the student population. Students will be able to practice a variety of instructional strategies to positively impact student learning. Students will be able to analyze the various factors that impact the learning environment. Students will be able to collaborate and communicate effectively with teachers and students.
	EDPL 4610 - Professional Internship in Middle Childhood Assigned responsibility for teaching under the supervision of a cooperating teacher, grade 4-9. Required of all middle childhood education majors for full-time professional internship experience. Requisites: ((EDPL 4620 and 4650 concurrent) or (EDPL 4630 and 4650)) and admission to professional internship in teaching Credit Hours: 6 OHIO BRICKS Bridge: Learning and Doing, Bridge: Speaking and Listening Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 12.0 laboratory Grades: Eligible Grades: F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to organize and sequence ideas and supporting materials for classroom lessons for school-age students that are cohesive, meet learning goals for school-age students, and communicate a compelling and memorable main point. Students will be able to use unbiased vocabulary, terminology, and sentence structure when teaching classroom lessons that are appropriate for school-age students. Students will be able to use posture, gestures, eye contact, and voice to effectively communicate academic content to school-age students. Students will be able to provide discipline-appropriate tools, such as explanations, analogies, quotations, statistics, examples, relevant contexts, and visual representations, to support the learning goals of classroom lessons for school-age students. Students will be able to make connections among and draw on educational scholarship, academic knowledge, and practical experience in their current and past course work and field experiences when teaching school-age students. Students will be able to plan and teach lessons using language and a variety of formats and visual representations to enhance the meaning for school-age students. Students will be able to demonstrate knowledge of their strengths and areas for continued growth in the field of teaching and they will build on their prior experiences in their current teaching internship. Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze various factors that impact the learning environment. Students will be able to collaborate and communicate professionally with teachers, students and parents. Students will be able to provide evidence of their participation in and reflection on professional development and growth opportunities.
	EDPL 4620 - Professional Internship in Middle Childhood Continuation of EDPL 4610. Assigned responsibility for teaching under the supervision of a cooperating teacher, grade 4-9. Required of all middle childhood education majors for full-time professional internship experience. Requisites: (EDPL 4610 and 4650 concurrent) and admission to professional internship in teaching Credit Hours: 6 Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 12.0 laboratory Grades: Eligible Grades: F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze various factors that impact the learning environment. Students will be able to develop effective patterns of collaboration and communication with teachers, students and parents. Students will be able to engage in professional development and growth opportunities.
	EDPL 4630 - Professional Internship in Adolescence to Young Adult Assigned responsibility for teaching under the supervision of a cooperating teacher, grade 7-12. Required of all adolescence to young adult education majors for full-time professional internship experience. Requisites: ((EDPL 4610 and 4650 concurrent) or (EDPL 4640 and 4650 concurrent)) and admission to professional internship in teaching Credit Hours: 6 OHIO BRICKS Bridge: Learning and Doing, Bridge: Speaking and Listening Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts. Lecture/Lab Hours: 12.0 laboratory Grades: Eligible Grades: F,CR,WP,WF,WN,FN,AU,I Learning Outcomes: Students will be able to organize and sequence ideas and supporting materials for classroom lessons for school-age students that are cohesive, meet learning goals for school-age students, and communicate a compelling and memorable main point. Students will be able to use unbiased vocabulary, terminology, and sentence structure when teaching classroom lessons that are appropriate for school-age students. Students will be able to use posture, gestures, eye contact, and voice to effectively communicate academic content to school-age students. Students will be able to provide discipline-appropriate tools, such as explanations, analogies, quotations, statistics, examples, relevant contexts, and visual representations, to support the learning goals of classroom lessons for school-age students. Students will be able to make connections among and draw on educational scholarship, academic knowledge, and practical experience in their current and past course work and field experiences when teaching school-age students. Students will be able to plan and teach lessons using language and a variety of formats and visual representations to enhance the meaning for school-age students. Students will be able to demonstrate knowledge of their strengths and areas for continued growth in the field of teaching and that they will build on their prior experiences in their current teaching internship. Students will be able to list the demographic characteristics of the student population. Students will be able to exhibit an appropriate level of content knowledge. Students will be able to use various strategies to effectively assess student learning. Students will be able to apply a variety of instructional strategies to positively impact student learning. Students will be able to critically analyze various factors that impact the learning environment. Students will be able to collaborate and communicate professionally with teachers, students and parents. Students will be able to provide evidence of their participation in and reflection on professional development and growth opportunities.

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Course Descriptions

EDCE 2900 - Special Topics in Education - Counselor Education

EDCE 3001 - Case Management in Human Services

EDCE 3002 - Job Placement for Human Services Professionals

EDCE 3003 - Stress Management

EDCE 4000 - Special Topics in Guidance, Counseling, and Student Personnel

EDCE 4001 - Human Service Professions

EDCE 4100 - Human Relations

EDCE 4400 - Foundations in Group Dynamics

EDCE 4900 - Special Topics in Education - Counselor Education

EDCE 4910 - Internship in Human Services

EDCE 4980 - Ethical Issues in Human Services

EDCS 1010 - Education and the Democratic Community

EDCS 1912 - Introduction to Diversity Studies Field Experience/Internship

EDCS 2010 - Education and Cultural Diversity

EDCS 4000 - Democracy, Education & Society

EDCS 4900 - Special Topics in Critical Studies in Educational Foundations

EDCS 4920 - Practicum in Critical Studies in Educational Foundations

EDCS 4930 - Independent Study in Critical Studies in Educational Foundations

EDEC 1001 - Introduction to Early Childhood Education

EDEC 1600 - Introduction to Child Development

EDEC 2001 - Sophomore Clinical Experience

EDEC 2100 - Children’s Literature and Storytelling in the Early Childhood Classroom

EDEC 2300 - Emergent Mathematics and Science Birth through Five Years

EDEC 2301 - Emergent Mathematics and Science Birth through Five Years

EDEC 2400 - Infant-Toddler Education: Development, Curriculum and Program

EDEC 2500 - Emergent Literacy and Reading

EDEC 2600 - Global Early Childhood Education: Programs and Practices

EDEC 2900 - Special Topics in Education - Early Childhood

EDEC 2929 - Prekindergarten Associate Practicum Seminar

EDEC 3002 - Junior Clinical Experiences I

EDEC 3003 - Junior Clinical Experiences II

EDEC 3110 - Methods of Teaching Reading Grades 1-3

EDEC 3120 - Observing Young Children for Reading Strategies and Skills

EDEC 3300 - Teaching Mathematics in Early Childhood P-3

EDEC 3400 - Teaching Science in Early Childhood P-3

EDEC 3500 - Teaching Early Childhood Social Studies

EDEC 3610 - Guidance and Classroom Management in Early Childhood

EDEC 3611 - Guidance and Management in the Primary Classroom

EDEC 3700 - Diversity in Early Childhood Education

EDEC 3701 - Diversity in Early Childhood Education

EDEC 3801 - Play and Creativity in Early Childhood Education

EDEC 3929 - Practicum in Early Childhood Education

EDEC 4004 - Senior Practicum in Curriculum Development

EDEC 4100 - Family, School and Community

EDEC 4300 - Authentic Assessment in Early Childhood Education

EDEC 4500 - Principles and Practice of Curriculum in Early Childhood

EDEC 4900 - Special Topics in Education - Early Childhood

EDEL 2000 - Studies of Children and Adolescents

EDEL 2900 - Special Topics in Education - Elementary

EDEL 3500 - Teaching Social Studies in Elementary and Middle Grade Classrooms

EDEL 3560 - Teaching Social Studies to Fourth and Fifth Graders

EDEL 4000 - Advanced Studies of Children and Adolescents

EDEL 4070 - Assessment in the Elementary School

EDEL 4150 - Teaching Reading and Language Arts to Fourth and Fifth Graders

EDEL 4250 - Teaching Language Arts and Reading to Fourth and Fifth Graders

EDEL 4370 - Teaching Mathematics to Fourth and Fifth Graders

EDEL 4480 - Teaching Science to Fourth and Fifth Graders

EDEL 4560 - Teaching Social Studies to Fourth and Fifth Graders

EDEL 4900 - Special Topics in Education - Elementary

EDHP 2000 - Studies of Children

EDHP 2010 - Introduction to Applied Research

EDHP 2700 - Learning Processes in the Classroom

EDHP 2820 - Ideas and Inquiry in Education

EDHP 3530 - Issues in Rural Education

EDHP 3930J - Undergraduate Research Project

EDHP 4010 - Multicultural Field Experience

EDHP 4610 - Introduction to Differentiation in Education

EDLE 2520 - Administration of Education in Non-Western Cultures

EDLE 2900 - Special Topics in Education - Administration

EDLE 4200 - Comparative Cultures and Education

EDLE 4900 - Special Topics in Education -Administration

EDMC 2300 - Introduction to Teaching Middle Childhood Mathematics

EDMC 3000 - Introduction to Middle Childhood Education

EDMC 3010 - Curriculum Development in Middle Childhood

EDMC 3100 - Teaching Middle Childhood Language Arts

EDMC 3100L - Teaching Middle Childhood Language Arts - Lab

EDMC 3210 - Children’s Literature for Middle Childhood

EDMC 3300 - Teaching Middle Childhood Mathematics

EDMC 3300L - Teaching Middle Childhood Mathematics - Lab