TEACHER EDUCATION (EDTE)
EDTE 101 - FOUNDATIONS OF THE TEACHING PROFESSION
Prerequisite: None
This course prepares candidates to understand the professional responsibilities of teachers and the role of education in a democratic society. Through classroom observations, teacher questionnaires and educational resources, candidates investigate culturally responsive and inclusive education, the economic, legal, and political context of schools, and the ethical standards of the teaching profession. The major theories of human development, motivation, and learning will be discussed, as well as planning for instruction, teaching strategies, assessment and classroom management.
Credit: 3
EDTE 102 - FOUNDATIONS OF EXCEPTIONALITY AND DIVERSITY
Prerequisite: None
This course is designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with need for mild/moderate/intensive educational intervention. Assessment, identification, individualized educational programming, educational trends, service alternatives, general behavior support, and professional resources will be emphasized. The interaction of diversity, family, and education will be focal points. Teaming and community support will be discussed as well as professional issues.
Credit: 3
EDTE 103 - FOUNDATIONS OF ASSESSMENT
Prerequisite: None
A comprehensive course designed to address pertinent issues, as well as procedures of assessment and evaluation of K-12 students who may be environmentally at-risk and/or identified with a disability. Students will be involved in educational assessment procedures in programs that serve K-12 students and their families.
Credit: 3
EDTE 104 - FOUNDATIONS OF INSTRUCTIONAL DESIGN AND TECHNOLOGY
Prerequisite: EDTE 101, 102
This course offers students an introduction to the theories and principles of instructional technology. There are five main areas of focus in this course: (a) technology operations and concepts, (b) planning and designing learning environments and experiences, (c) teaching, learning, and the curriculum, (d) assessment and evaluation, and (e) productivity and professional practice. To assist in developing a link between theory and practice, students will have hands-on experience with various forms of instructional technology and with problem solving techniques appropriate to the media.
Credit: 3
EDTE 105 - FOUNDATIONS OF BEHAVIOR SUPPORT AND INTERVENTION
Prerequisite: EDTE 101, 102
Comprehensive studies of positive classroom and individual student management techniques. Emphasis is on developing appropriate strategies for K-12 students with diverse backgrounds and developmental needs.
Credit: 3
EDTE 140 - PHONICS AND THE ENGLISH LANGUAGE
Prerequisite: None
A study of English as an alphabetic language. Particular attention will be given to the grapho-phonemic patterns which have emerged through history. Classroom applications will be explored with specific emphasis on the role of phonics in a complete literacy program.
Credit: 3
EDTE 230MG - FIELD EXPERIENCE GRADES 4-9: EDUCATION FOR DIVERSITY
Prerequisite: Concurrent with EDTE 448
This field experience provides teacher candidates with the opportunity to apply effective classroom management skills for educating for diversity. During field experiences teacher candidates will develop techniques for teaching students of diverse backgrounds and abilities including dealing with surface behavior problems, laws concerning teacher/student rights, and communicating with parents. This field will be grounded in Universal Design for Learning. Field experience may occur in urban/multicultural, suburban, or rural/small town setting with focus on content areas.
Credit: 1
EDTE 257 - SENSORY MOTOR, ASSISTIVE TECHNOLOGY AND INTERVENTION
Prerequisite: EDTE 101, 102; Concurrent with EDTE 330
This course is designed to provide curriculum models, specialized methods, technology, materials and equipment to teach students with significant special needs. A transdisciplinary approach is emphasized.
Credit: 3
EDTE 262 - FOUNDATIONS OF LITERACY
Prerequisite: None
A course that promotes understanding of literacy theory and practice at the elementary through secondary school levels. The focus of the course will be to connect theoretical knowledge of the learner and the processes of reading and writing to instructional decisions, including literacy programs, instructional scaffolds, materials, and learning environments. This course is required for Early Childhood, Early Childhood Intervention Specialists, and Middle Grade majors. It fulfills 3 credit hours of the Ohio 12- credit-hour literacy requirement.
Credit: 3
EDTE 312 - TEACHING READING WITH LITERATURE FOR YOUNG ADULTS
Prerequisite: EDTE 140, 262
This course provides an understanding of the selection and instruction of young adult literature in order to facilitate the continued literacy development of adolescents. Included in the required knowledge base is history, criticism, trends, authors, illustrators, types of literature, instructional strategies, and organization of literature instruction and programs.
Credit: 3
EDTE 316 - TEACHING THE 21ST CENTURY ADOLESCENT: LANGUAGE ARTS
Prerequisite: EDTE 230MG; Concurrent with EDTE 316, 317, 318, 319 (select two based on content areas)
This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner and aligning student learning objectives with the specific academic content standards associated with each subject area. Creating effective lessons following universal design concepts and using appropriate assessment techniques to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.
Credit: 3
EDTE 317 - TEACHING THE 21ST CENTURY ADOLESCENT: MATH
Prerequisite: EDTE 230MG; Concurrent with EDTE 316, 317, 318, 319 (select two based on content areas)
This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner and aligning student learning objectives with the specific academic content standards associated with each subject area. Creating effective lessons following universal design concepts and using appropriate assessment techniques to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.
Credit: 3
EDTE 318 - TEACHING THE 21ST CENTURY ADOLESCENT: SCIENCE
Prerequisite: EDTE 230MG; Concurrent with EDTE 316, 317, 318, 319 (select two based on content areas)
This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner and aligning student learning objectives with the specific academic content standards associated with each subject area. Creating effective lessons following universal design concepts and using appropriate assessment techniques to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.
Credit: 3
EDTE 319 - TEACHING THE 21ST CENTURY ADOLESCENT: SOCIAL STUDIES
Prerequisite: EDTE 230MG; Concurrent with EDTE 316, 317, 318, 319 (select two based on content areas)
This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner and aligning student learning objectives with the specific academic content standards associated with each subject area. Creating effective lessons following universal design concepts and using appropriate assessment techniques to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.
Credit: 3
EDTE 330 - SENSORY INTEGRATION AND INTERVENTION
Prerequisite: EDTE 230EC or EDTE 230MG
This field experience provides teacher education students with the opportunity to use information about learning needs, IFSPs, IEPs and other assessment data to create appropriate instructional goals and teaching plans, especially those related to assistive and instructional technology, sensory motor, and health needs. This field will focus on intervention strategies for students with moderate to intensive needs.
Credit: 1
EDTE 336 - FIELD EXPERIENCE IN CONTENT TEACHING AND INTERVENTION FOR MIDDLE GRADES
Prerequisite: EDTE 230MG; Concurrent with EDTE 316, 317, 318, 319 (select two based on content areas)
Provides opportunities to make decisions relating to assessment, instruction, evaluation, and intervention in content areas and in interdisciplinary activities. Focus will be on implementing effective instruction and assessment with middle grades students in small group, individual and whole-class settings.
Credit: 3
EDTE 392 - CONTENT AREA LITERACY
Prerequisite: None
A course designed to prepare teachers of all content areas to help students think, learn and communicate with both print and non-print texts. The course focuses on instructional approaches that help learners interact successfully with a broad range of texts while they develop skills and strategies needed for college and careers. Emphasis is placed on using 21st century literacy skills, especially authentic content-based inquiry.
Credit: 3
EDTE 405 - LEGAL, SOCIAL, AND PROFESSIONAL ISSUES FOR PROFESSIONAL EDUCATORS
Prerequisite: Concurrent with EDTE 467MG
A course designed to study current issues in education, with a view toward understanding the issues surrounding special education and its role within education as a social institution. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. Special education law, social, historical, and philosophical effects will be explored. The course includes procedures specific to programs for learners with need for educational intervention.
Credit: 3
EDTE 448 - BIO-MEDICAL ISSUES AND ADVANCED UNIVERSAL DESIGN
Prerequisite: EDUC 101, 102; Concurrent with EDTE 230EC, EDTE 323, EDTE 361 (early childhood/intervention specialist license) or EDUC 230MG (middle grades/intervention specialist license)
A study of physiological and neurological processing disorders (i.e. dysgraphia, dyscalculia, reading disorders, visual, auditory, and sensory processing disorders, etc.) and the impact on students in preschool through grade 12. Universal design techniques and other methods to reduce educational and functional impact of these conditions are examined. Education or Nursing Credit.
Credit: 3
EDTE 467MG - INTERNSHIP-MIDDLE GRADES/INTERVENTION SPECIALIST
Prerequisite: All student internship requirements
This internship will be divided into two eight week placements composed of a middle grades, inclusive setting in licensure content area(s) and a placement in a K-12 moderate to intensive setting. Candidates will be expected to demonstrate content knowledge and differentiate instruction to reach all students in the classroom independently of abilities.
Credit: 10