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Course Descriptions
ACCT 201 Financial Accounting (3)
Introduces the basic accounting theory and procedures for proprietorships, partnerships and corporations.
ACCT 202 Managerial Accounting (3)
Covers the analysis and interpretation of accounting information for management planning, controlling and decisions.
ACCT 301 Intermediate Accounting (3)
Examines the elements of modern financial accounting theory in the preparation of corporate financial statements.
ACCT 302 Intermediate Accounting (3)
Examines the elements of modern financial accounting theory in the preparation of corporate financial statements.
ACCT 363 Cost Accounting (3)
Covers manufacturing cost accumulation for product costing and the analysis of costs for managerial decisions.
ACCT 364 Income Taxes (3)
Analyzes federal income tax laws and their application to individuals. Prerequisite: 201.
ACCT 411 Advanced Accounting (3)
Involves the accounting for partnerships, consolidations, foreign currency translation and governmental units.
ACCT 412 Auditing (3)
Examines the concepts necessary to determine whether a business’s financial statements have been prepared in accordance with generally accepted accounting principles.
ACCT 420 Accounting Information Systems (3)
Focuses on acquiring and understanding of business processes which are fundamental to contemporary auditing, professional and legal considerations relating to the organization’s internal control processes.
ACCT 421 Advanced Taxation (3)
Second course in the tax series and a continuation of the Income Taxes course. Advanced taxation issues related to individual taxpayers are examined. In addition, the taxation of corporations, partnerships, exempt entities, estates and trusts will be covered in this class.
ACCT 422 Governmental Accounting and Auditing (3)
Focuses on the unique aspects of the accounting methods that are used by governmental and not-for-profit entities. The course will also examine audit procedures and requirements that are applicable to these entities.
ART 112 Drawing I (3)
Introduces the fundamentals of two dimensional composition through experiences designed to increase visual perception and provide technical skill. Students are introduced to visual concepts such as positive and negative space, linear perspective and proportion. Discussion and critiques introduce aesthetic theories.
ART 141 Photography (3)
Introduces the fundamentals of black and white photography. Covers the functions of the camera, various lenses, lighting, the developing of film and prints, matting and displaying prints, and develops an aesthetic awareness in the art of seeing photographically. Students supply a 35mm camera, film, and printing paper.
BIOL 105 Issues in Biology (3)
Intended for non-science majors, this course covers topics such as, environmental science, Conservation Science, Concepts in Evolution, Biotechnology, Human Biology and Diseases. Taken in conjunction with biology lab (BIOL 107).
BIOL 107 Biology Laboratory (1)
Series of lab topics which explore biological processes through observation and experimentation.
BUSI 318 Managerial Finance (3)
Studies the management of fixed and working capital, short and long-range financial planning, money and capital markets, expansion of income administration, business failures and business reorganization.
BUSI 321 Organizational Management (3)
Examines the classical, behavioral and quantitative schools of management theory, with particular attention given to current research and practice. The nature of authority and responsibility, departmentation, line and staff relationships, organizational growth, managerial development, decision-making and leadership of both profit and non-profit organizations are among the topics discussed.
BUSI 325 Statistics (3)
Concerned with the analysis of data and application of the principles of probability theory, decision theory and statistical inference to the analysis of business and economic data.
BUSI 341 Marketing (3)
Studies the problems of distributing goods, both industrial and consumer. Special attention is given to the increased importance of marketing techniques in modern economies.
BUSI 360 Business Law (3)
Studies law as it relates to business, including torts, crimes, contracts, commercial paper, and anti-trust laws.
BUSI 414 Business Ethics (3)
Explores how managerial ethical behavior affects organizations, employees, communities, and society. Emphasis will be placed on current situations facing managers as they operate in an environment demanding increased corporate ethical behavior.
CHEM 105 Issues in the Chemical Sciences (4)
Designed for non-science majors, attention is directed to the dynamic and social nature of chemical science by relating contributions of individuals and groups to the advancement of chemical knowledge.
CPSC 100 Introduction to Computing (3)
Presents an overview of computers, networks and an introduction to a number of application programs. Special emphasis is placed on web page development and web access.
CRMJ 101 Introduction to Criminal Justice (3)
Serves as a broad overview to the criminal justice field by examining such topics as criminal behavior and law enforcement, the court system and judicial processes, and corrections and rehabilitation.
CRMJ 150 Spanish for Criminal Justice (3)
Spanish language course specifically intended for Criminal Justice majors. Following SPAN 111, which teaches basic grammar and vocabulary, this course teaches Criminal Justice majors additional vocabulary and grammar, and enhances their awareness of Hispanic cultures. Prerequisite: SPAN 111 or equivalent and CRJM 101 or permission of instructor. See listings under Spanish 150.
CRMJ 230 American Law Enforcement (3)
Discusses the philosophy and history of policing, the different types of police agencies, and the framework in which law enforcement agencies must work, as well as the relationship between police agencies and their communities. Prerequisite: 101
CRMJ 250 American Courts (3)
Focuses on the legal concepts comprising the foundation of the American criminal court process, state and federal court systems, courts of limited and general jurisdiction, the actors within the court system and the role of the courts on the other members of the criminal justice system. Prerequisite: 101
CRMJ 270 American Corrections (3)
Uses a sociological perspective to examine the history, institutions and practice of American corrections; specifically, issues of incarceration, probation, prisoner release and criminal justice. Prerequisite: 101. See listings under Sociology 270.
CRMJ 310 US National Security (3)
Examines the nature of national and homeland security in the United States, including actors, institutions and the impact of national security structures and behavior on the US and the world. Areas of concentration include the history of national security issues and concerns, changes in the post-9/11 world, homeland security issues, intergovernmental coordination and conflict, domestic and global implications of US policy, and both current and future challenges to US national security. See listings under Political Science 310.
CRMJ 313 Judicial Politics (3)
Focuses on the organization, behavior, and impact of the judicial system on American politics, policy, and culture.
CRMJ 317 Constitutional Law II: Civil Rights and Liberties (3)
Focuses on the activity of the Supreme Court in interpreting the meaning of the Constitution through case law specific to the areas of civil rights and civil liberties. After examining the powers and activities of the Court, specific areas of law will be examined. These include civil liberties (religion, speech, privacy, etc.); rights of the accused (search and seizure, due process, fair trial, etc.) and civil rights (equal protection, discrimination, etc.). See listings under Political Science 317.
CRMJ 318 Criminal Law (3)
Provides an overview of the basic concepts of crime definitions, criminal liability, elements of a crime, case precedents and the rights afforded to individuals under the law. Prerequisite: 101. See listings under Political Science 318.
CRMJ 321 Public Administration (3)
Studies the structures and processes for formulating and implementing public policies. Emphasis is given to the role of the national-level bureaucracy. State and local managerial and administrative concerns are addressed broadly and through specific illustrative examples. See listings under Political Science 321.
CRMJ 322 Public Policy (3)
Establishes a framework for the policy cycle and applies it to selected policy concerns. The nature of public policy, making public policy, substantive policy issues, and policy analysis are explored. See listings under Political Science 322.
CRMJ 323 Administrative Law (3)
Provides an understanding of the legal concepts that define what has been called “the bureaucratic state.” Students will examine the law governing the creation of, powers of, and limitations upon administrative agencies of all sorts. See listings under Political Science 323.
CRMJ 325 Public Personnel Administration (3)
Examines the environment of public employment. Differences between the public and private sector, the historical growth of the personnel system in the public sector, and topics in administration, staffing, and productivity are explored. Public sector processes for recruitment, selection, development, motivation, evaluation, compensation, and discipline are given particular attention. See listings under Political Science 325.
CRMJ 331 Criminal Investigation (3)
Focuses on the methods of crime scene searches and documentation; physical evidence collection and preservation; information gathering; interviews and interrogations and case preparation. Prerequisites: 101 and 230
CRMJ 340 Organized Crime (3)
Focuses on illegal organizations (i.e., the Mafia ), whose formally organized activities are used to gather money through criminal enterprises and how they impact American society, including the social and economic effect on society, along with law enforcement efforts to minimize that impact. No prerequisites
CRMJ 341 Ethical Issues in Criminal Justice (3)
Examines the ethical issues faced by criminal justice professionals while performing their duties, including the topics of discretion and decision-making and the possibility of conflict between what is ethical and what is legal. Prerequisites: 101
CRMJ 342 Criminology (3)
Examines the theories of criminal causation/control, discusses the history and development of criminology, and focuses attention on the social context of crime. The roles of crime, criminality, victims and offenders will also be examined. No prerequisites
CRMJ 351 Criminal Evidence and Procedure (3)
Examines the concept of evidence and the procedures governing its admissibility, as well as the substantive and procedural laws affecting arrest, search, and seizure. Prerequisites: 101
CRMJ 366 American Corrections (3)
Uses a sociological perspective to examine the history, institutions and practice of American corrections; specifically, issues of incarceration, probation, prisoner release and criminal justice. Prerequisite: 101.
CRMJ 371 Crisis Intervention (3)
Examines the theories and methods for assessing and responding to crisis situations in the criminal justice and social service professions. No prerequisites
CRMJ 372 Juvenile Justice (3)
Examines the juvenile justice system, including differences between the adult justice system based on values, court decisions and laws. The concepts of delinquency and delinquency control will be discussed, as well as the roles of law enforcement, courts and corrections in the juvenile justice system. Prerequisites: 101
CRMJ 373 Probation and Parole (3)
Examines the role of probation and parole in the United States, including the history, organization, law, and ideologies behind the practice of probation and parole. It will also discuss other alternatives to incarceration, current issues and future trends in probation and parole. Prerequisite: 101
CRMJ 390 Internship in Criminal Justice (1-3)
Involves a faculty supervised work-study program in selected criminal justice agencies and allows students constructive participation in the criminal justice system. The internship must be arranged at least one semester prior to the actual start of the internship. Prerequisite: Junior standing and permission of supervising faculty.
CRMJ 395 Theory, Methods and Practices in Criminal Justice I (3)
Provides a scientific analysis of the methods and techniques of research applied to the study of criminal justice. Students develop an understanding of the qualitative and quantitative methodologies used to describe, explain, predict and evaluate criminal justice issues. . Prerequisites: 101
CRMJ 418 Deviance (3)
Surveys trends and theories of criminal behavior and crime control. The major emphasis is on the relationship between social and cultural patterns and deviant behavior. Prerequisite: CRJM or SOCI 101, 216 recommended. See listings under Sociology 418.
CRMJ 490 Topics in Criminal Justice (3)
Provides students with a semester-long intensive study of a topic in criminal justice under the supervision of department faculty.
CRMJ 495 Theory, Methods and Practices in Criminal Justice II (3)
Involves the student’s active participation in research to describe, explain, predict or evaluate a criminal justice topic of their choosing while displaying the skill set developed during the course of their criminal justice studies. Prerequisite: CRMJ 395
ECON 215 Principles of Microeconomics (3)
Concentrates attention on the determination of prices for goods and factors of production.
ECON 216 Principles of Macroeconomics (3)
Presents a general description of the American economy and the theory of income determination and income fluctuations.
ECON 311 Money and Banking (3)
Examines the role of money in the economy, the instruments of monetary and fiscal policy and the techniques of commercial banking, the Federal Reserve System, interest rates and institutions affecting the money market.
ECON 325 Statistics (3)
Concerned with the analysis of data and application of the principles of probability theory, decision theory and statistical inference to the analysis of business and economic data.
ECON 333 Intermediate Microeconomic Theory (3)
Develops the methodology of economics and uses this to provide explanations about pricing of commodities and employment of factor services under conditions of full employment.
EDUC 309 Early Childhood Curriculum (3)
Provides the curricular and instructional framework for providing meaningful, developmentally appropriate learning experiences and accommodations for diverse young children with an emphasis on preschoolers, ages 3-5/6. This course includes direct interaction with both typically and atypically developing preschoolers. Prerequisite: Admission to the teacher education program or the Child and Family Studies major, 308. Required field experience. Required non-credit workshops.
EDUC 311 Special Topics (3)
Bridge course for EDUC 362 & EDUC 363. Reviewing Social Studies, Science and Math Methods for Early Childhood Teachers.
EDUC 312 Developmentally Responsive Middle Schools (3)
Provides comprehensive understanding of the nature and needs of early adolescents in grades 4-9 with an emphasis on applying this knowledge to the classroom and the total school environment.
EDUC 313 Curriculum and Instruction for the Adolescent (3)
Provides a foundation in curriculum and instruction for adolescent and young adults with emphasis on motivation, instructional planning, classroom structure, management, discipline, models of teaching, assessment and learning styles.
EDUC 314 Multi-Age Curriculum and Instruction (3)
Provides a foundation in curriculum and instruction for teachers of multi-age subject areas, i.e., foreign language, music, physical education and visual arts. Prerequisite: Admission to the teacher education program. Required field experience.
EDUC 315 The Arts in Early Childhood (3)
Provides the knowledge, skills, and dispositions required to effectively integrate art, music, movement, and theater into developmentally appropriate curriculum and instruction for young children. The course balances theory and practice and presents the arts as a means of enhancing the development of young children and promoting creativity and exploration.
EDUC 316 Children’s Literature (3)
Involves the study of classic and contemporary children’s literature in a variety of genres. Emphasis will be placed on the selection and use of high-quality and developmentally-appropriate materials to support the reading process.
EDUC 319 Motor Learning and Adaptive Phys. Ed. for Early Childhood (3)
Designed to provide the future educator with the necessary foundation of fundamental movement concepts and principles for children ages 3-8. Special emphasis will be placed upon the use of developmentally appropriate practice to enhance the acquisition of more complex motor skills and patterns. In addition, educators will be given specific strategies necessary in the educating of children who require skill adaptation and the use of prescriptive exercise and equipment. Educators will attempt to establish a positive attitude and appreciation for regular health related physical activity throughout the child’s lifespan. Lastly, the educator will experience first hand the importance of movement activities and how they assist in the child’s psychological, physical, intellective and social development.
EDUC 330 Serving Individuals with Exceptionalities (3)
Investigates the nature and needs of individuals with exceptionalities across the lifespan, the etiologies of different exceptionalities, the identification process and the continuum of placement and service alternatives. An emphasis is placed on the need of the intervention specialist to collaborate with other professionals to develop individualized education programs that enable learners to be successful in their least restrictive environments and to access services needed for learner independence. Clinical experiences and field experience with individuals with different exceptionalities are required. Prerequisite: 110, 112.
EDUC 334 Family-Centered Practices (3)
Develops the knowledge and skills needed to provide appropriate educational opportunities for children in the context of family, community and social service structures. This course emphasizes the development of communication and collaboration skills needed to effectively interact with parents, family services and community agencies and to provide transition services across age levels. Technologies designed to promote successful communication are utilized. Also included is direct interaction with preschoolers with disabilities and their families as well as with community agencies and school-based programs serving young children through specific field experiences.
EDUC 335 Educational Technology (3)
Expands the knowledge and skills of the teacher to meet or exceed current standards in areas of the management of student files and records and the development and maintenance of instructional media/hypermedia materials. Techniques include presentation creation and delivery, productivity tools integration, hypermedia development, and software security. Instructional sessions are conducted using hypermedia presentation, interactive multimedia, lecture and discussion, and “hands-on” computer laboratory activities.
EDUC 340 Characteristics and Assessment of Children with Mild/Moderate Disabilities (3)
Explores the learning, emotional, behavioral, adaptive, and medical characteristics and needs of students with mild to moderate disabilities. Students develop the knowledge and skills needed to identify, administer, and interpret selected assessments for this population.
EDUC 362 Integrating Children’s Literature and Social Studies for Young Children (3)
Develops the knowledge and skills necessary to provide effective instruction based on disciplinary social studies standards for children aged 3-8.
EDUC 366 Mathematics in Early Childhood Education (3)
Develops the knowledge and skills necessary to provide developmentally appropriate and effective instruction based on the Ohio Academic Content Standards in math to diverse populations of young children in inclusive settings.
EDUC 367* Science in Early Childhood Education (3)
Develops the knowledge and skills necessary to provide developmentally appropriate and effective instruction based on the Ohio Academic Content Standards in science to diverse populations of young children in inclusive settings.
EDUC 370 Phonics and the Process of Reading (3)
Develops linguistic and cognitive foundations for reading in an integrated language arts context. Emphasis on the knowledge base of reading. Introduction to comprehension strategies, the writing process, curriculum development, assistive technology, and assessment and diagnosis of reading difficulties. Emphasis on phonics, phonemic awareness and word recognition in an integrated language arts context. Fulfills the state requirement in phonics for Early Childhood Education and Middle Childhood Education majors. Prerequisite: Admission to the Teacher Education Program.
EDUC 371 Emergent Literacy (3)
Focuses on the research, methods and materials used in developmentally appropriate pre-reading experiences and reading instruction for the emergent reader. Field experience in a pre-school or kindergarten setting.
EDUC 372 Reading Methods for Middle Childhood (3)
Focuses on the research, methods and materials appropriate for teaching reading to diverse learners in grades 4-9 with a focus on integrated curriculum strategies, including knowledge, selection and use of high quality children’s literature.
EDUC 383* Language Arts Methods for Middle Childhood Educators (3)
Develops knowledge and skills necessary to provide instruction based on national language arts standards and state curriculum models for students in grades 4-9 with an emphasis on use of a variety of instructional approaches appropriate for culturally, linguistically and developmentally diverse classrooms.
EDUC 385* Math Methods for Middle Childhood Educators (3)
Provides knowledge and skills necessary to provide math instruction consistent with national and state math curriculum models to students in grades 4-9 with an emphasis on the use of a variety of instruction approaches appropriate for culturally and developmentally diverse classrooms.
EDUC 412* Reading and Writing for Information (3)
Develops strategies, techniques and skills for strengthening the reading and writing skills of diverse learners in the content areas in early childhood. Includes applications of educational technology.
EDUC 413 Reading in the Content Areas (3)
Develops strategies, techniques and skills for strengthening the reading skills of diverse learners in the content areas in the middle school and high school. Includes applications of educational technology.
EDUC 414 Reading Assessment and Intervention (3)
Examines research-based principles, techniques and materials useful in the assessment of reading skills and in the diagnosis and remediation of reading difficulties. Appropriate applications of educational technology are included.
EDUC 418* Professional Practices for Early Childhood (3)
Taken as part of the professional (student teaching) semester, provides students with the skills to develop effective classroom routines and behavior management systems.
EDUC 419* Family and Community Involvement in Special Education (3)
Develops the knowledge and skills needed to provide appropriate educational opportunities for children in the context of family, community, and social service structures.
EDUC 420* Proactive Approaches to Classroom Management and Support (3)
Provides general and special educators with an understanding of principles of social and learning behaviors across school contexts and ways in which these principles can be utilized to enhance learning.
EDUC 430* Characteristics and Assessment of Children with Mild/Moderate Disabilities (3)
This course provides additional exploration of the learning, emotional, behavioral, adaptive, and medical characteristics and needs of students with mild to moderate disabilities. Students develop the knowledge and skills needed to identify, administer, and interpret selected assessments for this population. Field experience required.
EDUC 432* Student Teaching in Special Education (9)
A 12-week supervised experience in planning for instruction, creating an environment for student learning, teaching for student learning and reflecting on student performance in settings that provide services for students identified with mild to moderate disabilities.
EDUC 434 Provision and Adaptation of Curriculum and Instruction for Children with Special Needs (3)
Focuses on the implementation of prevention, intervention and instructional strategy alternatives for students with special needs. Topics include functional life skills, community-based instruction, social skills, development, multi-modal instruction in academic areas and learning strategy instruction. Field experience required.
EDUC 465 Professional Practices in Middle Level Education (3)
Taken as a part of the professional (student teaching) semester, provides students with the skills needed to develop effective classroom discipline, management and organizational plans; provide on-going assessment and intervention; develop adaptations and modifications to meet the needs of individual learners; and develop parent and community linkages in the middle level classroom.
EDUC 466 Professional Practices in Secondary Schools (3)
Taken as a part of the professional (student teaching) semester, provides students with the skills needed to develop effective classroom discipline, management and organizational plans; provide on-going assessment and intervention; develop adaptations and modifications to meet the needs of individual learners; and develop parent and community linkages in the secondary school classroom.
EDUC 500 Social Foundations of Education (3)
An introduction to the system of education including history, philosophy, and cultural diversity. This course stresses the importance of applying critical theory and pedagogy to educational concepts, curriculum, and individual student/teacher relationships to enhance learning for all students. As the introductory course to the Muskingum College Education Department's conceptual framework, the Praxis III/ Pathwise domains, and the use of Live Text to post data and evaluate student work, it is recommended that this course be taken in the first semester of enrollment in the graduate program.
EDUC 501 Chemistry Seminar (3)
A content-based course focused on topic(s) drawn from chemistry. This course is required of all MAT-AYA students seeking licensure in chemistry.
EDUC 502 Language Arts Seminar (3)
A content-based course focused on topic(s) drawn from the language arts. This course is required of all MAT-AYA students seeking licensure in the integrated language arts.
EDUC 503 Education Seminar (3)
Content-based independent study focusing on a special topic selected by the graduate student in collaboration with a faculty member. Approval of Program Director and the Dean of Graduate and Continuing Studies required.
EDUC 504 Mathematics Seminar (3)
A content-based course focused on topic(s) drawn from mathematics. This course is required of all MAT-AYA students seeking licensure in mathematics.
EDUC 505 Life Science Seminar (3)
A content-based course focused on topic(s) drawn from the life sciences. This course is required of all MAT-AYA students seeking licensure in the life sciences.
EDUC 506 Social Studies Seminar (3)
A content-based course focused on topic(s) drawn from the social studies. This course is required of all MAT-AYA students seeking licensure in the integrated social studies.
EDUC 510 The Teaching Profession (1)
Course will no longer be offered after Spring 2007. See EDUC 500.
EDUC 511 Teaching and Leading in a Culture of Change (3)
Explores contemporary issues and trends as they relate to the philosophical, psychological, and sociological foundations of education. Focuses on the role of the teacher-leader as change agent. Proposes a system for ethical decision-making.
EDUC 512 Motivation and Learning (3)
Explores theories and practices related to motivation and learning. Examines cognitive and behavioral models of learning, modality and environmental variables, organization of learning tasks, mastery learning, and applied motivation and reinforcement theory.
EDUC 513 Building and Working in Collaborative Teams (3)
Examines theories and practices of interpersonal communication and collaborative partnerships within the educational setting. Includes the study of conflict resolution, group problem solving, perceptive listening, semantics, non-verbal cues, inter-cultural factors, and gender influences on communicating within small and large groups.
EDUC 514 Educational Research for Teacher-Leaders (3)
Introduces qualitative and quantitative research methodology, with emphasis on collecting data and analyzing it through basic research techniques. Includes critical reading and evaluation of the educational research literature base.
EDUC 515 Data-Based Decision Making (3)
Focuses on developing professional educators who understand the role of research in education and action research in the classroom, are competent consumers of educational research and can use data to drive their decision-making. The course also focuses on how effective teachers use leadership and management skills to set high and appropriate goals for student learning; use technology to link data to instructional improvement and adjust strategies and plans in response to that information.
EDUC 516* Learning Differences and Special Needs (3)
Course will no longer be offered after Spring 2005. See EDUC 528.
EDUC 517 Educational Technology (3)
Expands the knowledge and skills of the teacher to meet or exceed current standards in areas of the management of student files and records and the development and maintenance of instructional media/hypermedia materials. Techniques include presentation creation and delivery, productivity tools integration, hypermedia development, and software security. Instructional sessions are conducted using hypermedia presentation, interactive multimedia, lecture and discussion, and “hands-on” computer laboratory activities.
EDUC 518 Coaching Team Sports (PHED 418) (3)
Prepares students to handle coaching problems such as organization, fundamental practice drills, strategies of play, selecting personnel, scouting, equipment, keeping statistics. Football, soccer, basketball, volleyball, wrestling, baseball, softball, and track and field are covered for both middle and adolescent level students.
EDUC 519* Motor Learning and Adaptive Physical Education (3)
Designed to provide educators with fundamental movement concepts and principles for typically and atypically developing children ages 3-8. Special emphasis placed on the use of developmentally appropriate practice to enhance the acquisition of more complex motor skills and patterns. Planning, instruction, and assessment are emphasized. Skill adaptation and prescriptive exercise are included. Field experience required.
EDUC 520* Language, Literacy, and Communication (3)
Focuses on language and literacy development in very young children and the means and methods adults can use to enhance and extend their development in these areas. The importance of reading to children in utero and during infant/toddler years is stressed for both parents and caregivers. Progressions and processes underlying young children’s acquisition of literacy and development of communication patterns through the examination of developmental and empirical literature are explored. Topics include early language play, poetry and song, emergent reading and writing, the full range of classic and new children’s literature, reading aloud strategies, story times and storytelling, developing multiple literacies including signing, the special role of families in supporting literacy development, the use of alternate and augmentative communication systems and other assistive technology, and working with children with disabilities. Field experience required.
EDUC 521* Phonics and the Reading Process (3)
Develops linguistic and cognitive foundations for effective teaching and assessing of phonics, phonemic awareness, and word recognition in an integrated language arts context. Field experience required.
EDUC 522* Reading Methods for Middle Childhood (3)
Focuses on the research, methods, and materials appropriate for teaching reading to diverse learners in grades 4-9 with a focus on integrated curriculum strategies, including knowledge of selection and use of high quality children's literature. Field experience required.
EDUC 523* Content Area Literacy (3)
A comprehensive examination of the process of reading to learn; instructional dispositions; methodologies which integrates content area subjects and reading knowledge, skills, and intervention and enrichment strategies for students in the content areas; assessment and evaluation practices as they relate to reading ability; selection and evaluation of reading materials in the content areas; Ohio minimum content standards and assessment of those standards; and study skills and other practical strategies to help students read to learn in the content areas. Field experience required.
EDUC 524* Literacy Assessment and Intervention (3)
Examines the principles, techniques and materials used in assessing and understanding the reading abilities of students. Students learn to use assessment measures as the basis of planning and implementing reading instruction for individuals, small groups and classes. Field experience required.
EDUC 525 Practicum in Reading (1)
A capstone course in which the student designs, implements, evaluates and reports on a series of field-based experiences in literacy.
EDUC 526* Functional Communication (3)
Focuses on assessment for and development of individualized programs to enhance the reading skills and general literacy competence of students with moderate to intensive disabilities. Pragmatic expression and functional communicative skill development includes augmentative communication systems, voice-input devices, and technology to help address reading and writing production. Methods to identify unique child preferences are combined with the design of programs that address specific motivational and attentional concerns within an academic environment. Collaborating with regular education and related services faculty, as well as parents is another course focus. Prerequisite: EDUC 548. Field experience required.
EDUC 527 Reading Strategies for Advanced Readers (3)
Focuses on instructional strategies for challenging advanced readers to develop analytical and interpretive skills in literature, persuasive writing skills, linguistic competency, listening and oral communications skills, reasoning skills, and conceptual understanding. Emphasizes appropriate selection of high-quality literature, including multicultural literature.
EDUC 528* Learning Differences and Exceptionalities (3)
Principles of development, learning theory, motivation theory, and brain-behavior relationships are used as lenses through which learning differences and learner diversity are interpreted. The nature and needs of children with disabilities recognized in the Individuals with Disabilities Act (IDEA) and of children who are identified as talented and gifted are explored. The principles of IDEA organize considerations of how to best serve students with exceptionalities, as well as provide all students with access to the general curriculum and opportunities to reach their potential. 12 hours of field experience required.
EDUC 529* Diversity in the Classroom (1)
Course will no longer be offered after Spring 2007. See EDUC 500.
EDUC 530* Serving Individuals with Exceptionalities (3)
Investigates the nature and needs of individuals with exceptionalities across the lifespan, assessment and identification processes and the continuum of placement and service alternatives. The course emphasizes the need for intervention specialists to be sensitive to beliefs, traditions, and values across cultures within society, to collaborate with other professionals to develop individualized educational programs that enable learners to be successful in their least restrictive environments, and to access services needed for learner independence. Field experience required.
EDUC 531 Assessment of Children with Mild/Moderate Needs (3)
Provides knowledge and skills needed to select, administer, and interpret the wide variety of assessment options required for students with mild to moderate special needs. The legal provisions, regulations and guidelines regarding unbiased assessment are highlighted.
EDUC 532* Instruction, Assessment & Adaptation in Language Arts and Social Studies (3)
Focuses on the interrelated nature of assessment, instruction and adaptations in meeting the needs of students with exceptionalities. Methods for accessing the general curriculum for children with special needs, P-12, and for making needed adaptations in lesson objectives, teaching methods, student activities, instructional resources and classroom assessments are emphasized. Uses of educational technology and assistive devices to facilitate effective learning are explored. Students are expected to use the knowledge and skills taught in this class in a field experience assessing, adapting and providing instruction for P-12 students with special needs. Field experience required.
EDUC 533* Instruction, Assessment and Adaptation in Mathematics and Science (3)
Focuses on the interrelated nature of assessment, instruction and adaptations in meeting the needs of students with exceptionalities. Methods for accessing the general curriculum for children with special needs, P-12, and making needed adaptations in lesson objectives, teaching methods, student activities, instructional resources, and classroom assessments are emphasized. Uses of educational technology and assistive devices to facilitate effective learning are explored. Field experience required.
EDUC 534* Instructional Services for Children with Mild to Moderate Needs (3)
Focuses on the implementation of prevention, intervention and instructional strategy alternatives for students with special needs. Topics include functional life skills, community-based instruction, social skills, development, multi-modal instruction in academic areas and learning strategy instruction. Field experience required.
EDUC 535 Planning and Managing a Positive Learning Environment for Children with Mild/Moderate Needs (3)
Addresses the knowledge and skills needed to establish a safe, positive and supportive environment for all children. Emphases on preparing and organizing resources to implement daily lessons, structuring time and roles of the student and teacher, and establishing the least restrictive environment for all children. Field experience required.
EDUC 536 Family and Community Involvement in Special Education (3)
Develops the knowledge and skills needed to provide appropriate educational opportunities for children in the context of family, community, and social service structures. Emphasizes the development of communication and collaboration skills needed to effectively interact with parents, family services and community agencies to provide transition services across age levels. Field experience required.
EDUC 537 Intervention Specialist: Mild to Moderate Practicum (4)
Designed for students who have not yet held an entry year teaching position. They complete 300 hours of full-time supervised student teaching in one or more settings that serve students, ages 5-21, who have been identified with mild to moderate disabilities. They also complete a professional portfolio that documents their work throughout the program. Permission of Program Director required.
EDUC 538 Intervention Specialist: Mild to Moderate Practicum (4)
Designed for experienced teachers who are seeking an additional license in Intervention Specialist: Mild/Moderate. They complete 300 hours of supervised instruction in one or more settings that serve students, ages 5-21, who have been identified with mild to moderate disabilities. They also complete a professional portfolio that documents their work throughout the program. Permission of Program Director required.
EDUC 539 Intervention Specialist: Mild to Moderate Practicum (2)
Designed for experienced special education teachers who are earning the Intervention Specialist: Mild/Moderate license to broaden their skills in working with students with identified mild to moderate special needs. These individuals will already have a categorical special education certificate in a disability category consistent with the disabilities included with the mild to moderate license. They develop and implement an extensive professional development plan related to their program and submit a professional portfolio of their work. Permission of Program Director required.
EDUC 540 Characteristics and Assessment of the Gifted and Talented (3)
Provides an in-depth study of the talented and gifted and is organized around intellectual, creative, leadership, specific academic, visual/performing arts and psychomotor domains. Using this conceptual framework, the lives of gifted individuals are explored through biography and case studies. Alternative educational and social conditions are addressed and critiqued, and assessment instruments are introduced and evaluated for strengths, weaknesses and limitations. Course content is revealed through literature and empirical and experimental research.
EDUC 541 Curriculum and Instruction of the Gifted and Talented (3)
In developing a “best practices” framework, this course explores the philosophical, historical and legal foundations of gifted education, and then builds a continuum of teaching/learning strategies for presenting and/or adapting instructional content, processes and materials for gifted students. Included are strategies for planning and managing the teaching and learning environment in a variety of settings.
EDUC 542 Guidance, Counseling and Instruction of the Gifted and Talented (3)
Students will explore the social and emotional needs of talented and gifted students and the effects of those needs on student behavior and achievement.
EDUC 543 Collaborative Partnerships for Talented and Gifted (3)
Provides students with an understanding of the issues, processes and possibilities in the development of collaborative partnerships for enhancing the intellectual, creative, leadership, academic, visual/performing arts and physical achievements of the talented and gifted. Issues are addressed from several perspectives: individual, parental, school and local, state, national and international communities.
EDUC 544 Practicum in Teaching the Gifted and Talented (4)
For newly certified or licensed teachers in areas of elementary, early or middle childhood who have no teaching experience other than student teaching. Students apply knowledge/skills learned in the TAG core courses in a supervised student teaching experience in a program for the gifted and talented. This course consists of 160 hours of student teaching with site visits by a TAG district coordinator. Included in these 160 hours are 12 hours of “job shadowing” with two licensed TAG teachers.
EDUC 545 Practicum in Teaching the Gifted and Talented (4)
For teachers with up to two years of experience, but no TAG experience. Students will apply knowledge/skills learned in TAG core courses in a supervised student teaching experience in a program for gifted and talented students. This course consists of 160 hours of student teaching with visits by a TAG division coordinator. Included in these are six hours of “job shadowing” with a licensed TAG teacher.
EDUC 546 Practicum in Teaching the Gifted and Talented (2)
For experienced teachers with two or more years of TAG experience. Students apply knowledge/skills learned in TAG core courses in 80 hours of field-based experiences with gifted and talented students.
EDUC 547 Intervention Specialist Seminar (1)
Provides an opportunity for students in their respective clini-cal practice experiences (EDUC 537, 538, 539 and 691) to synthesize what they have learned and experienced through large and small group interactions with a focus on linking research and theory to practice in their classrooms.
EDUC 548 Characteristics and Assessment of Students with Moderate to Intensive Disabilities (3)
Explores broad aspects of the medical, learning, emotional, and behavioral/adaptive needs of students with moderate to intensive disabilities, with a focus on learner characteristics and diagnostic assessment. Development of individual education programs (IEPs) and short-term objectives is reviewed and includes an emphasis on relevant assistive and supportive technology, as well as relevant related services for students with moderate to intensive disabilities. Legal mandates & relevant regulations will also be considered. Prerequisite: EDUC 516 or EDUC 530 Field experience required.
EDUC 550 Child, Adolescent, and Youth Development (3)
Provides knowledge, skills and dispositions needed to understand all areas of human cognitive, language, social and emotional/moral domains. Typical and atypical development are addressed in each domain, as well as variation associated with diversity. The interrelationship of the domains across ages and stages of development is emphasized throughout the course.
EDUC 551 Social Studies Methods for Middle Childhood (3)
Develops the knowledge and skills necessary to provide instruction based on national social studies standards and state content standards for students in grades 4-9 with an emphasis on the use of a variety of instructional approaches for culturally and developmentally diverse classrooms. Prepares students to utilize approaches to teaching and learning which integrate content relevant to students’ lives, honor individual differences, and teach basic skills of inquiry and communication, including the application of educational technology. Field experience required
EDUC 552 Science Methods for Middle Childhood (3)
Provides for the study of current science teaching and learning strategies for grades 4-9. Emphases include inquiry-based teaching strategies and techniques, the learning cycle, integrating science and technology and promoting lab safety. Field experience required.
EDUC 553 Language Arts Methods for Middle Childhood (3)
Combines the study of children’s and young adolescent literature with instruction and practice in the special methods of teaching language arts in grades 4-9, with emphasis on interdisciplinary instruction, adaptations for learners with exceptionalities and application of education technology. The course focuses on the integration of all language arts domains and the development of teaching skills needed to provide such instruction. Field experience required.
EDUC 554 Mathematics Methods for Middle Childhood (3)
Provides for the study of current mathematics teaching and learning strategies for grades
4-9 using the principles and standards for school mathematics and the Ohio Academic Content Standards. The course focuses on instructional options, assessment alternatives and educational technology needed to create equitable learning opportunities for diverse and exceptional learners. Field experience required.
EDUC 555 Proactive Approaches to Classroom Management and Support (3)
Provides general and special educators with an understanding of principles of social and learning behaviors across school contexts and ways in which these principles can be utilized to enhance learning. A second focus is on the use of positive behavioral support systems for meeting the behavioral and emotional needs of all students and to establish a safe, positive and supportive learning environment for students with a wide range of special needs. Emphasizes cultural, social, mental health, mobility and health concerns. Explores the use of assistive technology and environmental adaptations to enhance learning opportunities. Field experience required.
EDUC 556 (replaces EDUC 535.5) Comprehensive Behavioral Assessment and Support for Diverse Learners (3)
Teaches how to utilize comprehensive functional behavioral assessment (FBA) procedures and behavior intervention plans (BIP) to better understand and respond to challenging behaviors in school and community settings. Applies the FBA process not only to physically disruptive and higher risk behaviors, but also to social skill, expressive, attention and motivational deficits. Addresses the impact of sensory, mobility and medical disabilities on behavior and learning. Explores the use of assistive technology and environmental adaptations. Field experience required.
EDUC 557 Instructional Services for Students with Moderate to Intensive Disabilities (3)
Focuses on developing specially designed instruction to enable students with moderate to intensive disabilities to appropriately access the general curriculum with as much self-determination as possible. Candidates learn to plan and implement functional curricula and teaching methods across domains. Skills needed to participate effectively as members of inter-disciplinary school teams and supervision/implementation of educational programming are stressed. An examination of specific assistive devices targeting self-care, independence, and augmentative communication systems is included. Prerequisite: EDUC 548. Field experience required.
EDUC 558 Independence Skills for Students with Multiple Disabilities (3)
Focuses on designing specially designed instruction to enable student with moderate to intensive disabilities to develop self-care, functional communication, self-help, and independence knowledge and skills with as much self-determination as possible. Emphases include empowering individuals with moderate to intensive disabilities to become self-advocates and to transition to adult living. Identifying relevant postsecondary community agencies and support systems and the skills needed to access these services for individuals with moderate to intensive disabilities is stressed. Prerequisite: EDUC 548 and 536.
EDUC 559 Teaching and Supporting Students with Autism and Other Behavioral Disorders (3)
Serves the dual purpose of developing knowledge and skills needed to work with students with autism and other behavior disorders while teaching how to utilize comprehensive functional behavioral assessment (FBA) procedures in order to better understand and respond to challenging behaviors in home and school settings. In that the primary goal of an FBA is the development of behavioral interventions and teaching plans that stress the use of positive behavior support systems, students have the opportunity to “build” an individualized plan in a selected setting. Besides the targeting of physically disruptive behaviors, other applications of the FBA are considered to include social skill, expressive, attentional, and motivational deficits. The impact of sensory, mobility, and medical disabilities on behavior and learning is addressed. Environmental adaptations and assistive technology also are explored. Prerequisites: EDUC 548 and EDUC 555. Field hours required.
EDUC 561 Professional Practices in Middle Schools I (3)
Provides comprehensive understanding of the nature and needs of early adolescents in grades 4-9 with an emphasis on applying this knowledge to the classroom and the total school environment. Course topics are organized based on all four Pathwise domains, which include planning for instruction, establishing a positive learning environment, teaching for student learning and teacher professionalism. Focuses on characteristics of developmentally responsive schools for young adolescents, as well as the rationale that supports such characteristics. Other topics include interdisciplinary teaming, teacher guidance programs, grouping and scheduling concerns, strategies for diverse and exceptional learners and the applications of educational technology. Field experience required.
EDUC 562 Professional Practices in Middle Schools II (3)
Builds on the foundation established in Professional Practices in Middle Schools I (EDUC 561) to enable students to develop entry-level teaching skills as defined by the Pathwise/Praxis III performance criteria. Students develop an individual professional development plan based on their performance in EDUC 561 and are expected to show progress toward reaching their goals and evidence of their growth in their professional portfolios. Field experience required.
EDUC 563 Professional Practices in Middle Schools III (2)
Course will no longer be offered after Spring 2007.
EDUC 564 Adolescent/ Young Adult Science Methodology (3)
Provides for the study of current science teaching and learning strategies for grades 7-12 that follow the guidelines of the National Science Education Standards and the Ohio Science Academic Standards. Emphasis is on inquiry-based teaching strategies and techniques, the learning cycle, integrating science and technology and promoting laboratory safety. Field experience required.
EDUC 565 Adolescent and Young Adult Mathematics Methodology (3)
Provides for the study of current mathematics teaching and learning strategies for grades 7-12 that follow the guidelines of the principles and standards for school mathematics and the Ohio Academic Content Standards. The course focuses on instructional options, assessment alternatives and educational technology needed to create equitable learning opportunities for diverse and exceptional learners. Field experience required.
EDUC 566 Adolescent/ Young Adult Language Arts Methodology (3)
Combines the study of adolescent and young adult literature with instruction and practice in the special methods of teaching language arts in grades 7-12, with emphasis on interdisciplinary instruction, adaptations for learners with exceptionalities and applications of educational technology. Field experience required.
EDUC 567 Adolescent/ Young Adult Social Studies Methodology (3)
Develops the knowledge and skills necessary to provide instruction based on national social studies standards and Ohio Social Studies Academic Content Standards for students in grades 7-12 with emphasis on the use of a variety of instructional approaches for diverse and exceptional learners. Prepares teachers to utilize a variety of approaches and teaching methods which engage students, integrate content relevant to students’ lives, honor individual differences and teach basic skills of inquiry and communication, including the application of instructional technology. Field experience required.
EDUC 568 Assessment in Special Education (3)
EDUC 568 Assessment in Special Education
EDUC 571 Professional Practices in Secondary Education I (3)
Investigates the characteristics of effective secondary schools and school reform models, as well as the nature of individuals in grades 7-12 in school settings. Course content focuses on curriculum planning and modifications; selection and appropriate uses of materials; instructional and literary styles, methods, and adaptations; classroom management skills; effective collaboration strategies; accessing support services; skills required for instructing and managing an inclusive classroom; developmentally appropriate teaching; differing learning styles of students; context-based assessment and evaluation; and applications of educational technology. Course topics are organized within the four Pathwise domains. Field experience required.
EDUC 572 Professional Practices in Secondary Schools II (3)
Builds on the foundation established in Professional Practices in Secondary Schools I (EDUC 571) to enable students to develop entry-level teaching skills as defined by the Pathwise/Praxis III performance criteria. Students will develop an individual professional development plan based on their performance in EDUC 571 and are expected to show progress toward reaching their goals and evidence of their growth in their professional portfolios. Field experience required.
EDUC 573 Professional Practices in Secondary Schools III (2)
Course will no longer be offered after Spring 2007.
EDUC 574 Foundations of Adult Learning (3)
This course provides a comprehensive overview of theory, current research and applications of adult learning. Emphasis is placed on understanding major adult learning theories, andragogy, learning contexts, motivation, stages and styles of learning, and other adult learning models. Exploration of adult development through physiological, psychological, sociological and cultural perspectives provides an all-inclusive framework for understanding the needs of the adult learner.
EDUC 575 Adult Learning Theory (3)
An investigation of research-supported theory and practice that promotes the development of adult learners. Emphasizes the differences between the adult learner and traditional pedagogical learning theory. This course examines the motivation, orientation and assessment of adult learners through various theories of adult learning. Emphasizes role of experience, autonomy and individual differences of the adult learner.
EDUC 576 Program Planning for Adult Education (3)
Planning and designing the context, processes and content of adult learning experiences and their alignment with the learning styles and needs of adult learners is the focus of this course. Transfer of learning is significant when the knowledge of what, when, why and how to apply appropriate teaching theories, instructional models, techniques, and evaluative approaches to various learning settings and clients occurs.
EDUC 577 Facilitating Learning in Groups (3)
This course examines the role and responsibilities of the facilitator and/or trainer in the establishment of collaborative learning groups. Principles, models and techniques for group training, facilitating meetings, reaching consensus, managing conflict, problem solving and building capacity for change are presented followed by opportunities for practice and application.
EDUC 578 Theories of Early Childhood Development and Language (3)
Explores traditional and contemporary theories of child development and language acquisition in early childhood education.
EDUC 579 Cognitive Coaching (3)
Cognitive Coaching is a supervisory/peer coaching model that capitalizes upon and enhances cognitive processes. Developed by Art Costa and Bob Garmston, cognitive coaching is a set of strategies -- a way of thinking and working that invites self and others to shape and reshape their thinking and problem solving capacities. Building trust, facilitating thinking through questioning, increasing one’s autonomy, practicing coaching interactions and applying the coaching skills at a professional level are all components of this course.
EDUC 580 Special Topics and Seminars in Education (1-3)
An examination of current topics related to professional development, content areas, or curriculum and instruction (e.g. effective school research, cooperative learning, and literature-based instruction). Focus is on those emerging areas of professional and content development that are most appropriately addressed through short, intensive study sessions followed by guided implementation to enhance conversion of theory into classroom practice. Arranged through the Office of Graduate and Continuing Studies.
EDUC 581 Special Topics in Early Childhood Education (1-3)
Examines current topics related to professional development in early childhood education. Arranged through the Office of Graduate and Continuing Studies.
EDUC 583 Great Books (3)
Selected readings in adult education.
EDUC 586 Social Studies in Early Childhood Education (3)
Develops the knowledge and skills necessary to provide instruction based on national social studies standards and Ohio Social Studies Academic Standards for students grades prekindergarten through 3, with an emphasis on the use of a variety of instructional approaches for culturally and developmentally diverse classrooms. Field experience required.
EDUC 588 Science in Early Childhood Education (3)
Develops the knowledge and skills necessary to provide instruction based on national science standards and the Ohio Science Academic Content Standards for students grades prekindergarten through 3. Emphasis is on inquiry-based teaching strategies and techniques, the learning cycle, integrating science and technology, and promoting safety. Field experience required.
EDUC 589 Curriculum for Developmentally Appropriate Practices (3)
Focuses on the integration of major theories and research in developmental psychology with practices in education. Students develop knowledge and skills to create and provide developmentally appropriate experiences for children from birth-grade 3. Field experience required.
EDUC 590 Independent Study (1-3)
An in-depth study in a student’s area of interest. The student establishes goals, methods of investigation and means of evaluation in cooperation with the supervising professor. Approval of Program Director and Dean of Graduate Studies required.
EDUC 591 Family-Centered Practices (3)
Involves participants in learning about the various contexts in which children and families develop, learn and grow, from birth through age eight. Focuses on ways that early childhood educators can support and engage parents, children and other family and community helpers in dealing with challenges. Empowerment is emphasized. Field experience required.
EDUC 592 Administration of Early Childhood Programs (3)
Focuses on the dynamic process of supervising and directing early childhood programs, including infant and toddler programs. Attention is given to the role of the director/administrator and challenges of managing high quality early childhood programs, regardless of the setting. Other topics include recruitment and selection of staff, teacher training and professional development, program management, human resource management, operations, budgeting, finance, marketing and parent education. Field experience required.
EDUC 593 Early Childhood Education (3)
A cross-disciplinary examination of the major tenets guiding practice in the field of early childhood education from historical and philosophical perspectives. Various models of delivery systems are examined to guide the student in the formulation of a philosophy of early childhood education. Emphasizes knowledge and skills necessary for effective and resourceful early childhood teachers of all children, including the special requirements of educating infants and toddlers. Field experience required.
EDUC 594 The Arts in Early Childhood (3)
Studies the role of the arts – music, movement, visual arts, and dramatic play—in the early years, birth to eight. Participants learn ways to integrate the arts into the child’s daily activities, stimulating musical, language, listening, cognitive, psychomotor, emotional, social, intellectual and creative skill development.
EDUC 595 Young Children with Special Needs I (3)
Provides an introduction to early childhood special education that includes the historical roots, perspectives and rationale for early intervention for infants, toddlers and young children who are at-risk or have identified disabilities. Examines the processes used in identifying, assessing and evaluating the special needs population of preschoolers. Topics covered include program models, program planning, interdisciplinary considerations, parenting and professional resources available. Field experience required.
EDUC 596 Assessment for Early Intervention (3)
Introduces the best practices in assessment for early intervention, including infants and toddlers. Topics include eligibility determination, development of objectives, creating treatment plans, evaluation of progress and program effectiveness, team decision-making and family participation. Field experience required.
EDUC 597 Young Children with Special Needs II (3)
Builds on foundation established in EDUC 595 to expand knowledge and skills in instruction and intervention for infants, toddlers, and young children. Specific topics include specialized accommodations, assistive technology, behavioral approaches, developing Individualized Family Service Plans and Individualized Education Programs, instruction assessment and evaluation that will support the children’s achievement of their goals. Field experience required.
EDUC 598 Young Children with Intensive Needs (3)
Explores practical implications of current research focusing on young children, including infants and toddlers, with intensive needs. Discussion topics include definition of intensive needs, philosophical approaches to working with young children with intensive needs, working in partnership with families and community-based service delivery models. Discussions focus on responsive care giving, current program options, developmental appropriateness of activities/interactions and materials and IFSP/IEP development. Field experience required.
EDUC 599 Mathematics in Early Childhood Education (3)
Examines pre-operational and concrete operational thought processes of conservation, seriation, observation, comparison, classification, and early number concepts. It models use of concrete materials and other experiences to foster development of quantitative thinking in number operations, patterns, data analysis, geometry and measurement for children in grades prekindergarten through 3, as outlined in the Ohio Mathematics Academic Content Standards. Field experience required.
EDUC 600 Teaching in a Standards-Based Environment (3)
Focuses on research-based instructional models associated with effective classroom instruction and learning. Emphasis on learning activities based on the Ohio Academic Content Standards.
EDUC 601 Assessment in a Standards-Based Environment (3)
Focuses on the design, implementation, and evaluation of strategies for assessing student learning for diagnostic purposes, as well as high-stakes testing.
EDUC 602 Creating a Climate for Student Learning (3)
Examines theory and practices of creating a classroom environment in which students are supported intellectually, socially, culturally, and physically.
EDUC 603 Data-Based Decision Making for Teachers (3)
Focuses on everyday applications of classroom and achievement data to inform decisions in the classroom. Includes data organization and presentation through use of educational technology.
EDUC 605 Instruction and Learning in a Culture of Change (3)
Instruction and Learning in a Culture of Change.
EDUC 606 Invitational and Inclusive Education (3)
Invitational and Inclusive Education.
EDUC 607 Applications os Educational Research (3)
Applications os Educational Research.
EDUC 608 Critical Pedagogy: The Transformational Educator (1)
Critical Pedagogy: The Transformational Educator.
EDUC 622 Clinical Practice for Multi-Age Licensure (8)
Designed for students seeking multi-age licensure. Provides a guided teaching experience under the supervision of a qualified cooperating teacher and a college supervisor. It requires a minimum of 300 hours of full-day practice teaching in the content area(s) in which the student will be licensed to teach. In instances where the student is already in a position that is consistent with the requirements of the clinical practice placement, appropriate components of the course may be completed in that placement if a cooperating teacher who meets that building’s mentor criteria can be assigned to the individual. Permission of the Program Director required.
EDUC 623 Clinical Practice in Early Childhood Education (7)
Designed for students completing the MAT. Provides a guided teaching experience with children in grades prekindergarten through 3 under the supervision of a qualified cooperating teacher and a college supervisor. It requires a minimum of 300 hours of full-day practice teaching, with those hours divided between two settings: prekindergarten/kindergarten and grades one through three. In instances where the graduate student is already in a position that is consistent with the requirements of the clinical practice placement, appropriate components of the course may be completed in that placement if a cooperating teacher who meets that building’s mentor criteria can be assigned to the individual. Program Director approval required.
EDUC 624 Clinical Practice in Middle Childhood Education (7)
Designed for students completing the MAT. Provides a guided teaching experience with children in grades 4-9 under the supervision of a qualified cooperating teacher and a college supervisor. It requires a minimum of 300 hours of full-day practice teaching, with those hours divided between the two content areas in which the student will be licensed to teach (social studies, science, mathematics and language arts). In instances where the graduate student is already in a position that is consistent with the requirements of the clinical practice placement, appropriate components of the course may be completed in that placement if a cooperating teacher who meets that building’s mentor criteria can be assigned to the individual. Program Director approval required.
EDUC 625 Clinical Practice in Adolescent/Young Adult Education (7)
Designed for students completing the MAT. Provides a guided teaching experience with children in grades 7-12 under the supervision of a qualified cooperating teacher and a college supervisor. It requires a minimum of 300 hours of full-day practice teaching in the content areas in which the student will be licensed to teach. In instances where the graduate student is already in a position that is consistent with the requirements of the clinical practice placement, appropriate components of the course may be completed in that placement if a cooperating teacher who meets that building’s mentor criteria can be assigned to the individual. Program Director approval required.
EDUC 626 Clinical Practice for Intervention Specialist (7)
Designed for students completing the MAT. Provides a guided teaching experience with children with identified mild to moderate disabilities in grades K-12 under the supervision of a qualified cooperating teacher and a college supervisor. It requires a minimum of 300 hours of full-day practice teaching in one or more service settings, including at least 120 hours of instruction in a resource or self-contained classroom. In instances where the graduate student is already in a position that is consistent with the requirements of the clinical practice placement, appropriate components of the course may be completed in that placement if a cooperating teacher who meets that building’s mentor criteria can be assigned to the individual. Program Director approval required.
EDUC 627 Clinical Practice & Professional Portfolio Development Seminar (2)
Provides an opportunity for students in their respective clinical practice experiences to synthesize what they have learned and experienced through large and small group interactions with a focus on linking research and theory to practice in their classrooms. Students complete their professional portfolios and participate in mock interviews, which include the presentation of their portfolios. Focuses on personal reflection on participant’s paths into the teaching profession and provides opportunities to collaborate with other future and current educators.
EDUC 630 Advanced Theory and Practices in Language Arts (3)
Designed to help teachers develop a wide variety of instructional strategies and resources for teaching the language arts based on the Ohio Academic Content Standards.
EDUC 631 Advanced Concepts and Tools for Math and Science Education (3)
Designed to help teachers develop a wide variety of instructional strategies and resources for teaching mathematics and science based on the Ohio Academic Content Standards.
EDUC 632 Curriculum, Instruction, and Assessment for School Leaders (3)
Focuses on models of curriculum, instruction, and assessment in a standards-based environment with implications for staff development.
EDUC 633 Advanced Social Studies Concepts (3)
Designed to help teachers develop a wide variety of instructional strategies and resources for teaching social studies based on the Ohio Academic Content Standards.
EDUC 640 Foundations, Philosophies and Trends in Music Education (3)
Fosters the development of philosophical knowledge, skills, and dispositions essential for effective music instruction. Emphasizes major philosophical concepts in the teaching of music and major methodologies for implementation.
EDUC 641 Twentieth-Century Music Literature (3)
Studies music from the 20th century. Emphasis is on listening to the music and relating to the various styles used by the 20th-century composers.
EDUC 643 Choral Literature in Music Education (3)
Explores major trends in choral music literature. Surveys the literature appropriate for study and/or performance in grades 7-12.
EDUC 644 Kodaly Approach to Music Education (3)
Presents the Kodaly approach to music education, with an emphasis on its application and adaptability to American music education. Focuses on the sequencing of concepts for levels 1-3, the development of practical teaching techniques and procedures and the refinement of sight-reading and ear-training skills.
EDUC 680 Studio Arts for Art Educators (3)
Extends the student’s range of expression and communication through art by encouraging in-depth exploration of two and/or three-dimensional media. Includes discussion of conceptual issues in contemporary art. Students learn strategies for incorporating new concepts and processes in the public school art classroom. Arranged through the Office of Graduate and Continuing Studies.
EDUC 681 Recognizing and Encouraging Creative Behavior (3)
Extends the student’s understanding of the creative process and its outcomes. Emphasizes the recognition of creative behavior in the classroom as well as the enhancement and encouragement of the creative process in students.
EDUC 682 19th and 20th-Century Art History (3)
Provides a thorough understanding of the stylistic developments in painting and sculpture from the mid-19th century through Post-Modernism. Combines an intense survey of those movements with discussions on employing art history concepts in art education in the public schools.
EDUC 683 Aesthetics and Philosophy of Eastern Art (3)
Introduces major philosophies of Eastern painting and sculpture. Emphasizes appreciation of Eastern art and differentiates between Western and Eastern art. Includes practical experiences in creating Chinese painting and calligraphy.
EDUC 685 Comparative Studies of Western and Eastern Art (3)
Explores the differences between Western and Eastern art.
EDUC 684 Chinese Image Art (3)
Studies Chinese painting, calligraphy, sculpture, architecture and folk art and compares them with art in the Western tradition. Includes hands-on practice in traditional Chinese media.
EDUC 686 American Art (3)
Discusses the development and aesthetics of American art, including American painting, sculpture, architecture and decorative arts. Introduces major art schools and the differences and similarities between American and European art.
EDUC 691 Early Childhood Intervention Specialist Practicum (2-4)
Provides a full-day professional supervised practicum experience in a setting serving children with special needs, ages 3-8. This practicum lasts 3-5 consecutive weeks, since individuals who are enrolled in this course have already completed an initial certificate/licensure student teaching experience of a minimum of 10 weeks. Program Director approval required.
EDUC 692 Early Childhood Practicum (2-4)
Provides a full day professional supervised practicum experience in a pre-k – 3 classroom lasting 3-5 consecutive weeks, since individuals who are enrolled in this course have already completed an initial certificate/licensure student teaching experience of a minimum of 10 weeks. Program Director approval required.
EDUC 6XX-a Assessment in a Standards-Based Environment (3)
Focuses on the design, implementation, and evaluation of strategies for assessing student learning for diagnostic purposes, as well as high-stakes testing.
EDUC 6XX-c Creating a Climate for Student Learning (3)
Examines theory and practices of creating a classroom environment in which students are supported intellectually, socially, culturally, and physically.
EDUC 6XX-d Data-Based Decision Making for Teachers (3)
Focuses on everyday applications of classroom and achievement data to inform decisions in the classroom. Includes data organization and presentation through use of educational technology.
EDUC 6XX-e Data-Based Decision Making for Educational Leaders (3)
Focuses on applications of data to inform decisions at the building and district level. Includes data organization and presentation through use of educational technology.
EDUC 700 Research Seminar and Project (3)
For students desiring to design and conduct qualitative and/or quantitative research studies related to their field of interest. Completion of EDUC 700 includes development the first three chapters of the research project report, as well as successful completion or waiver of the Human Subject Review process. One of the MAE capstone experience options.
EDUC 705/706 National Board Certification Process I/II (2+2)
For students desiring to seek National Board Certification through the National Board for Professional Teaching Standards. The course focuses on the development of the professional portfolio in the student's area of interest, as well as on the required standardized assessment. Credit for this course is awarded for completing the process and is not dependent on achieving national certification. Students are responsible for all costs associated with applying for National Board Certification.
EDUC 710 Practitioner’s Seminar and Project (3)
For students desiring to design, conduct and evaluate a school improvement project based on local documented need and grounded in current research, theory, and practice. Completion of EDUC 710 includes development of the first three chapters of the practitioner report, as well as successful completion or waiver of the Human Subject Review process. One of the MAE capstone experience options.
EDUC 720 Educational Leadership and Organizational Change (3)
Focuses on educational leadership theory, function, law, ethics, political structure and accountability within a collaborative community. Provides practice for instructional leaders in early childhood, middle childhood, or adolescent/young adult settings in communication, problem solving, and democratic leadership.
EDUC 730 Supervision of Instruction (3)
Presents a variety of supervisory models and develops knowledge and skills in job analysis, performance assessment, and communication with faculty in order to enable entry-level principals to improve teaching and learning in schools. Enables students to develop skills in using the Pathwise observation system, including working with entry-year teachers and their mentors. Course participants complete a 30-hour field experience with an experienced building administrator in which they complete several Pathwise observations, in addition to other tasks assigned by the admi | 
