May 19, 2024  
2015-16 Undergraduate Bulletin 
    
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2015-16 Undergraduate Bulletin [ARCHIVED BULLETIN]

Course Descriptions

 

Computer Science
  

  • CS 361 - Algorithms and Data Structure II

    (3)
    An advanced discussion of data structures and their role in the design of algorithms. Topics include: quantitative measures of algorithm efficiency, abstract data types, and alternative implementations of classic data structures. Offered fall semester in odd years. Prerequisite(s): CS 161 ; Minimum grade C;   or     or  .
  

  • CS 376 - Introduction to Parallel Computing

    (3)
    A first course in the design, analysis and development of parallel and distributed algorithms on different architectures.  Offered fall semester in even years.  Prerequisite(s): CS 161 ; Minimum grade C;   or MATH 230  or  . Same course offered as  .
  

  • 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

    (3)
    An introduction to modern operating systems including processes, input/output, memory management and file systems. Theoretical concepts are explored through programming assignments. Offered spring semester in odd years. Prerequisite(s): CS 361 .
  

  • CS 397 - Scientific Visualization

    (3)
    This course provides a general introduction to the terminology, methodology, and applications of scientific visualization. Methods for visualizing surface and volumetric data from a variety of scientific fields including both static medical data and time varying data are presented. The standard generic pipeline for converting numerical data to visual representations is presented using the VTK software package. (Same course offered as CSAC 397 .) Offered whenever there is sufficient demand. Prerequisite(s): CS 161 .
  

  • 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 when there is sufficient demand.

      Prerequisite(s): CS 340 , CS 361  or permission of instructor.

  
  

  • CS 471 - Automata/Formal Languages

    (3)
    Formal language theory including languages, grammars, regular expressions, finite automata, pushdown automata and Turing theory. Prerequisite(s): CS 161 , CS 200 . Offered when there is sufficient demand.
  

  • CS 478 - Computer Networks

    (3)
    Local and wide area networking including: protocols, standards, media, topologies, layered networking models, hardware and software. Offered fall semester in odd years. Prerequisite(s): CS 161 .
  

  • CS 481 - Seminar

    (1)
    The study of topics not included in the usual curriculum; presentations by students doing research and lectures by visiting scientists and faculty. Open only to junior and senior computer science majors or by special permission.
  

  • 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

    (3)
  

  • 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 P/F.

Criminology
  

  • CRIM 100 - Seminar I - Degree Planning

    (1)
    An introduction to criminology for new majors, including information about degree and career planning, skills for college success, advising, professional associations, and citation, library, and reference skills. Attendance at departmental colloquia required.  (Offered fall.) Prerequisite(s): None. This course is graded pass/fail.
  

  • CRIM 200 - Seminar II-Ethics

    (1)
    An introduction to ethical issues in the field of criminology, including selected topics in criminal justice, law enforcement, the courts, corrections, crime control policies and research. Attendance at departmental colloquia required.  (Offered spring.) Prerequisite(s): CRIM 100 .
  

  • 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. Field trips and group projects are utilized to enhance student involvement in the learning endeavor.  (Offered fall/spring.) Prerequisite(s): SOC 110 ;
  

  • CRIM 301 - Seminar III: 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.  (Offered as needed.) Prerequisite(s): 0 credits;
  

  • 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 with a focus on the role of the U.S. Constitution.  (Offered fall.) Prerequisite(s): SOC 110  CRIM 230 ;
  

  • CRIM 350 - Juvenile Delinquency

    (4)
    A study of the juvenile justice system in the United States including classical and contemporary theories of causation, institutionalization, diversion and prevention strategies.  (Offered spring.) Prerequisite(s): CRIM 230  SOC 110 ;
  

  • 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 110 ; CRIM 230 .
  

  • CRIM 420 - Class and Crime

    (4)
    A study of the relationship between class and crime, and the treatment of different classes in the justice system. Emphasis is placed on understanding theories as well as empirical research conducted on the topic. Students conduct and present research.  (Offered fall/spring.) Prerequisite(s): CRIM 230  SOC 110 ;
  

  • CRIM 491 - Individual Study

    (1-4)
    Individual, independent study with a faculty mentor.  (Offered as needed.)
  

  • CRIM 493 - Selected Topics

    (1-4)
    (Offered as needed.)
  

  • CRIM 495 - Internship

    (1-4)
    Supervised field experience in a criminological setting accompanied by relevant library research and reflective writing. 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 spring.)

Cultural Studies
  

  • CLS 130 - Intro to Women’s Studies

    (3)
    This course introduces students to the basic tenets of feminism and to the critical study of women’s lives, traditions, identities, voices and experiences.
  

  • CLS 200 - Cultural Pluralism in American Society

    (3)
    Fulfills Cultural Diversity Goal. Students will demonstrate an understanding of cultural diversity and social responsibility, and explore the historical and contemporary sources of prejudice and discrimination, with primary emphasis on the United States. (Same course offered as UC 200 .)
  

  • CLS 220 - History of Africa

    (3)
    An analysis of the African past and present with respect to continuity and change as applied to political systems, economic systems, the family, religion and the arts. Also analyzed will be the slave trade, colonialism, nationalism, and contemporary economic and political development. (Same course offered as HIST 220 .)
  

  • CLS 227 - Diversity Among People in the U.S.A.

    (4)
    Influence of family structure and function, cultural heritage, religious affiliation, social class, health and economic resources on generalist social work practice with diverse populations. (Same course offered as SWK 227 .)
  

  • 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

    (3)
    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 261 - Introduction to African Literatures

    (3)
    This non-Western literature course provides survey and analysis of traditional and contemporary African literatures including fiction, poetry and drama in relationship to their social, economic and political environments. (Same course offered as ENGL 260 .)
  

  • CLS 270 - Black Women Writers

    (3)
    This course provides an intensive study of African-American women writers with an emphasis on the explosive creative period of the last 50 years. (Same course offered as ENGL 270 .)
  

  • CLS 275 - Native American Literature

    (3)
    The course provides a study of oral and written literatures of Native Americans, emphasizing the writing of men and women from the last half of the 20th century. Works are presented in their historical and cultural contexts. (Same course offered as ENGL 275 .)
  

  • 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 110 ;
  

  • CLS 341 - Gender and Film

    (3)
    Students will examine how film reflects, reinforces and redefines cultural assumptions about masculinity and femininity. Students will watch and, using theoretical perspectives discussed in class, analyze selected films. (Same course offered as  .)
  

  • CLS 360 - American Indian History and Culture

    (3)
    A history of Native Americans with a focus on U.S.-Indian relations; social, cultural and religious history; and contemporary patterns in political, social and economic life. (Same course offered as HIST 360 .)
  

  • CLS 365 - Gender Politics

    (3)
    A study of how ideas about gender shape political relations and of how political relations shape ideas about gender. (Same course offered as POLS 365 .) Prerequisite(s): POLS 105 ;
  

  • CLS 368 - Harlem Renaissance

    (3)
    An intensive study of African-American writers, male and female, of the 1920s. Included are key writers leading up to and following this central period of Black literary tradition. (Same course offered as ENGL 368 .)
  

  • CLS 370 - Women in U.S. History

    (3)
    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 413 - African Art History

    (3)
    Selected topics in historic visual arts of Africa and their cultural influences. Topics may include historical kingdoms as well as contemporary societies. (Same course offered as AH 413 .)
  

  • CLS 491 - Individual Study

    (1-6)
  

  • 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.

Economics
  

  • ECON 101 - Introduction to 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)
    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)
    (Offered as needed.)
  
  

  • 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):  ,   ,   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):   or  .
  

  • 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  ,   or MATH 221 - Statistics and Calculus Essentials for Business .
  

  • 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):   and  , 
  

  • ECON 393 - Selected Topics

    (1-4)
    (Offered as needed.)
  
  

  • ECON 491 - Individual Study

    (1-6)
    (Offered as needed.)
  

  • ECON 493 - Selected Topics

    (1-4)
    (Offered as needed.)
  

  • ECON 495 - Internship

    (3)
    (Offered as needed.)
  

  • ECON 499 - Senior Project

    (1-3)
    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 141 - Phonics for Student Learning

    (3)
    This course extends student’s knowledge of concepts, terminology, and techniques related to phonics as a reading and writing tool.  (Offered fall/spring.)
  

  • EDUC 142 - Adolescent Literature and Reading Genres

    (3)
    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 151 - Foundations of the Education Profession

    (3)
    (UNIV 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. (First Year Seminar) (Offered fall/spring.) Prerequisite(s): Fulfills University First Year Seminar Requirement.
  

  • EDUC 211 - Child Development and Learning

    (3)
    This course focuses on the social, emotional, cognitive and physical development of children ages birth-8. Specifically, theoretical frameworks, developmental milestones and factors influencing development are examined. In addition, through case study research, the course stresses the importance of observation for assessing development and examines appropriate methods for recording children’s behavior. This course includes an intensive field-based experience. Students must register for EDUC-211, EDUC 212  and EDUC 311  concurrently.  (Offered fall/spring.) Prerequisite(s): 1 group; EDUC 151 .  Corequisite(s): EDUC 212  and EDUC 311 
  

  • EDUC 212 - Developmentally Appropriate Practice and Inquiry Experiences

    (3)
    This course provides early childhood and intervention specialist teacher education students with strategies to encourage children’s physical, social, emotional, aesthetic, and cognitive development in addition to developing skills for planning and implementing developmentally and individually appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content. This course includes an intensive field-based component. Students must register for EDUC 211 , 212 and EDUC 311  concurrently.  (Offered fall/spring.) Prerequisite(s): 1 group; EDUC 151 . Corequisite(s): EDUC 211  and EDUC 311 
  

  • EDUC 213 - Early Literacy and Literature for Children

    (3)
    This course heightens the awareness of teacher education students regarding the factors involved in the process of becoming literate and promotes the development of a literate environment that fosters interest and growth in all aspects of literacy. Research and theory relevant to emergent literacy and the kinds of experiences that support literacy are examined. The role that children’s literature plays in fostering language development and cognitive, social, emotional and literacy development of children in a variety of settings is stressed.  (Offered fall/spring.)
  

  • 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 221 - Nature, Needs and Development of Early Adolescent to Young Adult Students

    (3)
    Themes for this course are the physical, emotional, social, and intellectual development of young to late adolescents. Students have an interactive field experience and conduct action research. While in the field, students reflect on the Praxis Domains: students, classroom environment, instruction, and professional development.  (Offered fall/spring.) Prerequisite(s): EDUC 151 .
  

  • 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 110 .
  

  • EDUC 301 - Developing as a Professional: Collaborating for Effective Teaching of All Students

    (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. Present 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 151  and Junior Standing
  

  • EDUC 310 - Writing: Theory and Practice

    (3)
    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.)
  

  • EDUC 311 - Learning Environments for Young Children

    (3)
    This course provides teacher education candidates with the knowledge, skills and dispositions needed to establish and maintain physically and psychologically safe and healthy learning environments for young children that promote optimal development. The course explores a variety of theories, philosophies and resultant practices in caring for and educating young children. This course includes an intensive field-based component. Students must register for EDUC 211 , EDUC 212  and EDUC 311 concurrently.  (Offered fall/spring.) Prerequisite(s): EDUC 151 . Corequisite(s): EDUC 211  and EDUC 212  
  

  • EDUC 312 - Family, Community and Culture

    (3)
    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.
  

  • EDUC 313 - Exceptional Children and Intervention Strategies

    (3)
    This course prepares teacher education candidates to work with students who have exceptional needs and is a foundational course leading to the Intervention Specialist License. It is a requirement for candidates majoring in Early Childhood Education, Middle Childhood Education, Adolescent to Young Adult Education, and Art Education. It provides students with a preliminary understanding of the field of special education from preschool through grade 12. Lectures, readings, videos, field trips and learning activities are structured to allow students to examine their disposition, knowledge and basic skills related to students with various exceptionalities. Students enrolled will also demonstrate an understanding of how to differentiate instruction, apply intervention strategies, and use assistive technology.  (Offered fall/spring.) Prerequisite(s): Sophomore standing or above.
  

  • EDUC 314 - Language Arts: Integrated Learning Experiences

    (3)
    This course prepares early childhood education candidates to teach 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, and national English language arts standards and the English Language Common Core. 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. Must be taken in conjunction with EDUC 315 , EDUC 316 , EDUC 317  and EDUC 318 .  (Offered fall/spring.) Corequisite(s): EDUC 315  and EDUC 316  and EDUC 317  and EDUC 318 
  

  • EDUC 315 - Mathematics: Integrated Learning Experiences

    (3)
    This course prepares the early childhood education teacher education candidates to teach mathematics to students in grades PK-3. 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 Common Core State Standards. Students must have been admitted into Teacher Education Program to enroll in this course. This course includes extensive field experience. This course must be taken with EDUC 314 , EDUC 316 , EDUC 317  and EDUC 318 .  (Offered fall/spring.) Corequisite(s): EDUC 314  and EDUC 316  and EDUC 317  and EDUC 318  
  

  • EDUC 316 - Reading: Integrated Learning Experiences

    (3)
    This course prepares early childhood education candidates to teach reading using appropriate instructional methods, learning activities, and materials. Education 314 and 316 are closely aligned with each other in recognition of the relationships between language and literacy. This course includes extensive supervised field experience. Course content is aligned with the Ohio English Language Arts Curriculum Content Standards and national English language arts and reading standards and English Language Arts Common Core. Acceptance into Teacher Education Program is required to enroll. Course must be taken in conjunction with EDUC 314 , EDUC 315 , EDUC 317  and EDUC 318 .  (Offered fall/spring.) Corequisite(s): EDUC 314  and EDUC 315  and EDUC 317  and EDUC 318 
  

  • EDUC 317 - Science: Integrated Learning Experiences

    (3)
    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. Students must have been admitted into Teacher Education Program in order to enroll in this course. This course includes extensive field experience.  (Offered fall/spring.) Corequisite(s): EDUC 314  and EDUC 315  and EDUC 316  and EDUC 318 
  

  • EDUC 318 - Social Studies: Integrated Learning Experiences

    (3)
    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. This course must be taken with EDUC 314 , EDUC 315 , EDUC 316  and EDUC 317 .  (Offered fall/spring.) Corequisite(s): EDUC 314  and EDUC 315  and EDUC 316  and EDUC 317 
  

  • EDUC 351 - Curriculum, Assessment and Pedagogy

    (3)
    The course prepares teacher education candidates for facilitating learning students. Candidates are provided with an in-depth study of the knowledge, dispositions, and skills for beginning teachers through an analysis of the critical teaching tasks of acquiring, processing, and organizing content knowledge; designing and utilizing multiple assessments; and employing multiple instructional strategies. They are prepared to apply knowledge of current research and national, Ohio and local guidelines, including Ohio’s Content Curriculum Standards, in their areas of licensure. Candidates develop units of study, prepare lesson plans independently and in collaboration with others for interdisciplinary learning experiences, and implement reflective teaching lessons. Includes field-based experience.  (Offered as needed.) Prerequisite(s): 0 credits;
  

  • 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.
  

  • 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 Common Core State Standards. This course includes extensive field experience.  (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 misconceptions, safety, and legal concerns. Students will design and implement inquiry and technology based lessons 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.
  

  • 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.
  

  • 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 Common Core State Standards. This course includes extensive field experience.  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program.
  

  • 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.
  

  • 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 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 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.
  

  • EDUC 361 - Health Pedagogy for Pre-School Through Young Adults

    (3)
    This course is designed to prepare multi-age health teacher education candidates to teach health to students from preschool to young adult. The acquisition, processing, and organization of content knowledge for health, preschool to young adult, are explored. Multiple assessment strategies are developed and their utilization is explored. Multiple instructional strategies for facilitating the learning of health, preschool to young adult, are identified and created.  (Offered as needed.) Prerequisite(s): Admittance into the Teacher Education Program.
  

  • EDUC 363 - Pedagogy for Early and Middle Childhood Vocal Music Programs

    (3)
    This course is designed to prepare multi-age 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 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. Candidates are prepared to design, guide, adapt and modify experiences in which learners with different skill levels, backgrounds, learning and performance styles and disabilities are engaged and can achieve. Attention is given to identifying and designing appropriate learning experiences for oneself as a teacher that are aligned with state and national standards.  (Offered fall.) Prerequisite(s): Admittance into the Teacher Education Program.
  

  • EDUC 364 - Pedagogy for Early and Middle Childhood Education: Physical Education

    (3)
    This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to children and young adolescents, from pre-kindergarten through grade 9. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities. This course also includes a significant field-based experience with self-analysis and evaluation, under the supervision of university faculty and cooperating teachers.  (Offered as needed.) Prerequisite(s): 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 368 - Physical Education Pedagogy for Pre-Schools through Young Adults

    (3)
    This course is designed to prepare multi-age physical education teacher education candidates to teach physical education to students from pre-school to young adult. The course prepares candidates to demonstrate with competence, develop appropriate sequences for, and create and use appropriate instructional cues and prompts to teach the critical elements of basic motor skills, rhythms and physical activities; and concepts and strategies related to skillful movement, and physical activity. Candidates learn how to support and encourage learner expression through movement, and to incorporate interdisciplinary learning experiences that allow learners to integrate knowledge and skills from multiple learning areas. State and national standards are used to frame instruction and assessment. Candidates are also prepared to design varied instruments and procedures for instructional assessment, interpret assessment data and provide assessment results to students, parents and others.  (Offered as needed.) 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

    (2)
    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.) Prerequisite(s): 0 credits;
 

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