Education at Bluffton College


The Education Department offers teacher preparation programs for students wishing to teach in early childhood programs (Pre-K-3), middle childhood programs (4-9), adolescent/young adult programs (7-12), multi-age programs (Pre-K-12), vocational programs (4-12), and intervention specialist programs for students with mild/moderate education needs (K-12). Students may choose a major in Early Childhood Education, Middle Childhood Education or Intervention Specialist within the Education Department or choose a major in another discipline with the addition of an adolescent/young adult, multi-age or vocational teacher licensure program. Students in Early Childhood, Middle Childhood, adolescent/young adult or multi-age programs may also complete requirements for special education licensure (K-12) as an intervention specialist for children with mild to moderate disabilities or this program may be completed as a major with no additional licensure. A prospective teacher must complete a major, approved courses in the chosen licensure areas and general education and professional licensure requirements for the state of Ohio.

Any student who wishes to pursue a program of teacher education at Bluffton College must seek approval through the Teacher Education Office. Application must be made (on forms obtained at the Teacher Education Office) in three stages: 1) admission to the teacher education program (first-year student/sophomore); 2) admission to student teaching (junior/senior); and 3) recommendation for licensure (senior). Criteria used in considering admission include: declaration of major, overall GPA (2.5 minimum); GPA in the major (2.5 minimum); PPST (PRAXIS I) test scores (at least 170 in math, reading and writing), completed teacher education application, recommendations from faculty, public school teachers and various administrative personnel of the college, physcial/emotional health, BCI clearance and technology proficiency. Detailed information is available in the Teacher Education Handbook in the Education Department. Final licensure requires meeting the state-approved score on appropriate PRAXIS II exams.

Any course taken within the student's licensure area, major, general and professional education programs must be passed with at least a grade of C-.

Majors
The student may select a major in Early Childhood Education, Middle Childhood Education, Intervention Specialist or another discipline with adolescent/young adult, multi-age or vocational licensure.

Early Childhood Education (65-66 hours)

EDU/SED 200 Introduction to Teaching in a Diverse Society (3)
EDU/SED 205 Field Experience: EC (1)
EDU 215 Human Growth and Development: Birth through Adolescence (3)
CPS 100 Using Microcomputers (2)or CPS 105 Introduction to Computers (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
EDU 285 Phonics and Word Identification (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 315 Reading Assessment (3)
EDU 295 Teaching Children to Read (3)
SED 235 Reading and Language Instruction for Diverse Learners (3)
EDU 280 Literature for Children (2)
EDU 255 Developmental Curriculum I: Cognitive (3)
EDU 265 Developmental Curriculum II: Aesthetic (3)
EDU 343 Early Childhood Instructional Methods and Classroom Organization (3)
SED 228 Introduction to Students with Mild/Moderate Disabilities (3)
SED 230 Diagnosis and Educational Planning (3)
SED 381 Methods/Materials for Young Children with Mild/Moderate Educational Needs (2)
MAT 185 Fundamentals Math Concepts for Early Childhood (3)
HPR 135 Personal and Community Health Concerns (3)
HPR 120 First Aid and CPR (1)
EDU 356 Early Childhood Practicum: Preschool (3)
EDU 445 Student Teaching: Early Childhood (10)

Certification in child abuse and communicable diseases (State of Ohio) required.

In addition, LAS 111, LAS 340, HUM 221, HUM 222 and MAT 105 from general education are required to meet the guidelines of this program.


Middle Childhood Education (66 hours + 2 areas of concentration)

EDU 201 Introduction to Teaching in a Diverse Society(3)
EDU 206 Field Experience: Middle Childhood (1)
EDU 215 Human Growth and Development: Birth through Adolescence (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
EDU 285 Phonics and Word Identification (3)
EDU 296 Teaching Reading through Literature in Middle Grades (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 315 Reading Assessment (3)
EDU 302 Reading in the Content Areas: Middle Childhood (3)
EDU 341 Middle Childhood Instructional Methods and Classroom Organization (3)
EDU 450 Student Teaching (Middle Childhood) (10)

Choose two of the following, based on concentration

EDU 405 Middle Childhood Methods: Language Arts(2)
EDU 406 Middle Childhood Methods: Science (2)
EDU 407 Middle Childhood Methods: Social Studies (2)
EDU 408 Middle Childhood Methods: Math (2)

In addition, LAS 111, LAS 340, HUM 221, HUM 222 and MAT 105 from the general education program are required.

In addition, completion of two areas of concentration are required, to be chosen from the following: language arts, mathematics, science or social studies. For specific courses required in each area of concentration, see the Teacher Education Handbook.


Adolescent/young adult
Students who wish to obtain an Ohio teaching license for adolescent/young adult (7-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:

EDU/SED 202 Introduction to Teaching in a Diverse Society (3)
EDU/SED 207 Field Experience: A/YA (1)
SED 220 The Adolescent: Development and Diversity (2)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3)
EDU 344 Adolescent/Young Adult Classroom Organization (2)

Choose one of the following:

EDU 401 Adolescent/Yound Adult Special Methods: Language Arts (2)
EDU 402 Adolescent/Young Adult Special Methods: Science (2)
EDU 403 Adolescent/Young Adult Special Methods: Social Studies (2)
EDU 404 Adolescent/Young Adult Special Methods: Math (2)

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:

EDU 451 Student Teaching (Adolescent/Young Adult) (10)

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education.

The subject fields in which students may seek licensure are:

Adolescent/Young Adults (7-12)

Integrated language arts
Integrated mathematics
Integrated social studies
Life science
Physical science

Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.


Multi-age Education
Students who wish to obtain an Ohio teaching license for multi-age (K-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:

EDU/SED 203 Introduction to Teaching in a Diverse Society (3)
EDU/SED 208 Field Experience: MA (1)
EDU 215 Human Growth and Development (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3)
EDU 345 Multi-age Classroom Organization (2)

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching::

EDU 452 Student Teaching (Multi-age) (10)

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education.

The subject fields in which students may seek licensure are:

Multi-age (Pre K-12)
Foreign language (Spanish)
Health
Music
Physical education
Visual arts

Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.


Vocational Education
Students who wish to obtain an Ohio teaching license for vocational areas (4-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:

EDU/SED 210 Introduction to Teaching in a Diverse Society (3)
EDU/SED 211 Field Experience: VOC (1)
EDU 215 Human Growth and Development (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
CPS 100 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 305 Content Area Literacy/General Methods (3))

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:

EDU 453 Student Teaching (Vocational) (10)

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education. For further information contact the director of teacher education.

The subject fields in which students may seek licensure are:

Vocational (4-12)
Family and consumer sciences

Students should consult with the Education Department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.


Intervention Specialist (56-59 hours)
Students interested in licensure in special education may complete the intervention specialist program for persons with mild to moderate disabilities (K-12).

CPS 10 0 Using Microcomputers (2) or CPS 105 Introduction to Computers (3)
EDU 215 Human Growth and Development (3)
EDU/SED 204 Introduction to Teaching in a Diverse Society: IS (3)
EDU/SED 209 Field Experience: IS (1)
EDU 285 Phonics (3)
EDU 295 Teaching Children to Read (3)
EDU 302 Reading in the Content Areas (3)
EDU 315 Reading Assessment (3)
EDU 332 Social and Philosophical Issues in Education (3)
SED 344 Intervention Specialist Classroom Organization (2)
MAT 185 Fundamental Math Concepts: EC (3)
PSY 254 Educational Psychology and Classroom Assessment (3)
SED 228 Introduction to Education of Students with Mild/Moderate Educational Needs (3)
SED 230 Diagnosis and Educational Planning for Special Needs Children (3)
SED 235 Reading and Language Arts for Diverse Learners (3)
SED 381 Methods/Materials for Young children with M/M Ed. Needs (2)
SED 380 Methods/Materials for Children with M/M Ed. Needs: MC/Adolescents (2)
SED 389 Issues in Special Education (1)
SED 453 Student Teaching: IS (10)
Recommended: SED 220 The Adolescent: Development and Diversity (2)
 
EC = Early childhood
MC = Middle childhood
A/YA = Adolescent/young adult
IS = Intervention specialist


Courses
Introduction to Teaching in a Diverse Society
(3)
EDU/SED 200 (EC), EDU/SED 201 (MC), EDU/SED 202 (A/YA), EDU/SED 203 (MA), EDU/SED 204(IS), EDU/SED 210 (Voc)
This course is designed to provide a beginning opportunity for students to assess their compatibility with the teaching profession. It serves as an introduction to the history and philosophy of education, school finances, curriculum and the sociology of education. It also provides a study of the characteristics, abilities and educational needs of children and adolescents, both typically developing and those who are diverse in their educational needs. It will provide a study of the structures of American education and special education, educational reform, multicultural considerations in American education and the impact of socio-economic conditions on education. This course will be co-taught by both general and special education faculty. This course will be followed by a field experience to allow students classroom based experiences with teachers in area schools and enable them to observe, apply and reflect upon topics covered in this course.

Field Experience (1)
EDU/SED 205(EC), EDU/SED 206 (MC), EDU/SED 207 (A/YA), EDU/SED 208 (MA), EDU/SED 209 (IS), EDU/SED 211 (Voc)
Students complete a 70-hour field-based experience during which they assist classroom teachers. Placements with rich cultural, economic and learning diversity are selected. Through these experiences students reflect on the teaching profession, students, families and schools in general and begin to develop a personal philosophy of education. Prerequisite or corequisite: EDU/SED 200 - 204. Credit/no credit.

EDU 215 Human Growth and Development: Birth Through Adolescence (3)
This course is a study of the growth, development and behavior of children from prenatal stages through adolescence. This course is crucial for all education students in order to understand child development in the larger context. It examines the effects of heredity and environment, including risk factors, developmental variations and patterns of typically and atypically developing children. It focuses on aspects of child development that are particularly relevant to people who will be professionally involved with children and their parents. The course includes comprehensive coverage of the physical, intellectual and emotional/social development of children, yet attempts a distinctly practical orientation. Clinical/field hours include preschool and family screenings as well as opportunities to observe early childhood, middle childhood and/or adolescent/young adult classrooms. 20 field hours. This course is also listed as FCS 214.

EDU 255 Developmental Curriculum in Early Childhood I: Cognitive Development (3)
This course is designed to develop knowledge of how young children (ages 3-8) develop and learn, to provide opportunities that support all areas of development of young children with special emphasis on cognitive development. Students will create, evaluate and select topics of study in terms of conceptual soundness, significance and intellectual integrity using developmentally appropriate materials, equipment and environments. Informal and formal assessment strategies to plan and individualize curriculum and teaching practices will be incorporated. Topics to be covered in this course: theoretical framework (assumptions and beliefs); how children learn (both typically and atypically developing); beginning literacy; early mathematic experiences; discovery in the physical world; language development and communication. All topics will be addressed within a framework of cultural sensitivity. Curriculum areas addressed in this course use the Ohio Department of Education’s competency-based models as a framework. 10 field hours in an integrated, inclusive early childhood setting are required. Prerequisite: sophomore standing.

EDU 265 Developmental Curriculum in Early Childhood II: Aesthetic (3)
This course is designed to provide opportunities that support the aesthetic development in art, music and movement in children ages 3-8 who are both typically and atypically developing. Students will learn to plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, curriculum goals and content using a variety of strategies to encourage children's aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning assessing programs. Curriculum areas addressed in this course use the Ohio Department of Education's competency based models as a framework. 10 field hours in early childhood settings are required. Prerequisite: sohomore standing.

EDU 280 Literature for Children (2)
Students will read books for children preschool through the primary grades, analyze and criticize their content and possible use, investigate the literature's portrayal of ethnic and racial groups, recognize outstanding authors and artists, learn how literature is integrated into the reading/language arts curriculum and develop reading aloud and storytelling techniques to promote literature appreciation. 10 clinical/10 field hours. Prerequisite: sophomore standing.


EDU 285 Phonics and Word Identification (3)
This course will teach methods for using phonics and word identification skills with early childhood and young adolescent learners. Students will understand techniques and strategies used to teach children to match, blend and translate letters of the alphabet into the sounds they represent in a systematically integrated, developmentally appropriate instructional program incorporating reading, writing and spelling. Topics to be covered in this course: theory and research, foundations, decoding, encoding, strategies for applications, assessment and evaluation. 10 field hours. Prerequisite: sophomore standing.

EDU 295 Teaching Children to Read (3)
This course will explore theories and instructional strategies for teaching reading. The focus will be on understanding how children learn, the principles supporting literacy development, how to help children identify new words most effectively in context, the acquisition of a reading vocabulary, the comprehension of text and the components of effective reading and writing instruction using formal and informal educational assessment. Topics to be covered in this course: introducing a transitions approach to reading, understanding reading (beliefs), understanding the literacy development of children, using basal readers effectively, identifying words in print, designing literacy learning environments, content area literacy instruction and assessing progress in literacy. 10 field hours. Prerequisite: sophomore standing.

<EDU 297 Teaching Reading through Literature in Middle Childhood (5)
This course will focus on comprehension strategies across the curriculum to help middle graders learn most effectively by becoming strategic readers. Evaluation and assessment methods, especially those which encourage writing will be utilized. Students will develop teaching and learning strategies to help students comprehend, interpret, evaluate and appreciate texts. 10 field hours.

EDU 300 General and Special Methods (2)
A course for the prospective secondary school teacher with emphasis on: 1) general teaching techniques, strategies and curriculum; 2) practical methods for organizing learning activities related to the student's teaching field, utilizing the direction and advice of a public school teacher as member of the special methods team; and 3) a minimum of 20 hours of planned/supervised public school field experience in the student's teaching fields. Registration is for one or more of the following areas:

Art*
Biology
Business
Chemistry
Communication
Computer science
English
Family and consumer sciences
General science
Life sciences
Health**
History
Humanities
Integrated language arts
Integrated social studies
Mathematics
Integrated mathematics
Music***
Physical education**
Physical science
Physics
Psychology/sociology
Social studies
Spanish
Speech/communication

Prerequisites: EDU 200/201/202/203 or 204, EDU 332, PSY 254 and junior standing.

* Art special methods course is ART 320.
** Health/physical education methods courses are HPR 325 and HPR 327
*** Music special methods courses are MUS 329, MUS 331 and MUS 203 and/or MUS 204.

EDU 302 Reading in the Content Areas: Middle Childhood (3)
This course is a study of research-based middle school classroom practices in content area reading and includes an emphasis in: 1) strategies, techniques and materials for strengthening vocabulary, comprehension, thinking and study skills, writing across the curriculum and content learning; and 2) using an integrated approach to provide for individual differences in the context of diagnostic-prescriptive teaching. Clinical experience involves students in textbook evaluation, development of materials and lesson planning. Topics to be covered in this course: vocabulary building, comprehension techniques, thinking and study skills, writing across the curriculum, content learning textbook evaluation and lesson planning. 10 clinical hours.

EDU 305 Content Area Literacy/General Methods (3)
This is a course to prepare the prospective secondary school teacher in the study of research-based strategies, methods and materials designed to develop and strengthen content literacy skills. Emphasis is placed on levels of thinking skills, development of technical content vocabulary and techniques for improved comprehension. Materials, methods and provision for individual differences are considered in the context of diagnostic-prescriptive teaching. The student is involved in clinical experience through the development of materials, implementation of plans and the evaluation of textbooks. Topics to be covered in this course: thinking skills, technical content vocabulary; comprehension techniques, diagnostic-prescriptive teaching, lesson planning, textbook evaluation, etc. The general methods sections will emphasize 1) general teaching techniques, strategies and methods for maximizing learning for typical and at-risk students; 2) curriculum development and implementation; 3) communication skills required in the adolescent/young adult classroom including reading, writing and speaking; 4) the interdisciplinary nature of disciplines; 5) a minimum of 20 hours of planned/supervised public school field experience in the student's teaching field.

EDU 312 Elementary Mathematics Practicum (3)
A course designed to prepare pre-service teachers for teaching mathematics in the elementary school. Problem-solving skills, teaching strategies, techniques and learning activities related to specific mathematics topics will be covered. Multi-sensory approaches will be stressed in order to prepare teachers to work with children of varied backgrounds, abilities and learning styles. 36 field hours. Prerequisites: all major requirements as listed in the professional preparation course outline and junior standing.

EDU 314 Reading and Language Arts for Elementary Teachers (3)
Methods and materials for instruction in speaking, writing, listening, thinking and reading in the elementary schools. Attainment of professional standards in planning and implementing lessons in each of these areas is required. 36 field hours. Prerequisites: all major requirements as listed in the professional preparation course outline for elementary education and junior standing.

EDU 315 Reading Assessment (3)
This course is designed to familiarize prospective classroom teachers with concepts and techniques of reading assessment with emphasis on: 1) developing and administering formal and informal reading assessment tools; 2) assessing student performance in different reading situations; 3) making instructional decisions based on reading assessment results; 4) selecting appropriate reading assessment methods; and 5) using self-evaluation as a way of involving students in assessing their own learning. Topics to be covered in this course: assessment vs. diagnosis, self-evaluation, structured observations, using standardized test scores, identifying problem readers, informal reading inventories, evaluating comprehension strategies, assessment of word-recognition knowledge and spelling stages and grouping and instructional decision making. 10 field/10 clinical hours.

EDU 316 Elementary School Curriculum (3)
Methods, materials and technique in the areas of social studies and science, with emphasis on curriculum development and integrated unit planning in social studies and inquiry teaching in science. 36 field hours. Prerequisites: all major requirements as listed in the professional preparation course outline for elementary education and junior standing.

EDU 317 Studies in Literature for Adolescents (3)
Students will investigate in depth one topic in literature each time this course is offered. The topics will parallel state model curriculum which include (but is not limited to) literature of the Holocaust, settling the west, literature from different cultures and specific genres such as fantasy, science fiction, poetry and biography. Students will be expected to apply their skills of analysis and criticism to the readings as well as apply their knowledge of the literature to the development of classroom-relevant teaching units. The course is intended for students with a concentration in language arts/middle grades and for students seeking integrated language arts licensure for adolescents/young adults. 10 clinical hours. Prerequisite: junior or senior standing.

EDU 320 Classroom Management (2)
This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in both the inclusive classroom and a self-contained resource room, building students' self-concepts and understanding the use and abuse of power. This course will be team-taught by both regular and special education personnel. 10 field/10 clinical hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for elementary education.

EDU 332 Social and Philosophical Issues in Education (3)
A critical examination will be made of selected historical, philosophical and social problems relevant to contemporary education. The intent is to provide students with readings and discussions which will encourage and enable them to establish a set of personal beliefs and commitments. The course is built around the idea that being reflective and critical is of strategic value as we seek to become enlightened about the problems and promises of modern education. Five hours of field experience are required. Open to all juniors and seniors.

EDU 341 Middle Childhood Instructional Methods and Classroom Organization (3)
Students will investigate curriculum theory, with particular attention paid to an integrated approach to curriculum development for the middle grades. State and national curriculum models will be used to investigate content, sequence and planning for learning. Students will investigate and make application of a variety methods and materials appropriate to the middle grades and which acknowledge the diversity of learning styles, cultural backgrounds and interests in the middle grades classroom. Students will develop teaching materials, demonstrate lessons, experiment with technology and apply assessment strategies appropriate for middle grade students. This also is designed to assist prospective teachers learn a variety of strategies to develop and maintain learning environments that encourage active, engaged learning, positive interaction and self-motivation for all students. This section of the course is based on an understanding of developmentally appropriate plans based on the unique needs of students in middle childhood. Students will explore techniques maximizing learning in inclusive classrooms as well as traditional settings with a focus on building students’ self-concept and understanding the use and abuse of teacher power. 10 field hours.

EDU 343 Early Childhood Instructional Methods and Classroom Organization (3)
This course is designed to provide opportunities that support development in all areas of learning in children ages 3-8. Students will learn to encourage child-ren’s learning through an integrated thematic approach that includes play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, inquiry experiences and adaptations for children with disabilities. Emphasis will be on helping young children develop intellectual curiosity, solve problems and make decisions. Knowledge of these uses of informal and formal assessment strategies in the teaching of curriculum content areas including mathematics, science, nutrition, social studies, art, music, literacy, health, safety, movement and drama teaching practices will be explored. Topics to be covered in this course: creating an environment for learning, teaching models in early childhood, guiding behavior, planning and assessing programs, curriculum methods for grades K-3. This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in a variety of early childhood classroom settings, building students’ self-concepts and understanding the use and abuse of power. 10 field hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for early childhood education.

EDU 344 Adolescent/Young Adult Classroom Organization (2)
This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building students’ self concepts and understanding the use and abuse of power. 10 field/ 10 clinical hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for elementary education.

EDU 345 Multi-age Classroom Organization (2)
This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building students’ self concepts and understanding the use and abuse of power. 10 field/ 10 clinical hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for elementary education.

EDU 346 Vocational Classroom Organization (2)
This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building students’ self concepts and understanding the use and abuse of power. 10 field/ 10 clinical hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for elementary education.

EDU 355 Preschool Practicum 2 (2)
A study of preschool programs emphasizing various philosophies regarding administrative planning, staff development, preschool design and parental involvement. Participation required in a designated center. 20 clinical/25 field hours. Prerequisites:
EDU 215.

EDU 356 Early Childhood Practicum: Preschool (3)
Students in this course will develop and implement an integrated curriculum that focuses on children's needs and interests, taking into account culturally valued content and children's home experiences. Topics of study will be selected in terms of conceptual soundness, significance and intellectual integrity. A part of this course is field work in preschool. Students will use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution and to help children develop personal self-control, self-motivation and self-esteem. Establishing effective communication and collaborative, positive relationships with families will be encouraged. Administering a preschool will be a component of the course. Topics to be covered in this course: theories for interaction, physical environments supporting interactions, planning and assessing programs, licensing, certification, accreditation, professional considerations, working with parents, financing the program and nutrition. 30 field/10 clinical hours.

EDU 360 Curriculum Workshop (1)
This workshop is designed to aid students in the development of classroom activities based on the works, inspiration and experiences of a noted author, visual artist, composer or performing artist directing the workshop. The course is typically offered over one weekend of Friday night and all day Saturday.

EDU 390 Independent Study
EDU 401 A/YA Special Methods: Language Arts (2)
EDU 402 A/YA Special Methods: Science (2)
EDU 403 A/YA Special Methods: Social Studies (2)
EDU 404 A/YA Special Methods: Math (2)
These courses provide the prospective A/YA educator with methods and materials for language arts, integrated math, integrated social studies or science classrooms. Topics covered in these courses: development, implementation and evaluation of educational programming for A/YA language arts, integrated math, integrated social studies or science classroom. Additional topics include federal and state curriculum models and assessment models, classroom assessment strategies (formal and informal), use of technology, individualizing instruction, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing.

EDU 405 Middle Childhood: Language Arts (2)
EDU 406 Middle Childhood: Science (2)
EDU 407 Middle Childhood: Social Studies (2)
EDU 408 Middle Childhood: Math (2)
These courses provide the prospective middle childhood educator with methods and materials for reading and language arts, math, social studies or science classrooms. Each student will take two methods sections based on areas of concentration. Topics covered in these courses: development, implementation and evaluation of educational programming for middle childhood reading and language arts, math, social studies or science classrooms. Additional topics include federal and state curriculum models and assessment models, classroom assessment strategies (formal and informal), uses of technology, individualizing instruction, teaming, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing.

EDU 420 Workshop - School Net Certification I (Novice) (1) (1)
This elective course will provide students the opportunity to earn a School Net Novice Certificate (Information Tools, Productivity Tools, Multimedia Tools, and Networking Tools).

EDU 421 Workshop - School Net Certification II (Practitioner) (1) (1)
This elective course will provide students the opportunity to earn a School Net Practitioner Certificate which integrates the tools mastered at the Novice level into the classroom.

EDU 444, EDU 445, EDU 447, EDU 448, EDU 449, EDU 450, EDU 451, EDU 452, EDU 453, SED 450, SED 451, SED 452 OR SED 453 Student Teaching (10)
Student teaching provides supervised experiences in applying the principles and techniques learned in the professional courses to actual classroom situations under the guidance and direction of a cooperating teacher. Student teachers spend full days in their assigned public classroom for one semester during their senior year. Registration in one of the following sections: preK (EDU 444), Early Childhood (EDU 445), Elementary (EDU 447), secondary (EDU 448), K-12 (EDU 449), Middle Childhood (EDU 450), adolescent/young adult (EDU 451), multi-age (EDU 452), vocational (EDU 453), DH/SLD(SED 450), DH only (SED 451), SLD only (SED 452) or intervention specialist (SED 455).

Prerequisite for K-12, secondary, adolescent/young adult, multi-age and vocational: All professional education courses and certification/licensure area course work. Prerequisite for preK, Elementary, Early Childhood and Middle Childhood: all major requirements as listed in the certification/licensure program outlines. Prerequisites for SLD, DH and intervention specialist: all requirements as listed in the certification/licensure outline for Elementary, secondary, Early Childhood, Middle Childhood, adolescent/young adult, multi-age, SLD/DH and/or intervention specialist (as appropriate). In addition, all students registering for student teaching must be fully admitted to the teacher education program before registering. 10.5 weeks/full days. Credit/no credit.

EDU 455 Kindergarten Practicum (3)
Practical experience with materials and methods as used in the kindergarten classroom with emphasis given to theory as well as application. A five-week student teaching experience in a kindergarten classroom is included as part of the course. Prerequisites:
EDU 200, EDU 215, EDU 280, EDU 312, EDU 314, EDU 316, PSY 254, and senior standing. 10 clinical/75 field hours.

EDU 462 In-Service Student Teaching (2-3)
This course has been organized for inservice teachers who have not met the student teaching requirement for certification. It is open, on approval of the chair of the Education Department, to teachers who have completed three years of teaching.

Special Education (SED)

Introduction to Teaching in a Diverse Society (3)
EDU/SED 200 (EC), EDU/SED 201 (MC), EDU/SED 202 (A/YA), EDU/SED 203 (MA), EDU/SED 204(IS), EDU/SED 210 (Voc)
Click for course description.

Field Experience (1)
EDU/SED 205(EC), EDU/SED 206 (MC), EDU/SED 207 (A/YA), EDU/SED 208 (MA), EDU/SED 209 (IS), EDU/SED 211 (Voc)
Click for course description. Prerequisite or corequisite: EDU/SED 200 - 204. Credit/no credit.

SED 220 The Adolescent: Development and Diversity
(2)
This course is designed as a study of the characteristics, problems, promises and issues of adolescence and will focus on aspects of adolescent development and the possible special needs of adolescents that are particularly relevant to persons who will be professionally involved with both adolescents and their families. The course includes a survey of the physical, intellectual, social and emotional development of the typical adolescent and also provides a study of the unique needs and characteristics of adolescents who are at risk or who have disabilities. Students will have the opportunity to observe and interact with adolescents within middle and high school settings. Topics to be covered in this course: physical, intellectual, emotional and social development; becoming a change agent in the secondary classroom; collaboration and consultation; holistic programs; regular and special education programs in middle schools and high schools; diverse populations in middle/secondary schools; family-school partnerships; and sociocultural awareness. 10 field/10 clinical hours. Prerequisite:
EDU/SED 200-204.

SED 228 Introduction to Education of Students with Mild and Moderate Educational Needs (3)
This course is an introduction to the broad spectrum of abilities of students aged 3-21 with mild to moderate disabilities. A study of the history, definition, characteristics, assessment and services is covered as well as family, social and legal aspects. Numerous philosophical and practical perspectives are integrated into current practices of diagnosis and intervention as they relate to the specific needs of persons with disabilities in the community, school and world of work. Topics to be covered in this course: schools, society and achievement; special programs; labels and children with mild and moderate disabilities; cognitive and academic characteristics; social-emotional characteristics; individualizing instruction; services, curriculum and instruction; research-based and traditional approaches to teaching; inclusion and collaboration; early intervention and preschool intervention programs. 10 field/10 clinical hours. Prerequisite:
EDU/SED 200-204.

SED 230 Diagnosis and Educational Planning for Special Needs Children (3)
This course focuses on information and practical experiences relating to assessment and remediation of children with mild/moderate educational needs. Topics to be covered include formal and informal criterion-referenced assessment, individualized educational plans, multidisciplinary approaches, parental roles, report writing, collaboration. 20 clinical hours. Prerequisites:
SED 228, junior standing or consent of the instructor.

SED 235 Reading and Language Instruction for Diverse Learners (3)
This course introduces speech and language acquisition of the typically and atypically developing child. It also presents a survey of various disorders and their effects on receptive (listening and reading) and expressive (oral and written) language functions and learning. Students become familiar with the diagnostic tools and the professional vocabulary in order to communicate effectively with other professionals. Emphasis is placed on methods that the regular classroom or intervention specialist can use to communicate with and teach children with diverse learning styles in reading, writing, listening and speaking. Students become sensitive to the concerns of speech and language differences related to culture and environmental issues. 10 field hours/20 clinical hours. Prerequisites:
SED 228 and SED 230 and junior standing or consent of the instructor.

SED 350 Curriculum Methods and Materials for Students with Learning Disabilities (2)
This course is designed to develop teacher competency, to analyze learners and to plan the "least restrictive environment" for the student with learning disabilities. Students will develop skills in designing, implementing and evaluating appropriate educational interventions in the areas of language, math, reading, behavior and social skills. Projects will be assigned requiring students to collaborate with elementary or secondary education students in designing lessons and classroom environments. 20 field/20 clinical hours. Prerequisites:
SED 228.

SED 351 Curriculum Methods and Materials for Students with Developmental Handicaps (2)
This course is designed to develop teacher competencies in working with students with developmental handicaps by providing an overview of successful educational efforts; methodologies for managing case-loads; instructional strategies within specific content areas; and methods for incorporating study, social and life skills into instruction. Attention will be given as well to occupational orientation and transition planning. Projects will require collaboration with students from other related disciplines in designing lessons, classroom environments, community-based instruction and transition programs. 20 field/20 clinical hours. Prerequisites:
SED 228.

SED 380 Curriculum Methods and Materials for MC/Adolescent Students with Mild/Moderate Educational Needs (2)
This course is designed to develop teacher competency to analyze learners and to plan the “least restrictive environment” for the students with mild to moderate educational needs. Students will develop skills in designing, implementing and evaluating appropriate educational interventions in the areas of language, math, reading, behavior and social skills. Attention will also be given to occupational orientation and transition planning. Projects will require collaboration with elementary or secondary education students in designing lessons, classroom environments, community-based instruction and transition planning. Topics to be covered in this course: communicating for students success; managing the classroom environment; assessing student progress; planning for successful instruction; effective teacher behaviors; student-mediated learning; reading, language arts, mathematics and content instruction; instruction in social and independent living; working with families. 20 field/20 clinical hours.

SED 381 Curriculum Methods and Materials for Young Children with Mild/Moderate Educational Needs (2)
This course is designed to develop teacher competency, to analyze the young learner and to plan the “least restrictive environment” for the young child (ages 3-8) with mild to moderate educational needs. Students will develop skills in designing, implementing and evaluating appropriate educational interventions in the areas of language, math, reading, the arts and movement, behavior and social skills appropriate for children with mild/moderate educational needs in preschool through primary grades. Topics within this course will focus on: adapting strategies and environments to meet the specific needs of all young children, including those with disabilities, developmental delays or special abilities; selecting intervention curricula and methods for children with specific disabilities; using technology with young children including assistive technologies; observing, recording and assessing young children’s development and learning through informal and formal assessment; specific behavior/management interventions for young children with behavioral needs; and collaborating with other professionals and families in family-centered assessments. Field/clinical experiences in inclusive early childhood settings will be a part of this course. 20 field/10 clinical hours.

SED 450 Student Teaching - DH and SLD (10)
SED 451 Student Teaching - DH only (10)
SED 452 Student Teaching - SLD only (10)
SED 452 Student Teaching - IS (10)
Student teaching provides supervised experiences in applying the principles and techniques learned in the professional courses to classroom situations under the guidance and direction of a cooperating teacher. Student teachers spend full days in their assigned public school setting for 10 weeks during the senior year. Credit/no credit

SED 389 Current Issues in Special Education (1)
This course is designed to present current issues affecting the education of exceptional children. Students will examine such topics as contemporary research findings, community and governmental resources, current federal and state regulations, special education service delivery models and counseling/supporting parents of exceptional children. 10 clinical hours. Prerequisite: senior standing.


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