Department of Teacher Education and Leadership Studies

ECE 2629    Best Practices in Early Childhood Intervention Specialist    3 s.h.

Gives teacher candidates a research-based inquiry into early childhood education and promotes the acquisition of knowledge, skills, and dispositions that will facilitate best practices within the field. 10 field/clinical hours.

ECE 3713    Teaching of Mathematics: Early Years    3 s.h.

Using NCTM/NAEYC/NCATE and Ohio Model guidelines as the framework, focus on identifying and modeling developmentally appropriate strategies used for problem solving, communicating, and reasoning in early childhood mathematics. Learning to use mathematical connections to stimulate diverse students' development of math concepts and skills and create learning environment combining mathematics pedagogy/methodology in an early grades classroom.
Prereq.: TELS Upper Division Status and approval of chair.
Coreq.: ECE 3715, ECE 3780, and ECE 4814.

ECE 3715    Teaching Science: Early Years    3 s.h.

Using NSTA/NCATE and Ohio Model guidelines as the framework, focus on establishing and maintaining learning environments that provide diverse students with a holistic, interdisciplinary understanding of science. Topics include teaching for meaningful science understanding, planning and providing an effective and supportive learning environment, planning and implementing curriculum and lessons appropriate for children in their early years, selection and use of instructional aids and resources, assessment, and professional development. Experiences that promote the use of science processes and problem-solving skills for life-long learning. Field experience combining science pedagogy/methodology in an early childhood setting.
Prereq.: TELS Upper Division Status and approval of chair.
Coreq.: ECE 3713, ECE 3780, and ECE 4814.

ECE 3760    Cross-Curricular Applications and Classroom Management/Guidance    3 s.h.

Synthesis and application of developmental theories and appropriate practices and methods in classrooms for young children, including curriculum integration, quality classroom environments, and classroom guidance. Field hours required.
Prereq.: BCOE Upper-Division Status.

ECE 3780    Social Studies for Young Children    3 s.h.

Methods of teaching social studies to young learners (PreK-3) including exploration of a variety of effective teaching and assessment behaviors related to diverse learner needs. Use of key concepts, application of tools of social studies to foster social development and encourage independent problem solving, investigate the use of technology, create instructional resources; collaboratively plan, teach, and evaluate lessons in inclusive instructional settings; keep a reflective learning log.
Prereq.: TELS Upper Division Status and approval of chair.
Coreq.: ECE 3713, ECE 3715, and ECE 4814.

ECE 3790    Assessing Learning in Early Childhood Education P3    3 s.h.

This course examines the theoretical foundations and developmentally appropriate assessment strategies in a P-3 classroom. Candidates will explore a variety of informal, formal, formative and summative classroom assessment strategies and critically investigate standardized assessments used in the current national and state movements toward accountability and “high-stakes” assessment. This course is a required part of the TEC experience to provide candidates with an authentic classroom assessment experience.
Prereq.: ECE 3760.

ECE 4811    Supervised Student Teaching: Pre-Kindergarten    1-12 s.h.

Student teaching consists of a 10-week assignment in a preschool. Grading is CR/NC.
Prereq.: CHFM 2664, ECE 2630, SPED 2631.
Gen Ed: Capstone 2024.

ECE 4814    Language Arts Methods in the Early Years (Ages 3-8)    3 s.h.

Teaching oral and written communication through consideration of listening, speaking, reading, viewing, and related skill areas in the elementary school.
Prereq.: TELS Upper Division Status and approval of chair.
Coreq.: ECE 3713, ECE 3715, and ECE 3780.

ECE 4841    Supervised Student Teaching: Early Childhood    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. Grading is CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: ECE 4842 and/or ECIS 4842.
Gen Ed: Capstone 2024.

ECE 4842    Student Teaching Seminar in Early Childhood Education    2 s.h.

Student Teaching seminar provides an opportunity to study relevant topics related to teaching and learning, application of professional and ethical practice and OSTP standards, research and theory, knowledge of learners, and reflection on practice. Completion of edTPA is required. CR/NC.
Prereq.: TELS Upper-Division Status; Admission to Student Teaching in Early Childhood Education or Early Childhood/Early Childhood Intervention Specialist.
Coreq.: ECE 4841 and/or ECIS 4841.

ECE 4859    Pre-Kindergarten Teaching Methods and Materials    3 s.h.

Methods and techniques used to implement the pre-kindergarten curriculum with emphasis on communication and creative arts, social, emotional, and physical development, and concept formation. Required for prekindergarten validation of other teaching certificates.
Prereq.: SPED 2631, ECE 3759.

ECIS 2600    Educating the Whole Child    3 s.h.

This course is designed to provide teacher candidates with the knowledge and skills needed to educate the whole child. A balanced approach is studied which includes a strong foundation in core subjects in addition to the whole child tenets of: healthy, safe, engaged, supported, and challenged.

ECIS 2629    Best Practices in ECIS    3 s.h.

This course provides teacher candidates with a research-based inquiry into early childhood education and promotes the acquisition of knowledge, skills, and dispositions in candidates that will facilitate best practices within the field. Field Hours Required.
Coreq.: TCED 1509.

ECIS 3700    Integrated Strategies in ECE/ECIS Inclusive Environments    4 s.h.

This course examines developmentally appropriate teaching practices in a PK-3 inclusive classroom. Candidates will explore the concepts of differentiation, integration, universal design, IEPs and classroom designs, along with schedules that support learning for all students. Field Hours Required.
Prereq.: TELS Upper Division Status, ECIS 2629, SPED 3715.
Coreq.: CHFM 3733L.

ECIS 3790    Assessing Learning in Early Childhood Education PK3    3 s.h.

This course examines the theoretical foundations and developmentally appropriate assessment strategies in a PK-3 classroom. Candidates will explore a variety of informal, formal, formative and summative classroom assessment strategies and critically investigate standardized assessments used in the current national and state movements toward accountability and “high-stakes” assessment. This course is a required part of the preclinical experience to provide candidates with an authentic classroom assessment experience. Field hours required.
Prereq.: TELS Upper-Division Status.

ECIS 4801    Teaching of Language Arts and Social Studies: The Early Years    4 s.h.

Candidates focus on identifying and modeling developmentally appropriate strategies used for problem solving, communicating, and reasoning in early childhood language arts and social studies. Candidates create effective learning environments using content-specific pedagogy to make connections to stimulate students’ development of language arts and social studies concepts and skills in a diverse PK-3 classroom. Field Hours Required.
Prereq.: TELS Upper-Division Status, ECIS 3700, TERG 3703, MATH 2652.
Coreq.: ECIS 4802, ECIS 3790.

ECIS 4802    Teaching of Mathematics and Science: The Early Years    4 s.h.

Candidates focus on identifying and modeling developmentally appropriate strategies used for problem solving, communicating, and reasoning in early childhood math and science. Candidates create effective learning environments using content-specific pedagogy to make connections to stimulate students’ development of math and science concepts and skills in a diverse PK-3 classroom. Field hours required.
Prereq.: TELS Upper-Division Status, ECIS 3700, TERG 3703, MATH 2652.
Coreq.: ECIS 4801, ECIS 3790.

ECIS 4841    Supervised Student Teaching: ECE/ECIS    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of preclinical experience with minimum content of GPA 2.67, and professional education GPA of 2.67.
Coreq.: ECIS 4842, ECE 4841.

ECIS 4842    Student Teaching Seminar in ECE/ECIS    2 s.h.

Student teaching seminar provides an opportunity to study relevant topics related to teaching and learning, application of professional and ethical practice and OSTP standards, research and theory, knowledge of learners, and reflection on practice. Completion of the edTPA is required. CR/NC.
Prereq.: TELS Upper Division Status; Admission to Student Teaching in Early Childhood/Early Childhood Intervention Specialist Program.
Coreq.: ECE 4841, ECIS 4841.

EMCE 4815    Seminar in Elementary School Science    2 s.h.

Critical study of current developments in objectives, methods, materials, and evaluation in science education as they affect the elementary science program. Includes discussions, field trips, demonstrations and laboratory work.
Prereq.: Admission to COE upper-division status.

EMCE 4854    Middle School Theory Practice    3 s.h.

EMCE 5801    Early Childhood Generalist Science    2 s.h.

By exploring science teaching practices and technologies for grades 4-5, the candidates will review teaching methods of science, master the content stated in the Ohio Academic Learning Standards, find and design science programs and lessons, incorporate the national and state standards in teaching science, and strengthen the assessment methods for the science classroom instruction.

EMCE 5802    Early Childhood Generalist Math    2 s.h.

By exploring math teaching practices and technologies for grades 4-5, the candidates will review instruction and assessment methods of mathematics, and master the content stated in the Ohio 2017 Learning Standards for Mathematics, and the Common Core Standards for Mathematics.

EMCE 5803    Early Childhood Generalist Language Arts    2 s.h.

Candidates will learn language arts content and teaching methods, design integrated lessons, incorporate state and national standards, and utilize assessment methods for grades 4-5.

EMCE 5804    Early Childhood Generalist the Arts, Health and Fitness    1 s.h.

Knowledge and application of the Arts, Health, and Fitness related to teaching practice for grades 4-5. Candidates will review content and methods of teaching the Arts, Health, and Fitness content as stated in the Ohio Academic Content Standards. Instruction on pedagogical strategies to include these content areas in the 4-5 curriculum.

EMCE 5805    Early Childhood Generalist Social Studies    2 s.h.

Candidates will learn social studies content, teaching methods, design integrated lessons, incorporate state and national standards, and utilize assessment methods for grades 4-5.

EMCE 5811    Early Childhood Generalist: Math and Science    3 s.h.

By exploring math and science teaching practice for grades 4-5, the candidates will review teaching methods of math and science, master the contents stated in the Ohio Academic Standards, find and design math and science programs and lessons and strengthen the assessment methods for the classroom instruction.
Prereq.: Upper division status.

EMCE 5812    Integrated Language Arts and Social Studies for 4th and 5th Grades    3 s.h.

Candidates will learn language arts and social studies teaching methods, design integrated lessons, incorporate state and national standards, and utilize assessment methods for grades 4-5.
Prereq.: Upper division status.

EMCE 5816    Diagnosis and Remediation of Elementary School Mathematics    2 s.h.

In-depth study of diagnosis and remediation as they affect the elementary school mathematics program. Includes discussions, field trips, demonstrations and laboratory work.
Prereq.: Admission to COE upper-division status.

EMCE 5854    Middle School Theory and Practice    3 s.h.

Students will analyze and reflect on major concepts, research, and theories about the physical, cognitive, emotional, moral, and social development of students in grades 4-9 and research information concerning the historic, philosophical, and organizational components of middle level schools, including program assessment and evaluation of learning environments.

EMCE 5888    Topical Seminar    1-3 s.h.

Examination of issues related to the teaching of reading not covered in depth in other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate studies.

EMCE 5900B    Workshop Assessment    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900C    Workshop Genre Study    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900D    Workshop Content Focus    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900E    Workshop Professional Development    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900F    Workshop Diverse Learner Class    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900G    Workshop Curriculum Map Gr 1    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900H    Workshop Curriculum Map Gr 4-5 Mathematics    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900I    Workshop Art of Teaching and Instruction    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900J    Workshop Curriculum Map Gr 2    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900K    Workshop Moving from RTI in Theory    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900L    Workshop Co Teaching    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900M    Workshop Model Classrooms in a Balanced Literacy Framework    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900N    Workshop Formative Assessment    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900O    Workshop K to 3 Academy    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900P    Workshop Mean Tech Int for Elem 3    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900Q    Workshop Literacy Learn Principals    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900R    Workshop Structured Language Instruction 1    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900S    Workshop Language Instruction II    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900T    Workshop Mentoring for Resident Educ    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900U    Workshop Analyzing Plan Guide Readng    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900V    Workshop Sup Guide Rd thru Shared Rd    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900W    Workshop Integrated Units 1    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900X    Workshop Redefining Ohio    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900Y    Workshop Curriculum Map Gr 4-5 English    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5900Z    Workshop Impact 1    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901    Early/Middle Childhood Education Workshop    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901A    Workshop Curriculum Map Gr 5-8 Math    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901B    Middle School Science and Technology    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901C    Workshop Integrating World Music El Mid Curriculum    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901D    Workshop 4 to 8 Academy    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901E    Workshop Smartboard Training    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901F    Workshop Gifted Learners: Aligning Purposeful Instruction    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901G    Workshop Curriculum Map Gr 3 Reading    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901H    Workshop Get Wired With Technology    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901I    Workshop Literacy Connection    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901J    Literacy Collaboratve Intermed    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901K    A Balanced Literacy Program    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901L    Workshop K to 12 Gifted    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901M    Guid Rd Rd Proc K to 4    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901N    Entry Year Tch Induction Program    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901O    Workshop Mentoring and Transition Program    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901P    Workshop Social Studies Content Area Readng    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901Q    Workshop Gifted Learners: Aligning Purposeful Instruction    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901R    Workshop Professional Learning Comm    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901S    Coaching Effective Assessment Practice    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901T    Coaching in Diverse Classrooms    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901U    Advanced Literacy Research    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901V    Bridges to Diversity Leader Forum    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901W    Workshop Change for Common Cause    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901X    Curr Created Conceptually    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901Y    Focus Adolescent Grade 3 to 6    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5901Z    Focus Adolescent Grade 7 to 10    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902    Early/Middle Childhood Education Workshop    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902A    Workshop Meaningful Technology Integration with Common Standards in Math    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902B    Workshop Meaningful Technology Integration with Common Core Standards in Science    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902C    Workshop Meaningful Technology Integration with Common Core Standards in Social Studies    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902D    Grades 3-5 Leveled Literacy Intervention (LLI)    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902E    Workshop Curriculum Mapping    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902F    Workshop Step 1: Foundations of Reading Instruction    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902G    Workshop Integrating Technology    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902H    Adolescent Literacy    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902I    SIRI R    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902K    SIRI Adolescent Literature Gr 4 to 6    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902L    Engaging Fun Interest Soc Stds    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902M    NBPTS Pre-Candidacy Workshop    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902N    Bridging Preschool to K    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902O    Implmnt Invest Math    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902P    Workshop Adolescent Literacy Content Area Part 2    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902Q    Workshop Literacy Lead Way in 21st Century    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902R    Workshop Writing Demands of Common Core Assessment    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902S    Workshop ELA Lit Cont Stand Hist SS    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902T    Building a Better Reader    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902U    Developmental Writing K to 4    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902V    OMAP Module 3 Data Analysis    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902W    OMAP Math Acad Proj Algebra Md    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902X    SIRI Follow Up Adolescents Gr 4 to 12    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902Y    OMAP Algebra 3 to 6 Follow Up    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 5902Z    Schools and Health    1-4 s.h.

Intensive study of selected topics, issues, or problems of current interest in early and/or middle childhood education. Grading is S/U. May be repeated.

EMCE 6918    Elementary School Mathematics Programs    3 s.h.

An analysis of past and present programs of elementary school mathematics; evaluation of programs, including a consideration of adequacy of content, recognition of mathematics as a system, and provision of number experiences for the learner.

EMCE 6919    Social Studies Programs in the Elementary School    3 s.h.

Objectives of elementary school social studies programs in terms of current needs; adaptation of materials of instruction in terms of the social science skills; evaluation of student progress; critical analysis of methods of improving instruction in social studies.

EMCE 6920    Elementary School Science Programs    3 s.h.

Focus on the objectives for science education in the elementary school; the elementary school science curriculum; process and inquiry in the elementary school science curriculum; process and inquiry in the elementary school science program; teacher education; educational media; and the evaluation of science teaching.

EMCE 6921    Issues, Problems, Developments, and Curriculum in Elementary Education    3 s.h.

A study of recent trends in elementary school organization and instruction (non-graded units, team teaching, middle schools, etc.) Developing an understanding of the meaning of curriculum at the elementary level, evidence of need for curricular changes, influences of society on curriculums, exploration of current status and trends; and the role of teacher and administrator in curriculum appraisal and development.

EMCE 7042    Professional Development for Classroom Teacher Educators    2 s.h.

A restricted professional development course for classroom teacher educators invited to supervise the instructional program of student teachers and field experience students. The course concentrates on developing analytical observation, conferencing, evaluation, and supervision skills based on scientific knowledge and theoretical constructs.
Prereq.: Invitation from YSU and endorsement from home school district to serve as a classroom teacher educator.
Cross-Listed: SPED 7042 and SED 7042.

EDFN 1501    Introduction to Education    3 s.h.

Historical, political, legal, cultural and ethical perspectives on the work and roles of teachers and schooling. Issues confronting educators, voters, parents and children. Observe the organization and governance of school districts. Field hours required.

EDFN 3708    Education and Society    3 s.h.

School as a dynamic social institution. An analysis of how schools interact with diverse communities and with social, political, and cultural institutions and traditions. Field hours required.
Prereq.: Fifty semester hours.

EDFN 3710    Educational Assessment    3 s.h.

Critical review of types, purposes, procedures, uses, and limitations of assessment strategies and techniques including authentic assessment, value-added assessment, and alternate assessment. Standardized testing and implications for current practice.
Prereq.: Upper Division.

HEPE 1567    Performance and Analysis of Invasion Games    3 s.h.

Analysis, performance, content and strategy development, teaching, and assessing of invasion games (basketball, football, soccer, team handball, rugby, ultimate frisbee, field hockey, floor hockey, and lacrosse). Two hour lecture, two hour lab.

HEPE 1573L    Tactical Approach to Teaching Team Sports    1 s.h.

Analysis and practice in performance and strategy development, for teaching team sports using a concept-based model. Two hours lab per week.
Prereq.: Physical Education major.

HEPE 1574    Performance and Analysis of Target and Fielding Games    3 s.h.

Analysis, performance, content and strategy development, teaching, and assessing of target and field games (golf, bowling, softball, cricket and other lifetime activities). Two hour lecture, two hour lab.

HEPE 1575    Performance and Analysis of Net and Wall Games    2 s.h.

Performance and Analysis of performing and strategies for teaching/coaching and assessing net/wall games (badminton, pickleball, tennis, racketball, volleyball and other net/wall games. One hour lecture, two hours lab.

HEPE 1577    Performance and Analysis of Aquatic Activities    1 s.h.

Analysis and practice in performing and teaching swimming, diving, water safety skills, and aquatic exercise. Two hours lab.
Prereq.: Physical education major.

HEPE 1579    Rhythmic Movement for Children    1 s.h.

Content and teaching strategies related to rhythmic movement for children grades PreK-4. Rhythmic movement skills and concepts explored to provide successful dance experiences for children. One hour lecture, one hour lab.
Prereq.: Physical education major.

HEPE 2610    Introduction to Outdoor Pursuits    3 s.h.

Introduction to outdoor education including participation in initiatives, cooperative, orienteering, hiking, high and low ropes, and water based outdoor pursuits. Focus on activities to challenge by choice. One hour lecture, two hour lab.

HEPE 2624    Physical Education for Children in Early Childhood Settings    3 s.h.

Principles, methods, materials, and organization of activities for preschool-grade 3 children. Active participation, approximately 15-20 hours field work in area preschools/schools.

HEPE 2628    Movement for Early Childhood    3 s.h.

Movement education approach to teaching fundamental movement patterns, educational dance, gymnastics, games, and creative activities for grades PreK-3. Two hours lecture, two hours lab. 20 hours field experience required.
Prereq.: Physical Education major.

HEPE 2650    Ethics in Sport and Coaching    2 s.h.

An introduction to ethics in sport, exploring ethical issues in relation to coaching K-12 student athletes. Skills related to exploring ethical dilemmas and ethical decision making. Discussion of District, State and National policies related to ethics.

HEPE 2661    Games Analysis    3 s.h.

Analysis, adaptation and creation of games for varying developmental levels and environmental situations in grades 3-12. Large and small group, coeducational, field day events, self-challenging, multicultural activities, and developmentally appropriate lead-up games. Two hours lecture, two hour lab.
Prereq.: 4 s.h. from among HEPE 1567, HEPE 1574, HEPE 1575 and HEPE 1577.

HEPE 2672    Mechanical Principles of Movement    3 s.h.

Knowledge and methods of mechanical concepts as they relate and apply to the structure and function of human movement. Muscular structure and function in relation to physical movement, analysis of fundamental human movements. Includes the physical characteristics of the human body and applicable principles of mechanical physics. Two hours lecture. Two hours lab.
Prereq.: BIOL 1552, BIOL 1552L or BIOL 1545, BIOL 1545L.

HEPE 2689    Scientific Basis of Fitness    3 s.h.

Introduction to components of fitness and their physiological basis. Role of exercise and physical activity in the life of the P-12 learner. Application of training principles and participation in a variety of fitness activities. Introduction to physical fitness assessment. Two hour lecture, two hour lab.
Prereq.: Physical Education major and PHLT 1568.

HEPE 3702    Health Education Theory and Methods    4 s.h.

Theory, curriculum and methods for teaching health education in P-12 classroom. Provides both content and pedagogical knowledge. 3 hour lecture and 2 hour lab. 20 hours of field experience required. Concurrent with: HEPE 3767.
Prereq.: PHLT 1568.

HEPE 3715    Teaching of Middle School Health Education    3 s.h.

Curriculum, methods and materials for teaching middle school health education. Two hour lecture, Two hour lab. 60 field hours required.
Prereq.: HEPE 3702, BIOL 1545 and TELS Upper Division Status.

HEPE 3716    Teaching of High School Health Education    3 s.h.

Curriculum, methods and materials for teaching high school health education. Two hour lecture and two hour lab. 60 field hours required.
Prereq.: HEPE 3702, BIOL 1545 and TELS Upper Division Status.

HEPE 3740    Coaching the Young Athlete    3 s.h.

This course will address the pedagogy and practice of coaching sports with emphasis on youth sport development. The course will include coaching techniques, responsibilities, interaction with students and parents, injury prevention and sport psychology utilizing discussion, case method study, and practical application. The intent of the course is to help the student develop a coaching philosophy to positively affect youth sport development.
Prereq.: HEPE 2689.

HEPE 3750    Organization and Management of Sport Programs and Events    2 s.h.

The purpose of the course is to provide students with an understanding of the responsibilities of administrators and coaches involved in K-12 athletics. Content will focus on sport team scheduling, athletic facility requirements, fundraising, budgeting, event planning, career networking/advancement, coaching acquisition and termination, and increasing sport programs of an athletic program. Students will be introduced to the requirements of set policies by the school district, athletic conferences, state athletic associations, state and federal law and the National Collegiate Athletic Association (NCAA).
Prereq.: Junior standing.

HEPE 3766    Principles and Analysis of Motor Development    3 s.h.

Application of a lifespan motor development approach to critically analyzing movement patterns. Emphasis on motor development including biomechanical aspects of movement, and on teaching applications. Two hours lecture, two hours lab. 8 hours field experience required.
Prereq.: BIOL 1545 and BIOL 1545L.

HEPE 3767    Pedagogy in P-12 Health Education and Physical Education    3 s.h.

Effective teaching practices and development of skills including classroom management, lesson planning, and selection of appropriate methods of instruction. Peer teaching and reflection. Two hours lecture, two hours lab. 20 hours of field experience required.
Prereq.: 20 s.h. in major and HEPE 3766.

HEPE 3768    Advocacy and Best Practices in Health and Physical Education    2 s.h.

Emphasizes the advocacy role of the health and physical educator. Includes use of research and best practices documents to advocate for the inclusion of health and physical education for all P-12 learners. One hour lecture, two hour lab.
Prereq.: 20 s.h. in Physical Education major or Health Education major and HEPE 3767.

HEPE 3780    Methods of Teaching Dance    3 s.h.

Movement skills and music concepts will be explored through rhythmic movement for all P-12 grade student learners. Rhythm and movement fundamentals and forms: creative expression, exploration, folk, square, contra, line, social and aerobic. Teacher candidates will learn how develop, plan, teach and assess dance for all student learners. Two hour lecture, two hour lab.
Prereq.: HEPE 3767.

HEPE 4808    Standards Based Assessment in Health and Physical Education    3 s.h.

Theory, purposes, procedures, and uses of standards-based assessment for teaching P-12 health and physical education settings including cognitive, motor, and affective domains. Limitations of traditional assessment. Practical experience in designing assessments, collecting and analyzing data. Three hours lecture.
Prereq.: Physical Education or Health Education major and admission to TELS Upper Division Status.

HEPE 4851    Cultural Aspects of Physical Education and Sport    3 s.h.

Survey of major historical, psychosocial developments, and philosophical issues in physical education and sport from ancient times to the present.
Prereq.: Junior standing.

HEPE 4852    Psychosocial Aspects of Physical Education and Sport    2 s.h.

Survey of major psychosocial principles, developments and concerns as they relate to the participant in physical activity and sport.
Prereq.: 20 s.h. in major.

HEPE 4860    Internship for Coaching Education    3 s.h.

The internship will consist of 180-220 field hours. The field experience will be in a youth sport and/or P-12 youth sport program. Examination of issues related to the coaching early childhood, middle childhood, special education, or adolescents/young adults program.
Prereq.: HEPE 3740, HEPE 3750, and HEPE 3767.

HEPE 4876    Teaching of Elementary Physical Education    3 s.h.

Curriculum, methods and materials for teaching elementary physical education. Critical task includes completion of a learning segment in area schools. Two hours lecture, two hours lab. 60 hours field experience required.
Prereq.: HEPE 3767 and TELS Upper Division Status.

HEPE 4878    Teaching of Middle/Secondary Physical Education    3 s.h.

Curriculum, methods and materials for teaching secondary physical education. Critical task includes completion of a learning segment in area schools. Two hours lecture, two hours lab. 60 hours field experience.
Prereq.: HEPE 3767 and TELS Upper Division Status.

HEPE 4889    Selected Topics in Health and Physical Education    2 s.h.

In depth study of special topics in Health and/or Physical Education. Topics to be determined. Two hour lecture. 30 hours field experience required. Concurrent with: HEPE 3702.
Prereq.: HEPE 3768.

HEPE 4895    Introduction to Adapted Physical Education    4 s.h.

Introduction to developmentally appropriate, inclusive physical education for P-12 learners. Emphasis on acquiring a basic understanding of planning, delivering, and assessing appropriate inclusive physical education experiences for all children. Approximately 20 hours of field work. Three hour lecture, two hour lab.
Prereq.: HEPE 3766.

HEPE 4899    Physiological Effects of Exercise on Children and Adolescents    3 s.h.

Examining the body's response to physical activity in relation to the P-12 learner. Study of how physical activity influences the body's systems. Primary focus is application in a physical education setting.
Prereq.: HEPE 3766.

HEPE 6945    Technological Integration in Physical Education    2 s.h.

An analysis of the instructional design process and technology integration applied to physical education. Includes step-by-step process of designing, implementing, and evaluating the effectiveness of technological instructions into both existing and new units of instruction.
Prereq.: CSIS 1500 Computer Literacy or equivalent.

RSS 1510A    Advanced College Success Skills    3 s.h.

A course designed to develop students' skills essential for college studying. The primary focus is improving the comprehension and retention of college textbooks. Major topics include reading rate flexibility, vocabulary growth, learning style preferences, and critical reading skills. Students meet for classroom instruction, computer-aided instruction, and small group tutoring sessions to discuss and practice strategies. Open to students based on Composition and Reading Placement Test (CRPT). Grading is A, B, C, NC. Does not count toward a degree.

RSS 1510B    Basic College Success Skills    3 s.h.

A course designed to acquaint and assist students in their transition to studying at the college level. Course content stresses development of skills in word recognition, vocabulary, and reading to find main ideas, supporting evidence and conclusions in college textbooks. Students meet for classroom instruction and small group tutoring sessions to discuss and practice various thinking, listening, and reading strategies to improve college performance. Open to students based on Composition and Reading Placement Test (CRPT). Grading is A, B, C, NC. Does not count toward a degree.

RSS 1510C    STEM Advanced College Success Skills    4 s.h.

Develops study skills in STEM disciplines by improving comprehension and retention of textbook and lecture materials. Covers reading rate flexibility, vocabulary growth, learning style preferences, critical reading, and problem solving. Uses classroom instruction, computer-aided instruction, and small-group tutoring sessions to apply strategies, including STEM-based lecture applications. Grading: A, B, C, N/C. Does not count toward a degree.
Prereq.: ENGL 1540 and RSS 1510A.

RSS 1570    Approaches to Professional Assessments    2 s.h.

A course designed to assist students in preparation for graduate and professional-level standardized tests. Students will critically analyze the basic components of such tests. Emphasis will be placed on test requirements, test formats, guidelines for answering and scoring, and test-taking strategies.

RSS 1571    Approaches to Professional Assessments/Applications    1 s.h.

A course designed to prepare students for graduate and professional-level standardized tests. In study groups, students will critically analyze the basic components of the test for which they are preparing, including requirements, test formats, guideline for answering and scoring, and test-taking strategies, in conjunction with effective pedagogical procedures.

SED 3706    Principles of Teaching Adolescents    3 s.h.

Classroom management, Instructional strategies, and technology integration for diverse learners in the high school classroom. Cross-disciplinary curriculum exploration. Reflection and analysis of peer and classroom teaching experience. Field hours required.
Prereq.: TELS Upper Division Status.
Coreq.: TERG 3711.

SED 4800C    Science Methods for Adolescent and Young Adult Learners    3 s.h.

Using NSTA/NCATE and Ohio content standards, candidates establish and maintain learning environments that provide diverse students with a holistic, interdisciplinary understanding of science. Background for teaching science, instructional strategies, classroom management, planning instruction, assessment, professional development, integration of content with inquiry emphasized. Field hours required.
Prereq.: TELS Upper Division Status, SED 3706, TEMC 3707, 24 s.h. science.
Coreq.: EDFN 3710.

SED 4800E    English Methods for Adolescent and Young Adult Learners    3 s.h.

Exploring and demonstrating reflective teaching methods for adolescent learning of English: planning instruction, execution of teaching/learning activities, representations of English concepts, authentic assessment, English communication, purposeful use of instructional technology, classroom management for effective teaching. Field hours required.
Prereq.: TELS Upper Division Status, SED 3706.
Coreq.: EDFN 3710.

SED 4800I    Tech Tch Elec Info    3 s.h.

SED 4800L    Laboratory Experience for Teaching Adolescent and Young Adult Learners    0 s.h.

Laboratory Experience for creating effective classroom environments that are developmentally appropriate, engaging, and integrate the use of technology to positively impact learning. Peer and clinical teaching designed to meet needs of all learners.
Coreq.: One of SED 4800C, SED 4800S, SED 4800M, SED 4800E.

SED 4800M    Mathematics Methods for Adolescent and Young Adult Learners    3 s.h.

Exploring and demonstrating reflective teaching methods for adolescent learning of mathematics: planning instruction, execution of teaching/learning activities, multiple representations of mathematical concepts, problem-solving strategies, authentic assessment, manipulative materials, mathematical communication, purposeful use of instructional technology, classroom management for effective teaching. Field hours required.
Prereq.: TELS Upper Division Status and SED 3706.
Coreq.: EDFN 3710.

SED 4800S    Social Studies Methods for Adolescent and Young Adult Learners    3 s.h.

Theory and practice in learning how to plan, execute, and evaluate social studies lessons that are empowering, interesting, and reflective. Topics include: creating thematic unit plans; interpreting academic standards; writing instructional objectives; creating authentic learning activities; authentic assessment; classroom management and democratic discipline. Field hours required.
Prereq.: TELS Upper Division Status and SED 3706.
Coreq.: EDFN 3710.

SED 4827    Supervised Student Teaching: Language (K-12)    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Gen Ed: Capstone 2024.

SED 4837    Super Stud Tch Comp Sci K 12    1-10 s.h.

SED 4838    Super Stud Tch Drama Thtr K 12    1-10 s.h.

SED 4842    Supervised Student Teaching: High School    1-10 s.h.

Sixteen week supervised student clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester (to include ACTFL for foreign language majors), criminal background check, and successful completion of respective preclinical experience with minimum content GPA of 2.67 and professional education GPA of 2.67.
Gen Ed: Capstone 2024.

SED 4842A    Student Teaching Seminar for Secondary Education    2 s.h.

Student Teaching seminar provides an opportunity to study relevant topics related to teaching and learning, application of professional and ethical practice and OSTP standards, research and theory, knowledge of learners, and reflection on practice. Completion of edTPA is required. CR/NC.
Prereq.: TELS Upper Division Status; Admission to Student Teaching in AYA licensure program.
Coreq.: SED 4827, SED 4842, SED 4843, SED 4844, SED 4845, SED 4846 or 4850.

SED 4843    Supervised Student Teaching: Art (K-12)    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: SED 4842A.
Gen Ed: Capstone 2024.

SED 4844    Supervised Student Teaching: Music (K-12)    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. Grading is CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: SED 4842A.
Gen Ed: Capstone 2024.

SED 4845    Supervised Student Teaching: Health (K-12)    1-10 s.h.

Sixteen weeks supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. Grading is CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: SED 4842A.
Gen Ed: Capstone 2024.

SED 4846    Supervised Student Teaching: Physical Education (K-12)    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. Grading is CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: SED 4842A.
Gen Ed: Capstone 2024.

SED 4850    Supervised Student Teaching: Career/Technical    1-10 s.h.

Full-time 16 week student teaching in grades 4-adult supervised by University faculty and experienced career/technical practitioners licensed in the teaching subject of the candidate. Grading is CR/NC.
Prereq.: TELS Upper Division Status, passing scores on PRAXIS II content and PLT test, criminal background check, and completion of adolescent/young adult or career/technical program excluding student teaching and student teaching seminar.
Coreq.: SED 4842A.

SED 5991    Seminar in Secondary Educ    1-5 s.h.

SED 5991A    Sem Online Course Dsgn Instrct    1-5 s.h.

SED 5991B    Virt Induction Entry    1-5 s.h.

SED 5991C    Virt Induction Mentor    1-5 s.h.

SED 5991D    Seminar Going Tubing    1-5 s.h.

SED 5991E    Sem Mean Tech Integ CS Math    1-5 s.h.

SED 5991F    Podcasting for the Classroom    1-5 s.h.

SED 5991G    Sem Getting to Heart of Writng    1-5 s.h.

SED 5991H    Games Simulations Second Life    1-5 s.h.

SED 5991I    Sem Teach in Tech Rich Class    1-5 s.h.

SED 5991J    Workshop ACS Integration IV    1-5 s.h.

SED 5991K    Workshop Technology Topics XII    1-5 s.h.

SED 5991L    Sem Mean Tech Standards SS 2    1-5 s.h.

SED 5991M    WS Mean Tech Integ CS Soc St    1-5 s.h.

SED 5991N    Virtual Entry Year Program    1-5 s.h.

SED 5991O    WS Virtual Mentor Program    1-5 s.h.

SED 5991P    Intervention Assistant Teams    1-5 s.h.

SED 5991Q    Fun in the Sun Workshops    1-5 s.h.

SED 5991R    Teacher Student Partnership 1    1-5 s.h.

SED 5991S    Teacher Student Partnership 2    1-5 s.h.

SED 5991T    Webquests Ac Cont St    1-5 s.h.

SED 5991U    Making a Job    1-5 s.h.

SED 5991V    Library Guidelines Best Pract    1-5 s.h.

SED 5991W    Hist Alive Curr Bldg    1-5 s.h.

SED 5991X    Web Page Dev Teacher    1-5 s.h.

SED 5991Y    Global Languages    1-5 s.h.

SED 5991Z    History Alive Follow Up    1-5 s.h.

SED 5992    Seminar in Secondary Education    1-5 s.h.

SED 5992A    Sem Lit Strat Math Understand    1-5 s.h.

SED 5992B    Sem Assessmnt Accountablty Ed    1-5 s.h.

SED 5992C    Sem Mean Tech Standards Sci 2    1-5 s.h.

SED 5992D    OSCI Life Science Follow Up    1-5 s.h.

SED 5992E    Technology Topics 3    1-5 s.h.

SED 5992F    Coll Teach and Learn A Primer    1-5 s.h.

SED 5992G    Summarizing Science    1-5 s.h.

SED 5992H    Sem Enhancing Sci Instruction    1-5 s.h.

SED 5992I    Seminar Law Ethics Clssrm Tchr    1-5 s.h.

SED 5992J    MSN Materials Seminar    1-5 s.h.

SED 5992K    Sem Ohio Principal Eval System    1-5 s.h.

SED 5992L    Cyberschool Webquests    1-5 s.h.

SED 5992M    Cyberschool Online Projects    1-5 s.h.

SED 5992N    Diff Instruct Series    1-5 s.h.

SED 5992O    Action Research Clsrm Teachers    1-5 s.h.

SED 5992P    OSCI Life Science    1-5 s.h.

SED 5992Q    OSCI Earth and Space Sci Mod    1-5 s.h.

SED 5992R    WS Creation of Culture 2    1-5 s.h.

SED 5992S    Creating Instructional Videos    1-5 s.h.

SED 5992T    Amer History Window to Future    1-5 s.h.

SED 5992U    OSCI Physical Sci Follow Up    1-5 s.h.

SED 5992V    Seminar Web 2.0 Applications    1-5 s.h.

SED 5992W    Lit Collab Acad Content Std    1-5 s.h.

SED 5992X    Sem Cultural Ethnic Iss Yth Fm    1-5 s.h.

SED 5992Y    Summer Technology Workshop 2    1-5 s.h.

SED 5992Z    Fun Sun Summer Tech Workshop 2    1-5 s.h.

SED 5993    Seminar in Secondary Education    1-5 s.h.

SED 5993A    Seminar Conceptual Math Part 2    1-5 s.h.

SED 5993B    Sem Understnd Imprv OA Test Sc    1-5 s.h.

SED 5993C    Seminar Education and Film 3    1-5 s.h.

SED 5993D    ACS Integration    1-5 s.h.

SED 5993E    Ed Film 2 Sequel Workshop    1-5 s.h.

SED 5993F    Coaching for School Improvemnt    1-5 s.h.

SED 5993G    Creative Persp Multiculturl Ed    1-5 s.h.

SED 5993H    ACS Integration 2    1-5 s.h.

SED 5993I    ACS Integration 3    1-5 s.h.

SED 5993J    Tranform Sch Library Media Prg    1-5 s.h.

SED 5993K    NCLB Account and Future    1-5 s.h.

SED 5993L    Sem Comp of Texts Gr 4 to 12    1-5 s.h.

SED 5993M    NCLB and Educ Accountability    1-5 s.h.

SED 5993N    Education and Feature Film    1-5 s.h.

SED 5993O    YCSD Technology Topics V    1-5 s.h.

SED 5993P    Sem New Lit Chal Sol 21st C    1-5 s.h.

SED 5993Q    Workshop Technology VIII    1-5 s.h.

SED 5993R    Interpersonal Comm Educators    1-5 s.h.

SED 5993S    Sem Writ Done Right from Begin    1-5 s.h.

SED 5993T    Bldng Comprehension Gr 4 to 6    1-5 s.h.

SED 5993U    Workshop ETech Ohio SSIO    1-5 s.h.

SED 5993V    Sem Mean Tech Standards Math 2    1-5 s.h.

SED 5993W    OMAP Data Measurement Geometry    1-5 s.h.

SED 5993X    Sem Instructional Mentoring    1-5 s.h.

SED 5993Y    Library Collab Acad Cnt Stand    1-5 s.h.

SED 5993Z    Seminar Technology Topics XIII    1-5 s.h.

SED 6910    Supervision Secondary Schools    2 s.h.

SED 6931    The Secondary School Curriculum    3 s.h.

Historical development of the American secondary school curriculum, present nature, and recent developments. Study of reports, experiments, and typical programs. The roles of supervisors, administrators, teachers, pupils, and public in the development of curriculum.
Prereq.: Admission to the School of Graduate Studies and Research.

SED 6935    Curriculum Development in VBME    2 s.h.

SED 6957    Practicum in Language Arts    2 s.h.

SED 6958    Instructional Supervision for Nonschool Personnel    3 s.h.

Strategies of teaching and supervision, including the use of media, the evaluation of instruction and pupil performance, and related personnel issues will be covered. The course is designed for personnel in nonschool settings who have teaching or supervisory responsibility in in-service programs.
Prereq.: Permission of instructor.

SED 6999    Thesis    2-6 s.h.

.
Prereq.: Approval of department graduate faculty and chair.

SED 7025    Seminar in Secondary Education    1-5 s.h.

Study of selected topics chosen by the secondary education staff. May be repeated by non-degree students. See TCED 7032.
Prereq.: Permission of instructor.

SED 7042    Professional Development for Classroom Teacher Educators    2 s.h.

A restricted professional development course for classroom teacher educators invited to supervise the instructional program of student teachers and field experience students. The course concentrates on developing analytical observation, conferencing, evaluation, and supervision skills based on scientific knowledge and theoretical constructs.
Prereq.: Invitation from YSU and endorsement from home school district to serve as a classroom teacher educator.
Cross-Listed: EMCE 7042.

SPED 2630    Individuals with Exceptionalities in Society    3 s.h.

Characteristics, adjustment problems, special needs with emphasis on educational solutions, co-teaching, and inclusionary practices. The laws and implementation; placement, programming, due process, resources recommended for accommodation of exceptional learners in diverse settings. Field hours required.
Coreq.: SPED 2630L.

SPED 2630L    Individuals with Exceptionalities in Society Laboratory Experience    0 s.h.

Laboratory experience for creating effective classroom environments for learners with special needs. Integrating the use technology to positively impact learning. Exercises designed to assist the student in better understanding the needs of all learners. Coreq: SPED 2630.

SPED 2631    Intervention Strategies with Special Needs Children in Early Childhood    3 s.h.

Development of teaching skills of the regular early childhood educator in meeting the intervention needs of young children with special needs (disabilities, at-risk, and/or gifted) in inclusive classrooms and programs. Emphasis on classroom support for IEP/IFSP goals and objectives.
Prereq.: PSYC 3755.

SPED 3715    Characteristics and Needs of Children and Youth with Mild/Moderate Disabilities    3 s.h.

Description and classification of students with mild/moderate disabilities and the impact on academic, social and emotional development. Relationship to the contributions of diverse disciplines to theory and practice. A developmental approach to motor, perceptual, cognitive, language and social-emotional functioning within inclusive educational settings. Use of Universal Design for Learning as a framework for accessible and varied learning opportunities for individuals with exceptionalities. Field hours required.
Prereq.: SPED 2630.

SPED 4828    Education for Children and Youth with Emotional Behavior Needs    4 s.h.

Instruction, curriculum and program development for youth who are identified with emotional disturbance and as a result are often in conflict with educational and social systems. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4835    Classroom Management for Exceptional Children and Youth    4 s.h.

Development, implementation and evaluation of behavior management plans and strategies for students with exceptionalities in the classroom environment. Behavior management techniques to facilitate learning, self-management, and the development of social skills. Communicating effective management programs to parents, caregivers, teachers, and stakeholders. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4836    Educational Teaching Strategies for Students with Exceptionalities: K -12 Moderate to Severe    4 s.h.

Field application of principles of all content areas and organization, and implementation of cross-curricular content areas across grades K - 12 for students with moderate to severe disabilities. This course is part of eight-week intensive pre-clinical field work.
Prereq.: Admission to BCLASSE upper division status; SPED 2630, SPED 2630L, SPED 4867.
Coreq.: SPED 4837, SPED 4838, SPED 4860.

SPED 4837    Behavior and Classroom Management for Students with Exceptionalities: K-12 Moderate to Severe    4 s.h.

This course is designed to increase the candidate’s effectiveness as an educator by providing the candidate with an understanding of the theoretical framework for and practical applications of behavior and classroom management for exceptional children. Candidates will develop a working knowledge of the developmental theories of behavior and legal issues of classroom management as well as functional behavior assessment/analysis, and development, implementation and evaluation of individual and classroom-wide positive behavior intervention support plans for students with exceptionalities in the K-12 classroom environment.
Prereq.: Admission to BCLASSE upper division status; SPED 2630, SPED 2630L, SPED 4867.
Coreq.: SPED 4836, SPED 4838, SPED 4860.

SPED 4838    Collaboration & IEP Writing for Students w/Exceptionalities: K - 12 Moderate to Severe    4 s.h.

This course is designed to develop knowledge, skills and abilities related to collaboration, teamwork and writing an Individual Educational Plan (IEP). It provides pre-service teacher candidates with the information and skills necessary to collaborate and consult with other school professionals, families, and support agencies regarding the design and implementation of educational programs for students with moderate to severe disabilities in grades K-12. This course is part of an eight-week intensive pre-clinical field experience.
Prereq.: Admission to BCLASSE upper division status; SPED 2630, SPED 2630L, SPED 4867.
Coreq.: SPED 4836, SPED 4837, SPED 4860.

SPED 4849    Supervised Student Teaching: Mild Moderate/Disabilities    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA 2.67.
Coreq.: SPED 4869.
Gen Ed: Capstone 2024.

SPED 4851    Transition Planning, Social Skill Development and Health-Related Issues    3 s.h.

Emphasis on lifelong career orientation and the development and implementation of a K-12 prevocational/vocational curriculum. Effective teaching of interpersonal communication and social skills. Classroom climate, self-esteem, health-related issues. Integration of practical experiences in the classroom, home, and community. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4852    Prog Development Instructional Strategies for Learners with Moderate to Intensive Except Learn Needs    3 s.h.

This course is designed to expand technical terminology and applied practices for candidates working towards licensure for students with moderate to intensive exceptional learning needs. Candidates will create individualized objectives, apply evidence-based practices, and report progress. Field hours required.
Prereq.: TELS Upper-Division Status and SPED 4834.

SPED 4853    Diagnosis and Intervention in Mathematics for Special Education    3 s.h.

Principles, practices, materials, and aids for teaching mathematics in special education, including diagnosis and evaluative procedures, individualized instructional techniques. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4854    Cross-Curricular Interventions    4 s.h.

Field application of principles of reading in the content areas, organization and implementation of cross-curricular content areas across grade levels. Includes management of special education/inclusionary classrooms. Field hours required.
Prereq.: TELS Upper Division Status, SPED 4828, SPED 4834, or SPED 4868.

SPED 4858    Educational Teaching Strategies for Students with Exceptionalities: Grades 6-12    4 s.h.

Field application of principles of reading in the content areas and organization, and implementation of cross-curricular content areas across grades 6 - 12. This course is part of an eight-week intensive pre-clinical field experience. Admission to BCLASSE upper division status required.
Prereq.: SPED 2630, SPED 4867.
Coreq.: SPED 4859, SPED 4860, TCED 4800L.

SPED 4859    Behavior and Classroom Management for Students with Exceptionalities, 6-12    4 s.h.

This course is designed to increase the candidate’s effectiveness as an educator by providing the candidate with an understanding of the theoretical framework for and practical applications of behavior and classroom management for exceptional children. Candidates will develop a working knowledge of the developmental theories of behavior and legal issues of classroom management as well as functional behavior assessment/analysis, and development, implementation and evaluation of individual and classroom-wide positive behavior intervention support plans for students with exceptionalities in the 6-12 classroom environment. Admission to BCLASSE upper division status required.
Prereq.: SPED 2630, SPED 4867.
Coreq.: SPED 4858, SPED 4860; TCED 4800L.

SPED 4860    Transition, Collaboration & IEP Writing for Students w/Exceptionalities: 6-12    4 s.h.

This course is designed to develop knowledge, skills and abilities related to collaboration, teamwork and writing an Individual Educational Plan (IEP). It provides pre-service teacher candidates with the information and skills necessary to collaborate and consult with other school professionals, families, and support agencies regarding the design and implementation of educational programs for students with disabilities in grades 6 - 12. This course is part of an eight-week intensive pre-clinical field experience.
Prereq.: Admission to BCLASSE upper division status; SPED 2630, SPED 2630L, SPED 4867.
Coreq.: SPED 4858, SPED 4859, SPED 4836, SPED 4837, SPED 4838.

SPED 4863    Char Needs Mild Mod Disab    4 s.h.

SPED 4864    Service Coordination, Collaboration, and Consultation for Students with Special Needs    3 s.h.

Methods and strategies for the cooperation and involvement of related services professionals, parents, and children in the coordination of comprehensive educational and service plans. Collaboration, communication skills and sensitivity to individual and cultural differences are stressed. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4866    Assessment and Referral of Exceptional Children and Youth for the Intervention Specialist    3 s.h.

Development of skills in referral and assessment techniques in the areas of mild/moderate and moderate/intensive disabilities. Informal and formal methods including observation, authentic assessments, standardized measures, interviewing. Referral, initial and subsequent evaluation, annual review concerns.
Prereq.: TELS Upper Division Status.

SPED 4867    Intervention and Remediation of Receptive/Expressive Language Dysfunction    3 s.h.

Theory and practice of intervention and remediation of basic cognitive processes especially in the areas of receptive and expressive language and cognitive skills for the intervention specialist. Field hours required.
Prereq.: TELS Upper Division Status.

SPED 4868    Mild/Moderate Disabilities Practicum    4 s.h.

Diagnostic procedures used to develop a comprehensive assessment of a child's current functioning. Individualized education program/case study developed and partially implemented. Field hours required.
Prereq.: TELS Upper Division Status, SPED 4866 and SPED 4867.

SPED 4869    Student Teaching Seminar for Special Education    2 s.h.

Student Teaching seminar provides an opportunity to study relevant topics related to teaching and learning, application of professional and ethical practice and OSTP standards, research and theory, knowledge of learners, and reflection on practice. Completion of edTPA is required. CR/NC.
Prereq.: TELS Upper Division Status; Admission to Student Teaching in Special Education.
Coreq.: SPED 4839 and/or SPED 4849.

SPED 5802    Educ of Exceptional Children    3 s.h.

SPED 5836    Characteristic Need Mod Intnsv    3 s.h.

SPED 5853    Diagnosis and Intervention in Mathematics for Special Education    3 s.h.

Principles, practices, materials and aids for teaching mathematics in special education. Diagnostic and evaluation procedures; individualized instructional techniques; observation, tutoring, and participation. Field experience required.
Prereq.: Upper-division status in COE.

SPED 5863    Char Needs Mild Mod Disab    4 s.h.

SPED 5865A    Educating Children With Autism    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865B    Lab Ed Child with Autism    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865C    Structured Lang App    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865D    Autism Aspergers Syn    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865E    Prac Autism Asperger    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865F    Autism Asperger Syn    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865G    Prac Autism Asperger    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865H    Workshop Teach OH Module 1C    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865I    Conceptual Mathematics    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865J    Summarizing Science Surv Course    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865K    Conceptual Math Follow Up    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865L    Workshop Teach OH Module 1A    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865M    Summarizing Science Follow Up    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865N    Not Trained Spec Ed What Now    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865O    Inclusion Practices Second Ed    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5865P    Workshop Teach OH Module 1B    1-4 s.h.

Intensive study and related activities in one or more of the following special education curriculum areas: trainable mentally retarded, educable mentally retarded, learning disability/behavior disorder, multi-handicapped. May be repeated if content is different.
Prereq.: Admission to upper-division COE status.

SPED 5870A    Independent St Management    1-4 s.h.

Individual work under special education staff guidance; curriculum development or special education areas; individual problems in community agencies or school.
Prereq.: Admission to upper-division COE status.

SPED 5870B    Independent St Instr Strat    1-4 s.h.

Individual work under special education staff guidance; curriculum development or special education areas; individual problems in community agencies or school.
Prereq.: Admission to upper-division COE status.

SPED 5870C    Indep St Transition    1-4 s.h.

Individual work under special education staff guidance; curriculum development or special education areas; individual problems in community agencies or school.
Prereq.: Admission to upper-division COE status.

SPED 5870D    Indep St Collaboration    1-4 s.h.

Individual work under special education staff guidance; curriculum development or special education areas; individual problems in community agencies or school.
Prereq.: Admission to upper-division COE status.

SPED 5965A    Workshop Curriculum Instruct Strat    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965B    Workshop Assessment    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965C    Workshop Technology    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965D    Workshop Content Focus    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965E    Workshop Professional Development    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965F    Workshop Diverse Learner Class    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965G    Workshop Coord Collaboration Consult    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965H    Workshop Teaching Strategies Autism    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965I    Workshop Trans Plan Social Development and Health    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965J    Workshop Studies on Mild to Moderate Disabilities    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965K    Workshop Affects of Emotional Disabilities    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965L    Workshop Class Management for Diverse Learners    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965M    Workshop Education Children Autism    1-6 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965N    Workshop Lab Exp Educ Child Autism    1-6 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965O    Workshop Prac 2 Exp Asperger Syn    1-6 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965P    Workshop High Functioning Autism Asperger    1-6 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965Q    Workshop Interventn Remed Lang Dysf    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965R    Workshop Field Base SPED Intervention    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 5965S    Workshop Augmentative Alternatv Comm    1-5 s.h.

A workshop designed to examine contemporary topics in the field.

SPED 6900    Issues, Trends & Ethical, Legal and Professional Guidelines in Special Education    3 s.h.

This course is designed to provide the candidate with an exploratory study of the issues, trends, as well as the ethical, legal and professional guidelines in special education Candidates will become familiar with legal policies and procedures as well as practice ethical guidelines as related to students with exceptionalities. Candidates will understand how to advocate for improves outcomes for learners with exceptionalities and their families as well as design and implement professional learning activities to increase their own practices.

SPED 6906    Understanding and Addressing the Characteristics and Behaviors of Learners with Exceptional Needs    3 s.h.

This course is designed to provide the candidate with the knowledge and understanding of how individuals with exceptionalities grow and develop in an inclusive learning environment. Candidates will understand how multiple influences, including diversity, families, communities and individual differences shape an individual with an exceptionality’s development and learning. The candidate will then use this knowledge to develop high-quality learning experiences based on strengths and needs.

SPED 6914    Positive Behavior Supports/Intervention Strategies to Support Social-Emotional Needs of All Learners    3 s.h.

This course is designed to address the social-emotional and behavioral needs of children with mild to intensive needs, including those needing intensive support due to disability or trauma. It provides education candidates with effective routines and procedures consistent with the science of Applied Behavior Analysis (ABA) to create a safe, caring, respectful and productive learning environment as well as a range of preventive and responsive practices. Candidates will apply specific tools grounded in the principles of ABA with ethical strategies being of particular focus. Candidate skills will be grounded in the ability to plan, implement and evaluate behavioral interventions and social skills programs within any special education service delivery model.

SPED 6916    IEP Planning and Accommodations for Learners with Exceptional Needs    3 s.h.

This course is designed to provide the candidate with an exploratory study of the IEP process Candidates will understand how to write an IEP as well as collaborate with families and fellow staff members regarding learners with exceptionalities on this process.

SPED 6917    Effective Instruction for Learners with Exceptional Needs    3 s.h.

This course is designed to provide the candidate with the knowledge about individuals with an exceptionality development and assessment data to inform decisions about effective instruction. Candidates will understand how to use explicit and systematic instructional strategies including active student engagement and motivation, differentiated instruction, flexible and small groups, specialized individualized instruction, self -regulated learning and meta-cognition strategies. The candidate will then use this knowledge to plan and guide instruction to meet the rigorous content goals for each individual with an exceptionality’s academic and social-behavioral needs.

SPED 6928    Transition to Adult Life    3 s.h.

This course is designed to provide candidates with best practices of the professional collaboration process to include specific models and strategies to improve the transition from school to adult life, including career readiness, community, and domestic skills for students with mild to intensive learning needs. Candidates will develop a team training model and evaluate evidence-based practices regarding the transition process for students. Individual strengths and characteristics will be considered to facilitate social, vocational, and daily living skills for all learners. Successful completion of field related assessment project is required.

SPED 6929    Assessment of Exceptional Learners    3 s.h.

This course focuses on the educational assessment process for exceptional learners. Topics include state and federal regulations, data collection techniques, formative and summative assessment, and test interpretation. Importance of instructional alignment between objectives, assessment, and instructional strategies.

SPED 6931    Field-based Practicum with Exceptional Learners in Grades K-6    3 s.h.

Practicum experience, with mild/moderate exceptional learners within grades K-6, in which the candidate acquires and demonstrates the knowledge, skills, and dispositions to design and implement data guided standards-based instruction with differentiated methods, assessments that promote learner growth including effective feedback, and collaboratively work with teacher(s), parents/guardians, and related service professional(s) to implement instruction to meet learners’ diverse needs. Field hours required.
Prereq.: SPED 6900, SPED 6906, SPED 6914, SPED 6916, SPED 6917, SPED 6928, SPED 6929.

SPED 6932    Field-based Practicum on Inclusive Practices with Exceptional Learners in Grades 7-12    3 s.h.

Practicum experience, with mild/moderate exceptional learners in an inclusion classroom within grades 7-12, in which the candidate acquires and demonstrates the knowledge, skills, and dispositions to design and implement data guided standards-based instruction with differentiated methods, assessments that promote learner growth through effective feedback, and collaboratively work with teacher(s), parents/guardians, and related service professional(s) to implement instruction and identify transition services to meet learners’ diverse needs. Field hours required.

SPED 6933    Field-based Practicum with Moderate/Intensive Exceptional Learners in Grades K-6    3 s.h.

Practicum experience, with moderate/intensive exceptional learners within grades K-6, in which the candidate acquires and demonstrates the knowledge, skills, and dispositions to design and implement data guided standards-based instruction with differentiated methods, assessments that promote learner growth including effective feedback, and collaboratively work with teacher(s), parents/guardians, and related service professional(s) to implement instruction to meet learners’ diverse needs. Field hours required.

SPED 6934    Field-based Practicum with Moderate/Intensive Exceptional Learners in Grades 7-12    3 s.h.

Practicum experience, with moderate/intensive exceptional learners within grades 7-12, in which the candidate acquires and demonstrates the knowledge, skills, and dispositions to design and implement data guided standards-based instruction with differentiated methods, assessments that promote learner growth including effective feedback, and collaboratively work with teacher(s), parents/guardians, and related service professional(s) to implement instruction to meet learners’ diverse needs. Field hours required.

SPED 6980    Topical Seminar in Special Education    1-4 s.h.

Selected topics in special education. May be repeated for different content.

SPED 6980A    KSU 5000S Ef Phonics    1-4 s.h.

Selected topics in special education. May be repeated for different content.

SPED 6981    Seminar in Special Education    3 s.h.

This course details current issues in the field of special education involving research, pedagogy, methodologies, and application. Emphasis is on the intervention and remediation of receptive/expressive language dysfunctions, as well as other issues related to children and youth with disabilities.
Prereq.: SPED 6983.

SPED 6982    Educational Assessment in Gifted and Special Education    3 s.h.

The course focuses on the educational assessment process as it applies to students with exceptionalities. Topics include a review of state and federal regulations; data collection techniques, including both formal and informal methods; appropriate test preparation and interpretations; and design of identification and placement procedures.
Prereq.: SPED 5871.

SPED 6983    Char and Needs MM MI    3 s.h.

SPED 6984    Major Concepts and Program Design for Students in Special Education    3 s.h.

Major concepts, program development, and program evaluation involving youth with special needs are parts of this course. Programs related to the transition process will be studied and reviewed.

SPED 6994    Field Experiences in Early Childhood Special Education    4-8 s.h.

Supervised field experiences incorporating theory, planning and implementation of services for young children with special needs.
Prereq.: SPED 5858, SPED 6991, SPED 6992, SPED 6993.

SPED 6999    Field Experiences Autism/Related Disorders    3-6 s.h.

Supervised clinical field experiences incorporating theory, planning, and implementation of services for children with autism spectrum disorders. Weekly seminars connect theory to practice. May be repeated once for a maximum of 6 s.h.
Prereq.: SPED 6996, SPED 6998, and PSYC 6960 or PSYC 6990.

SPED 7021    Field Experience 1    3 s.h.

.

SPED 7040    Field Experience in Gifted and Talented Education    2 s.h.

Supervised field experience that incorporates theory, planning, and implementation of curriculum for gifted and talented students. Individual conferences and completion of contracted assignments.
Prereq.: SPED 5871, SPED 5878, SPED 6982, SPED 6983 and COUN 5879.

SPED 7043    Instructional Leadership in Special Education    3 s.h.

Implementation, coordination, and evaluation of quality instructional programs for exceptional, at-risk, and other students experiencing learning problems. Administrative roles and strategies related to instructional leadership, school climate, collaborative decision making, and restructuring.
Prereq.: COUN 6961 and SPED 7977.

TEMC 3702    Teaching & Learning in Middle Schools    3 s.h.

Physical, social, emotional, intellectual, and moral development within social and cultural contexts to uncover implications for developmentally and culturally responsive curriculum and instruction.
Prereq.: TELS Upper Division Status.

TEMC 3703    Thematic Instruction and Assessment Methods in Social Studies    3 s.h.

Investigation and application of principles from history, geography, civics, economics, and related fields to create appropriate learning experiences for early adolescents. Exploration of middle grade level group and individual assessment, thematic, problem-solving instructional approaches, and reflective evaluation of learning in a field-based setting.
Prereq.: TEMC 3702, TELS Upper Division Status, and approval of chairperson.
Coreq.: TEMC 4801 and one of TEMC 3704, TEMC 3705, or TEMC 3706.

TEMC 3704    Teaching Mathematics in the Middle School    3 s.h.

Focus on identifying and modeling strategies used for problem solving, communicating, and reasoning in mathematics. Learning to use mathematical connections to stimulate diverse students' development of math concepts and skills and creating learning environments in which students feel free to take risks. Field experience combining mathematics pedagogy/methodology in a middle grade classroom.
Prereq.: TEMC 3702, TELS Upper Division Status and approval of chairperson.
Coreq.: TEMC 4801 and one of TEMC 3703, TEMC 3705, or TEMC 3706.

TEMC 3705    The Teaching of Science in the Middle School    3 s.h.

Using NSTA/NCATE and Ohio Model guidelines as a framework, students focus on establishing and maintaining learning environments that provide diverse students with a holistic, interdisciplinary understanding of science. Topics include goals formation, planning instruction, instructional strategies, resource selection, assessment procedures. Promotion of the use of science processes and problem-solving skills for life-long learning, the integration of science/technology/society. Field experience combining science pedagogy/methodology in a middle grades classroom.
Prereq.: TEMC 3702, 12 s.h. science, TELS Upper Division Status, and approval of chairperson.
Coreq.: TEMC 4801 and one of TEMC 3703, TEMC 3704, or TEMC 3706.

TEMC 3706    Teaching Language Arts in the Middle School    3 s.h.

Integrated strategies for enabling diverse students to participate successfully in the activities of a literate society through listening, viewing, and communicating orally and in writing. Emphasis on integration of the language arts, higher order thinking skills, flexibility in applying the language arts in meaningful contexts across the curriculum.
Prereq.: TEMC 3702, TELS Upper Division Status, and approval of chairperson.
Coreq.: TEMC 4801 and one of TEMC 3703, TEMC 3704, or TEMC 3705.

TEMC 3707    Science/Technology/Society    3 s.h.

In-depth exploration of science/technology/society connections. A subject matter-problem-solving-learning environment triad provides opportunities for study of real-life, personal, and societal science and technology problems. Field experience in which students assess STS problems, devise solutions, apply and evaluate knowledge for community improvement.
Prereq.: TELS Upper Division Status, 12 s.h. science.

TEMC 4801    The Middle School Learning Community    3 s.h.

History, philosophy, and concepts of middle level education, including interdisciplinary instruction, collaborative teams, cooperative learning, classroom management, teacher-based advisory programs, flexible scheduling, cross-age grouping, departmentalized/core curriculum, adapting curriculum to the needs of culturally diverse populations, and working with families, resource persons, and community groups.
Prereq.: TEMC 3702, TELS Upper Division Status, and approval of chairperson.
Coreq.: Two of TEMC 3703, TEMC 3704, TEMC 3705, or TEMC 3706.

TEMC 4801C    CE The Middle School Learning Community    3 s.h.

History, philosophy, and concepts of middle level education, including interdisciplinary instruction, collaborative teams, cooperative learning, classroom management, teacher-based advisory programs, flexible scheduling, cross-age grouping, departmentalized/core curriculum, adapting curriculum to the needs of culturally diverse populations, and working with families, resource persons, and community groups.
Prereq.: TEMC 3702, BCOE upper-division status, and approval of chairperson.
Coreq.: Two of TEMC 3703, TEMC 3704, TEMC 3705, or TEMC 3706.

TEMC 4802    Student Teaching: Middle Childhood    1-10 s.h.

Sixteen week supervised clinical teaching experience in licensure area. Provides candidate with opportunities to apply knowledge and skills, and display dispositions needed to effectively teach in diverse classrooms. CR/NC.
Prereq.: TELS Upper Division Status with a minimum overall GPA of 2.75, passing scores on OAE tests prior to the start of the student teaching semester, criminal background check, and successful completion of respective preclinical experience, with minimum content GPA of 2.67 and professional education GPA of 2.67.
Coreq.: TEMC 4803.
Gen Ed: Capstone 2024.

TEMC 4802C    Student Teach Middle Science    5 s.h.

TEMC 4802E    Student Teach Middle Lang Arts    5 s.h.

TEMC 4802M    Student Teach Middle Math    5 s.h.

TEMC 4802S    Student Teach Middle Soc Stud    5 s.h.

TEMC 4803    Student Teaching Seminar for Middle Childhood Education    2 s.h.

Student Teaching seminar provides an opportunity to study relevant topics related to teaching and learning, application of professional and ethical practice and OSTP standards, research and theory, knowledge of learners, and reflection on practice. Completion of edTPA is required. CR/NC.
Prereq.: TELS Upper Division Status; Admission to Student Teaching in Middle Childhood Education.
Coreq.: TEMC 4802.

TEMC 4804    Middle Level Instructional Design and Student Outcomes    3 s.h.

Presents teacher candidates with skills in predicting, understanding, and controlling the fundamental principles of learning. Classroom assessment, test administration, construction, scaling, norming, reliability, validity, and interpretation of individual and group tests will be covered. Attention will be paid to how these impact instruction and assessment in middle grades. To be taken concurrently with TEMC 4801.
Prereq.: TEMC 3702, TELS Upper Division Status, approval of chair.

TEMC 6938    Early Adolescent Characteristics and Educational Program Needs    3 s.h.

Application of research and theories about the physical, cognitive, emotional, moral, and social development of ten- to 15-year- olds to middle grade instructional decisions. Students will reflect upon and analyze policy and program implications based on developmental principles and investigate effective collaboration with family and others involved with the age group. Includes field inquiry.

TEMC 6939    Organizational Components of Middle Level Schools    3 s.h.

Reflection on theory and research information concerning the historic, philosophical, and organizational components of middle-level schools, including program assessment and evaluation of learning environments for appropriateness to early adolescent learners.
Prereq.: TEMC 6938.

TEMC 6940    Inquiry into Current Issues in Middle-Level Education    1-3 s.h.

Application of previously acquired knowledge, critical thinking, inquiry techniques, including Internet searches, and collaborative synthesis strategies to significant middle-level education problems. Cohort inquiry team participants will present a multimedia reform proposal. May be repeated.
Prereq.: TEMC 6938 and TEMC 6939.

TEMC 6941    Pedagogy Appropriate for Early Adolescent Learners    3 s.h.

A course linking the learning needs of early adolescents with a variety of curricular and instructional approaches and assessments. Students will reflect on pedagogical theories and research on ways to integrate middle-level curriculum and promote learning construction by students, participate in professional collaboration, investigate alternative assessment techniques, and design an action research project to apply their understanding.
Prereq.: TEMC 6940.

TEMC 6942    Action Research: Pedagogy Appropriate for Early Adolescent Learners    3 s.h.

A culminating middle-grade-level classroom teacher research project implementing the design of the study organized in TEMC 6941. Students will review authentic assessment literature, collect and analyze evaluation data collaboratively with students, interpret results, and propose improvements.
Prereq.: TEMC 6941.

TEMC 6943    Field Experience: Service Learning and School-Community Collaboration    3 s.h.

Field experience study of middle-grade-level school-community collaboration and opportunities for service learning to promote healthy development of early adolescents. Participants design, administer, and analyze an interview survey and propose a collaborative model for interaction.

TEMC 6950    Pedagogical Content Knowledge in Mathematics for Middle School Teachers 1    3 s.h.

Integrates mathematics content, mathematics pedagogy, and results from mathematics education research through direct instruction and inquiry-based experiences with manipulative materials and technology. Develops conceptual foundations through topics of number, number sense, and measurement; operations, functions, patterns, and algebra; and mathematical processes. Field experience in a middle grades learning environment is required.
Prereq.: Middle Childhood Licensure in area(s) other than mathematics.

TEMC 6951    Pedagogical Content Knowledge in Mathematics for Middle School Teachers 2    3 s.h.

Integrates mathematics content, mathematics pedagogy, and results from mathematics education research through direct instruction and inquiry-based experiences with manipulative materials and technology. Develops conceptual foundations through topics of geometry, measurement, and spatial sense; data analysis and probability; and mathematical processes.
Prereq.: Middle Childhood Licensure in area(s) other than mathematics, TEMC 6950.

TEMC 6952    Science for Middle School Teachers 1    3 s.h.

Using NSES/NSTA/NCATE and Ohio Standards as the framework, candidates engage in a purposefully integrated in-depth exploration of science content and pedagogy appropriate for middle grades teachers. Topics include content, inquiry, general skills of teaching, curriculum, assessment, safety and welfare, and professional growth. Experiences that integrate science content with processes and problem-solving skills for achieving life-long learning and science literacy will be emphasized. Portions of the course may be offered on-site, on-line, or as a combination of both. Field experience in a middle grades learning environment is required.
Prereq.: Admission to the School of Graduate Studies and Research and Middle Childhood Licensure area(s) other than science.

TEMC 6953    Science for Middle School Teachers 2    3 s.h.

Using NSES/NSTA/NCATE and Ohio Standards as the framework, candidates engage in a purposefully integrated in-depth exploration of science content and pedagogy appropriate for middle grades teachers. Topics include content, nature of science, issues, science in the community, and professional growth. Experiences that integrate science content with processes and problem-solving skills for achieving life-long learning and scientific literacy will be emphasized. Portions of the course may be offered on-site, on-line, or as a combination of both. Field experience in a middle grades learning environment is required.
Prereq.: Admission to the School of Graduate Studies and Research and Middle Childhood Licensure in area(s) other than science.

TEMC 6954    Middle School: Theory, Research, and Practices    3 s.h.

Major concepts, research, and theories about the physical, cognitive, emotional, moral, and social development of students in grades 4-9. Research historical, philosophical, and organizational components of middle grades schools, including program assessment and evaluation of learning environments. Emphasis will be placed on research and position statements from National Middle School Association. Students will design an action research project to apply their understanding.
Prereq.: Admission to School of Graduate Studies and Research.

TEMC 6955    Field Experience: Middle Years School/Community Collaboration    3 s.h.

Field experience study of middle grades level school/community collaboration and opportunities for service learning to promote healthy development of early adolescents. Additional research into current issues and challenges facing middle schools today. Participants design, administer, and analyze an interview and survey instrument and propose a collaborative service learning model.
Prereq.: Admission to School of Graduate Studies and Research.

TERG 2605    Reading Foundational Skills Across Content Areas Pre-K – 12    3 s.h.

A study of the development of Ohio Academic Content Area Standards, comprehension skills, work attack skills, pre-reading strategies, study skills, and writing development as they relate to reading in the content area. The role of oral language and content literature in the early, middle, secondary, multi-age, and special education content area classroom is included. Foundational skills aligned to the scientifically based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development are provided. Topics in the course include understanding foundational literacy skills, strategies for building rich background knowledge, relating lessons to research and best practices, and identifying how to address individualized literacy needs across content areas. 20 field hours required.
Prereq.: Education major.

TERG 2610    Reading Application in Content Areas Middle Years    3 s.h.

Study of Ohio’s Learning Standards for English Language Arts, comprehension skills, word attack skills, pre-reading strategies, and writing development as they relate to middle years, multi-age and special education reading in the content area. The role of literature in the content-area classroom. Field hours required.
Prereq.: 20 semester hours completed.

TERG 3700    Phonological Awareness and Phonics    3 s.h.

Phonics subject matter, instructional strategies and applications, and planning for intensive, phonic-based word analysis in the early and middle stages of literacy acquisition. 20 field hours required.
Prereq.: TERG 2605 with a minimum grade of "C".

TERG 3700C    CE Phonological Awareness and Phonics    3 s.h.

Phonics subject matter, instructional strategies and applications, and planning for intensive, phonic-based word analysis in the early and middle stages of literacy acquisition. Field hours required.
Prereq.: TERG 2605.

TERG 3701    Phonics in Reading Instruction    3 s.h.

Phonics subject matter, instructional strategies and applications, and planning for intensive, phonic-based word analysis in the early and middle stages of literacy acquisition. Field hours required.
Prereq.: TERG 2601 or TERG 2610.

TERG 3702    Developmental Reading Instruction    3 s.h.

The principles of teaching developmental reading in the elementary school. Theories and related models of reading, various approaches to teaching reading and creative, integrative literature strategies to meet the needs of diverse learners. Field hours required.
Prereq.: TERG 2601 or TERG 2610.

TERG 3703    Assessment and Instruction in Reading    3 s.h.

Application and interpretation of selected formal and informal assessment tools. Strategies for ensuring diverse students’ growth in reading and the related language arts through ongoing assessment. Field hours required.
Prereq.: TERG 2601 or TERG 2610 and TERG 3701 and TERG 3702 and admission to TELS Upper Division Status.

TERG 3704    Assessment and Instruction in Reading Internship    1 s.h.

Required of students seeking licensure in Reading and Language Arts. Practicum experience involving assessment of reading needs of the middle school student, planning and carrying out a program of remedial assistance, reporting results. Concurrent with: TERG 3703.
Prereq.: TERG 3701 and TERG 3702.

TERG 3705    Advanced Literature Strategies    3 s.h.

Advanced reading and language arts, holistic teaching strategies with emphasis on non-textbook approaches. Field experience.
Prereq.: TERG 3703.

TERG 3706    Reading Practicum    3 s.h.

Supervised experiences in reading assessment and instruction in the elementary, middle, or secondary school setting. Six hours per week in a designated school, two hour seminar.
Prereq.: TERG 3705.

TERG 3707    Special Projects in Reading    3 s.h.

TERG 3710    Reading Application in Content Areas, Middle Years    3 s.h.

Study of the Ohio Academic Content Area Standards, comprehension skills, word attack skills, pre-reading strategies, and writing development as they relate to middle years, multi-age and special education reading in the content area. The role of literature in the content-area classroom. Requires 30 hours of field experience in addition to course responsibilities.
Prereq.: completion of 50 hours.

TERG 3711    Reading Application in Content Areas, Secondary Years    3 s.h.

Study of Ohio’s Learning Standards for English Language Arts, comprehension skills, word attack skills, study skills, pre-reading strategies, and writing development as they relate to content area reading in secondary years. The role of literature in the content-area classroom. 25 field hours required.
Prereq.: 50 semester hours completed.

TERG 3720    Developmental Reading Instruction: Vocabulary, Comprehension, and Writing    3 s.h.

An exploration of developmental and instructional implications related to reading in the elementary and middle grades, including vocabulary acquisition, comprehension, and writing instruction. Principles of explicit and systematic instruction and using evidence-based strategies to meet the diverse learning needs of all students are studied and practiced. 20 field hours are required.
Prereq.: TERG 2605 with a minimum grade of "C", TERG 3700 with a minimum grade of "C".

TERG 3720C    CE Developmental Reading Instruction: Vocabulary, Comprehension, and Writing    3 s.h.

The principles of teaching developmental reading in the elementary and middle grades with emphasis on vocabulary, comprehension, and writing instruction. Evidence-based strategies to meet the diverse learning needs of all students are practiced. Field hours required.
Prereq.: TERG 2605.

TERG 3730    Reading Assessment, Instruction, and Intervention    3 s.h.

Administration and interpretation of selected formal and informal assessment measures. Strategies for ensuring diverse students’ growth in literacy through ongoing assessment and progress monitoring. 20 field hours required.
Prereq.: TERG 2605 with a minimum of grade C; TERG 3700 with a minimum of grade C; and TERG 3720 with a minimum of grade C; and BCOE upper-division status.

TERG 3730C    CE Reading Assessment, Instruction, and Intervention    3 s.h.

Administration and interpretation of selected formal and informal assessment measures. Strategies for ensuring diverse students’ growth in literacy through ongoing assessment and progress monitoring. Field hours required.
Prereq.: TERG 2605; TERG 3730; TERG 3720.

TERG 6922    Organizing and Managing Diverse Literacy Environments    3 s.h.

An examination of the physical and social contexts of diverse literacy environments that integrate foundational knowledge, cultural and linguistic backgrounds, use of research-based instructional practices, curriculum materials, and assessment-based decision-making.

TERG 6923    Literacy and Phonics Instruction    3 s.h.

An investigation of the philosophy, principles, and practices of reading (including phonemic and phonetic developments) and language arts instruction. An examination and application of formal and informal assessment procedures as well as an investigation of the language learning needs of diverse populations.

TERG 6924    Content Literacy    3 s.h.

Teachers will engage in reflective practice—exploring various modes such as technical, intuitive, critical, and ethical reflection—as they develop instructional approaches that connect students with texts and enhance their teaching strategies.

TERG 6926    Reading and Language Arts Assessment    3 s.h.

Through data analysis instructional plans that include evidence-based strategies, and a structured literacy approach will be developed to meet the needs of diverse learners, including those with dyslexia, within a MTSS framework.
Prereq.: TERG 6923.

TERG 6927    Practicum: Coaching for Effective Literacy Instruction    3 s.h.

Students will critically examine the role of literacy coaches, explore the impact of leadership and school culture on coaching success, and evaluate the effectiveness of student-centered and alternative coaching models. Emphasis is placed on designing and implementing evidence-based strategies to enhance literacy instruction, support teacher professional growth, and improve student literacy outcomes. Practicum Hours Required.
Prereq.: TERG 6923, TERG 6924, TERG 6926.

TERG 6928    Practicum: Case Study in Reading and Language Arts    3 s.h.

Field/Clinical Experience Required: 30 hours.
Prereq.: TERG 6923, TERG 6926.

TERG 6970    Coaching in Diverse Classrooms    2 s.h.

The focus of this course is on the preparation of literacy specialists to coach teachers in the implementation of culturally responsive instruction for diverse learners. This population includes special needs, culturally and linguistically diverse students. Emphasis will be placed on connections between current theory, research, and instructional practice.

TERG 6971    Pedagogy of Effective Literacy Instruction    2 s.h.

Candidates demonstrate knowledge of a wide range of instructional practices, methods, and curriculum materials, including technology, that support effective reading and writing instruction. Candidates integrate their knowledge and dispositions regarding curriculum, instructional practices, curricular materials, assessment, and evaluation to create literate environments that foster both reading and writing in all students.
Prereq.: TERG 6970.

TERG 6972    Coaching for Effective Assessment Practice    2 s.h.

Designed for reading specialists, this course teaches knowledge, skills, and dispositions in school-based professional development and coaching on K-12 reading assessment concepts and skills.
Prereq.: TERG 6971.

TERG 6973    Professional Development in Literacy    2 s.h.

An introduction to research and knowledge bases related to teacher professional development from a variety of perspectives. Examines coaching as one venue of supporting teacher professional development.
Prereq.: TERG 6972.

TERG 6974    Advanced Action Research in Literacy    2 s.h.

Intro to literacy research as an integral part of professional development. Builds candidate understanding of a variety of literacy research paradigms, supports engagement in inquiry to significantly advance candidates' understanding of literacy, and provides opportunities for candidates to collaborate with other literacy professionals to advance understanding of evidence-based practice.
Prereq.: TERG 6973.

TERG 6975    Internship 1    4 s.h.

Culminating activity supporting and integrating accomplishment of the Literacy Specialist Endorsement Standards I-VII. School-based practicum providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data-based decision making to inform professional development provided in both group and individual settings (coaching).
Prereq.: TERG 6971.

TERG 6976    Internship 2    4 s.h.

Continuation of the culminating activity supporting and integrating accomplishment of the Literacy Specialist Endorsement Standards I-VII. School-based practicum providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data-based decision making to inform professional development provided in both group and individual settings (coaching).
Prereq.: TERG 6975.

TCED 1509    Orientation to On-Line Learning    1 s.h.

This course provides an introduction and orientation to on-line learning, while acquainting students with the platform of BB9, distance education technologies, YSU and TELS. CR/NC.
Coreq.: DE ECE 2629.

TCED 2600    Becoming an Education Professional    1 s.h.

The purpose of this course is to explore professionalism and ethics as they are related to the teaching profession: displaying professionalism, making responsible and ethical decisions, developing a professional identify, becoming a member of a learning community, and investigating contemporary ethical issues in education. Collegiality, professional behavior, use of social media, interpersonal communication skills, cultural bias, respect/rapport with students and families, will be discussed; ethical and professional dilemmas will be introduced.

TCED 2601    Diversity and Equity in the Classroom    1 s.h.

This course will examine various facets of preparing to teach in a diverse, 21st century classroom. Course participants will actively engage in understanding theories, research, case studies, and reflective practices that will assist them in developing a firm understanding about culture and its influences on teaching and learning.
Prereq.: Education major.
Coreq.: TCED 2600.

TCED 2650    LGBTQ Issues in History and Popular Culture    3 s.h.

Explores the historical and present day representation of LGBT issues and individuals and their portrayal in popular culture.
Cross-Listed: WMST 2650.
Gen Ed: Domestic Diversity 2024, Social and Pers Awareness 2024.

TCED 4800L    Laboratory Experience for Teaching All Learners    0 s.h.

Laboratory Experience for creating effective classroom environments that are developmentally appropriate, engaging, and integrate the use of technology to positively impact learning. Peer and clinical teaching designed to meet needs of all learners.
Coreq.: ECIS 4801 or ECIS 4802 or ECE 3713 or ECE 3715 or ECE 3780 or ECE 4814 or TEMC 3703 or TEMC 3704 or TEMC 3705 or TEMC 3706 or SED 4800C or SED 4800E or SED 4800M or SED 4800S or SPED 4854 or SPED 5835 or SPED 5864 or SPED 5851 or SPED 5868.

TCED 4830    Undergraduate Capstone Course for Education Majors    3 s.h.

Senior Seminar which substitutes for student teaching. This course requires a career/field component and research project. Placement is negotiated by the student with approval from course instructor.
Prereq.: Education major and junior standing.
Gen Ed: Capstone 2024.

TCED 5888    Topical Seminar    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888A    Topical Seminar: OAE APK Review    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888B    ST Clsrm mgt urban,suburb, rur    1-3 s.h.

Classroom management for urban, suburban and rural settings. Restrictions: Admission to upper-division status in COE or admission to the School of Graduate Studies.
Prereq.: none.

TCED 5888C    Topical Seminar: OAE Content Review    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888D    Topical Seminar: Extended Field Experience    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888E    Seminar edTPA Review    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888F    Topical Seminar: Foreign Language    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888G    Topical Seminar Foreign Language    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888J    Topical Seminar Introduction to African American Education    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888N    Topical Seminar Learning Abroad    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses. 1-3 s.h.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888P    Topical Seminar Science Solar Cookers    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888R    Topical Seminar OAE Reading Review    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888S    Topical Seminar Study Abroad Czech Republic    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888T    Topical Seminar Test Review    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5888Y    Topical Seminar Student Teaching Study Abroad: Cultural Perspective    1-3 s.h.

Examination of issues related to the teaching of early childhood education, middle childhood education, special education, multi-age education, family and consumer vocational education, or adolescent/young adult education not covered in depth of other courses.
Prereq.: Admission to upper-division status in COE or admission to the School of Graduate Studies.

TCED 5991    Seminar in Teacher Education    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991A    Seminar Science Solar Cookers    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991B    Seminar Integrated Technology Tools    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991C    Seminar Technology    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991D    Seminar Education Manufacturing Workplace    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991E    Seminar Tech Topics    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991F    Seminar Mentor Text Academy MS/HS Grades 6-12    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991I    Seminar Tech Int Com Core St SSt V    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991K    Seminar K-12 Specialists' Course of Study    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991L    Seminar Universal Design for Learning    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5991M    Seminar Value Added    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992    Seminar in Teacher Education    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992B    Seminar Blending Literacy and Science Together with Technology    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992C    Seminar Co-Teaching in the 21st Century    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992D    Seminar Google Drive 101    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992E    Seminar Google Drive 101    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992F    Seminar Google Sites    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992G    Seminar Googling with Eric Curts    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992H    Seminar Introduction to iPads in the Classroom    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992I    Seminar K-5 ELA with Content Area Integration    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992K    Seminar K-12 Administrative Leadership Workshop    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992P    Seminar Writing an O.S.C.A.R.    1-5 s.h.

S.C.A.R. Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992R    Seminar Make it, Tech it, Take it!    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992S    Seminar Teaching ELL Students    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992T    Seminar Teaching 21st Century Gifted Learners    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5992W    Seminar Trauma Informed Care    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993    Seminar in Teacher Education    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993A    Seminar K12 Google Drive 101    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993B    Seminar K12 Special Ed    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993C    Seminar K12 Google Drive 101    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993D    Seminar 5 to 12    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993E    Seminar K12 Admin Leader    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993F    Seminar Mean Tech Int Com Core SS    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993G    Seminar K12 Google Clsrm Adv Tools    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993H    Seminar K12 HQPD Gft Srv GenEd Set    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993I    Seminar K12 Fine Arts    1-5 s.h.

TCED 5993J    Seminar K12 World Languages    1-5 s.h.

TCED 5993K    Seminar K12 Fam Consumer Sci    1-5 s.h.

TCED 5993L    Sem K12 Health Physical Educ    1-5 s.h.

TCED 5993M    Seminar in Teacher Education Action Research to Improve Teaching and Learning    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993N    Seminar in Teacher Education Teaching Gifted Kids in Today’s Classroom    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993O    Seminar Utilizing SIOP Model: Meeting Needs of English Learners    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993R    Seminar Preparing our EL Classrooms for 2016-2017    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993S    Seminar Movers Shakers Literacy 1    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993T    Seminar Movers Shakers Literacy Lesson Planning    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993V    Seminar Digging into Ohio’s Accountability Measures    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993W    Seminar St Lrng Obj Specialist Tch    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 5993X    Seminar Assessment Lit ELA Classrm    1-5 s.h.

Various topics of current value in teacher education as selected by faculty. Grading is S/U.
Prereq.: Admission to College of Graduate Studies.

TCED 6901    National Board for Professional Teaching Standards (NBPTS) Assessment Center    3 s.h.

The participants of this course will practice for the National Board for Professional Teaching Standards Assessment Center entries, which emphasize content knowledge. Participants will learn how to assess their own content knowledge. They will continue to write their NBPTS portfolio entries with direction from the professor, an NBCT mentor, and feedback from peers. Helpful aids, techniques, technology, and resources will be accessed.
Prereq.: Baccalaureate degree, three years of teaching, currently teaching, NBPTS candidate.

TCED 6902    National Board for Professional Teaching Standards (NBPTS) Portfolio Development    4 s.h.

The participants of this course will write their National Board for Professional Teaching Standards portfolio with direction from the professor, an NBCT mentor, and feedback from peers. Helpful aids, techniques, and resources will be accessed. Participants will learn how to assess their own teaching and how to best represent themselves through writing, evidence, artifacts, and videotapes.
Prereq.: Baccalaureate degree, three years of teaching, currently teaching, NBPTS candidate.

TCED 6903    National Board for Professional Teaching Standards (NBPTS) Advanced Candidacy    1 s.h.

The participants of this course need an additional year in obtaining National Board for Professional Teaching Standards certification and want to take advantage of guidance in demonstrating they are accomplished teachers. This course allows candidates to choose either a portfolio or an assessment center entry to intensely address, as it helps candidates analyze the development needed to clearly, consistently, and convincingly address the NBPTS entry in writing.
Prereq.: Baccalaureate degree, three years of teaching, currently teaching, NBPTS advanced candidate.

TCED 6905    Introduction to Digital Teaching and Learning    3 s.h.

Digital teaching and learning is much more than knowing some great apps for the smart board or iPad. It is understanding a new paradigm that promotes a new pedagogy. It takes educators beyond the formal traditional classroom of lecture and paper/pencil into an interactive, student-centered environment. This course will introduce students to the paradigm of digital teaching and learning and provide the framework and foundation for change within districts and classrooms to meet 21st century learning.

TCED 6906    Designing Curriculum for the 21st Century Learner    3 s.h.

What does curriculum in the 21st century look like? How does the thinking paradigm differ from the traditional curriculum model? This course will build on the Introduction to Digital Teaching and Learning by introducing students to models of digital teaching that transform curriculum into the 21st century digital learning. Students will explore the process of unlearning traditional teaching methods and explore the shift to personalized, entrepreneur learning.
Prereq.: TCED 6905.

TCED 6907    Literacy for Digital Teaching and Learning    3 s.h.

Technology takes us out of a traditional form of literacy. Today, students are bombarded with tons of information and resources that effectively builds knowledge and skill for endless topics through the Internet. This course will explore the topic of digital literacy and support a knowledge-base that helps students in k-12 classrooms develop an ability to use digital technology to find information and critically evaluate that information's authority and relevance.

TCED 6908    Digital Learning Environments    3 s.h.

This course will provide students with learning experiences that explore what a classroom for digital learning looks and feels like. Students will be able to understand and be able to develop a variety of digital learning environments including; flipped class-times, blended learning environments, and online, distance education.

TCED 6910    Leadership for the 21st-Century    3 s.h.

This course will provide students with the knowledge and skills to provide leadership, developing the skills needed to become agents of change. The student will learn to lead and create classrooms, schools, and community organization where innovation, creativity, and technology is used to support learning environments that are engaging, supportive, and transformational.

TCED 6911    Coding for Educators    3 s.h.

Participants in this course will learn computational thinking, introductory computer programming, and technology integration for content courses. Participants will design three apps from start to finish, and leave the course with an instructional segment they can then implement into their curriculum.

TCED 6912    Gaming for Educators    3 s.h.

Participants in this course will develop instructional practices that rely on video games, and gaming techniques. Video games will be evaluated for inquiry skills, narrative potential, and content delivery. Video games are uniquely positioned to support student learning, as they serve multiple purposes and can be very engaging.

TCED 6932    Action Research in Urban and Rural Education    3 s.h.

This course focuses on action research as it applies to urban and rural education. Topics include reflecting to identify a problem, reviewing literature, planning and implementing interventions, data collection and analysis strategies, and sharing outcomes with others. Course may be offered onsite, online, or as a combination of both. Field experience in an appropriate educational setting is required.
Prereq.: Admission to School of Graduate Studies and Research.

TCED 6933    Brain Based Teaching and Learning    3 s.h.

This course is a critical appraisal of learning and teaching. Each learner constructs his/her brain as learning occurs. Teachers reconsider their practices in light of the science of learning research provided by education, neuroscience and socio-psychology. Course may be offered onsite, online, or as a combination of both.
Prereq.: Admission to School of Graduate Studies and Research.

TCED 6936    Curriculum, Assessment, and Instruction to Improve Learning    3 s.h.

Focus on the instructional design process from a practical perspective. Emphasis on planning the curriculum to include content analysis, learning objectives, instructional strategies, and measurement of student achievement.

TCED 6940    Foundations of STEM Education Theory to Practice    3 s.h.

Introduction to STEM education. Study of the history, foundation, and underlying principles of STEM education. Additional topics include: an inclusive mission engaging diversity in STEM education, STEM careers, and STEM as a part of the P-12 curriculum.

TCED 6941    Engineering and Technology Inquiry    3 s.h.

Introduction to principles of engineering and technology. Inquiry-based instruction using projects to solve engineering related problems with focus on implementation in the P-12 classroom.
Prereq.: TCED 6940.

TCED 6942    Environmental Inquiry    3 s.h.

The topics will include energy and material balances, ecosystems, sustainability, water quality regulations and standards, stream hydraulics, introduction to water supply and treatment and wastewater treatment and techniques of solid waste and hazardous waste management.
Prereq.: TCED 6940.

TCED 6943    STEM Integration in the P-12 Classroom    3 s.h.

Study of integration of STEM into the P-12 classroom through an innovative, integrated curriculum with multiple opportunities for P-12 students to engage in authentic, inquiry-based learning and design thinking.

TCED 6944    A Global Perspective    3 s.h.

Understanding of skills needed to compete in the global economy, and how STEM contributes to this. Focus on 21st century skills, persistence, inquiry, communication, creativity, and collaboration. P-12 STEM project development.

TCED 6945    STEM Leadership    3 s.h.

Focus on implementation of a STEM program to prepare students with STEM skills for college and career success. Physical environment, necessary resources, administrative and community buy-in and support. Grant writing for STEM education.

TCED 6946    Supervision of Instruction    3 s.h.

A course dealing with the supervision of classroom teachers and other personnel for those aspiring to be principals or supervisors. Classroom observation systems, professional development programs, accountability models, and common staff relationship problems are examined.

TCED 6951    Interpersonal Communications for Educators    3 s.h.

Techniques of communicating effectively with teachers, administrators, nonteaching personnel, pupils, and parents. Organizing the overall communications programs within the school. Related problems.
Prereq.: Admission to the School of Graduate Studies and Research.

TCED 6959    Law and Ethics for the Classroom Teacher    3 s.h.

Examination of the legal, ethical, and civic dimensions and interrelations in teaching and schooling from the standpoint of the roles of the teacher and student.
Prereq.: Admission to the School of Graduate Studies and Research.

TCED 6999    Proactive Grantseeking    3 s.h.

Study of recent trends in grantseeking (values-based grantseeking, proactive grants systems, looping, etc.); developing an understanding of the grants marketplace; developing and refining grant-winning ideas; examining the role of teacher, administrator, and community members in grantseeking; using advisory committees/advocacy groups; writing grant proposals; government and private funding sources; choosing the correct marketplace; and follow-up procedures.

TCED 7032    Advanced Supervision and Leadership    3 s.h.

Practitioner-based supervision in education, from research and theory in education, business, and the applied behavioral sciences with emphasis on supervision, coaching, mentoring, teacher leadership, and planning professional development.

TCED 8101    Adult Learning: Theories and Techniques for College Teaching    3 s.h.

This course focuses on theory and practice related to working with adult learners in higher education and in professional development contexts. Issues related to the design, development, evaluation, and assessment of college instruction, student affairs, services, and professional development programs will be the primary content of the course.