Feb 26, 2024  
2021 - 2022 Undergraduate Bulletin 
    
2021 - 2022 Undergraduate Bulletin [ARCHIVED BULLETIN]

Course Descriptions


 

Computer Science

  
  • CS 377 - Computer Graphics I

    (3)
    An introduction to computer graphics hardware and software. Topics include user interfaces, event-driven computing, two-dimensional graphics primitives, area and polygon filling, clipping algorithms, splines and transformations. Offered spring semester in even years. Prerequisite(s): CS 361 .
  
  • CS 380 - Operating Systems

    (2)
    An introduction to modern operating system. Topics include the structure of an operating system, process management, synchronization, critical sections, semaphores, deadlock handling, memory management, process scheduling, and security. The major components of Unix/Linux and its derivatives (processes, threads, sockets, etc.) will be explored more in details. Offered spring only, odd years Prerequisite(s): CS 161 Algorithms and Data Structures I  (Minimum grade C).
  
  • CS 381 - Parallel Computing

    (2)
    An introduction to parallel and distributed computing including. Topics include race conditions and different approaches to solve them, processes, threads, and parallel algorithms. Students will write programs implementing parallel algorithms using processes and threads. Offered spring only, odd years. Prerequisite(s): CS 380 Operating Systems .
  
  • CS 393 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CS 410 - iOS App Development

    (3)
    An introduction to iOS application development with an emphasis on software design patterns such as inheritance, model-view-controller, and delegation. The Swift programming language and standard frameworks for iOS development are used to develop small iOS applications. (Offered spring semester of odd years.)  Prerequisite(s): CS 340 , CS 361  or permission of instructor.
  
  • CS 470 - Artificial Intelligence

    (3)
    Study of artificial intelligence with emphasis on production systems, search strategies, heuristics, predicate calculus and rule-based systems. One area of artificial intelligence is investigated in detail along with the introduction of an appropriate programming language. Offered spring only, odd years. Prerequisite(s):  
  
  • CS 478 - Computer Networks

    (3)
    Local and wide area networking including: protocols, standards, media, topologies, layered networking models, hardware and software. Offered fall only, odd years. Prerequisite(s): CS 161 .
  
  • CS 479 - Computer Security

    (3)
    This course covers principles and practice of computer security, especially in the area of cryptography and network security.  Other topics include threat models, operating system security, database security, and security protocol. Theoretical concepts are explored through programming assignments. (Offered spring semester even years.) Prerequisite(s): CS 478 Computer Networks .
  
  • CS 481 - Seminar

    (1)
    Oral presentations and written reports by students on topics not covered in the curriculum; presentations by students doing research; lectures by visiting professionals and the faculty. This course is repeatable up to 4 credits. Open only to junior and senior mathematics majors or by special permission.  Offered fall and spring semester. Prerequisite(s): May be a Junior or Senior Computer Science major to enroll in this course.
  
  • CS 491 - Individual Study

    (1-3)
    Intended for those students who wish to study an area of computer science not included in a regular course. Prior approval by the supervising professor must be secured before registration.
  
  • CS 493 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CS 495 - Internship

    (1-4)
    Computer science majors with junior or senior standing, with at least 30 hours completed at Capital, and a minimum grade point average of 3.0 overall and in major, may be assigned as interns to participating organizations and work under the supervision of a sponsor and faculty member.  All interns and internships must have the prior approval of the department. Repeatable to a maximum of 4 hours. Graded Pass/Fail.

Criminology

  
  • CRIM 230 - Principles of Criminology

    (4)
    An introduction to the field of criminology including the nature, extent and variations in crime, theories of crime causation and crime typologies. Emphasis is placed on understanding criminal behavior as opposed to an examination of the criminal justice system. (Offered fall/spring.) Prerequisite(s): SOC 120  or SOC 115 .
  
  • CRIM 293 - Selected Topics

    (1-4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CRIM 301 - Seminar II - Career Planning

    (1)
    Preparation for graduate training and criminology careers. Students will learn about application to graduate school and law school, the G.R.E. and LSAT tests, and develop a graduate study and/or career plan. Attendance at departmental colloquia required. This course is graded Pass/Fail. (Offered as needed.)
  
  • CRIM 340 - The Criminal Justice System

    (4)
    A study of the criminal justice system and the agencies responsible for detecting, prosecuting and adjudicating offenders, including defining crime and examining the history of criminal law. (Offered fall.)  Prerequisite(s): SOC 115  or SOC 120 CRIM 230 .
  
  • CRIM 350 - Juvenile Justice

    (4)
    A study of the juvenile justice system in the United States including classical and contemporary theories of causation, institutionalization, diversion and prevention strategies. This course includes community engaged learning. (Offered spring.) Prerequisite(s):  SOC 115  or SOC 120 CRIM 230 .
  
  • CRIM 380 - Victimology

    (4)
    An introduction to the multifaceted issue of victimization in the U.S. and abroad including theories of victimization, trends in criminal victimization, treatment of victims in the criminal justice system, victim support issues, and the victimization of certain subgroups in the population. Guest speakers and victimization study projects may be utilized.  (Offered fall/spring.) Prerequisite(s): SOC 115  or SOC 120 ; CRIM 230  or SOC 330 .
  
  • CRIM 393 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CRIM 420 - White Collar Crime

    (4)
    The study of deviance and illegal acts committed by respected persons, corporations, and organizations. Emphasis is placed on understanding the resulting social harm as well as the theories and research used to analyze these acts. (Offered spring.) Prerequisite(s): SOC-115 or SOC 120 ; CRIM 230  and junior standing.
  
  • CRIM 491 - Individual Study

    (1-4)
    Individual, independent study with a faculty mentor.  (Offered as needed.)
  
  • CRIM 493 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CRIM 495 - Internship

    (1-4)
    Supervised field experience in a criminological setting accompanied by relevant library research and reflective writing. This course is graded Pass/Fail. Repeatable up to 8 hours.  (Offered as needed.)
  
  • CRIM 499 - Undergraduate Criminology Thesis

    (4)
    Independent student scholarship usually comprising a comprehensive literature review, design and completion of criminological research, and a written and oral presentation of findings.  (Offered as needed.)

Cultural Studies

  
  • CLS 220 - History of Africa

    (4)
    An analysis of continuity and change in African societies. Topics include the slave trade, colonialism, nationalism, and contemporary economic and political development. (Same course offered as HIST 220 .)
  
  • CLS 250 - Native American Religions

    (3)
    This course will explore the complexity and variety of Native American religious traditions with an emphasis on the historical impact of colonization upon those traditions. (Same course offered as RELIG 250 .)
  
  • CLS 251 - Communication and Culture

    (3)
    The study of the purposes of language, relationship between communication and culture, including dialect and levels of usage and analyses of communication within and between specific cultures. (Same course offered as COMM 251 .)
  
  • CLS 253 - Communication and Gender

    (3)
    The purpose of this course is to provide a foundation for students’ understanding of the complex relationships between communication and gender at the interpersonal, institutional, and societal levels. (Same course offered as COMM 253 .)
  
  • CLS 260 - African - American History and Culture

    (4)
    The study of African American life with emphasis on the African heritage, the emergence of African American culture, slavery, Civil War, Reconstruction, patterns of segregation, urbanization and 20th century cultural, political, social and economic patterns of protest and change. (Same course offered as HIST 260 .)
  
  • CLS 293 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College. Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CLS 310 - Sociology of Sex and Gender

    (4)
    An introduction to issues related to sex and gender, including social constructions of gender throughout history, gender socialization, sex and gender roles, gender identity, gender and the law, and language and media. (Same course offered as SOC 310 .) Prerequisite(s): SOC 120 ;
  
  • CLS 370 - Women in U.S. History

    (4)
    Survey of women’s historical experiences in the United States from the colonial era to the present. The course includes an analysis of the methodology of studying women’s history and the role of women in the political, social, cultural and economic life of the nation. (Same course offered as HIST 370 .)
  
  • CLS 393 - Selected Topics

    (1-6)
  
  • CLS 426 - Women Writers in the Hispanic Tradition

    (4)
    Texts in Spanish authored by women during the 16th-19th centuries, plus selected theoretical works written in English. Each writer defined her relationship with Spain through varying degrees of identification and resistance; each was influenced by the linguistic and cultural heritage of Spain. Discussion of critical questions related to gender and sexuality. Taught in Spanish. (Same course offered as Span 425.) Prerequisite(s): SPAN 310  or SPAN 311 ; SPAN-320 SPAN 330 SPAN 331 SPAN 350 SPAN 355 SPAN 360 , SPAN-370, SPAN 400 SPAN 410 , SPAN-420.
  
  • CLS 491 - Individual Study

    (1-6)
  
  • CLS 493 - Selected Topics

    (1 - 4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College. Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • CLS 495 - Internship

    (1-6)
    Required for Ethnic Studies, African American / African Studies, or Gender and Women’s Studies with a focus on each of the respective areas. This course is graded Pass/Fail.

Economics

  
  • ECON 101 - Macroeconomic Principles

    (4)
    Study of national income accounting; major macroeconomic relationships; explaining and predicting changes in the economy; the relationship of the domestic and foreign economics; monetary and fiscal policy and the economic role of government. (Offered fall/spring.)
  
  • ECON 115 - Microeconomic Principles

    (4)
    This course fulfills the Signature Learning Social Science requiremetn. A study of the basic economic concepts and their applications to social problems; and the understanding of economic activities in firms, households, markets and the economy. (Offered fall/spring.)
  
  • ECON 193 - Selected Topics

    (1-4)
    (Offered as needed.)
  
  • ECON 293 - Selected Topics

    (1-4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College. Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • ECON 320 - Intermediate Microeconomic Theory and Practice

    (4)
    Studies ways in which resources are allocated to different firms and industries; theory of demand, production and pricing of commodities and productive resources under perfect and imperfect competition, firm interaction and game theory.  (Offered fall.) Prerequisite(s):    or higher.
  
  • ECON 326 - Intermediate Macroeconomic Theory and Money

    (4)
    Considers macroeconomic and monetary theory, and the role of fiscal and monetary policy in the economy. National income accounting, economic fluctuations, determinants of economic growth, short-run and long-run macroeconomic models, the measurement of money, monetary institutions, monetary theory, role and effectiveness of monetary  and fiscal policy.  (Offered spring.) Prerequisite(s): ECON 101 Macroeconomic Principles   or higher.
  
  • ECON 334 - Labor Economics and Industrial Relations

    (4)
    Application of micro- and macroeconomic theory to labor markets. Topics include the demand for labor, the employment decision of workers, and rationale for the effects of legislation, non-wage compensation, investments in education and training, productivity considerations, racial and gender discrimination, unions, and public sector labor markets.  (Offered as needed.) Prerequisite(s):  .
  
  • ECON 337 - International Economics & Finance

    (4)
    Considers international trade and capital flows, and the markets in which they take place. International trade and finance theory, including the gains from trade, comparative advantage, theories of trade, tariffs, the balance of payments, international economic institutions, the determination of exchange rates, exchange rate forecasting, exchange rate policy, speculation, short-term investment, foreign direct investment and the Euro currency market.  (Offered fall-even years.) Prerequisite(s):   and  .
  
  • ECON 340 - The Evolution of Economic Systems and Economic Thought

    (4)
    Examines the evolution of economic theory in the context of the evolution of economics systems from the 17th century to the modern day. The history of economic theory, reflections on ways of organizing society to carry out production and distribution of goods and services; comparison of capitalism, communism and socialism, and problems of their historical development.  (Offered fall-odd years.) Prerequisite(s):   and    (or higher).
  
  • ECON 350 - Environmental Economics

    (4)
    An analysis of environmental problems and possible policy responses, such as command-and-control regulation and market-based solutions. Areas stressed include the ramifications of negative externalities and market failures, the economics of pollution control, the economics of sustainable development, environmental policy development, and global environmental issues. The use of analytical tools such as risk assessment, risk management, and benefit-cost analysis in environmental planning is explored. Includes three comprehensive case studies of major environmental problems and policy solutions.  (Offered spring-even years.) Prerequisite(s):  .
  
  • ECON 361 - Public Finance

    (4)
    The economics of the public sector, including the impact of the government budget on resource allocation, income distribution and economic stabilization; principles and problems of budget determination, including both tax and expenditure aspects; tax shifting and incidence; and fiscal and debt-management policies.  (Offered spring-odd years.) Prerequisite(s):  
  
  • ECON 393 - Selected Topics

    (1-4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College. Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • ECON 491 - Individual Study

    (1-8)
    (Offered as needed.)
  
  • ECON 493 - Selected Topics

    (1-4)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College. Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • ECON 495 - Internship

    (1-8)
    (Offered as needed.)
  
  • ECON 499 - Senior Project

    (1-4)
    Independent student scholarship comprising a comprehensive literature review, design and implementation of economic research and a written and oral presentation of findings.  (Offered as needed.)

Education

  
  • EDUC 100 - Preprofessional Services

    (0-3)
    This service learning opportunity engages teacher education students in professional development experiences in schools and other settings for up to forty (40) hours during a semester. Students learn through direct service to educators, children, families, and/or agencies. Faculty and students develop approved contracts for service in diverse settings. Elements of planning for and accomplishing individualized professional growth are addressed. Emphasis is on experiences that relate to “job embedded” professional growth. This course may be repeatable to 3 hours credit.  (Offered fall/spring.)
  
  • EDUC 101 - Developing as a Professional Educator I

    (1)


    This course is a professional introduction to Capital University’s Teacher Education Program, required of all Education majors and Post-degree Ohio licensure candidates. The aim of the course is to introduce teacher education candidates to the broad context that surrounds the education profession. Education 101 will introduce students to the essential questions in P-12 education as seen through the eyes of professionals:

    • What broad contexts support the education profession?
    • What habits of mind and professional dispositions would it benefit an educator to develop and nurture?
    • What does it mean to do education research across academic disciplines?
    • What does an educator need to know about diverse communities of learners?
    • How may collaboration with key stakeholders and participation in online professional learning communities support professional development?  

    (Offered fall/spring/summer) Corequisite(s): EDUC 151 Foundations of the Education Profession  

  
  • EDUC 116 - Reading & Writing I: Literacy Teaching and Learning

    (4)
    This course is the first in a sequence of two reading and writing course designed to support teacher education students in learning the skills and strategies necessary in using a balanced literacy curriculum. Examination of major theories and empirical research that includes cognitive, sociocultural, and reading and writing development are examined. The course also focuses on deepening students’ knowledge of the basic components of reading and writing that include literature, genre studies, and the basic foundations of writing. A focus on digital literacies, technologies, and multicultural learning is emphasized. (offered fall/spring.)
  
  • EDUC 151 - Foundations of the Education Profession

    (3)
    (UC 100 Cognate Course)  Education 151 will introduce students to the education profession through exploration of two essential questions: What does it mean to be educated? What does it mean to choose education as a vocation? Students will reflect on their own experiences with education as they study its multiple historical, social, philosophical, ethical, and legal foundations and make connections with how these foundations influence current educational thought and practice. Students will develop an awareness of how diversity among learners, families, and communities contextualizes effective teaching, management of learning environments, and assessment of student learning. Professional development will be emphasized through students attending and reflecting on their choice of diverse and multidisciplinary campus-sponsored or community events. Fulfills University First Year Seminar Requirement.(First Year Seminar) (Offered fall/spring/summer.)
  
  • EDUC 193 - Selected Topics

    (1 - 12)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • EDUC 201 - Developing as a Professional Educator II

    (4)
    This course serves as an introduction to curriculum development (lesson, unit, and year planning), pedagogical approaches to teaching, assessment design, and reflective practice in order to prepare the students for the pedagogy field experience, student teaching, and in-service teaching. The course materials will focus on the many facets of the planning and teaching experience, which will assist students in understanding the organic nature of teaching and learning. (Offered fall/spring.)
  
  • EDUC 211 - Foundations of Early Childhood Education

    (4)


    This course provides basic knowledge of the foundations of early childhood education. The course introduces students to the historical and socio-cultural forces that have impacted the field along with contemporary early childhood programs and models; theories of play and developmentally appropriate early childhood curriculum.  The course is linked to the field component of EDUC 201 and includes a case study analysis of developmental domains utilizing a variety of assessment techniques. (Offered fall/spring.)

     

      Prerequisite(s): EDUC 101  and EDUC 151 . Corequisite(s): EDUC 201 .

  
  • EDUC 214 - Integrating Learning Experiences: Art, Music, Drama and Movement

    (4)
    This integrated experience provides early childhood teacher education students with the current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in the curriculum content areas of art, music, drama, and movement. This course is offered pass / fail only.  (Offered fall/spring.)
  
  • EDUC 216 - Reading & Writing II: Literacy Teaching and Learning

    (4)
    This course is the second in a sequence of two reading and writing courses designed to support teacher education students in learning the skills and strategies necessary in using a balanced literacy curriculum. Examination of pedagogical best practices in the instruction of reading and writing is the focus that includes essential balanced literacy components, differentiating instruction, and comprehension strategies. The course also focuses on deepening student’s knowledge of how to integrate and teach content literacy in all aspects of their everyday classroom.(Offered fall/spring)
  
  • EDUC 217 - Earth and Space Science for Pre-K - 5 Educators

    2
    This course is designed for students pursuing licensure in elementary education grades pre-K through 5. Understanding and applying science content in order to effectively teach and facilitate science in the classroom is essential for teachers within these disciplines. By exploring primarily earth and space science, education software, and web-based information, prospective teachers will become well-versed in planning and effectively teaching science in today’s schools while also utilizing technological and community resources. (Offered fall/spring) 
  
  • EDUC 218 - Social Studies for Pre-K through 5

    2
    This course is designed for Pre-K through 5 preservice teacher to meet social studies content standards. The course will cover the history, economics, civics and government, and geography. Restricted to certail education majors only. (Offered fall/spring)
  
  • EDUC 222 - Philosophy and Organization of Middle Schools

    (2)
    This course prepares teacher education students to understand the rationale for, the role of teachers in, and the function of interdisciplinary teams, teacher based guidance programs, flexible grouping and scheduling arrangements, activity programs, working with colleagues within the framework of the entire school community, and working with families, resource persons and community groups.  (Offered fall/spring.) Prerequisite(s): EDUC 151 ; PSYCH 120  or PSYCH 121 .
  
  • EDUC 231 - Introduction to Exceptionalities and Interventions

    (4)
    This course is required for teacher education majors. The course focuses on understanding intervention strategies that are evidence-based when teaching all students particularly those students with exceptionalities and English Language Learners (ELLs). Lectures, readings, multimedia, field trips, and learning activities are structured to allow students to examine their disposition, knowledge, and skills related to teaching students with exceptionalities and ELLs. (Offered fall/spring/summer.) Prerequisite(s): EDUC 101  and EDUC 151 .
  
  • EDUC 241 - Phonics for Student Learning

    (2)
    This course introduces orthographic and phonologic components of the English language and extends students knowledge of concepts, terminology, and teaching techniques related to phonics as a language, reading, and writing tool. Required for all Early Childhood, Middle Childhood, and Intervention Specialist Education majors. Prerequisite(s): Education majors only.
  
  • EDUC 242 - Adolescent Literature and Literacies

    (4)
    This course exposes teacher education students to much of the literature currently being read by students in grades four through nine. They gain knowledge of current and historical perspectives about the nature and purposes of reading and about widely used approaches and instructional materials for reading instruction. The course requires extensive reading, covering many genres and authors of varied backgrounds.  (Offered fall/spring.)
  
  • EDUC 243 - Instructional Technology

    (2)
    This course is designed for students pursuing licensure in elementary and secondary education. Understanding how to effectively use technology in the classroom to facilitate teaching and learning is essential for teachers within all disciplines. By exploring productive tools, education software, and web-based information, prospective teachers will become skilled in some of the many digital tools used in today’s schools.
  
  • EDUC 283 - Intercultural Student Teaching and Community Engagement Seminar

    (2)
    The Intercultural Student Teaching and Community Engagement seminar serves as a preparatory phase for the Intercultural Student Teaching (IST) program, allowing pre-service candidates to prepare for professional and service learning experiences while student teaching overseas in one of the 18 countries.  The course aligns directly with several University initiatives: innovative educational programs, community engagement and service learning. Students participating in the IST program do a split placement, getting experience in both the United States and an overseas school placements. This course fulfills the Signature Learning requirement for UC 370 Global Systems .
  
  • EDUC 293 - Selected Topics

    (1 - 12)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • EDUC 301 - Developing as a Professional Educator III

    (2)
    This course focuses on professional development through the use of case studies reflecting the professional skills of collaborating, adapting and differentiating instruction and assessment when working with students with linguistic, cultural and ability differences. Current Ohio Standards for the Teaching Profession and federal law requirements will be guides for the applications of these skills, emphasizing the ability to define and defend effective teaching practices as they relate to student learning and achievement. Field hours required outside of class.  (Offered fall/spring.) Prerequisite(s): EDUC 101 EDUC 151 , and Junior Standing
  
  • EDUC 309 - Inquiry Across the Curriculum

    (4)
    Inquiry across the Curriculum introduces and engages students in inquiry-based learning (IBL) and strategies.  Inquiry-based learning enhances student knowledge and engagement by helping students develop hands-on, minds-on skills that are increasingly necessary in the 21st century.  IBL prioritizes the knowledge and experience students bring to the classroom and it promotes active problem solving, learning through experience, communication results, and the shared construction of new ideas. (Offered fall, spring)
  
  • EDUC 310 - Writing: Theory and Practice

    (4)
    Study of current theories of the writing process and their application to teaching written composition. The course includes the teaching and writing of different genres, reflection on student writing and assessment of student writing.  (Offered fall, spring, summer) Prerequisite(s): Junior standing.
  
  • EDUC 312 - Family, Community and Culture

    (2)
    This course provides teacher education candidates with the knowledge, dispositions, and skills needed to establish and maintain positive, collaborative relationships with families and community members. Students develop cultural responsibility in relation to family and community for the purpose of enhancing educational opportunities for young children. This course involves a service-learning component in a non-traditional educational setting.  (Offered fall/spring.) Prerequisite(s): EDUC 151; Sophomore standing. Field work is required outside of class times.(Offered fall/spring) Prerequisite(s): EDUC 101  and EDUC 151 ; Sophomore standing. Field work is required outside of class times.
  
  • EDUC 315 - Mathematics: Integrated Learning Experiences

    (4)
    This course prepares the early childhood education teacher education candidates to teach mathematics to students in grades PK-5. Candidates are prepared to use a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of mathematical concepts and skills and that are based on the Ohio’s Learning Standard for Mathematics/Common Core State Standards. Acceptance into Teacher Education Program is required to enroll in this course. This course includes extensive field experience. (Offered fall/spring.)  Corequisite(s): EDUC 316 EDUC 317 , and EDUC 318 .
  
  • EDUC 316 - Reading and Language Arts: Integrated Learning Experiences

    (4)
    This 4 semester credit hour course prepares early childhood education and intervention specialist candidates to teach reading, writing, listening, visual literacy, and oral communications using appropriate instruction methods, learning activities, and materials based on the Ohio Academic Content Standards for English Language Arts, National English Language Arts standards., and Common Core English Language Arts Standards. Candidates learn to assess student learning and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive field experience. Acceptance into Teacher Education Program is required to enroll in this course. Corequisite(s):  EDUC 315  and EDUC 317  and EDUC 318 . (Offered Fall/Spring)
  
  • EDUC 317 - Science: Integrated Learning Experiences

    (4)
    This course is designed to prepare the early childhood education teacher education candidates to teach science to students in grades PK-3. Candidates are prepared to plan activities and teach skills appropriate for the diverse needs of their students. Attention is paid to exploring and developing knowledge about the natural world, promoting the curiosity of young children, meeting the challenges of inquiring minds through concepts in science. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of science concepts and skills and that are based on state and national standards. The course includes an intensive field experience. Acceptance into Teacher Education Program is required to enroll in this course. Corequisite(s): EDUC 315  and EDUC 316  and EDUC 318 .
  
  • EDUC 318 - Social Studies: Integrated Learning Experiences

    (4)
    This course is designed to prepare the early childhood education teacher education candidates to teach social studies to students in grades PK-3. Candidates are prepared to plan activities and teach skills appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of social studies concepts and skills and that are based on state and national standards. Students must have been admitted into Teacher Education Program to enroll in this course. This course includes extensive field experience. Corequisite(s): EDUC 315  and EDUC 316  and EDUC 317 
  
  • EDUC 350 - Issues in Second Language Acquisition: Theory and Practice

    (2)


    This course emphasizes language teaching theory and methodology as well as creation of instructional, analytical, and evaluative materials for the TEFL classroom.  It is designed to cover: history, development and current theories of second language acquisition; variables affecting second language learning, including cross-cultural issues; and terminology associated with the many aspects of TEFL.  The course is designed for TEFL, second/foreign language and content-area teachers as well as other professionals interested in effective language teaching. (Offered fall / spring)

     

  
  • EDUC 352 - Language Arts Pedagogy for Middle Childhood

    (2)
    This course is designed to prepare middle childhood education candidates to teach language arts to students in grades 4-9. The course prepares candidates to teach reading, writing, listening/visual literacy, and oral communications using appropriate instructional methods, learning activities and materials based on the Common Core Standards for English Language Arts and National Council of Teachers of English standards. Candidates also learn to assess student outcomes and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive field experience.  (Offered fall / spring.) Prerequisite(s): Admittance into Teacher Education Program. Corequisite(s): Corequisite exception for MCE Generalist, only.
  
  • EDUC 353 - Mathematics Pedagogy for Middle Childhood

    (2)
    This course prepares middle school and adolescent to young adult teacher education candidates to teach mathematics to students in grades 4-9. Candidates are prepared to use a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan lessons, with appropriate assessments, that will stimulate students’ development of mathematical concepts and skills and that are based on the Ohio’s Learning Standard for Mathematics/Common Core State Standards. This course includes extensive field experience.  (Offered fall/spring.) Prerequisite(s): Admittance into Teacher Education Program. (Offered fall/spring.) Prerequisite(s): Admittance into Teacher Education Program.
  
  • EDUC 354 - Science Pedagogy for Middle Childhood

    (2)
    Recent research on the pedagogy of teaching science to middle childhood will be discussed. Science teaching topics include: constructivism, inquiry, event-based and daily life experiences.  Science teaching topics include misconceptions, safety, and legal concerns. Students will design and implement inquiry and technology based lessons using the Ohio’s Learning Standards and the National Science Education Standards. Students must pass all areas of Science Teaching Exit Portfolio including a science teacher statement. (Offered fall/spring.) Prerequisite(s): Admittance into the Teacher Education Program.
  
  • EDUC 355 - Social Studies Pedagogy for Middle Childhood

    (2)
    This course prepares middle school and adolescent to young adult teacher education candidates to teach social studies to students in grades 4-9. Candidates are prepared to plan tasks and activities appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments, that will stimulate students’ development of social studies concepts and skills and that are based Ohio Academic Content Standards and the National Social Studies Standards. This course includes extensive field experience.  (Offered fall/spring.) Prerequisite(s): Admittance into the Teacher Education Program.
  
  • EDUC 356 - Language Arts Pedagogy for Adolescents to Young Adults

    (2)
    This course is designed to prepare adolescent to young adult education candidates to teach language arts to students in grades 7-12. The course prepares candidates to teach reading, writing, listening/visual literacy, and oral communications using appropriate instructional methods, learning activities, and materials based on the Common Core Standards for English Language Arts and National Council of Teachers of English Standards. Candidates also learn to assess student outcomes and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive supervised field experience.  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program. Corequisite(s): EDUC 352 
  
  • EDUC 357 - Mathematics Pedagogy for Adolescents to Young Adults

    (2)
    This course prepares middle school and adolescent to young adult teacher education candidates to teach mathematics to students in grades 7-12. Candidates are prepared to use manipulatives, graphing calculators, and a variety of resource materials to plan mathematical tasks and activities appropriate for the diverse needs of students. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of mathematical concepts and skills and that are based the Ohio’s Learning Standard for Mathematics/Common Core State Standards. This course includes extensive field experience.  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program. (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program. Corequisite(s): EDUC 353 .
  
  • EDUC 358 - Science Pedagogy for Adolescents to Young Adults

    (2)
    Recent research on the pedagogy of teaching science to adolescents and young adults will be discussed. Students will design lessons that include science instructional strategies such as inquiry, integration of technology, laboratory, and field-based experiments using the Ohio Academic Content Standards and the National Science Education Standards. Students must pass all areas of Science Teaching Exit Portfolio.  (Offered fall/spring.) Prerequisite(s): Admittance into the Teacher Education Program. Corequisite(s): EDUC 354 .
  
  • EDUC 359 - Social Studies Pedagogy for Adolescents to Young Adults

    (2)
    This course prepares middle school and adolescent to young adult teacher education candidates to teach social studies to students in grades 7-12. Candidates are prepared to plan tasks and activities appropriate for the diverse needs of their students. Attention is paid to becoming better citizens, exploring our global connections, both as individuals and learning communities. The course prepares candidates to plan and implement lessons, with appropriate assessments that will stimulate students’ development of social studies concepts and skills and that are based on Ohio Academic Content Standards and the National Social Studies Standards. This course includes extensive field experience.  (Offered fall/spring.) Prerequisite(s): Admittance into the Teacher Education Program. Corequisite(s): EDUC 355 .
  
  • EDUC 363 - Pedagogy and Music for Elementary School

    (3)
    This course is designed to prepare music teacher education candidates to teach vocal music to children and young adolescents, pre-kindergarten through grade 6. Attention is given to the role music plays in the way students construct knowledge and acquire skills and preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music. (Offered fall.) Prerequisite(s): MUSIC 241 MUSIC 242 MUSIC 243 MUSIC 342  and admittance into the Teacher Education Program. 
  
  • EDUC 365 - Visual Arts Pedagogy for Early and Middle Childhood Education

    (2)
    This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to children; young adolescents; and young adults-pre-kindergarten through grade 12. Candidates are prepared to design and employ multiple opportunities for actively engaging students in learning art; encouraging students to assume responsibility for their own learning; and create, adapt and modify learning experiences and lessons, based on students needs and changing circumstances. Candidates are prepared to design varied strategies and procedures for motivation and assessment that considers art production, history, criticism and individual growth and development. This course is to be taken with EDUC 369 .  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program.
  
  • EDUC 367 - Pedagogy for Instrumental Music Programs

    (3)
    This course is designed to prepare multi-age music teacher education candidates to teach instrumental music to young adolescents through young adults. Attention is given to the role music plays in the ways students construct knowledge and acquire skills; preparing candidates to employ multiple strategies and opportunities for active student engagement in learning music; and developing an understanding that independent thinking, creativity and self expression are fostered by a quality music education. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards.  (Offered spring semester.) Prerequisite(s): Admittance into the Teacher Education Program.
  
  • EDUC 369 - Visual Arts Pedagogy for Adolescents to Young Adults

    (2)
    This course is designed to prepare multi-age visual arts teacher education candidates to teach visual arts to students from adolescent to young adult, grades pre-K through 12. Attention is given to designing, assisting and practicing instruction in a meaningful field experience context with a master cooperating teacher and preparing a variety of authentic assessment responses that will be useful in making instructional and managerial decisions regarding extended aspects of teaching and learning in the visual arts. This course is to be taken with EDUC 365 .  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program.
  
  • EDUC 371 - Reading for Learning

    (3)
    This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire strategies that are necessary for teaching content area reading. This course is for Music Education majors only.  (Offered spring.)
  
  • EDUC 373 - Assessment and Intervention: Literature, Phonics, and Alphabetic Principle

    (4)
    Education students will learn how to administer and score developmentally appropriate reading assessments for K-12 students. Included in the course will be running records/miscue analysis of grade leveled passages, early intervention tasks, analytic spelling tests, fluency measures, and comprehension assessment. These assessments results will be used to plan lessons that are focused on the strengths and needs of individual students K-12 and to provide evidence of reading achievement for individual students K-12. This course includes tutoring of children.  (Offered fall/spring/summer.) Prerequisite(s): EDUC 141 Phonics for Student Learning .
  
  • EDUC 374 - Content Area Reading Literacy

    (4)
    This course develops understanding and acceptance of the importance of reading to accessing information, comprehending written texts, and acquiring knowledge across academic disciplines. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire specific teaching, learning, and study strategies that are necessary for teaching content area reading. Content Area Reading includes on site or school based clinical experiences.  (Offered fall/spring/summer.)
  
  • EDUC 381 - Diagnostic Teaching of Students with Mild to Moderate Disabilities

    (4)
    This course prepares intervention specialist teacher education candidates to assess and instruct students with mild to moderate disabilities. Includes a clinical experience in an after-school tutoring program which may occurs outside of scheduled class time. Must take prior to student teaching.  Prerequisite(s): EDUC 201  and EDUC 231 . Field work is required outside of class time.  (Offered fall/spring/summer.)
  
  • EDUC 382 - Positive Behavior Intervention and Supports (PBIS)

    (4)
    This course prepares teacher education candidates to work with exceptional children with mild to moderate disabilities. A focus will be on children with emotional/behavioral disorders. Includes a field-based component with children with emotional and behavioral disabilities and the development of Functional Behavior Assessments and resulting Behavior Intervention Plans. Must take course prior to student teaching. Prerequisite(s):  EDUC 231 . (Offered fall/spring.)
  
  • EDUC 383 - Autism, Dyslexia and Grant Writing

    (2)
    This course is a special topics project-based course that is considered interdisciplinary and is offered for any students on campus, and especially in the departments of Social Work, Nursing, Art Therapy, Psychology and Education.  Students will investigate past and current research, the history of the topics, delve deeper into the characteristics and needs of students, as well as learn how to create their own questions to answer through their own self-generated research of literature. (Offered on demand.)
  
  • EDUC 393 - Selected Topics

    (1 - 12)
    New and different topics are offered periodically. The course is individually designed by the department or school and has stated class meetings and times. A topic may be offered only once as a selected topics course. Approval of the course must be submitted in writing to the registrar by the appropriate department head and associate provost. Subsequent offerings of the same selected topic are subject to the approval of the Curriculum Committee of the College.  Credit is normally three semester hours. Entry into the class is subject to established departmental or school policies. When offering a selected topics course, the department determines the course level.
  
  • EDUC 401 - Developing as a Professional IV

    (4)


    This is the last course in a four course sequence designed to provide teacher education candidates with an ongoing awareness, exploration, commitment, development, and refinement of the knowledge, dispositions, and skills expected of entry year teachers in Ohio Standards for the Teaching Profession, Ohio Teacher Evaluation System, edTPA, the requirements and procedures for receiving a teaching license, and successful interviewing.  Education 401 prepares teacher education candidates to understand and apply principles and practices to achieve high student achievement, an inclusive, safe, and caring classroom environment, Positive Behavior Interventions Support (PBIS), effective classroom management, differentiated instruction, and continuous development as a professional. Attention is given to a candidate’s responsibility to serve as an advocate on behalf of students and their families, improved quality of programs and services for students, and enhanced professional status and working conditions for all educators. (Offered fall/spring.)

     

      Prerequisite(s): The passing of all required state licensure exams. Admittance to student teaching. 

 

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