Department of Teacher Education and Leadership Studies

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ECIS 2600    Educating the Whole Child    3 s.h.

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

ECIS 2629    Best Practices in ECIS    3 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

EMCE 5801    Early Childhood Generalist Science    2 s.h.

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

EMCE 5802    Early Childhood Generalist Math    2 s.h.

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

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

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

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

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

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

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

EDFN 1501    Introduction to Education    3 s.h.

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

EDFN 3708    Education and Society    3 s.h.

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

EDFN 3710    Educational Assessment    3 s.h.

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

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

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

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

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

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

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

HEPE 1579    Rhythmic Movement for Children    1 s.h.

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

HEPE 2610    Introduction to Outdoor Pursuits    3 s.h.

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

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

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

HEPE 2628    Movement for Early Childhood    3 s.h.

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

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

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

HEPE 2672    Mechanical Principles of Movement    3 s.h.

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

HEPE 2689    Scientific Basis of Fitness    3 s.h.

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

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

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

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

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

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

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

HEPE 3740    Coaching the Young Athlete    3 s.h.

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

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

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

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

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

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

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

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

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

HEPE 3780    Methods of Teaching Dance    3 s.h.

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

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

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

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

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

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

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

HEPE 4860    Internship for Coaching Education    3 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

RSS 1570    Approaches to Professional Assessments    2 s.h.

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

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

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

SED 3706    Principles of Teaching Adolescents    3 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SPED 4854    Cross-Curricular Interventions    4 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SPED 6928    Transition to Adult Life    3 s.h.

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

SPED 6929    Assessment of Exceptional Learners    3 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TERG 3700    Phonological Awareness and Phonics    3 s.h.

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

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

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

TERG 3701    Phonics in Reading Instruction    3 s.h.

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

TERG 3702    Developmental Reading Instruction    3 s.h.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TERG 6923    Literacy and Phonics Instruction    3 s.h.

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

TERG 6924    Content Literacy    3 s.h.

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

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

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

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

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

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

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

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

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

TCED 2600    Becoming an Education Professional    1 s.h.

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

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

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

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

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

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

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

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

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

TCED 5888    Topical Seminar    1-3 s.h.

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