Core Courses

EDUC 500 CONTEMPORARY EDUCATION: ISSUES AND PRACTICES 3

An introductory course designed to study contemporary issues: their theoretical, political and

social backgrounds, their current status and ways to make decisions about them and inform practice regarding them.
 

EDUC 501 APA SEMINAR 0

This course is designed to give the graduate student a basic understanding of the APA writing, citation, and reference styles. The seminar is to be taken by the student during the first semester they are enrolled in the graduate program. This seminar, along with the other core courses, is a prerequisite to all Capstone Experiences for the M.Ed. Degree. Because there is 0 credit, there is no tuition cost to the student. However, the credit will appear on the student's transcript. The seminar requires at least six (7 ½) clock hours of class time.
 

EDUC 506 QUALITATIVE RESEARCH 3

A course designed to acquaint students with school-based inquiry. Focuses on philosophical and historical roots of investigation in education settings, with an emphasis on qualitative research methodology, techniques of exploring data, guided practice, ethical and social issues.
 

EDUC 508 EDUCATIONAL STATISTICS, RESEARCH AND EVALUATION PROCEDURES 3

A course to make students literate in reading and evaluating descriptive and inferential statistics. Basic computation and interpretation of statistical procedures, research techniques and reporting methods are emphasized.
 

EDUC 521 PRINCIPLES AND PROCEDURES OF CURRICULUM DEVELOPMENT 3

A survey course in curriculum development which encompasses elementary, middle, and high school. Students examine the impact of past and present curriculum practices, including computer utilization and management, major groups and individuals in society who influence curriculum, trends and innovations in curriculum, approaches to evaluation of curriculum experiences, professional techniques of curriculum development, and the role of pupils, teachers, administrators, scholars, parents, and other groups in shaping curriculum. Current literature and research is emphasized.
 
 
 

Professional and Elective Courses

EDUC 504 INSTRUCTIONAL TECHNOLOGY LAB 0

Concurrent with 505, or 586 (Bachelor's Plus students only)

This self-instructional lab provides students with the opportunity to gain hands-on experience with the basic operation of various instructional technologies. Students are required to satisfactorily demonstrate their skills with these operations. The basis skills included in this lab will provide the foundation for the integration on instructional in field and methods courses (Bachelor's Plus) or in the computer/ technology sequence (graduate students seeking the endorsement). Concurrent registration with EDUC 586 (Bachelor's Plus) is required.
 
 
 
 
 
 
 

EDUC 505 INTRODUCTION TO THE PRINCIPLES OF INSTRUCTIONAL TECHNOLOGY 4

This course offers students an introduction to the theories and principles of instructional technology. There are five main areas of focus in this course: 1. Research, theory and history of instructional technology; 2. Visual literacy 3. Evaluation of instructional technology (including information on design criteria); 4. The relationship of instructional technology to learning styles; and 5. Instructional computing experiences. To assist in developing a link between theory and practice, students will also have some hands-on experience with various forms of instructional technology and with problem-solving techniques appropriate to the media.
 

EDUC 507 LANGUAGE/COMMUNICATION DISORDERS IN CHILDREN AND INTERVENTION 3

Prerequisite: EDUC 546 , concurrent with EDUC 524, 549

An overview of language, both normal and disordered, with emphasis on terminology, acquisition, development, physiological and psychological systems, impact upon learning, assessment, and intervention strategies available to teachers.
 

EDUC 509 INTERMEDIATE STATISTICS 2

Prerequisite: EDUC 508 or permission of professor

The intermediate educational statistics course is divided into three parts. During the first portion of the course the students conduct an in-depth study of research design. The second portion of the course involves a study of the intermediate level of statistical tools. The final portion of the course requires that each student present his or her proposed research project for clinical evaluation by the class and instructor.
 

EDUC 512 TELECOMMUNICATIONS & NETWORKING FOR EDUCATORS 2

this course focuses on two main areas; Incorporating telecommunications & networking to support classroom instruction & classroom management.
 

EDUC 520 ORIENTATION TO DEAFNESS AND INTRODUCTION TO AMERICAN SIGN LANGUAGE 3

This course is an introduction to deaf culture, etiology, advocacy groups related to persons who are deaf and/or nonverbal, and nonverbal communication methods. Historical, sociological and literary aspects will also be studied. Students will develop elementary conversational skills in the use of sign language and with communication and with communication with individuals who are deaf and/or nonverbal.
 

EDUC 523 CURR & METHODS EARLY CHILDHOOD SOCIAL STUDIES 3

This course will provide fundamental knowledge in the areas of curriculum and instructional strategies for early childhood education in social studies. Emphasis will be placed upon the inductive approach by combining process skills and inquiry techniques designed to implement social studies curriculum.
 

EDUC 524 INTERVENTION SPECIALIST SPEECH/LANGUAGE FIELD EXPERIENCE 1

Prerequisite: EDUC 564, concurrently with EDUC 507

This field experience is to provide hands-on experience in the areas of speech/language stimulation and remediation under the supervision of a licensed speech/language pathologist.
 
 
 
 
 

EDUC 530 INSTRUCTIONAL DESIGN USING HYPERMEDIA 2

Prerequisite: EDUC 505, EDUC 536

Beginning with are review of instructional design principles, students will design instruction for implementation in the classroom using multimedia. Class discussions will include design considerations related to research on learning and teaching with interactive programs, including (1) screen design related to research on visual literacy, and (2) behavioral and constructivist learning theories and their impact on the design. The students will learn different skills in processing elements in the multimedia project, such as digitizing audio, video, and still images.
 
 
 

EDUC 531 WRITING AND SECURING GRANTS RELATED TO TECHNOLOGY 1

Prerequisite: EDUC 505

Students will not only learn important principles of grant-writing related to securing software and hardware, but they will also create a grant appropriate for their unique school situation. A variety of grant resources will be surveyed.
 

EDUC 533 SEMINAR: USING COMPUTERS WITH SPECIAL POPULATIONS 2

This seminar will change periodically to examine special topics of current interest in the filed of educational technology. "Using Computers with Special Populations" will explore a variety of programs which may be suitable for use with mentally and/or physically handicapped, learning disabled and gifted students Class discussions will include 1. Motivation and self-esteem related to using computers, 2. Software considerations with special populations, and 3. Individualized instruction. A variety of computers will be used in the class.
 

EDUC 535 CURRICULUM/METHODS FOR CAREER DAILY LIVING AND SKILLS FOR STUDENTS WITH NEEDS FOR MILD/MODERATE/INTENSIVE EDUCATIONAL INTERVENTION 3

Prerequisite: EDUC 546 concurrently with EDUC 569

Emphasis is on curriculum, methods, materials, and technology to be used in teaching career/self care/community living/personal-social/occupational skills to students with needs for mild/moderate/intensive educational intervention.
 

EDUC 536 INSTRUCTIONAL DESIGN 3

Prerequisite: EDUC 504, 505

This course introduces students to the process of instructional design. Students will apply this process to the creation of effective lesson plans and assessment techniques, as well as identify the proper technology to be utilized in these activities.
 

EDUC 537 ISSUES AND CONCERNS RELATED TO TECHNOLOGY IN EDUCATION 3

Prerequisite: EDUC *504, *505 (for those completing computer/technology endorsement)

This course focuses on three main areas: The social and ethical issues related to the use of technology in education; the selection, evaluation, and purchasing of appropriate software and the appropriate organization and management of lab facilities.
 
 
 
 
 

EDUC 538 METHODS FOR INTEGRATING TECHNOLOGY INTO THE CLASSROOM 3

Prerequisites: EDUC 504, 505, 536 Concurrent with EDUC 539

This course provides students with ideas for and examples of integrating technology into classroom settings. Students will have the opportunity to integrate instructional technology based activities into their classrooms. They will also gain experience with various types of technology: multimedia, telecommunications, applications tools, etc.
 

EDUC 539 METHODS FOR INTEGRATING TECHNOLOGY INTO THE CLASSROOM FIELD EXPERIENCE 1

Prerequisites: EDUC *531, *532, *536 Concurrent with EDUC *538 (for those completing computer/technology endorsement)

This field activity provides students with school-based experience in the selection and utilization of software and hardware. Students will also be involved in integrating technology into their classroom setting.
 

EDUC 541 CREATING EFFECTIVE LEARNING ENVIRONMENTS 3

Prerequisite: EDUC 546

This course is designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. A positive approach which emphasizes the dignity of the student will be emphasized.
 

EDUC 542 COMMUNICATION, CONSULTATION, AND TEAMING SKILLS 3

A course designed to provide professionals working within the field of exceptionalities an understanding of effective verbal and nonverbal communication skills, listening skills, and personality traits perceived as supportive. The development of sensitivity to the needs of individuals, families and professionals is emphasized. Focus will be on collaboration, consultation, and teaming with emphasis on the skills of problem skills, effective handling of confrontational situations and seeking and utilizing interdisciplinary support from other professionals.
 

EDUC 543 TRANSDISCIPLINARY TEACHING FOR THE MULTIHANDICAPPED 3

TRANSDISCIPLINARY teaming to meet the physical/medical, communication and habilitation/rehabilitation needs of the multihandicapped. Local, state and national services will be discussed.
 

EDUC 546 INTRODUCTION TO EDUCATIONAL INTERVENTION 3

This course is designed to review the history, legislation, legal definitions, characteristics, and educational concerns of students with need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives, and professional resources will be emphasized.
 

EDUC 547 ADMINISTRATIVE POLICIES AND PROCEDURES FOR INTERVENTION SPECIALISTS 3

Concurrently with EDUC 584

Administrative/ management procedures specific to special education programs for learners with moderate to intensive needs for educational intervention are described and practiced. Relationships between school personnel and parents. training and management of paraprofessional, budgeting, funding sources. scheduling, consultative procedures, interpersonal communication skills, enhancing team performance, and taking advantage of cultural and linguistic diversity are all addressed within the course.
 

EDUC 548 ASSESSING AND TEACHING CHILDREN WITH MILD/MODERATE EDUCATIONAL NEEDS 3

Prerequisite: EDUC 546 Concurrently with EDUC 570

Emphasis is placed on developing the ability to use a variety of curriculum, methods, materials, and technology available for educating students with mild/moderate educational needs. Assessment and evaluation techniques for both academic and non-academic areas are emphasized with a focus on critical analysis of current research and design of action research. The graduate students use these skills to assess and instruct a child or a small group of children.
 

EDUC 550 INTRODUCTION TO EDUCATIONAL ADMINISTRATION 3

This course focuses on the entry level building administrator in the elementary, middle and secondary school. Emphasis will be placed on problem-based learning. The prospective administrator will acquire a knowledge base which links theory and research to practice. The course deals with the role of the contemporary school leader as it relates to the change process, instructional improvement, empowerment, and respecting diversity in the decision making process.
 

EDUC 551 ADMINISTRATION OF PUPIL PERSONNEL SERVICES 3

Prerequisite: EDUC 550; 555; 683

This course provides school administrators with information and skills to effectively organize, manage, supervise and provide leadership for the programs, departments, and agencies that are associated with pupil personnel services in schools.
 

EDUC 552 SCHOOL LAW AND ETHICS 3

A course in basic school law related to teaching and school administration. Legal and ethical principles originating in statutory, judicial and common law relevant to curriculum, contracts, personnel administration, liability and finance are included.
 

EDUC 554 COLLECTIVE BARGAINING 3

A course providing a foundation in State and Federal law, negotiating processes and strategies, and fiscal and administrative concerns dealing with collective bargaining.
 

EDUC 555 HUMAN BEHAVIOR IN EDUCATIONAL ADMINISTRATION 3

This course is designed to acquaint the prospective entry level school leader with the interpersonal skills needed to function successfully in today's educational setting. The course addresses the various public which the successive school leader must interact and the various skills needed. Case studies will be used to demonstrate real-life situations and promote discussion to determine issues and probable solutions.
 

EDUC 559 BUILDING, GROUNDS AND FACILITIES 3

The course explores present and future facility planning and equipment needs of schools, determines the efficiency of present facilities, operations, housekeeping, and maintenance programs and plan for school construction programs. Plans for financing construction are discussed. The role of educational facilities in the teaching/learning process is a central theme throughout the course.
 

EDUC 560 LITERACY FOR THE 21ST CENTURY: FOUNDATIONS FOR EFFECTIVE LITERACY LEARNING 3

A course designed to provide advanced study of development and instruction of literacy. Theoretical understandings will be explored and analyzed, especially as influencing practice. The knowledge necessary to apply appropriate instructional and programmatic decisions including knowledge of the learner, the reading and writing processes, instructional strategies, materials, assessment procedures, and classroom environment will be the focus of the course.
 

EDUC 561 CONTENT AREA LITERACY AND LEARNING 3

A course designed to provide teachers of all subject areas with knowledge to integrate language processes, especially reading and writing, into their instruction. The course focuses on theoretically supported instructional strategies that enable all students to use reading, writing, speaking, listening, viewing, and visual production as means to learn content.
 

EDUC 562 LITERATURE FOR CHILDREN THROUGH YOUNG ADULTS 3

Exploration of issues in literature for children through young adults including: history, criticism, trends, authors, illustrators, genres, instructional strategies, and organization of literature instruction and programs. The course participant will become proficient in selecting quality literature of various genres to match instructional objectives.
 

EDUC 563 ADVANCED STUDIES IN THE LANGUAGE ARTS 3

This is a course in the language arts with specific emphasis on the relationships that exist among reading, writing, speaking and listening. Students will study current theory regarding language arts instruction and examine its role in relation to all areas of the curriculum. Through discussion and participation, the students will become familiar with organizational structures that encourage language learning in the language arts areas. In addition to organizational considerations, the course will address issues such as story telling and story reading, adaptions for special populations, visual literacy, writing in a variety of forms (poetic, narrative, expository, and persuasive), handwriting, spelling instruction, and assessment.
 

EDUC 564 CURRICULUM AND METHODS OF EARLY CHILDHOOD MATHEMATICS 3

A study of the curriculum content recommended for pre-kindergarten through the middle grades, along with the instruction methodology appropriate for teaching that content. Emphasis will be placed upon the scope and sequence of mathematics deemed appropriate for the curriculum of early childhood children, the appropriate use of concrete models, analysis of error patterns, and applications of technology
 

EDUC 565 READING RECOVERY I & II: RECOVERY TEACHER TRAINING 3/3

The purpose of these courses is to prepare and assist the teacher in implementing a Reading Recovery intervention program for first-grade children who are at-risk of failing to learn to read. Participants will learn to 1) systematically observe, record and reflect on students' reading and writing behavior over time; 2) apply Reading Recovery theory and procedures for effective one-to-one intervention; 3) assist first-grade teachers in creating supportive learning-to-read environments for Reading Recovery children; and 4) develop, in conjunction with teacher leaders and classmates, a theory of how at-risk children learn to read. (Enrollment is opened to teachers selected by their school districts to implement a Reading Recovery program.)
 

EDUC 567 TOPICS IN READING RECOVERY 2

LEARNING TO LOOK AT PRINT FOR THE LOW-PROGRESS READER

The purpose of this course is to support trained teachers who are implementing the full Reading Recovery Program with first-grader students. Course sessions will meet over the academic year. Topics will be selected each academic year. Teachers will also be updated on the progress and revision of program policy. School and university site teaching demonstrations will be utilized to generate discussions and review of Reading Recovery procedures. Teacher leader supervision of school site programs will be conducted along with individual teacher research into aspects of at-risk readers' progress. (Participants will be limited to six hours of credit. Enrollment opened to trained Reading Recovery teachers.)
 

EDUC 568 CURRICULUM AND METHODS FOR EARLY CHILDHOOD SCIENCE 3

This course will provide fundamental knowledge in the areas of curriculum and instruction strategies for early childhood education in science. Emphasis will be placed upon the inductive approach by combining process skills and inquiry techniques designated to implement science curriculum.
 

EDUC 569 TEACHING CAREER/ DAILY LIVING SKILLS TO STUDENTS WITH NEED FOR MILD/ MODERATE/ INTENSIVE EDUCATIONAL INTERVENTION FIELD EXPERIENCE 1

30 Field Hours, Prerequisite EDUC 546 concurrent with 535

Field experience to afford graduate students working toward Intervention Specialist I Mild/Moderate or Intervention Specialist II Moderate/Intensive, opportunities to teach career / daily living/ personal-social/ community skills to students with need for mild/ moderate/ intensive educational intervention.

Fee required to cover cost of milage expense for travel by supervisor, copies/materials to student.
 

EDUC 570 ACADEMIC FIELD EXPERIENCE FOR THE EDUCATION OF STUDENTS WITH MILD/MODERATE EDUCATIONAL NEEDS FIELD EXPERIENCE 1

30 Field Hours, Prerequisites: EDUC 546. Must be taken concurrently with EDUC 548.

This field experience is designed to provide hands-on experience in the areas of assessment, curriculum development, implementation of techniques to enhance learning, and evaluation of student progress. Fee required to cover cost of milage expense for travel by supervisor, copies/materials to student.
 

EDUC 571 SPECIAL TOPICS FOR SCHOOL TREASURERS/BUSINESS MANAGERS 1-6

The purpose of these seminars is to provide school treasurers, school business officials and school administrators the opportunity to broaden their skills and knowledge of current issues related to school management. These courses will be presented in seminar format, such as Wednesday-Thursday or Friday-Saturday, etc., and will be taught by specialists in the area of expertise being reviewed. One to three semesters of credit may be earned for such seminars depending upon the time commitment required for each course. The prerequisites required for a specific course would depend upon the detail and rigor of the course. May be taken up to a total of 6 s.h. with approval.
 

EDUC 572 MULTIHANDICAPPED TRANSDISCIPLINARY FIELD EXPERIENCE 1

Concurrently with EDUC 543; Field hours: 30

This field experience is to provide hands-on experience in the areas of TRANSDISCIPLINARY teaching for multihandicapped students
 

EDUC 574 INVENTORY MANAGEMENT 3

A general course in inventory management dealing with compliance regulations and accounting of equipment and supply inventories.
 

EDUC 575 MANAGEMENT OF SCHOOL FOOD SERVICES 2

A basic course to familiarize the treasurer and/or business manager with the concepts of school food service management.
 

EDUC 576 SCHOOL PURCHASING PROCEDURES 2

A basic course in school purchasing procedures dealing with legal requirements and the flow of information and paper work necessary to initiate, process, and complete a purchase by the encumbrance method.
 

EDUC 578 MANAGEMENT OF STUDENT ACTIVITY ACCOUNTS 3

A course planned to help the student understand how the student activity funds function within the framework of the educational and organizational policies of the school district's Board of Education.
 

EDUC 579 MANAGEMENT OF PUPIL TRANSPORTATION SERVICES 3

A basic course to familiarize school treasurers and/or business managers with the concepts and intricacies of pupil transportation.
 

EDUC 580 EARLY CHILDHOOD INTERVENTION FOUNDATIONS 3

This course is designed to provide a foundation to the field of early childhood intervention specialties. The student will conduct ethnographic case studies of young children, age three through eight (prekindergarten through grade three) with mild/moderate/intensive exceptional educational needs. Emphasis is placed on principles of service coordination to integrate goals from multiple developmental domains within the context of activity-based, inclusive intervention.
 

EDUC 581 ASSISTIVE AND INSTRUCTIONAL TECHNOLOGY FOR INTERVENTION SPECIALISTS 2

Prerequisites EDUC 504 and 505 Concurrently with EDUC 582

This course is designed to help students in the Intervention Specialist Program to use technology and materials specifically to teach and assist exceptional learners. Adaptations to typically available technology and materials and those specifically designed to assist the learner with challenges will be studied.
 

EDUC 582 SENSORY MOTOR: INTERVENTION SPECIALIST MODERATE/INTENSIVE Prerequisites EDUC 520; concurrent with EDUC 583 3

This course is designed to provide curriculum models, specialized methods, materials and equipment to teach students with moderate and intense special needs in the areas of vision, hearing, sensory motor, physical and health needs. A TRANSDISCIPLINARY approach is emphasized.
 
 
 

EDUC 583 SENSORY/MOTOR FIELD - INTERVENTION SPECIALIST MODERATE/INTENSIVE 1

30 Field hours, Prerequisites EDUC 546: concurrent with EDUC 582

A field placement taken concurrently at the graduate level with Educ 582 Sensory/Motor for IS 2 Intervention Specialist/Moderate/Intensive, to be completed in an inclusive educational setting.
 

EDUC 584 COMMUNICATION: INTERVENTION SPECIALIST MODERATE/INTENSIVE

3

Prerequisites EDUC 520, 507 concurrent with EDUC 547, 585

This course is designed to provide curriculum models, specialized methods, materials and equipment to teach students with moderate and intense special needs in the area of communication. A TRANSDISCIPLINARY approach is emphasized.
 

EDUC 585 Communication Field - Intervention Specialist Moderate/Intensive 1

30 Field Hours, Prerequisites EDUC 546, 507; concurrent with 584

A field placement taken concurrently at the graduate level with Educ 584. Communication for IS 2 Intervention Specialist Moderate/Intensive, to be completed in an inclusive educational setting.
 

EDUC 586 Effective Instruction 3

Taken before or concurrently with EDUC 587, 588, 589 field experiences and other course work

This course will serve as an entry level into the Bachelor's Plus Program. It will provide opportunities for students to explore and/or confirm their entry into a teaching field. Fundamental knowledge essential for a beginning student will be presented through the course knowledge, skills and disposition goals/objectives, and activities and experiences gleaned from the course.
 

EDUC 587 MULTICULTURAL FIELD EXPERIENCE 3

To be taken concurrently with EDUC 586

A field experience which emphasizes knowledge of multiculturalism, cultural differences, constantly changing family life, interpersonal communication theories, interpersonal relations, human relation skills, motivational skills, as related to teaching in a culturally, racially, and socioeconomically diverse society; and working effectively with students regardless of race, political affiliation, religion, age, sex, and socio-economic status. Knowledge of the influence of teacher expectations on student achievement and the impact of home efforts on student performance are also emphasized. The completion of this experience should help the student be more effective in the decision making process, and in developing self-assessment knowledge and skills. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
 

EDUC 588 ASSESSMENT, INSTRUCTION, EVALUATION AND INTERVENTION FIELD EXPERIENCE 3

To be taken concurrently with EDUC 586

A field experience which emphasizes decision making in assessment, instruction, evaluation and intervention regarding individual pupil learning needs and appropriate instructional strategies to address the needs of pupils, including those with exceptionalities and differing learning styles. This field experience will provide application through individual and/ or small group tutoring. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
 

EDUC 589 TEACHING SKILLS FIELD EXPERIENCE 3

To be taken concurrently with EDUC 586

A field experience which emphasizes the development and use of teaching strategies, methods, skills and assessments as they relate to the principles of teaching and learning, and the decision making process. Time will be spent on applying planning and management skills to the instruction, discipline, behavioral concerns and decision making in the instruction, discipline, behavioral concerns and decision making in the instruction of small groups and whole class. The student will use a variety of teaching strategies, methods, skills and instructional resources. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
 

EDUC 590 STUDENT TEACHING 5-10

Supervised field experience in licensure area(s) in an elementary, middle, and/or secondary school. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 591 STUDENT TEACHING FOR TALENTED PROGRAMS 5

Supervised Field Experience Instruction School-Aged Students Identified as Gifted and Talented. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 592 STUDENT TEACHING FOR INTERVENTION SPECIALIST 5-10

Supervised field experiences in teaching for intervention specialist. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 593 BIO-MEDICAL ISSUES FOR CHILDHOOD PROFESSIONALS 3

A study of biological, physiological and medical issues and conditions as they relate tot he developing child from birth to age 8. The importance of understanding these issues in relation to the appropriate education and support of young children and their families is emphasized. Individual consideration that affect typical development or educational environment (e.g. attention problems, allergies, disabilities, etc.) are explored and appropriate techniques and resources for reducing the impact of these conditions on the child and learning potential examined.
 

EDUC 594 ADVANCED STUDY OF CHILD DEVELOPMENT IN THE CONTEXT OF THE LIFE SPAN 3

Advanced study of various stages of cognitive, language, physical, social, emotional and moral development through the life span with emphasis on child development theory and research for the prenatal period through age eight
 

EDUC 595 PARENTAL AND NON-PARENTAL ADULT-CHILD RELATIONSHIPS 3

An in-depth examination of family systems theory; understanding how the child affects and is affected by parents, siblings, the extended family and the community. A number of current child rearing practices are explored as well as the non-parental adult's effectiveness in working with children and their families.
 

EDUC 596 MIDDLE GRADES METHODS & ASSESSMENT 3

This course is designed for persons in Bachelor's Plus program who are seeking the middle grades licensure (4-9). Emphasis are placed on the development of content specific curriculum and instructional delivery, and assessment procedures which meet the specific needs of all middle grades students.
 

EDUC 597 MIDDLE GRADES PHILOSOPHY, ORGANIZATION & CLIMATE 3

This course is designed for persons in the bachelor's Plus Program who are seeking the middle grades license (4-9). Emphasis are placed on the philosophy of middle level school, the psychology of the preadolescent and adolescent student, the role of teacher as counselor, in teaming, curriculum and instruction.
 

EDUC 598 INDEPENDENT STUDY 1-5

A planned study designed to extend student knowledge in any field related to major graduate areas through independently developed project work. Enrollment limited to students with graduate standing and permission of professor and director of graduate studies.
 

EDUC 599 GROUP STUDIES 1-5

A planned study designed to extend group knowledge in any field related to major graduate areas through cooperatively developed project work. Graduate standing.
 

EDUC 600 STUDENT TEACHING FOR EARLY CHILDHOOD 5-10

Supervised Field Experience instruction for Ealry Childhood students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 601 STUDENT TEACHING FOR MIDDLE CHILDHOOD 5-10

Supervised Field Experience instruction for Middle Childhood students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 
 
 

EDUC 602 STUDENT TEACHING FOR ADOLESCENT/YOUNG ADULT 7-12 5-10

Supervised Field Experience instruction for Adolescent/Young Adult 7-12 students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
 

EDUC 603 EARLY INTERVENTION AND INTEGRATION FOR AT-RISK AND HANDICAPPED YOUNG CHILDREN 3

(Prerequisites EDUC 594 and EDUC 669)

A study of early intervention models current trends and service delivery for children birth to age six years and their families. Emphasis will be placed on both developmentally appropriate practice and the role of the family.
 

EDUC 604 EARLY CHILDHOOD/EARLY EDUCATION OF THE HANDICAPPED SEMINAR: FAMILY DYNAMICS 1-2

This course concentrates on the family-centered model of early intervention. Multifactored issues of current social changes that influence early intervention practices will be included.
 

EDUC 605 EARLY CHILDHOOD/ EARLY EDUCATION OF THE HANDICAPPED :SUPPORT SERVICES AND RESOURCES; LEGAL AND ETHICAL ISSUES 1-2

A study of current research involving the development of language and social skills the context of play and care giver interaction.
 

EDUC 606 EARLY CHILDHOOD/EARLY EDUCATION OF THE HANDICAPPED SEMINAR: COMMUNICATION, PLAY, AND SOCIAL DEVELOPMENT AMONG TYPICAL AND SPECIAL NEEDS YOUNG CHILDREN 1-2

A study of current research involving the development of language and social skills withing the context of play and caregiver interaction.
 

EDUC 607 STUDENT TEACHING FOR MULTI-AGE PRE K-12 5-10

Supervised Field experience instruction for Multi-age Pre-K-12 students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 608 OBSERVATION AND ASSESSMENT: LABORATORY 3

Prerequisites EDUC 594, 595, 632, 667

A graduate field/ clinical laboratory experience in which students utilize various assessment strategies to determine collective and individual learning needs of pre-kindergarten children in a laboratory setting. The data gathered is then utilized to provide hands-on, play-based experiences for individuals within the group of children.
 

EDUC 631 IMPLICATIONS OF FOUNDATIONAL STUDY TO CURRENT ISSUES AND PROGRAMS IN EARLY CHILDHOOD EDUCATION 3

Prerequisites: Educ 500 and EDUC 594

A cross-disciplinary examination of the major tenets guiding practice in the field of early childhood education from a historical/philosophical perspective. Graduate students have an opportunity to learn alternative perspectives to central issues currently generated by leaders in the field and in the related professions involved with children and families. Various models and delivery systems are addressed with the possible use of telecommunications, and public policy related field trips as well as traditional instructional strategies.
 

EDUC 632 IMPROVING CLASSROOM INSTRUCTION 3

The purpose of this course is to prepare the student to be an instructional leader. Through reading, discussion, modeling and lectures, the student will know the latest research in learning theory, models of effective teaching and the cycle of instruct, assess, intervene, and evaluate when teaching in the elementary, middle and high school. Special emphasis will be given to placing a balance between mastery of basic skills and the development of higher-order thinking and problem-solving processes.
 

EDUC 633 ORGANIZATION AND MANAGEMENT OF EDUCATIONAL

TECHNOLOGY 3

Prerequisites; EDUC 504, 505

This course introduces students to three main areas; the knowledge of hardware and education of technology installation and maintenance of such hardware. And the appropriate policies for use of technology in education.
 

EDUC 635 INSTRUCTIONAL ORGANIZATION AND MANAGEMENT 3

To develop teacher management skills related to organizational concepts of curriculum and instruction including staffing patterns, space and time utilization concepts and media materials for pupils in formulating and implementing learning programs.
 

EDUC 636 FOREIGN LANGUAGE EDUCATION CURRICULUM & INSTRUCTION 3

Prerequisite: Successful completion of intermediate foreign language courses or equivalent.

A course designed to examine the theoretical and practical issues relating to the teaching of foreign languages K-12. Instructional practices pertaining to the following are explored through lectures, reading of current literature, class discussion, guest speakers, etc; the role of context in comprehension and learning , listening, reading, oral proficiency, writing, testing, culture, and curriculum.
 

EDUC 637 THE TEACHING OF FOREIGN LANGUAGES 3

Prerequisite: Successful completion of intermediate foreign language courses or equivalent.

Intended for students who are working toward licensure. Permission of instructor required for all others.

The practical application of the underlying theories and issues pertaining to second/foreign language education. Students will participate in lesson development, peer teaching experiences, materials development, and test construction appropriate for the teaching of foreign languages K-12.
 

EDUC 638 ADVANCED CLASSROOM AND INDIVIDUAL MANAGEMENT 3

Comprehensive studies of positive classroom and individual student management techniques. Emphasis is on developing appropriate strategies for young children with diverse backgrounds and developmental needs.
 

EDUC 640 SEMINAR: PROBLEMS IN CURRICULUM AND INSTRUCTION 1-5

Specific subtitles added based on seminar content

Individual and group study of problems related to teaching areas in elementary, middle or high school instructional programs.
 

EDUC 641 MEETING THE NEEDS OF YOUNG ADOLESCENTS 3

After a brief overview of the social, emotional, physical, moral, and intellectual needs of young adolescents, this course will explore the implications of those needs for effective middle childhood education. Emphasis is on promoting the development of individual students within a diverse group of adolescent and preadolescent students.
 

EDUC 642 TRANSFORMING THE MIDDLE SCHOOL 3

this course is a detailed overview of the middle school and its place in the K-12 district structure. Emphasis will be placed on the development of a middle school philosophy, the components of an effective middle school, development of a middle school program, restructuring issues, and evaluation of middle school effectiveness.
 

EDUC 643 MIDDLE CHILDHOOD INTERDISCIPLINARY METHODS AND ASSESSMENTS 3

To develop teacher management skills related to organizational concepts of curriculum and instruction including; new science of teaching and learning based on cognitive psychology; curriculum mapping to see interrelationships between subject areas and opportunities for interdisciplinary studies; uses of various student groupings for learning projects and alternative approaches to assessment.
 

EDUC 645 EDUCATIONAL PSYCHOLOGY AND HUMAN DEVELOPMENT 3

The course addresses theories of human development, the scientific worthiness of the theories, and assists in developing an understanding of how the theories may be applied to schooling. Students will apply research related to human development and educational psychology for the improvement of instruction, curriculum and administration.
 

EDUC 650 NATURE AND NEEDS OF THE TALENTED 3

A background course designed to acquaint the student with the definitions, characteristics, potentialities, abilities, and learning styles of academically talented, creative, visual and performing arts talented, and other talented students. Methods of identification and a survey of assessment instruments shall be explored through a review of related and historical research as well as a critical examination of current practices in education of the talented. This course fulfills state requirements for licensure for Intervention Specialist/ Gifted.
 

EDUC 651 CURRICULUM DEVELOPMENT FOR EDUCATION OF THE TALENTED 3

Prerequisite: EDUC 650 is suggested

This course examines curriculum processes necessary for providing a differentiated education for the talented, including but not limited to academically talented, visual and performing arts talented, and creative students. Students will study a variety of theoretical models useful in the development of curriculum for the talented. Students will analyze processes and methods for organizing learning for the talented, with emphasis on flexibility and continuous progress. Students will develop instructional materials based on useful models and will adapt existing teaching aids to meet the curricular needs of outstandingly talented students individually and in special groups, using techniques of acceleration, enrichment, and special placement. This course fulfills requirements for licensure of Intervention Specialist/ Gifted.
 

EDUC 652 Development and Supervision of Programs for the Talented 3

Prerequisites EDUC 650 and EDUC 651

This course is designed for educators who will be directly involved in the administration of talent development education programs. Job descriptions, program prototypes and evaluation techniques will be discussed, as well as guidelines for the development of grants, proposals and budgets. Participants will explore the steps in developing talent development education programs, including needs assessment, identification, assessment instruments, selection of personnel, staff development, supervision, formative and summative evaluation, philosophy and curriculum. Students will become cognizant of current practices, trends, and pertinent research within the field of gifted education and talent development education.
 

EDUC 653 Guidance and Counseling for the Talented 3

Prerequisites EDUC 650 and EDUC 651

Guidance and counseling theories and practices for dealing with the affective, career, and educational planning needs of the outstandingly talented in the four areas identifies - intellectual, specific academic, creative, and arts - by the Ohio Standards will the main thrust of this course. Needs of special and diverse populations of talented students will also be considered. Among these will be disadvantaged, rural, young, females, minorities, twice-exceptional, very high - IQ, and underachieving students. Techniques and strategies involving the cooperative effort and utilization of parents, community agencies, advocacy groups, and school personnel will be considered. This course fulfills requirements for the Ohio Intervention Specialist/Gifted Licensure.
 

EDUC 654 Creativity Studies for Teachers of the Talented 3

Prerequisites EDUC 650 and EDUC 651

This is a course in creativity studies with a focus on the field of the education of the talented and gifted. Creativity will be discussed with regard to (1) the creative person and what makes him/her creative; (2) the creative process; (3) the creative product. Creativity in outstandingly talented students in the four identified areas of the Ohio Standards will be considered; These are intellectual, specific academic, creative, and arts-identified students. Students will be exposed to readings, assignments, and exercises designed to enhance personal and student creativity, as well as to classic and current psychological and educational theories of creativity and creativity training. This course fulfills requirements for the Ohio Intervention Specialist/Gifted Licensure.
 

EDUC 663 INTERVENTION IN LITERACY LEARNING 3

Enrollees will build on their personal theories of effective and responsive literacy instruction in the language arts. This will be accomplished by collaborating and studying with fellow students, professors, children, and family care givers for the purpose of generating and sustaining an assessment and learning cycle for children experiencing difficulty in the English language arts. Emphasis in the course will be on collaborative, focused assessment and responsive literacy plans for low-progress children enrolled in Ashland University's Becker Reading Center or approved site under the supervision of an Ashland University instructor.
 

EDUC 665 RULES AND REGULATIONS FOR SUPERVISING PRE-KINDERGARTEN PROGRAMS 3

Prerequisites: EDUC 631 and EDUC 594

A practical approach to observing, assessing and applying the procedures required to organize, license, implement and supervise a pre-kindergarten program.
 

EDUC 667 LITERACY AND INTEGRATIVE CURRICULUM IN THE EARLY YEARS 3

Prerequisites: EDUC 631,594 and 595

A course designed to provide graduate students with an opportunity to lead collaborative efforts toward the development and implementation of an integrative pre-kindergarten curriculum. Following development of a curricular unit, the student will supervise undergraduate students' preparation of a teaching environment and facilitate interactions between students and prekindergarten children with in a model classroom.
 

EDUC 668 THE ART AND SCIENCE OF KINDERGARTEN TEACHING 3

Prerequisite: A course in developmental or cognitive psychology or child development.

Designed to expand the knowledge base with regard to current research and literature, the course provides opportunities to apply facts, principles and methods to develop or enhance the kindergarten teaching experience.
 

EDUC 669 ASSESSMENT AND EVALUATION OF AT-RISK AND HANDICAPPED INFANTS AND PRESCHOOL CHILDREN 3

Prerequisites: EDUC 594

A comprehensive course designed to address pertinent issues, as well as procedures, of assessment and evaluation of young at-risk and handicapped young children. Participants will be involved in local programs that service families of and/ or at-risk and handicapped young children.
 

EDUC 670 FIELD EXPERIENCE/ TREASURER/ BUSINESS MANAGER 5

A course of hands-on experience working with a licensed treasurer/ business manager to meet the required 300 hours of field experience with the Ohio Department of Education for an initial Treasurer/ Business Manager License. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.
 

EDUC 681 RESOURCE MANAGEMENT IN ADMINISTRATION 3

This course explores school-based decision making in the areas of personnel, facility utilization, budgeting and time. Revenue generation at both the state and local level are examined, but emphasis is on processes for empowering school staff and community members through their involvement in deciding and implementing priorities in the above-mentioned areas. Assessment of needs at the building level regarding personnel, facilities, finances, and time are emphasize.
 

EDUC 682 EDUCATIONAL POLITICS, POLICIES AND SCHOOL/ COMMUNITY RELATIONS 3

Policy, politics and school-community relations are the unifying elements in this course. An understanding of different philosophical and cultural values is developed. Political leadership is explored to ensure that educational goals are realized in the larger community. Model school policies and procedures are developed. Effective school-community relations programs are analyzed. Permission to take for 2 s.h. is granted only by Coordinator of Educational Administration Services.
 

EDUC 683 EDUCATIONAL LEADERSHIP 3

Organization and leadership and their interrelationship are examined in this course. Various facets of educational leadership are emphasized, specifically human behavior within the context of the school organization. Leadership theories and finding are applied by considering both the skills and the underlying meaning of one's leadership agenda. Attention is given to the integration of human resources leadership in educational bureaucracies. The integration of theory and research with actual practice is at the heart of both the curriculum for this course as well as the means of evaluating student performance.
 

EDUC 684 PROFESSIONAL DEVELOPMENT 3

This course is designed to prepare leaders who have the knowledge and skills to develop, implement and evaluate effective professional development programs. Participants will be expected to demonstrate effective utilization of knowledge-based skills related to adult learning, teachers and their world, and professional development. Permission to take for 2 s.h. is granted only by Coordinator of Educational Administration Services.
 

EDUC 685 TECHNOLOGY IN ADMINISTRATION 2

This course is scheduled concurrently with EDUC 687

The course is designed to provide hands-on experiences with classroom and administrative applications. Experiences will be provided on several technologies, software and applications. Principals will be able to operate computer hardware and other peripherals, use and evaluate educational software programs, use word processing, database, and spreadsheet programs, use multimedia presentation programs, use the Internet in educational settings, and use technology in administrative settings. The course will help principals become knowledgeable users of technology in their schools.
 

EDUC 686 ADMINISTRATION OF PROGRAMS FOR STUDENTS WITH

DISABILITIES 3

Prerequisites 550; 555; 683

This course provides school administrators with information and skills to apply special education laws and policies to situations that will be encountered in schools and districts.
 

EDUC 687 ADMINISTRATION OF TECHNOLOGY IN SCHOOLS 1

this course is scheduled concurrently with EDUC 685

The course is designed to enhance the principal's role as instructional and building leader. The course will help principals develop plans for technology, assist teachers to integrate technology into their instruction and supervise technology usage. Instructional programs for all levels of schooling, administrative programs, and specialized school programs will be included.
 

EDUC 690 ADMINISTRATION OF STAFF PERSONNEL SERVICES 3

This course is designed as an advanced course for the graduate student seeking licensure as a school superintendent. The student obtains an overview of recruitment, selection, assignment, induction, mentor ship, staff development, staff evaluation, collective bargaining, contract management, employee/ employer relations, employment practices, personnel problems, and standards for school personnel administration. In addition, the role of school administration, board of education members, and other professionals who carry out those managerial functions and personnel services is considered.
 

EDUC 691 THE SUPERINTENDENCY 3

Prerequisites: Building Administrator or Educational Specialist license

This course is designed to explore executive leadership. Strategies for formulating district policy for external and internal programs with a focus on development of a collective district vision will be examined. School culture shaping will be addressed through discussion of consensus building and conflict mediation. Purpose and direction for individuals and groups will be facilitated through discussion of communications and community relations strategies. The superintendent's role in academic programming, curriculum planning and development, and instructional management will be discussed.
 

EDUC 693 SCHOOL FINANCE AND ECONOMICS 3

A course in school finance with emphasis on Ohio applications. The course is designed to provide the practicing administrator and treasurer / business manager with the background necessary to predict revenues, construct budgets, monitor spending plans, and conduct school levy campaigns. Students will construct a broad theoretical knowledge base pertaining to finance issues.
 

EDUC 694 ORGANIZATIONAL MANAGEMENT SEMINAR AND INTERNSHIP FOR SUPERINTENDENTS 3

Prerequisite: Building Administrator or Educational Specialist License

The seminar is designed to provide superintendent candidates with an understanding of the school district as a system by defining processes for gathering, analyzing, and using data for decision making. Opportunities will be made available for students to form and solve problems, and make quality decisions to meet internal and external expectations. The superintendent-board, superintendent-administrative team, and superintendent community relationships will be studied. Seminar input will help determine the problems considered by the seminar group. The Organizational Management Seminar provides an internship experience for superintendent candidates. Under the supervision of a university instructor and an on-site superintendent mentor, the candidate participates in district level leadership activities and decision making responsibilities. Visitations with other superintendents is part of the internship experience.
 

EDUC 728 INQUIRY SEMINAR 5

Prerequisites: all core courses

The inquiry seminar is organized around broad themes relating to school improvement, integrating instructor and student interest. Students will participate in extensive readings and in-depth discussions, Students will conduct, write, and present their own research on a specific topic connected to the overall theme. The seminar may occur over 1-2 semesters. Fee required t cover cost of technical reader, APA seminar adviser, misc. expenses.
 

EDUC 730 INTERVENTION SPECIALIST INTERNSHIP 5

Prerequisites: all core courses

The Intervention Specialist Internship is a planned, supervised and field-based experience. It is designed as the culminating field experience for teacher education licensure at the graduate level and/or Master of education in Curriculum and Instruction: intervention Specialist Pre-K-3, 3-8. The internship will allow students to use a reflective model to research their current and specific teaching and consultation skills and dispositions, set goals for improving their teaching, carry out their plans using appropriate resources and evaluate the results. Fee required to cover cost of technical reader, APA seminar adviser, misc. expenses.
 

EDUC 732 INTERNSHIP - SUPERVISION 5

Prerequisites: all core courses

The Supervision Internship is a planned, supervised and evaluated field-based experience designed as the culminating field experience for the Master of Education in Supervision. The internship will enable the student both to observe and engage in professional development activities within a school setting. The student will be involved in instructional supervision, planning, implementing and evaluating in service activities, professional development, teacher-centered activities and other alternative approaches to staff development. The focus of the internship is the appropriate integration of theory and supervisory practice. This is a year long experience. Fee required to cover cost of technical reader, APA seminar adviser, misc. expenses.
 

EDUC 733 INTERNSHIP - SCHOOL TREASURER/ BUSINESS MANAGER 5

Prerequisites: all core courses

The School Treasurer/ Business Manager Internship is a planned, supervised and evaluated field-based experience designed as the culminating field experience for the Master of Education in School Treasurer/ Business Manager. The internship will allow students to observe the functions of a school treasurer or business manager, and assume leadership in planning, implementing, and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in school finance and business management. This is a year-long experience. Fee required to cover cost of technical reader, APA seminar adviser, misc.expenses.
 
 
 

EDUC 735 EDUCATIONAL ADMINISTRATION INTERNSHIP I 3

Prerequisites: all core courses

The Educational Administration Internship I is a planned, supervised and evaluated field-based experience. It is designed as the culminating field experience for the Master of Education in Administration. The internship requires students seeking licensure as an administrator to work in a school setting and with cooperating administrators appropriate for the licensure sought. The internship allows students to engage in a major administrative project which involves problem identification, analysis of related research, development of a process or procedure to address the problem, development of an evaluation process and preparation of a project product. The internship will allow students to observe the functions of administrators, assume leadership in planning, implementing, and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in school administration. Education 735 must be taken in conjunction with Education 736, 737, or 739. Fee required to cover cost of technical reader, APA Seminar adviser, misc. expenses.
 

EDUC 736 BUILDING PRINCIPAL INTERNSHIP 3

Prerequisites: all core courses and EDUC 735

The Internship is the second course in a year-long planned, supervised and evaluated field based experience. It is designed as the culminating field experience for the Master of Education in Administration. The internship requires students seeking licensure as a building administrator (principal) in early childhood, middle childhood or adolescence to young adult to work in a school setting and with cooperating administrators appropriate for the licensure sought. Candidates will engage in administrative activities in a least two different buildings representing diverse student age populations. The internship will allow students to observe the functions of a principal, assume leadership in planning, implementing, and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in school administration. Education 736 must be taken in conjunction with Education 735, Educational Administration Internship I.
 

EDUC 737 CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT INTERNSHIP 3

Prerequisites: all core courses and EDUC 735

The Internship is the second half of a year-long planned, supervised and evaluated field-based experience. It is designed as the culminating field experience for the Master of Education in Administration. The internship requires students seeking licensure as an Administrative Specialist in Curriculum, Instruction, and Professional Development to work in school settings appropriate for the licensure sought. The internship will allow students to observe the functions of central office leaders and supervisors. The student will be involved in instructional supervision, planning, implementing and evaluating in service activities, professional development, teacher-centered activities and other alternative approaches to staff development.
 

EDUC 738 PRACTICUM IN CURRICULUM AND INSTRUCTION 5

Prerequisites: all core courses

A coordinated field-based experience in which the student will design, develop, implement, document and write an acceptable report pertaining to a school improvement project. Fee required to cover cost of technical reader, APA seminar adviser, misc. expenses.
 

EDUC 739 PUPIL SERVICES ADMINISTRATION INTERNSHIP 3

Prerequisites: all core courses and EDUC 735

The Internship is the second half of a year-long planned, supervised and evaluated field-based experience. It is designed as the culminating field experience for the Master of Education in Administration. The internship requires students seeking licensure as an Administrative Specialist in Pupil Services Administration to work in school settings appropriate for the licensure sought. The internship will allow students to observe the functions of central office leaders and supervisors. The student will engage in functions related to attendance, guidance and psychological services, school health activities, social work, special education, student appraisal, programs for at-risk students, discipline, talented and gifted, state and federal programs, speech and hearing.
 

EDUC 758 PRACTICUM FOR SCHOOL TREASURER/ BUSINESS MANAGER 5

Prerequisites: all core courses

Site specific learning experiences will encompass opportunities for student growth and improvement in the functioning of the school treasurer and/ or school business manager. These experiences will be augmented and supervised by the school treasurer/ business manager at the school site. Evaluation of the student's advancement will be a joint responsibility of the site and university advisers. The written report will provide evidence of student planning, research, evaluation and analysis. It is anticipated that this field experience will be of value to the learning site and the professional development of the students. Fee required to cover cost of technical reader, APA seminar adviser, misc. expenses.
 

EDUC 778 PRACTICUM IN SPORT EDUCATION 5

Prerequisites: all core courses

A coordinated field-based experience in which the student will design, develop, document and write an acceptable management program pertaining to the student's respective field of interest. Fee required to cover cost of technical reader, APA Seminar adviser, misc. expenses.
 

EDUC 793 ADVANCED CLINICAL TEACHING: EARLY EDUCATION OF CHILDREN WITH SPECIAL NEEDS 3

Field-based participation within both birth-2 (early intervention)and 3-5 programs for children with special needs under the direction of one or more of the following: Special education supervisors, center-based and / or iternerant teachers, case managers, or early intervention nurse. Specific participant goals will be identified, monitored, and evaluated. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 794 EDUCATION OF YOUNG CHILDREN WITH DIVERSE ABILITIES SPECIALIST 3

Field-based program for students currently serving within an early intervention or 3-5 program for children with special needs. Specific goals and extended experiences are determined for appropriate B-2 and 3-5 settings. Fee required to cover cost of mileage expenses for travel by supervisor, copies/materials to students.
 

EDUC 795 INTERNSHIP/ LICENSURE 5-10

A supervised teaching experience for the practicing professional in which the student will design, develop and report on an acceptable instructional program for the on-site classroom. The experience must be in the licensure field. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.
 

EDUC 796 TALENTED EDUCATION INTERNSHIP 5-10

Prerequisites: Educ 650, 651, 652, 653 or permission of Director of Talent Education

A supervised teaching experience for the practicing professional in talented education in which the student will design, develop, and report on an acceptable instructional program for the on-site classroom. The student will work with K-12 students identified according to the Ohio Rule for Foundation Unit for Gifted Education. This course can be used for certificate validation in talented education. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.