Education (EDU)
Professor Swanson; Associate Professors Corley and Haley; Assistant Professors Grine, Kang, Mis, Risheg and Wasserman.
The Heidelberg University Department of Education offers teacher preparation programs that lead to licensure in the State of Ohio and that meet Ohio Department of Education guidelines. While specific elements of teacher licensure vary from state to state, there is sufficient similarity so that the programs offered at Heidelberg will satisfy requirements in many states.
Ohio provisional teaching licenses are awarded to Education Majors in the following areas:
I. Early Childhood Education—Pre-K through Grade 3
II. Middle Childhood Education—Grades 4 through 9
III. Adolescent to Young Adult—Grades 7 through 12
IV. Multi-Age—Spanish, German, Health, Physical Education, Music—Pre-K through Grade 12
V. Intervention Specialist—(Special Education) Ages 3-21
Candidates may gain licensure in one of the first four areas listed above or (1) may add Intervention Specialist to any of the above, (this is not a stand-alone program at Heidelberg) or (2) may wish to seek a combination of two of the first four licenses. Note that this will require additional coursework and will take additional time. Also, some students will have a double major, e.g., Math and AYA or German and Multi-Age. Candidates seeking licensure in two areas, must student teach in each area for at least six weeks.
Entering freshmen will be classified as Conditional Education Majors (EDC) and will take EDU 110 or MUS 110 (Music Education majors only), EDU 115 and PSY 101 during their freshman year. Upon successful completion of these courses (C – or higher), students may enroll in EDU 200, the accompanying seminar, and EIS 265/266. A one week residential camp experience with a diverse student population is required in EIS 266. Upon successful completion of these courses (C – or higher), conditional education majors may enroll in EDU 220 and the accompanying seminar. (A 2.75 GPA also is required). Students enrolled in EDU 220 will be required to take the Principles of Learning and Teaching (PLT) subtest of Praxis II prior to the end of the course. During EDU 220, students should apply for admissionto the Education Licensure Program. To be admitted into the licensure program, students must:
(1) earn a score of 175 or higher on the Pre-Professional Skills Test (Praxis I), and (2) have taken the PLT subtest of Praxis II. (The Praxis I requirement will be waived if the student has an ACT Composite Score of 21 or higher, or an SAT composite score of 1,000. If needed, Praxis I should be taken before or during the freshman year.) The Educational Testing Service (ETS) charges a fee for the Praxis exams.
Once accepted into the licensure program, Conditional Education majors will be classified as Education Licensure Candidates (EDL). Conditional Education majors will not be permitted to enroll in 300-level professional education classes until they are classified as EDL. They also must maintain a 3.00 cumulative GPA in order to enroll in any professional education courses at the 300-level or above. (The 3.00 GPA may be waived if the student has earned a passing score on all Praxis II tests required for his/her licensure area.)
Education Licensure Candidates (EDL) must earn state passing scores on all Praxis II sub tests required for their licensure area before they will be permitted to register for student teaching (EDU 426, 427, 428, 429, 430).
Upon graduation, candidates will receive a two-year Ohio provisional license. This two-year license allows the graduate to participate in an entry year program in a school setting and prepare for Praxis III assessment. The entry year program is similar to an internship where the teacher is paid but works closely with a mentor teacher. Upon satisfactory completion of this entry year program and the Praxis III assessment, a five-year professional license will be issued.
All Early, Middle Childhood Majors and those adding Intervention Specialist will automatically have reading as a teaching area added to their licensure. The required courses include EDU 230, 344 or 350, 414 and EIS 285. Anyone who has graduated without reading teacher status may also add reading to their licensure after completing the above courses.
The two-year provisional license may also be used to work as a substitute if the graduate does not participate in an entry year program. This license may be renewed as often as desired with 3 semester hours of additional coursework for each renewal.
All Education Majors must complete the education licensure core courses. Beyond these, students need to complete the courses required for their specific licensure area. Any EDU or EIS course that is used as a prerequisite for any other EDU or EIS course must be passed with a grade of C- or better. "D-" waivers will not be given for pre-requisite courses.
For the 2006-2007 academic year, Heidelberg University had a summary pass rate of 100% on the required Praxis II licensure tests. The 3-year follow-up pass rate on all required Praxis II licensure tests for the 2004-2005 completers cohort is 97%. The pass rate on the PRAXIS III assessment for Heidelberg graduates who have been hired in Ohio for 2007-2008 was 100%.
Ohio law requires that all persons working in schools with students must complete both an Ohio criminal background check and an FBI criminal background check, conducted by the Bureau of Criminal Identification Investigation (BCII). This includes all education majors who are registered for any course with a field experience component. Incoming first-year students can get details about getting this check done prior to coming to Heidelberg by contacting the education department office.
Students are responsible for making their own transportation arrangements to field placements.
Required Education Licensure Core Courses: 23 semester hours
EDU 110 or MUS 110, EDU 115, 200, 220, 416, EIS 265, 266, 468 and one or more of: EDU 426, 427, 428, 429, 430.
I. Education Major: Early Childhood Licensure Track—42 hrs.: EDU 201, 225, 230, 321, 322, 323, 344, 345, 414; EIS 285, 320, 379; HPE 250; MTH 117, 118; NDI 255. The goal of this track is to prepare Pre-K through Grade 3 teachers. Junior level discipline-specific communication requirement for Early Childhood is EDU 344. The senior capstone is EDU 426.
II. Education Major: Middle Childhood Licensure Track—26 hrs.: EDU 207, 227, 230, 350, 375, 400, 414; EIS 285, 379 and two of the following: EDU 360, 373, 380, 390. The goal of this track is to prepare teachers for grades 4 through 9. Students in this track must complete two of the following Areas of Concentration:
Language Arts Social Studies Mathematics Science ENG 102 EDU 110 EDU 380 EDU 390 MED 216 EDU 373 MTH 117 BIO 110 (3) and 110L (1) ENG 210, 11 HIS 107 MTH 118 ENS 101 OR MED 212 HIS 108 CPS 100 or 150 PHY 100 ENG 205 OR 6 ANT 230 MTH 115 PHY 172 ENG 231 OR 32 POL 127 MTH 121 CHM 103 ENG 382 HIS 121 MTH 210 Select two: EDU 218 HIS 120 MTH 222 GEO 101 MED 156 NDI 310 GEO 104 EDU 324 HIS 105 or 106 GEO 201 EDU 360
Junior Level Discipline-Specific Communication Requirement for Middle Childhood
is EDU 350. The Senior Capstone is EDU 427.
Middle Childhood Generalist
The Middle Childhood Generalist is an endorsement available only to those already holding a middle childhood license. It will allow the candidate to teach all subjects in grades 4-5-6 only. It is designed to meet the need in those schools with self-contained classrooms in those grades. The candidate will not be restricted to self-contained situations. Grade level is the only restriction.
The following program has been approved for Heidelberg:
To add English:
Take: ENG 101 and ENG 102
Pass: Praxis Test #0049 (score 156) or #0014 (score 143)
(Mid. Sc. LA) (El. Ed. Content Know.)To add Math:
Take: MTH 117 and MTH 118
Pass: Praxis Test #0069 (score 143) or #0014 (score 143)
(Mid. Sc. Math) (El. Ed. Content Know.)To add Social Studies
Take: HIS 107 and POL 127
Pass: Praxis Test #0089 (score 151) or #0014 (score 143)
(Mid. Sc. SS) (El. Ed. Content Know.)
To add Science
Take: BIO 110 and PHY 172
Pass: Praxis Test #0439 (score 144) or #0014 (score 143)
(Mid. Sc. Science) (El. Ed. Content Know.)
Anyone who has already graduated may also add this endorsement to their license through Heidelberg by meeting the requirements listed above. Candidates must add both of the non-concentration areas to be able to teach in a self-contained classroom.
III. Education Major: Adolescent to Young Adult (AYA) Track—12 hrs.: EDU 208, 228, 350, 400; EIS 379 and one of the following: EDU 366, 376, 386, 396. NOTE: The AYA Track may allow for a content major to be chosen from Math, English, Biology, Chemistry or Physics. EDU 230, 414 and EIS 285 are required for any AYA major adding Intervention Specialist License. The goal of the AYA track is to prepare teachers for grades 7 through 12.
A. Integrated Math License: 37 semester hours
Required: MTH 222, 223, 302, 303, 305, 307, 308, 310, 312, and 401.
Allied Courses: PHY 101, CPS 150, 201B. Integrated Language License: 55-56 semester hours
Required: ENG 101, 102, 205 or 206, 210, 211, MED 212, ENG 231 or 232, 291, 306 or 307, 346, 382, 491 or 492; EDU 218, 324; NDI 301 or 302.
Allied Courses: Choose 3 from: COM 100; MED 156, 356; THR 207, 306C. Integrated Social Studies License: 66 semester hours
Required: HIS 105 or 106, 107, 108; HIS 121, HIS 385; HIS 330, 332 or 333; HIS 251 or 252; POL 121,127,
235; ANT 200, 230, 347; ECO 251, 252; PSY 101, 309; REL 204; NDI 310; Choose one of: HIS 305, 311,
321, 322; Choose one of: HIS 341, 342, 346, 358; Choose one of: HIS 384 or 386.D. Life Sciences License: 56-62 semester hours
1. Teaching area: Biology
Required: BIO 123, 124, 222, 223, 213, 311, 312, 363; Choose courses to total 6 additional hours: Select at least one from: 318, 325, 334, and if not two from previous section, one additional course from: BIO 390/91, 425/26; ENS 101
Allied Courses: CHM 111, 112; PHY 101 and 102; MTH 210 and MTH elective, GEO 101 or 201
2. Teaching Areas: Biology/Chemistry
Required: BIO 123, 124, 222, 223, 213 or 334, and 363; CHM 111, 112, 201, 202, 305, 307.
Allied Courses: GEO 101; PHY 101 and 102
3. Teaching Areas: Biology/Physics
Required: BIO 123, 124, 114, 222, 223, 213 or 334 and 363; PHY 101 and 102; PHY 216, 227, 228, 391; Choose two additional 300 level Physics courses.
Allied Courses: CHM 111, 112; GEO 101.
E. Earth Sciences License: 55-61 semester hours1. Teaching Areas: Earth Science/Physics
Required: GEO 101, 104 or 116, 201, 309, 352; PHY 101 and 102; PHY 172; PHY 216, 227, 228, 391. Choose two additional 300 level Physics courses
Allied Courses: BIO 110; CHM 111, ENS 101.
2. Teaching Areas: Earth Science/Biology
Required: BIO 123, 124, 222, 223, 213 or 334, 363; GEO 101, 104 or 116, 201, 309, 352; PHY 172.
Allied Courses: CHM 111, 112; PHY 101 and 102.
3. Teaching Areas: Earth Science/Chemistry
Required: GEO 101, 104 or 116, 201, 309, 352; PHY 172; CHM 111, 112, 201, 202, 305, 307.
Allied Courses: BIO 110; PHY 101, ENS 101.
F. Integrated Science License: 68 semester hours1. Teaching Areas: Bio/Chem/Earth Sci/Physics
Required: BIO 123, 124, 222, 223, 213 or 334, 311, 363; CHM 111, 112, 201, 202 or 305; GEO 101, 104 or 116, 201; PHY 101, 102, 172, 227, 228.
Junior Level Discipline-Specific Communication Requirement for Adolescent to
Young Adult is EDU 350. The Senior Capstone is EDU 428.
IV. Multi-Age Track—Note: This licensure track is paired with a content major for Spanish and German. Thus, students are Spanish and Education Majors or German and Education Majors. However, Music, Health, and Physical Education candidates are not considered Education Majors, just licensure candidates. They are either a music, or a health and/or physical education major. The goal of the Multi-Age track is to prepare Spanish, German, Music, Health and Physical Education teachers for Pre-K through grade 12.
A. German License—13 hrs.: EDU 201, 207, 208, 229, 336, 347, 400; EIS 379. (See required Education
Licensure Core Courses.)
German Courses:
Required: GER 290, 335, 489, 490 and two German literature courses taken in Heidelberg, Germany; two
semesters at the American Junior Year at Heidelberg,German. Choose additional hours to total 30 hours
from: GER 201, 202, 205, 206, 301, 302, 306, 307, 317, 318, 406, 407, 415, 416, 417, 418, 475, 476.
Allied Courses: (Select one course): ANT 200, ENG 102, HIS 106, NDI 301, NDI 302, POL 263 or any
course in another foreign language.
B. Spanish License—16 hrs.: EDU 201, 207, 208, 229, 336, 347, 400; EIS 379. (See required
EducationLicensure Core Courses.)
Spanish Courses:
Required: 30 hours in Spanish beyond the introductory sequence (101-102), including the following: SPA
290, 489, 490; one Spanish course in Latin American or Spanish (Peninsular) literature and one Latin
American or Spanish (Peninsular) culture; SPA 335 (required for Education majors only).
Allied Courses: One of the following allied courses: HIS 251, 252, 321, 322, 361; ENG 206, 382; BIO 375; POL
250, 263; NDI 115, 120, 206, 301, 302, 340, 345, or any course in another language.Students are required to spend one semester studying abroad at an approved site in Spain or Latin
America.C. Music License—15-16 hrs.: EDU 229, 347, 400; EIS 379; MUS 363, 373, 374, 415 (voice or piano) or 418
(instrumental, strings, or piano). (See required Education Licensure Core Courses.)Students must choose from instrumental, piano/organ, string or voice emphasis.
Instrumental Emphasis
Required Courses:
PERFORMANCE (35 Hours)
Major Performance Area (11)
Instrumental Methods (7)
Piano (7)
Voice (2)
Ensemble (8)
Small Ensembles
Performance Class 051-058
Recital/Project 499
THEORETICAL MUSIC (31 Hours)
Music Theory/Aural Training (15)
Music Literature and History 147, 247, 248 (8)
Conducting 216, 316 (4)
Form and Analysis 313 (2)
Orchestra and Band Arranging 312 (2)Piano/Organ Emphasis
Required Courses:
PERFORMANCE (35 Hours)
Piano or *Organ (15)
Instrumental Methods (7)
Voice (2)
Ensemble (8)
Small Ensembles
Performance Class 051-058
Recital/Project 499
THEORETICAL MUSIC (31 Hours)
Music Theory/Aural Training (15)
Music Literature and History 147, 247, 248 (8)
Conducting 216, 316 (4)
Form and Analysis 313 (2)
Orchestra and Band Arranging 312 (2)String Emphasis
Required Courses:
PERFORMANCE (35 Hours)
Major Performance Area (11)
Instrumental Methods (7)
Piano (7)
Voice (2)
Ensemble (8)
Small Ensembles
Performance Class 051-058
Recital/Project 499
THEORETICAL MUSIC (31 Hours)
Music Theory/Aural Training (15)
Music Literature and History 147, 247, 248 (8)
Conducting 216, 316 (4)
Form and Analysis 313 (2)
Orchestra and Band Arranging 312 (2)
Voice Emphasis
Required Courses:PERFORMANCE (35 Hours)
Voice (14)
Instrumental Methods (7)
Piano (7)
Ensemble (8)
Small Ensembles
Performance Class 051-058
Recital/Project 499
THEORETICAL MUSIC (31 Hours)
Music Theory/Aural Training (15)
Music Literature and History 147, 247, 248 (8)
Conducting 216, 316 (4)
Form and Analysis 313 (2)
Orchestra and Band Arranging 312 (2)D. Health and Physical Education License (May choose either or both.) (See required Education Licensure
Core Courses.)Required: EDU 229, 347 and 400
Major Licensure Courses: 32 sem. hrs.
BIO 110 Contemporary Biological Problems 3 hrs. ATR 213 Anatomy for Orthopedic Assessment 2 hrs. HPE 444 Biomechanics of Sport 3 hrs. BIO 235 Human Physiology OR ATR 487 Exercise Physiology 3 hrs. HPE 116 Health and Wellness 3 hrs. HPE 201 Principles of Physical Education 2 hrs. HPE 302 Administration and Organization of Physical Education 2 hrs. HPE 314 Administration of the School Health Program 2 hrs HPE 313 Measurement and Evaluation in Health and Physical Education 3 hrs. HPE 454 Adaptive Physical Education 2 hrs. PSY 101 General Psychology 3 hrs.
Choose 4 from the following:
HPE 404 Teaching of Basketball 1 hr. HPE 405 Teaching of Volleyball 1 hr. HPE 406 Teaching of Soccer 1 hr. HPE 407 Teaching of Softball 1 hr. HPE 408 Teaching of Track and Field 1 hr. HPE 409 Teaching of Tennis 1 hr. Courses Specific to Heath Education Licensure: 16 sem. hrs.
HPE 115 Alcohol, Drugs and Tobacco 2 hrs. HPE 240 Community Health 3 hrs. HPE 250 Health, Nutrition, Safety: Early Childhood 2 hrs. HPE 306 Nutrition 3 hrs. HPE 343 Methods of Teaching Health 3 hrs. PSY 206 Child Psychology 3 hrs. Courses Specific to Physical Education Licensure: 15 sem. hrs.
HPE 410 Teaching of Swimming 1 hr. HPE 121 Recreational Activities 2 hrs. HPE 203 Coaching Techniques 2 hrs. HPE 229 Teaching of Dance and Gymnastics 2 hrs. HPE 317 Early Movement Experience 2 hrs. HPE 318 Methods of Teaching Elementary Physical Education 3 hrs. HPE 322 Methods of Teaching Secondary Physical Education 3 hrs. Choose 1 from the following:
HPE 240 Community Health 3 hrs HPE 306 Nutrition 3 hrs.
Junior Level Discipline-Specific Communication Requirement for Multiage is EDU 347. The Senior Capstone is EDU 430.
V. Education Major: Intervention Specialist Licensure Track—27 hrs.: EDU 201, 207 or 208, 230, 344 (Early), 347 (Multi-Age) or 350 (Middle and AYA) and EDU 414; EIS 272, 285, 350, 361, 379 (for 3 semester hours during Fall only), 471; PSY 211. (See required Education Licensure Core Courses.)
* This license may be added to another license. It is not a stand-alone program at Heidelberg. Its goal is to prepare teachers to work with children with Mild/Moderate Disabilities.
Junior Level Discipline-Specific Communication Requirement is either EDU 344 (for Early and ISP) or 350 (for Middle or AYA and ISP). The Senior Capstone is EDU 429 (4 hrs.) and four additional hours from: EDU 426, 427, 428 or 430.
110. Vital Connections (2 sem. hrs.). Introduction to the history and philosophy of education. Incorporates research/study of basic issues in the field of education, roles of the teacher and trends in education. Students are involved in general classroom observation at appropriate grade-levels for career decision purposes. Offered each semester. Corequisite: EDU 115. (Fall and Spring)
115. Educational Technology (1 sem. hr.). Designed to give students an understanding of techniques related to computer and multimedia technology in the teaching and learning environment. Students will utilize community and campus resources, computer applications and appropriate audiovisual equipment to develop successful teaching skills and resource collections and materials for integration in the classroom. Also, students will begin development of professional materials and portfolio content for future job placement. Co-requisite: EDU 110 or MUS 110. (Fall and Spring)
200. Growth and Development (2 sem. hrs.). The principle aspects of Growth and Development including the social, emotional, cognitive and physical development from birth through early adulthood. Associated learning theories in relation to the age level characteristics will be discussed. Prerequisites: 2.5 GPA and C - or higher in EDU 110 or MUS 110, EDU 115 and PSY 101. Must be taken concurrently with EDU 201 (ERL), 207 (MID) or 208 (AYA). Spanish and German Licensure candidates take 201, 207 and 208. Music, Health and/or Physical Education take none. (Fall and Spring)
201. Growth and Development—Early Childhood (1 sem. hr.). A course designed with emphasis on Pre-K-Grade 3 development. Discusses typical and atypical development in infancy and early childhood, effect of disability and at-risk conditions on development, including adult/child interactions. Examines pre-, peri-, and postnatal conditions and relationship to developmental status. This course is required of all students in the Early Childhood licensure program. Prerequisites: 2.5 GPA, and C- or higher in EDU 110, EDU 115 and PSY 101. Taken concurrently with EDU 200. Required for all Spanish and German licensure candidates. (Fall and Spring)
207. Growth and Development Seminar: Middle Childhood (1 sem. hr.). EDU 207 builds on EDU 200 giving special emphasis to the middle child. The middle child is unique in his/her social, emotional, cognitive and physical development. Given these characteristics developmentally appropriate instruction is essential for the middle school-aged child. This course is designed to examine the implications of Middle Childhood growth and development and its relationship to teaching. Taken concurrently with EDU 200. Prerequisite: 2.5 GPA, C- or higher in EDU 110, EDU 115 and PSY 101. Required for all Spanish and German licensure candidates. (Fall and Spring)
208. Growth and Development Seminar: Adolescent to Young Adult (1 sem. hr.). EDU 208 builds on EDU 200 giving special emphasis to the adolescent to young adult. The social, emotional, physical and cognitive characteristics will be explored so as to give the preservice teacher a clearer understanding of this age group and implications for teaching. Taken concurrently with EDU 200. Prerequisite: 2.5 GPA, C- or higher in EDU 110, EDU 115, and PSY 101. Required for all Spanish and German licensure candidates. (Fall and Spring)
218. Adolescent Literature (3 sem. hrs.). Emphasis on literature written for adolescents, including a study of and reading from the various genres, how to use literature in the middle and secondary school classroom, how to read for a variety of purposes, reading aloud to students, SSR, reader response theory, censorship, literary elements, evaluating adolescent literature for quality and relevance, choosing a canon of literature and the transactional nature of reading literature. Unit and lesson planning will be required. The Internet will be used to research authors, find and contrast works of literary criticism and locate books for thematic units. Students will be required to read prose and poetry by a wide variety of American and non-American authors. Prerequisite: 2.75 GPA, and C- or higher in PSY 101 and EDU 220. (Spring)
220. Principles of Teaching (3 sem. hrs.). The course is designed to help students gain an overview of the effective principles of good teaching as seen through the academic literature and practices of teachers. Students will consider the strategies that are available to students to help create a motivated, positive climate for learning. There is a strong emphasis on active, authentic and constructivist planning and learning. Prerequisite: 2.75 GPA, C- or higher in PSY 101, EDU 200 and accompanying seminar if required (201 for ERL, 207 for Middle, or 208 for AYA. No seminar required for Multi-Age). Corequisite: 225 (Early), EDU 227 (Middle), 228 (AYA) or 229 (Multi-Age). (Fall and Spring)
225. Introduction to Early Childhood Education – Philosophies and Practices (3 sem. hrs.). A course designed to introduce students to the history, context and current trends in Early Childhood Education/Early Childhood Special Education including the issues of ‘best practice’ as they relate to working with young children with and without disabilities in a variety of settings. Focus also on the perspectives, characteristics and attitudes necessary for students to become effective early childhood professionals. Course will include examination of the NAEYC Code of Ethics; students will be encouraged to become members of NAEYC as part of their professional development. Use of Internet resources to examine current topics in ECE will be an integral component of the course. Field observation in inclusive public and community preschool and K-3 settings will be conducted throughout the semester to enable students to witness and discuss teaching practices and philosophies in ECE. Prerequisite: 2.75 GPA and C- or higher in PSY 101, EDU 200, 201. Corequisite: EDU 220. (Fall and Spring)
227. Principles of Teaching Seminar: Middle Childhood (1 sem. hr.). This course builds on EDU 220 giving special emphasis to the middle child. As the middle child is unique in their development, emphasis in the course will consider the appropriate classroom and school environment suitable for the middle child. Particular attention will be paid to how team teaching, exploratory programs, integrated units and pastoral care are considered essential elements of an effective middle school. A field experience is required. Prerequisite: 2.75 GPA, C- or higher in PSY 101 and EDU 200, 207. Corequisite: EDU 220. (Fall and Spring)
228. Principles of Teaching Seminar: Adolescent to Young Adult (1 sem. hr.). This course builds on EDU 220 giving special emphasis to the AYA student. Students will be expected to consider the essential principles of teaching as outlined in the research literature. Emphasis will be given to creating a positive classroom climate through the exploration of appropriate teaching strategies and classroom management techniques. A field experience is required. Prerequisite: 2.75 GPA, C- or higher in PSY 101, EDU 200, 208. Corequisite: EDU 220. (Spring)
229. Principles of Teaching Seminar: Multi-Age (1 sem. hr.). This course builds on EDU 220 giving special emphasis to the Multi-Age student. Students will be expected to consider the essential principles of teaching as outlined in the research literature. Emphasis will be given to creating a positive classroom climate through the exploration of appropriate teaching strategies and classroom management techniques. A field experience is required. Prerequisite: 2.75 GPA, C- or higher in PSY 101, EDU 200. Corequisite: EDU 220. (Fall and Spring)
230. Foundations of Reading (3 sem. hrs.). An introduction to the theories/models of the process of reading, stages of reading development, the development of literacy, word identification strategies, comprehension theory and instructional strategies, text structure, the reading/writing connection, the role of literature in the classroom, assessment, material selection, organizing and managing reading programs, accommodating needs in multicultural and multiability classrooms. Examination of appropriate software to enhance and reinforce reading skills and use of the Internet for literature and content/curriculum resources is included. Required field experience in which students implement instructional strategies learned in class and present quality children’s literature in settings appropriate for licensure area. Prerequisite: 3.0 GPA, C- or higher in PSY 101 and EDU 220, 225 (Early Childhood); EDU 220, 227 (Middle Childhood). Corequisite: EIS 285. (Fall and Spring)
297. Collaboration in Schools (3 sem. hrs.). This course stresses the importance and benefits of positive interactions with students, parents, school, and community. Methods of encouraging and assisting families to be active participants in the educational team will be addressed. Emphasis is placed on integrating students into various learning environments by using collaborative strategies such as team teaching and peer tutoring. Special attention will also be given to how the paraprofessional collaborates with the teacher and with other school personnel.
This course is open ONLY to students seeking the Paraprofessional Licensure through Tiffin University (or by department chair approval). It will not count as a substitute for EIS 468 for any Heidelberg University licensure candidates. Offered as needed. Prerequisites: GPA 3.0, C- or better in PSY 101, EDU 220, EIS 265.
321. Language/Literacy Development in Early Childhood (2 sem. hrs.). Emphases on the acquisition of language skills from birth through age eight and how to promote literacy development in preschool and early childhood settings. Developmental stages of oral and spoken language skills and reading/writing skills will be addressed. Types of literacy experiences to enhance development based on assessment of individual skills/ developmental levels will be emphasized. Students will develop an understanding of the Ohio Academic Content Standards. Students will also become familiar with and learn to evaluate the appropriateness of different software for the development of reading/written language skills for young children, and use the Internet as a resource for locating children’s literature. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 225, 230; EIS 265, 285. Corequisite: EDU 322, 323. (Fall and Spring)
322. Math Experiences in Early Childhood (2 sem. hrs.). This course will address the development of mathematical understanding in young children, with emphasis on developmentally appropriate curriculum models, assessment practices, methods, materials, and technology to support their learning. Students will learn to use and evaluate software to enhance and reinforce math skills and understanding. Focus is upon methods encouraging student participating through use of various hands-on materials and upon lesson planning (short and long-range) as it relates to assessed student needs, Ohio Academic Content Standards, and district courses of study. Research of related professional literature. Prerequisites: 3.0 GPA; C- or higher in PSY 101, EDU 225, 230; EIS 265, 285. Corequisite: EDU 321, 323. (Fall and Spring)
323. Science Experiences in Early Childhood (2 sem. hrs.). This course will address the development of scientific understanding in young children, with emphasis on developmentally appropriate curriculum models, assessment practices, methods, materials, and technology to support their learning. Students will learn to use and evaluate software to enhance and reinforce science skills and understanding. Focus is upon methods encouraging student participating through use of various hands-on materials and upon lesson planning (short and long-range) as it relates to assessed student needs, Ohio Academic Content Standards, and district courses of study. Research of related professional literature. Prerequisites: 3.0 GPA; C- or higher in PSY 101, EDU 225, 230; EIS 265, 285. Corequisite: EDU 321, 322. (Fall and Spring)
324. Teaching Written Composition (K-12) (2 sem. hrs.). The primary purpose of the course is to provide the pre-service teacher with instruction in teaching writing in the elementary or secondary classroom. Primary emphasis will be on teaching writing as a process. Additional topics to be covered include: methods of teaching writing, writing as a developmental process, forms of writing, instructional guidelines for teaching writing, goals of writing instruction, teaching writing across the curriculum, integrating writing with literature and evaluating student writing. Recommended for all early, middle, and AYA English majors. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, and Sophomore Status. (Fall)
336. Methods in Foreign Languages (3 sem. hrs.). Students learn how to plan, integrate and instruct foreign languages. Attention is given to ACTFL National Standards, the Ohio Model Competency-Based Program in Foreign Languages. Prerequisite: six semester hours at the 300 level in the language to be taught and a C- or higher in PSY 101 and a 3.0 GPA. (Offered as needed.)
344. Reading to Learn/Content Areas—Early Childhood (3 sem. hrs.) Emphasis on helping students process and learn from content materials, including understanding text structure, general and specific vocabulary development, comprehension strategies, research in reading, study skills, test taking, assessment and evaluation. Focus will be on reading to learn. Additional emphasis on developing integrated instructional units linking content areas. Students will be expected to use the Internet to locate literature for each content area and materials/programs to enhance their instruction. Ohio’s Academic Content Standards will be used to plan and implement instruction. (Field experience required). This course is taken by Early Childhood Majors, Intervention Specialist Licensure Candidates who are also getting licensed in Early Childhood. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 321, 322, 323. Corequisite: EDU 345 (except Multi-Age). (Fall and Spring)
345. Curriculum and Instruction for Young Children—Pre-K—Grade 3 (4 sem. hrs.). Emphasis on the development and implementation of developmentally appropriate curriculum across the content areas for young children ages 3-8. Curricular organization and content, materials, activities, and instructional strategies and practices, including small-group, cooperative learning groups, and discussion, will be addressed, as will the role of authentic assessment practices in guiding planning and instruction. Exploration of Social Studies curriculum models and standards will form an integrative curricular framework. The role of play in learning, principles of anti-bias curriculum, and design and organization of the learning environment to support positive relationships among children and adults and to promote learning will be examined. The course will also explore implications on development and learning of diverse learners, including children who are gifted and those with disability conditions, and the resultant curricular and environmental modifications and specialized instructional strategies, including assistive technologies (as specified on IEPs) necessary to accommodate learners with a range of learning and developmental needs in inclusive early childhood Pre-K-3rd grade settings. Throughout the course, students will examine appropriate software and access the Internet/other media for curriculum ideas and resources (to be included also within activity/ lesson implementation in the field). Prerequisites: A 3.0 GPA, C- or higher in PSY 101, EDU 321, 322, 323. Corequisite: EDU 344 (ERL). (Fall and Spring)
347. Reading to Learn in the Content Area: Multi-Age (3 sem hrs.) Emphasis on helping students process and learn from content materials, including understanding text structure, vocabulary development, comprehension strategies, and use of strategies specific to teaching music, health, physical education, and foreign language. Focus will be on reading to learn for ages 5-21. This course is taken by all Multi-Age Licensure Candidates. Prerequisites: Junior Status, Minimum GPA 3.0 to enroll, EDU 220, EIS 265. (Fall only)
350. Reading to Learn in the Content Area—Middle and AYA (3 sem hrs.) Emphasis on helping students process and learn from content materials, including understanding text structure, general and specific vocabulary development, comprehension strategies, language acquisition, dialects, usage, purposes of language, forms of discourse, research in reading, study skills, test taking, assessment and evaluation. Focus will be on reading to learn. Additional emphasis on developing integrated instructional units linking content areas. Students will be expected to use the Internet to locate adolescent literature for each content area and materials/programs to enhance their instruction. Ohio’s Language Arts Model will be used to plan and implement instruction. (Field experience required). This course is taken by Middle Childhood Majors, AYA Majors and Intervention Specialist Candidates seeking Middle or AYA Licensure. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220. Corequisites: Taken concurrently with one of the following by AYA Majors: 366, 376, 386, 396; with 375 and two of the following by Middle Childhood Majors: 360, 373, 380, 390. (Spring only)
360. Language Arts in Middle School (3 sem. hrs.). Emphasis will be on methods and materials used to teach language arts in grade 4-9. Specific content includes language acquisition, the history of language, English grammar, dialects, levels of usage, purposes of reading, writing, listening, and speaking, and the ways readers respond to literature. A wide variety of literature will be read. With regard to writing, the composing process, forms of writing, and purposes for writing will be covered. Students will also learn how to plan and teach language arts lessons, including writing objectives, choosing instructional strategies and materials, grouping students, applying research findings, and assessing diverse learners. Students will have a middle school field placement. The use of computers to enhance teaching units, locate materials, etc., will be stressed. The Ohio Language Arts Model will be emphasized. Prerequisites: 3.0 GPA, Junior status, C- or higher in PSY 101, EDU 220, EIS 265, EDU 230 and EIS 285. Corequisite: EDU 350, 375 and one of the following: 373, 380 or 390. (Spring)
366. Methods in English (3 sem. hrs.). This course will cover both the content to be taught and the pedagogy of teaching English in Adolescent to Young Adult classrooms, including but not limited to: selecting and using materials for diverse learners and learning styles, applying the knowledge base to the language arts, using the Ohio Language Arts Model to frame instruction and assessment, and designing, implementing, interpreting, and reporting on assessment. Students will also become aware of sources of adolescent literature by diverse writers, study the forms of oral and written discourse and their place in the English classroom and learn how to help students read for different purposes and respond to literature. Students will plan and implement lesson and unit plans. Finally, attention will be given to the nature of language and theories of language acquisition. (Field experience required.) Prerequisite: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265; Corequisite: EDU 350. (Spring)
373. Social Studies in the Middle School (3 sem. hrs.). Methods encouraging concept and generalization development through active participation will be the major focus. The Ohio Social Studies Model provides guidance in what concepts, generalizations, and skills will be developed. Emphasis will be upon developing citizenship skills. Short and long range lesson planning will be developed. Students will be encouraged to use technology to enhance both planning and instructional phases. (Field experience required.) Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265, EDU 230 and EIS 285. Corequisites: EDU 350, 375 and one of the following: 360, 380, or 390. (Spring)
375. The Middle School (2 sem. hrs.). Develops the idea of “community” by encouraging students to actively work in various “in and out-of-school” programs unique to this level, grades 4 through 9. Program development, participation, and evaluation are key components of this course. May include participation in the following: clubs, intramurals, mini-courses, guidance programs, parent organizations, sports and activity groups. This course is part of a block, which requires daily work in a school. Taken concurrently with EDU 350 and two of the following: 360, 373, 380 or 390. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265, EDU 230 and EIS 285. (Spring)
376. Methods in Social Studies (3 sem. hrs.). Study of methods appropriate in social studies classes grades 7-12 using the standards of NCSS (National Council of the Social Studies). Field based experience is required. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265; Corequisite: EDU 350. (Spring)
380. Math in the Middle School (3 sem. hrs.). Focus is upon methods and techniques of teaching math concepts and skills in grades 4 through 9. Emphasis is upon building positive attitudes toward math, on-going formal and informal pupil assessment and the use of active hands-on participation. The Ohio Math Model will provide the concepts and skills for the method development. Short and long-range planning along with the use of materials and technology will be covered. Research of related professional literature is included. (Field experience required.) Prerequisites: 3.0 GPA, Junior level, C- or higher in PSY 101, EDU 220, EIS 265, EDU 230, and EIS 285. Corequisite: EDU 350, 375 and one of the following: 360, 373 or 390. (Spring only)
386. Methods in Mathematics (3 sem. hrs.). A study of methods appropriate for teaching mathematics to adolescents through young adults. A variety of pedagogies are covered. These include collaborative learning, technology, classroom discourse, connections to other disciplines and between mathematical topics, discovery through investigations, and writing to learn. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265; Corequisite: EDU 350. (Spring)
390. Science in the Middle School (3 sem. hrs.). The study of curriculum and methods for teaching science in the middle school, encompassing grades 4-9. A science unit plan is required and students will be expected to teach one or more lessons from the plan during the field experience component of the course. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265, EDU 230 and EIS 285. Corequisite: EDU 350, 375 and one of the following: 360, 373, 380. (Spring)
396. Methods in Science (3 sem. hrs.). The study of curriculum and methods for teaching science in grades 7-12, ages 12-21. A science unit plan is required and students will be expected to teach one or more lessons from the plan during the field experience component of the course. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265. Corequisite: EDU 350. (Spring)
397, 398. Individual Studies in Education (1-3 sem. hrs.). Individual research and field studies in areas such as remedial reading, comparative education, gifted/talented, post-secondary education, special education and experimental approaches to instruction and learning. Each study is subject to the approval of the departmental head. May be scheduled for a maximum of six hours per semester. Prerequisite: C- or higher in PSY 101. (Every year)
400. Curriculum/Organization of Schools (2 sem. hrs.). Students will become familiar with state curriculum models, how curriculum develops/changes, and how schools are organized for instruction. Overview of curriculum and organization of schools. (Middle Childhood, AYA, and Multi-Age). Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU whichever of the following apply to licensure area: EDU 350, 360, 373, 375, 380, 390 for Middle Childhood; 350, 366, 376, 386, 396 for AYA; MUS 373, 374 for Music; HPE 322 or 343 for HPE; EDU 336 and academic year abroad for Spanish and German. Corequisites: 427, 428, 429, or 430. (Fall and Spring)
414. Diagnosis of Reading Difficulties (3 sem. hrs.). Education 414 focuses on the skills and knowledge that classroom teachers need to be able to diagnose students’ reading difficulties. Reading strategies for struggling readers will be a component of this course. Additionally, the course will provide students with the opportunity to plan/implement a remedial program that is appropriate for a disabled reader. A case study approach will be used and students will receive ample opportunities to apply the skills learned. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 230, EIS 285. Pre- or corequisite: EDU 344 or 350. (Fall and Spring)
416. Seminar in Education (2 sem. hrs.). Designed to provide students the opportunity to discuss and reflect upon their experiences in students teaching as they assume the role of teacher and to integrate the principles of teaching with previous course work, clinical and field experiences. Focus will be upon sharing and problem solving in relation to issues including but not limited to, classroom management, professionalism, planning, instruction, organization, job procurement, and legal aspects. Research of related professional literature is included. Prerequisites: 3.0 GPA, C- or higher in PSY 101 and whichever of the following courses apply to licensure area: EDU 344, 345 (Early); 350, 360, 373, 375, 380, 390 (Middle); 366, 376, 386, 396 (AYA); MUS 373, 374 (Music); HPE 322 or 343 (HPE); EDU 336 and academic year abroad (Spanish and German). Taken concurrently with EDU 426, 427, 428, 429 or 430. (Fall and Spring)
425. Multicultural Literature (3 sem. hrs.). This course will examine the use of multicultural children’s literature in early and middle childhood classrooms, to promote cultural understanding and affirm the value of diversity in a global society. There will be a strong emphasis on the selection of authentic literature which presents an accurate portrayal of various ethnic groups including but not limited to, African-American, Latino, Asian, and Native American cultures. Theoretical and historical perspectives of multicultural literature, as well as current trends, issues, and controversies will be explored. Open to all Junior and Senior undergraduates and all graduate students. (Spring and Summer)
426. Student Teaching (Early Childhood) (4 or 8 sem. hrs.). Placement with a qualified teacher and university supervisor in an appropriate classroom setting* for a minimum of 12 consecutive, full weeks. NOTE: When early childhood major is double majoring with intervention specialist major, this course will be reduced to 4 hours and will be for a minimum of 6 consecutive, full weeks. Actual participation in classroom activities on a daily basis is the emphasis. Planning, organizing, instruction, and evaluating are key elements. Developing overall classroom management skills, professionalism, cooperative staff relations, and strong work ethic are key elements. Senior level only. No other course work is to be taken during the Senior Block and the 12 consecutive, full weeks of student teaching. *Appropriate classroom setting is defined as one that meets the learned society guidelines for early childhood. The early childhood candidate is required to have experience with both pre-school youngsters and primary level youngsters in an inclusive setting. Placement will be dependent upon a student’s prior field experiences in EDU 345. Prerequisites: 3.0 GPA, C- or higher in PSY 101 and EDU 344, 345. Corequisites: EDU 416, EIS 379, 468. (Fall and Spring)
427. Student Teaching (Middle Childhood) (4 or 8 sem. hrs.). Placement with a qualified teacher and university supervisor in an appropriate classroom setting* for a minimum of 12 consecutive, full weeks. NOTE: When middle childhood major is double majoring with intervention specialist major, this course will be reduced to 4 hours and will be for a minimum of 6 consecutive, full weeks. Actual participation in classroom activities on a daily basis is the emphasis. Planning, organizing, instruction, and evaluating are key elements. Developing overall classroom management skills, professionalism, cooperative staff relations, and strong work ethic are key elements. Senior level only. No other course work is to be taken during the Senior Block and the 12 consecutive, full weeks of student teaching. *Appropriate classroom setting is defined as one that meets the learned society guidelines for middle childhood. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 350, 375 and whichever two courses apply to area of licensure; EDU 360, 373, 380, 390. Corequisites: EDU 400, 416; EIS 379, 468. (Fall and Spring)
428. Student Teaching (Adolescent-Young Adult) (4 or 8 sem. hrs.). Placement with a qualified teacher and university supervisor in an appropriate classroom setting* for a minimum of 12 consecutive, full weeks. NOTE: When adolescent-young adult major is double majoring with intervention specialist major, this course will be reduced to 4 hours and will be for a minimum of 6 consecutive, full weeks. Actual participation in classroom activities on a daily basis is the emphasis. Planning, organizing, instruction, and evaluating are key elements. Developing overall classroom management skills, professionalism, cooperative staff relations, and strong work ethic are key elements. Senior level only. No other course work is to be taken during the Senior Block and the 12 consecutive, full weeks of student teaching. *Appropriate classroom setting is defined as one that meets the learned society guidelines for the adolescent to young adult licensure areas. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 350 and whichever course applies to area of licensure: EDU 366, 376, 386, 396. Corequisites: EDU 400, 416; EIS 379, 468. (Fall and Spring)
429. Student Teaching (Intervention Specialist) (4 sem. hrs.). Placement with a qualified teacher and university supervisor in an appropriate classroom setting* for a minimum of 6 consecutive, full weeks. (Student will be placed in other area of licensure classroom for an additional 6 weeks.) Actual participation in classroom activities on a daily basis is the emphasis. Planning, organizing, instruction, and evaluating are key elements. Developing overall classroom management skills, professionalism, cooperative staff relations, and strong work ethic are key elements. Senior level only. No other course work is to be taken during the Senior Block and the 12 consecutive, full weeks of student teaching. *Appropriate classroom setting is defined as one that meets the learned society guidelines for intervention specialist (mild-moderate). Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 344, 345 (Early); 350, 375 and whichever of the following apply to licensure area: 360, 373, 380, 390 (Middle); 366, 376, 386, 396 (AYA). Corequisites: EDU 400 (For all but Early), 416; EIS 468 and EIS 471. (Fall and Spring)
430. Student Teaching (Multi-Age) (4 or 8 sem. hrs.). Placement with a qualified teacher and university supervisor in an appropriate classroom setting* for a minimum of 12 consecutive, full weeks. NOTE: When multi-age major is double majoring with intervention specialist major, this course will be reduced to 4 hours and will be for a minimum of 6 consecutive, full weeks. Actual participation in classroom activities on a daily basis is the emphasis. Planning, organizing, instruction, and evaluating are key elements. Developing overall classroom management skills, professionalism, cooperative staff relations, and strong work ethic are key elements. Senior level only. No other course work is to be taken during the Senior Block and the 12 consecutive, full weeks of student teaching. *Appropriate classroom setting is defined as one that meets the learned society guidelines for multi-age. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 347 (All); A grade of “P” in MUS 092, Piano Proficiency, (MUS 373, 374 (Music); HPE 322 or 343 (HPE); EDU 336 and academic year abroad (Spanish and German). Corequisites: EDU 400, 416; EIS 379 (except Multi-Age Health/Physical Education), 468. (Fall and Spring)
ADDITIONAL CERTIFICATION/LICENSURE OPPORTUNITY Intervention Specialist Licensure (EIS)
265. Diversity in Today’s Schools (3 sem. hrs.). This course is designed to introduce preservice, teacher-education students to an educational system that takes full advantage of the cultural, racial, societal, economic and academic diversity in today’s schools. The demographics, characteristics, methods and materials of informal and formal diagnosis, assessment and teaching of “exceptionality,” including cultural, racial, societal, economic and academic diversity present in today’s schools and the wider society. Implications for educational (a) philosophy (b) theory, (c) policy and (d) practice will be discussed. Class participants will be required to reflect on, develop and communicate professional and personal perceptions concerning diversity at each of these levels. Prerequisites: 2.5 GPA, C- or higher in EDU 110 or MUS 110; PSY 101. (Fall and Spring)
266. Education Camp Clinical Experience (0 sem. hrs.). One week residential camp counseling experience with diverse students. To be completed by all Education Majors. Taken concurrently with or following EIS 265. Prerequisite: 2.75 GPA, C- or higher in EDU 110, 115; EIS 265; PSY 101. (Fall and Spring)
272. Individuals with Diverse Educational Needs (3 sem. hrs.). The art and science of teaching exceptional individuals, ages 5-21, with exceptional needs in both school and society will be explored through reading, and self-awareness activities. An examination of the principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs in both school and society. Students will use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. A wide variety of pedagogical methods, procedures and practices will be introduced, critiqued and reviewed by the class participants. Prerequisite: 2.75 GPA, C- or higher in EDU 110, 115; EIS 265, PSY 101. (Spring)
285. Phonics/Word Identification (3 sem. hrs.). Rationale and approaches for teaching phonics will be emphasized as will stages in decoding, phonic elements, phonemic awareness, instructional strategies, and scope and sequence of phonics instruction. Other word identification strategies to be taught include context clues, sight words, and structural and morphemic analysis. Appropriate use of software to enhance and support strategies and skills will be examined. Assessment and evaluation of word identification strategies will be targeted. Required field experience. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EDU 220, EIS 265. Corequisite: EDU 230. (Fall and Spring)
320. Family Systems/Social Issues in Early Childhood (3 sem. hrs.). Emphasis on the role of the family and other social systems involved in the care and development of the young child. Emphasis on understanding the child in the context of the family, culture, and society. Develops the idea of respect for diversity and anti-bias approaches. Includes also awareness of public policy and advocacy issues in relation to young children and their families. The development of effective interpersonal skills in working with families and roles of collaborative team members are emphasized. Research of literature included. Students must also become familiar with resources within the immediate community and beyond which support families and children. Students will be expected to use the Internet to examine public policy issues and resources relevant to young children and their families. Prerequisites for Licensure Candidates: 3.0 GPA, junior status, and C- or higher in both PSY 101 and EDU 230. Prerequisites for all other students: 3.0 GPA, junior status, and PSY 206. (Fall and Spring)
350. Curriculum and Methods for Mild/Moderate Disabilities (3 sem. hrs.). Examination of curricular accommodations and adaptations as well as instructional strategies, methods and materials related to development in the following areas: academic, social, career/vocational and life skills. Adapting instruction for students with special needs in the regular education setting will be addressed. Appropriate field based experience is required. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EIS 265, 272. Corequisite: 361. (Fall)
361. Reading and Language Arts Methods for Mild/Moderate Disabilities (3 sem. hrs.). Accommodation and adaptation of curriculum method and materials for instruction of reading and language arts with emphasis on the use of oral and written communication skills with practical applications to everyday living experiences. Appropriate field based experience is required. Prerequisites: 3.0 GPA, C- or higher in PSY 101, EIS 265, 272. Corequisite: 350. (Fall)
379. Prescriptive Assessment and Diagnosis (2-3 sem. hrs.). Principles and procedures of assessment used in the identification of disabilities and the prescription of remedial techniques for all students. Students are expected to select and administer and interpret various formal and informal assessment instruments. Particular emphasis is placed upon the use of the assessment data in the planning of educational services for students with mild/moderate educational needs. Discussion of alternative assessment options will be integrated throughout the curricula of this course. Appropriate clinical/field experience is required. Basic inferential statistical concepts will be introduced and reviewed in the initial 5 weeks of this course. Prerequisites: Junior standing for EIS Licensure and taken prior to Senior Block for 3 sem. hrs; 3.0 GPA, C- or higher in PSY 101, EDU 220 and 300-level courses (some multi-age excepted). Taken concurrently with Senior Block for 2 sem. hrs. by Early (426), Middle (427), AYA (428) and Multi-Age (430) (except HPE). For ISP, taken Fall of junior year with EIS 350 and 361.
468. Communication and Collaborative Partnerships (2 sem. hrs.). Stresses the importance and benefits of positive interaction with students, parents, school and community personnel. Methods of encouraging and assisting families to be active participants in the educational team will be addressed. Emphasis is also placed on integrating students into various learning environments by using collaborative strategies such as team teaching, peer tutoring and use of aides and volunteers. Taken concurrently with EDU 416 and one of the following: 426, 427, 428, 429, or 430. Prerequisite: 3.0 GPA, C- or higher in PSY 101 and whichever of the following courses apply to licensure areas: EDU 344, 345 (Early); 350, 360, 373, 375, 380, 390 (Middle); 366, 376, 386, 396 (AYA); MUS 373, 374 (Music); HPE 322 or 343 (HPE); EDU 336 and academic year abroad (Spanish and German). (Fall and Spring)
471. Career/Vocational Development and Life Skills (2 sem. hrs.). Emphasis is on the planning and development of career, vocational and daily living skills needed by individuals with mild/moderate educational needs as they prepare for and make the transition from school to post-secondary education, work and community. Appropriate curriculum, methods, materials and techniques are addressed. Taken concurrently with EDU 416, 429 and EIS 468. Prerequisite: 3.0 GPA, C- or higher in PSY 101, EIS 350, 361, 379. (Spring)
473. Issues and Practices in Special Education (2 sem. hrs.). Various timely topics will be addressed such as legal and policy issues affecting the rights and responsibilities of parents, students and educators, trends in service delivery options and current relevant research. Prerequisite: 3.0 GPA, C- or higher in PSY 101, EIS 350, 361 and 379.