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  • child development
  • early childhood education
  • middle childhood education
  • adolescent/young adult
  • multi-age education
  • Intervention specialist
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    Education

    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 Child Development, 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. In addition, students in early childhood, middle childhood, adolescent/young adult or multi-age programs may also complete requirements for intervention specialist 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. Two endorsements are available to be added to a teaching license: education technology or teaching English to speakers of other languages. The pre-K special needs endorsement may be added to the early childhood or the intervention specialist license. A prospective teacher must complete a major, approved courses in the chosen licensure areas, general education, and professional licensure requirements for the state of Ohio.

    Any student who wishes to pursue a program of teacher education at Bluffton University 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 to teacher education include: declaration of major, overall GPA (2.5 minimum); GPA in the major area (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 and BCI clearance. Detailed information is available in the Teacher Education Handbook in the Education Department. Licensure from the Ohio Department of Education requires the completion of all program requirements and 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-.

    Praxis II - Pass-Rate Data for the regular teacher preparation program is avaliable from the admissions office.

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

    Child Development (40 hours)
    EDU 215 Human Growth and Development: Birth Through Adolescence (3)
    EDU 255 Developmental Curriculum I: Science and Mathematics (3)
    EDU 287 Developmental Curriculum in EarlyChildhood II:Music & Movement(3)
    EDU 282Teaching Reading through Literature 
    (3)
    EDU 332 Social and Philosophical Issues in Education (3)
    EDU 356 Early Childhood Practicum: Preschool (3)
    EDU 390 Independent Study in Child Development (1)
    EDU 200 Introduction to Teaching in a Diverse Society (3)
    SED 228 Introduction to the Education of Students with Mild/Moderate Educational Needs (3)
    COM 195 Interpersonal Communication (3)
    LAS 342 Cross-cultural / Service Learning Experience (4)
      OR SOC 162 ANTHROPOLOGY(3)
    FCS 225 Fundamentals of Nutrition (3)
    HPR 135 Personal and Community Health Concerns (3)
    SWK 263 Human Behavior and Social Environment 1 (3)


    Students are encouraged to take:
    EDU/SED 205 Field Experience (1)
    EDU 343 Early Childhood Instructional Methods and Organization (3)
    SOC 208 Sociology of the Family (3)

    Required Red Cross Certificates: Caring for Ill Children/Communicable Diseases, Child Abuse and Neglect Prevention, and First Aid.


    Early Childhood Education (64 hours)
    EDU 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)
    EDU 103 Computers and Technology in Education (2)
    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)
    EDU 282 Teaching Reading Through Literature: EC (2)
    EDU 255 Developmental Curriculum I: Science and Mathematics (3)
    EDU 287 Developmental Curriculum in Early Childhood II: Music & Movement (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 Clinical Practice: Early Childhood (10)

    Required Red Cross Certificates: Caring for Ill Children/Communicable Diseases and Child Abuse and Neglect Prevention.

    Middle Childhood Education
    (56 hours + 2 areas of concentration)
    EDU 200 Introduction to Teaching in a Diverse Society(3)
    EDU 205 Field Experience (1)
    EDU 103 Computers and Technology in the Classroom (2)
    PSY 254 Educational Psychology and Classroom Assessment (3)
    EDU 285 Phonics and Word Identification (3)
    EDU 297 Teaching Reading through Literature in Middle Childhood (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)
    SED 220 The Adolescent: Development and Diversity (2)EDU 450 Clinical Practice (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 342, HUM 221 and HUM 222 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.

    Language Arts Concentration (24 hours including 3 LAS hours)
    ENG 110/120 College English <3>
    EDU 317 Studies in Adolescent Literature (3)
    ENG 160 Approaches to Literature (3)
    ENG 240 Survey of American Literature (3)

    Choose one:
    ENG 256 Survey of English Literature 1 (3)
    ENG 257 Survey of English Literature 2 (3)

    Choose one:
    ENG 271 English Grammar (3)
    ENG 252 Introduction to Linguistics (3)

    Choose one:
    COM 185 Public Speaking (3)
    THE 257 Oral Interpretation (3)

    Choose one:
    ENG 202 Creative Writing: Fiction (3)
    ENG 203 Creative Writing: Poetry (3)
    ENG 205 Creative Writing: Nonfiction (3)

    Math Concentration (21-23 hours including 2 LAS hours)
    MAT 105 Understanding Numerical Data (2)
    MAT 185 Fundamental Math Concepts: Early Childhood (3)
    MAT 186 Fundamental Math Concepts: Middle Childhood (3)
    MAT 277 Algebra & Geometry: Functions and Modeling (3)
    MAT 380 Post Student Teaching in Math (2)

    Option A
    MAT 114 Pre-Calculus (4)
    MAT 135 Calculus 1 (5)

    Option B: (choose two)
    MAT 135 Calculus 1 (5)
    MAT 220 Discrete Mathematics (3)
    MAT 136 Calculus 2 (5)


    Science concentration (31 hours minus 7 hours LAS)
    Note: The 7-hour natural science LAS requirement is waived.

    Required:
    BIO 135 Botany (4)
    CEM 121 General Inorganic Chemistry (5)
    PHY 202 Astronomy (4)
    PHY 203 Earth Science (4)
    PHY 211 Physics: Science & Engineering 1 (5)
    PHY 212 Physics: Science & Engineering 2 (5)

    Choose one:
    BIO 200 Genetics (4)
    BIO 205 Invertebrate Zoology (4)
    BIO 230 Anatomy and Physiology (4)

    Social Studies Concentration (27 hours including 6-8 LAS hours)
    LAS 342 Cross-cultural Experience (4)
    LAS 210 Reason and Argument (2)
    EBA 141/142  Principles of Macroeconomics/Microeconomics (3)
    HIS 200 Foundations of American Civilization (3)
    HIS 201 Modern America (3)
    HIS 205 World Civilizations (3)
    HIS 252 Ohio and the Old Northwest (3)
    PLS 215 Introduction to Politics (3)
    GEO 111 Principles of Geography (3)

    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 200 Introduction to Teaching in a Diverse Society (3)
    EDU 205 Field Experience (1)
    SED 220 The Adolescent: Development and Diversity (2)
    PSY 254 Educational Psychology and Classroom Assessment (3)
    EDU 103 Computers and Technology in Education (2)
    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/Young 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 Clinical Practice(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 University 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.

    The subject fields in which students may seek licensure are:
    Adolescent/Young Adults (7-12)
    Integrated language arts
    (English)
    Integrated mathematics (Mathematics)
    Integrated social studies (History)
    Life science (Biology)
    Physical science (Chemistry or Physics)

    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 200 Introduction to Teaching in a Diverse Society (3)
    EDU 205 Field Experience (1)
    EDU 215 Human Growth and Development (3)
    PSY 254 Educational Psychology and Classroom Assessment (3)
    EDU 103 Computers and Technology in Education (2)
    EDU 332 Social and Philosophical Issues in Education (3)
    EDU 302 Reading in the Content Areas: Middle Childhood (3) or 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 Clinical Practice (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.

    The subject fields in which students may seek licensure are:
    Multi-age (Pre K-12)
    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 200 Introduction to Teaching in a Diverse Society (3)
    EDU 205 Field Experience (1)
    EDU 215 Human Growth and Development (3)
    PSY 254 Educational Psychology and Classroom Assessment (3)
    EDU 103 Computers and Technology in Education (2)
    EDU 332 Social and Philosophical Issues in Education (3)
    EDU 305 Content Area Literacy/General Methods (3)or EDU 302 Reading in the Content Areas: Middle Childhood (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 Clinical Practice (Vocational) (10)

    General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton University 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.

    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 (53-55 hours)
    Students interested in licensure in special education may complete the intervention specialist program for persons with mild to moderate disabilities (K-12).

    EDU 103 Computers and Technology in Education (2)
    EDU 215 Human Growth and Development (3)
    EDU 200 Introduction to Teaching in a Diverse Society(3)
    EDU 205 Field Experience (1)
    EDU 285 Phonics (3)
    EDU 302 Reading in the Content Areas: MC (3) or
       EDU 305 Content Area Literacy/General Methods (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

    PreK special needs endorsement (may be added to the early childhood or intervention specialist license) (17 hours)

    EDU 215 Human Growth and Development (3)
    SED 228 Intro to Students with Mild/Mod. Educational Needs (3)
    SED 230 Diagnosis and Educational Planning (3)
    SED 235 Reading and Language Arts for Diverse Learners (3)
    SED 381 Methods/Materials for Young Children with M/M    Educational Needs (2)
    SED 383 Early Intervention Practicum (3)

    The TESOL endorsement prepares students to teach English to speakers of other languages in classrooms in this country. The endorsement is added to a teaching license.

    Required: (17 hours)
    ENG 210 TESOL: Theories and Issues (3)
    ENG 220 TESOL: Instructional Methods and Assessment (3)
    ENG 252 Introduction to Linguistics (3)
    ENG 271 English Grammar (3)
    ENG 312 Language Variation (3)
    EDU 385 TESOL Practicum (2)

    Electives: (3 hours)
    PSY 262 Cross-cultural Psychology (3)
    SOC 325 Race & Ethnicity in American Society: History and Current Realities (3)
    SOC 162 Anthropology (3)
    one semester of foreign language (3)

    Middle Childhood endorsements may be added to a middle childhood license and prepares candidates to teach the subjects in grades 4-6.

    Language Arts (6 hours)
         EDU 297 Teaching Rdg Through Literature:MC (3)
         ENG 271 English Grammar (3)

    Mathematics (6 hours)
         MAT 185 Fundamental Mathematics Concepts: EC (3)
         MAT 186 Fundamental Mathematics Concepts: MC (3)

    Social Studies (6 hours)
         HIS 252 Ohio and the Old Northwest (3)
         PLS 215 Introduction to Politics (3)

    Science (8 hours)
         BIO 105 The Biological World (4)
         PHY 105 The Physical World (4)     
        

    Courses 

    EDU 103 Computers and Technology in Education(2)
    This course includes instruction about the use of computers and other technology for the classroom teacher. Students receive hands-on experience with computers, appropriate software for use in education such as presentation software, educational use of the Internet, and other classroom technology such as digital cameras and projection equipment. Prerequisites: none.

    EDU 200 Introduction to Teaching in a Diverse Society(3)
    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. Corequisite: EDU 205.

    EDU 205 Field Experience(1)
    Students complete a 50-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. Corequisite: EDU200. 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. 4 field hours.

    EDU 255 Developmental Curriculum in Early Childhood I: Science and Mathematics(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 in the science and math classrooms. 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); early mathematic experiences; discovery in the physical world; and nutrition. All topics will be addressed within a framework of cultural sensitivity. Curriculum areas addressed in this course use the Ohio Department of Educationís competency-based models as a framework. 1 field hours in an integrated, inclusive early childhood setting are required. Prerequisite: EDU 215 and sophomore standing.

    EDU 287 Developmental Curriculum in Early Childhood II:  Music & Movement(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 and 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. Prerequisites: EDU 200, EDU 205, EDU 215 and sophomore standing.


    EDU 282 Teaching Reading Through Literature: Early Childhood (3)
    During this course, students will read books for children pre-school through the primary grades, analyze and criticize their content, illustrations, and possible use, investigate the literatureís portrayal of ethic and racial groups, recognize outstanding authors and artists, learn how literature and visual art is integrated into the reading/language curriculum and develop reading aloud and storytelling techniques to promote literature appreciation.  This course will also provide opportunities that support the aesthetic development in and appreciation for visual art. Students will learn basic fundamentals of art and principles of design as tools to help make meaning from works of art, including picture book illustrations.  Emphasis is placed on methods that the general classroom teacher can use to communicate with and teach children with diverse learning styles in reading. Students will become sensitive to the concerns of speech and language differences related to culture and environmental issues.  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. 40 field hours. Prerequisites:
    EDU 200, EDU 205, EDU 215 and sophomore standing.

    EDU 287 Developmental Curriculum in Early Childhood 2:  Music and  Movement (3)
    This course provides opportunities that support development in music and movement in children ages 3-8 who are both typically and atypically developing. Students 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 childrenís aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning and assessing programs. Curriculum areas addressed in this course use the Ohio Department of Educationís Academic Content Standards as a framework. 1 field hours in an early childhood setting is required. Prerequisites: EDU 200, 205, 215 and 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. 90 field hours. Prerequisite: senior standing.

    EDU 297 Teaching Reading through Literature in Middle Childhood (3)
    This course focuses 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 are utilized. Students develop teaching and learning strategies to help students comprehend, interpret, evaluate and appreciate texts for students in grades 4-9. The Ohio Department of Education Academic Content Standards are used in this class.

    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. The Ohio Department of Education Academic Content Standards are used as framework for this course. 6 clinical hours.



    EDU 305 Content Area Literacy/General Methods (3)
    This is a course to prepare the prospective A/YA or MA 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 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 hours.

    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 Ohio Department of Education academic Content Standards 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. . Prerequisite: junior or senior standing

    EDU 332 Social and Philosophical Issues in Education (3)
    A critical examination will be made of selected historical, philosophical and social problems and promises 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. Ten hours of field experience are required. Prerequisites:
    EDU 200, EDU 205 and junior or senior standing.

    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 studentsí self-concept and understanding the use and abuse of teacher power. 12 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-renís 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 studentsí self-concepts and understanding the use and abuse of power. 12 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 the 7-12 classroom. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building studentsí self concepts and understanding the use and abuse of power. 45 field hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for A/YA.

    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 studentsí self concepts and understanding the use and abuse of power. 45 field hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for MA.


    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 the 4-12 classroom. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building studentsí self concepts and understanding the use and abuse of power. 45 field hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for vocational education.

    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. 40 field hours.

    SED 383 Early Intervention Practicum
    This course is designed to meet partial requirements for the Early Education of the Handicapped (EEH) endorsement.  It includes course content focusing on the needs of pre-school children with moderate to intensive educaitonal needs, and also includes a 30 hour focused field experience in an early intervention classroom.

    EDU 385 TESOL Practicum (3)
    A 30 hour practicum in a school based setting (K-12) with a cooperating teacher who is TESOL credentialed by the Ohio Department of Education. Bluffton University supervision is provided by a supervisor with TESOL credentials and experience in a TESOL classroom. Prerequisites:
    ENG 210, ENG 220, ENG 271, ENG 312. This course is also listed as ENG 385.

    EDU 386 Technology Practicum 1 (2)
    A supervised work/study technology placement in a campus setting consistent with the studentís interest and career goals. Students enrolled in the practicum will also meet one hour monthly to discuss their experiences with one another and with the instructor. This course is also listed as
    TEC 385.

    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 within the Ohio Department of Education Academic Content Standards and federal curriculum guidelines, assessment 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. 45 field hours for each of the two classes.

    EDU 410 Educational Technology (3)
    The intent of this course is to provide the student with skills necessary for using educational technology creatively in the classroom. Students will work in small groups with defined responsibilities and create and use the class as a lab for practice teaching. Simple non-traditional tools, such as microchip-controlled toys (such as Lego Mindstorms) will be explored and used. The course will focus on hands-on teaching, exploring the literature on technology and education and current technology tools used in the classroom. Prerequisites: TEC 100 and junior status. This course is also listed as TEC 410.


    EDU 430 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 445, EDU 450, EDU 451, EDU 452, EDU 453, OR SED 453 Clinical Practice (10)
    Clinical practice 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. Clinical practitioners spend full days in their assigned public classroom for 10 weeks during their senior year. Registration is limited to candidates who are formally accepted into Teacher education and who have applied for admission to Clinical Practice. Acceptance into Clinical Practice is based on completing the requirements specified in the Clinical Practice Handbook (available from the education department). Practitioners register for one of the following sections: Early Childhood (EDU 445), Middle Childhood (EDU 450), adolescent/young adult (EDU 451), multi-age (EDU 452), vocational (EDU 453), or Intervention Specialist (SED 453).

    Prerequisite for adolescent/young adult, multi-age and vocational: all professional education courses licensure area course work. Prerequisite for early childhood, intervention specialist and middle childhood include all major requirements as listed in the licensure program outlines. 10 weeks / full days. credit/ no credit.

    EDU 485 Technology Practicum 2 (2)
    A supervised work/study technology placement in an off-campus setting consistent with the studentís interest and career goals. Students enrolled in the practicum will also meet one hour monthly to discuss their experiences with one another and with the instructor. This course is also listed as TEC 485.


    Intervention Specialist/Special Education (SED)

    EDU 200 Introduction to Teaching in a Diverse Society (3)

    Click for course description.



    EDU 205 Field Experience (1)
    Click for course description. Corequisite: EDU 200. 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. 4 field hours. Prerequisites:
    EDU 200, EDU 205.


    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. 12 field hours. Prerequisites:
    EDU 200, EDU 205, EDU 215.


    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. Prerequisite:
    SED 228 and junior standing or consent of the instructor.


    SED 344 Intervention Specialist Classroom Organization (2)
    This course is designed to assist prospective intervention specialists 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 classroom settings, building students' self-concepts and understanding the use and abuse of power. 45 field hours. Prerequisites: junior standing and all major requirements as listed in the professional preparation outline for early childhood.


    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 student 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. Students will develop knowledge and skills in designing lessons, classroom environments, community-based instruction and transition planning. Topics to be covered in this course: communicating for student 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 in social and independent living; working with families. 45 field 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 ďleast restrictive environmentĒ 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. The Ohio Academic Content Standards are used. Topics with in 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 childrenís 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. 12 field hours. Prerequisite:
    SED 228.


    SED 453 Clinical Practice- IS (10)
    Clinical practice 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. Clinical Practitioners 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. Prerequisite: senior standing.