EDUCATION-CURRICULUM/INSTRUCTION (EDCI)

EDCI 230PK - GRADES PREK-12 FIELD EXPERIENCE I

Prerequisite: EDFN130 or permission of instructor (FREN252 or SPAN272 for foreign language majors; MUSIC204 or concur. for music majors) Field hours: 45

Field hours: 45 Special studies and investigations and/or field experience at the teacher aide (observation/ assistance) and small group level in working with school age youth in primarily rural/small town settings, with the focus being on PreK-6. Students may be concurrently enrolled in an appropriate methods course.

Credit: 1

EDCI 230SEC - AYA (7-12) FIELD EXPERIENCE I

Prerequisite: Concurrent with EDCI 232; Field hours: 45

This course is designed to provide education majors who seek an Adolescent to Young Adult license (7-12) with opportunities to observe the setting, organization, and climate of schools and to interact appropriately with students in individual, small group, and whole class settings. Emphasis is on the effects of school climate and methodology on individual students within a diverse group of school age youth. Students will complete 45 hours of field/clinical experience in a multi-cultural setting.

Credit: 1

EDCI 232 - INSTRUCTIONAL DESIGN AND EDUCATIONAL TECHNOLOGY FOR TEAMING

Prerequisite: EDFN 130 & EDFN 202, Concurrent with EDCI 230 and EDCI 236

This course provides students with practical knowledge and skills in instruction, assessment, and technology. Students are expected to gain knowledge in teaching and designing curriculum across the age-span in collaboration with their peers and foundational skills of differentiated instruction, assessment, and teaming with Interventional Specialists and peers across the curriculum, all while weaving technology into the mix.

Credit: 3

EDCI 234 - MIDDLE GRADES PHILOSOPHY, ORGANIZATION

Prerequisite: EDFN 130

This course is designed specifically for education majors who seek a middle grades license (4-9). Emphasis is placed on the philosophy of middle level schools, the psychology of the preadolescent and adolescent student, the role of the teacher as counselor, teaming, curriculum and instruction.

Credit: 3

EDCI 236 - MIDDLE GRADES FIELD EXPERIENCE I

Prerequisite: Concurrent with EDCI 232, EDFN 130; Field hours: 45

This course is designed to provide education majors who seek a middle grade license (4-9) with opportunities to observe the setting, organization, and climate of middle schools and to interact appropriately with students in individual, small group, and whole class settings. Emphasis is on the effects of school climate and methodology on individual students within a diverse group of adolescent and preadolescent students. Students will complete 45 hours of field/clinical experience in a multi-cultural setting.

Credit: 1

EDCI 312 - READING & WRITING METHODS FOR MIDDLE GRADES STUDENTS

Prerequisite: EDEC 140/540, 262/515 Middle Grades Only

This his course incorporates upper elementary and secondary writing methodologies with a literature study of trade texts, literature, and resources appropriate for students grades 4-9. Students will explore the ways in which writing workshop can be organized and implemented through the use of trade literature as mentor texts. Students will also engage in analysis of both fiction and non-fiction adolescent literature in relationship to the teaching of reading and writings.

Credit: 3

EDCI 315 - INTERNATIONAL STORYTELLING

Prerequisite: See COM 315 for course description

Credit: 3

EDCI 316 - TEACHING THE 21ST CENTURY ADOLESCENT – LANGUAGE ARTS

Prerequisite: EDFN 202; EDCI 232; to be taken concurrently with EDCI 330SEC: Field Experience II Grades 7-12 or EDCI 336: Field Experience II Middle Grades. EDCI 330SEC and EDCI 336 waived for Intervention Specialist program.

This course provides candidates with instructional methodologies appropriate for guiding students in grades 4-12 to meet the Ohio content standards for the English language arts. The course particularly focuses on methods for teaching the process of composition and for making and evaluating writing assignments in a variety of genres.

Credit: 3

EDCI 317 - TEACHING THE 21ST CENTURY ADOLESCENT - MATHEMATICS

Prerequisite: EDFN 202; EDCI 232; to be taken concurrently with EDCI 330: Field Experience II Grades 7-12 or EDCI 336: Field Experience II Middle Grades

This course is designed to prepare the middle childhood and AYA mathematics teacher to plan, deliver and assess effective instruction to adolescents. It will provide the student with classroom instructional skills, methods, and strategies for teaching mathematics in grades 4-12.

Credit: 3

EDCI 318 - TEACHING THE 21ST CENTURY ADOLESCENT - SCIENCE

Prerequisite: EDFN 202; EDCI 232; to be taken concurrently with EDCI 330: Field Experience II Grades 7-12 or EDCI 336: Field Experience II Middle Grades

This course is designed to prepare the middle childhood and AYA science teacher to plan, deliver, and assess effective instruction to adolescents. It will provide teacher candidates with classroom instructional skills, methods, and strategies for teaching science in grades 4-12.

Credit: 3

EDCI 319 - TEACHING THE 21ST CENTURY ADOLESCENT – SOCIAL STUDIES

Prerequisite: EDFN 202; EDCI 232; to be taken concurrently with EDCI 330: Field Experience II Grades 7-12 or EDCI 336: Field Experience II Middle Grades

This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner. As life-long lenders teachers should be familiar with the National Council for the Social Studies, and other appropriate professional organizations, to help guide their professional development. Creating effective lessons, using appropriate assessment techniques and using the resulting data to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.

Credit: 3

EDCI 330PK - GRADES PREK-12 FIELD EXPERIENCE II

Prerequisite: EDCI 230; PSYC 218; Field hours: 135

This course provides teacher education students with effective classroom management skills for educating for diversity. During seminars and field experiences students will develop techniques for teaching students of diverse backgrounds and abilities including dealing with surface behavior problems, laws concerning teacher/student rights, and communicating with parents. Field experience may occur in urban/multicultural, suburban, or rural/small town setting with the focus being on grades 7-12.

Credit: 3

EDCI 330SEC - AYA (7-12) FIELD EXPERIENCE II

Prerequisite: EDCI 230, 232; PSYC 218; To be taken concurrently with either EDCI 316/317/318/319; Field hours: 135

This course provides teacher education students with effective classroom management skills for educating for diversity. During seminars and field experiences students will develop techniques for teaching students of diverse backgrounds and abilities, including dealing with surface behavior problems, laws concerning teacher-student rights, and communicating with parents.

Credit: 3

EDCI 332 - INSTRUCTIONAL DESIGN AND ONLINE INTERACTION

Prerequisite: EDCI 232

This course introduces the processes of instructional design in education and its foundation in behaviorism and general systems theory (GST). Students will use systems associated with instructional design to assess learning needs, design, develop, implement, and evaluate instruction.

Credit: 3

EDCI 333 - LEARNING MANAGEMENT SYSTEMS AND ONLINE ASSESSMENTS

Prerequisite: EDCI 332, EDCI 232

This course provides students with the skills of managing a learning management system related to their curricular area and target age of licensing. Course objectives include effective planning and execution of learning activities, communication strategies and behaviors, transparency of assessment processes, and the provision of clear expectation in management and comportment.

Credit: 3

EDCI 336 - MIDDLE GRADES FIELD EXPERIENCE II

Prerequisite: (EDFN 130, Block I EDCI 232/236). Enrollment is to be concurrent with Middle Grades Block II: two concentrations from EDCI 316/317/318/319

Provides opportunities to make decisions relating to assessment, instruction, evaluation, and intervention in the student's content areas of concentration and in interdisciplinary activities. Focus will be on implementing effective instruction and assessment with middle grades students in small group, individual and whole-class settings.

Credit: 3

EDCI 392 - CONTENT AREA READING

Prerequisite: None.

A course designed to prepare teachers of all content areas to help students think, learn, and communicate with both print and non-print texts. The course focuses on instructional approaches that help learners interact successfully with a broad range of texts while they develop skills and strategies needed for college and careers. Emphasis is placed on using 21st century literacy skills, especially authentic content-based inquiry.

Credit: 3

EDCI 412 - INTERVENTION & ASSESSMENTS FOR THE SECONDARY LEARNER

Prerequisite: 9 hours from the courses: EDEC 140, 262, 323, EDCI 261, 312, 392

This course focuses on a comprehensive approach to the teaching of reading and best practices in interventions and assessments for the secondary learner and provides students with the knowledge and skills they need to implement these methods in their own classrooms. The course will address reading strategies, interventions, and assessment for struggling readers and current research will include major areas of reading with theoretical models and effective teaching strategies.

Credit: 3

EDCI 461 - STUDENT INTERNSHIP: GRADES 7-12

Prerequisite: Successful completion of the requirements for student internship.

Supervised field experiences in secondary setting in certification area(s).

Credit: 10

EDCI 467 - STUDENT INTERNSHIP: MIDDLE GRADES

Prerequisite: Successful completion of the requirements for student internship.

Supervised field experiences in middle grades.

Credit: 10

EDCI 469 - STUDENT INTERNSHIP: PREK-12

Prerequisite: Successful completion of the requirements for student internship.

Supervised field experiences in PreK-12 settings in licensure area(s)

Credit: 10

EDCI 505 - INSTRUCTIONAL DESIGN AND EDUCATIONAL TECHNOLOGY FOR TEAMING

Prerequisite:

This course offers students an introduction to the theories and principles of instructional technology. There are five main areas of focus in this course: (a) technology operations and concepts, (b) planning and designing learning environments and experiences, (c) teaching, learning, and the curriculum, (d) assessment and evaluation, and (e) productivity and professional practice. To assist in developing a link between theory and practice, students will also have some hands-on experience with various forms of instructional technology and with problem-solving techniques appropriate to the media.

Credit: 3

EDCI 512 - NETWORKING AND TECHNOLOGY INFRASTRUCTURE FOR SCHOOLS

Prerequisite: Take EDCI 505 or EDCI 522; EDCI 505 Instructional Design & Educational Technology for Teaming or EDCI 522 Teaching & Learning in the 21st Century Classroom (or equivalent)

This course focuses on incorporating the basics of networking to support classroom and district instruction and management. Attention is given to installation and configuration of computer systems and peripheral devices: maintenance and troubleshooting of such hardware and software; wireless networking, security, and organizing technology use in schools. It is designed for those in education to assist other educators including teachers, administrators, technology coordinators, network administrators, and other educations in integrating technology in the classroom, buildings, throughout districts and other similar settings.

Credit: 3

EDCI 517 - TEACHING THE 21ST CENTURY ADOLESCENT--MATHEMATICS

Prerequisite: To be taken concurrently with EDFN 588, Assessment, Instruction, Evaluation, and Intervention Field Experience

Credit: 3

EDCI 518 - TEACHING THE 21ST CENTURY ADOLESCENT—SCIENCE

Prerequisite: To be taken concurrently with EDFN 588, Assessment, Instruction, Evaluation, and Intervention Field Experience

Credit: 3

EDCI 519 - TEACHING THE 21ST CENTURY ADOLESCENT—SOCIAL STUDIES

Prerequisite: To be taken concurrently with EDFN 588, Assessment, Instruction, Evaluation, and Intervention Field Experience

This course is designed to prepare middle childhood to high school social studies teachers to plan, deliver and assess effective instruction to young adolescents. Emphasis in the course will include how teachers must respond to the unique developmental nature of the learner. As life-long learners teachers should be familiar with the National Council for the Social Studies, and other appropriate professional organizations, to help guide their professional development. Creating effective lessons, using appropriate assessment techniques and using the resulting data to drive instruction are central to the course objectives. Other topics include grading practices and building a positive learning environment while managing the class appropriately.

Credit: 3

EDCI 521 - TECHNOLOGY FOR THE 21ST CENTURY TEACHER

Prerequisite:

This course provides teachers with an overview of online learning and introduces key technologies that may be utilized to be a more effective teacher and learner. The basic technology tools for everyday learning, researching, communication, and collaboration will be reviewed.

Credit: 1

EDCI 522 - TEACHING & LEARNING IN THE 21ST CENTURY CLASSROOM

Prerequisite:

This course provides teachers with an overview of how theoretical and curricular foundations have evolved to form the current 21st century model of classroom instruction. It provides practical instruction on how key technologies are being utilized to meet the needs of the 21st century student. Instructors provide a theoretical framework for technology integration that find praxis with critical thinking and problem solving, communication, collaboration, and creativity and innovation. The meshing of instructional methods, curriculum, and technology are the thematic focal points of content with a practical emphasis on learning how these technologies work. This course meets the requirements for the Curriculum Foundations standard in the M.Ed. Core.

Credit: 3

EDCI 523 - LITERACY THEORY & CURRICULUM

Prerequisite:

A course designed to provide advanced study of the forces that have shaped literacy curriculum and instructional practices. Theoretical understandings about reading and writing as well as philosophical, political, and economic influences on will be explored in order to identify their influence on the purpose, content, organization, and implementation of literacy instruction. This course meets the M.Ed. Core requirement for curriculum.

Credit: 3

EDCI 534 - LANGUAGE ACQUISITION AND ELEMENTS OF LINGUISTICS FOR TEACHING ENGLISH LANGUAGE LEARNERS

Prerequisite:

Applying concepts relevant to the acquisition and structure of English increases the effectiveness of instruction to support English Language Learners (ELL) in grades Pre-K-12. As part of the Teaching English to Speakers of Other Languages (TESOL) endorsement program, this course will introduce participants to language development and second language acquisition theories. Students will apply linguistic research to the provision of literacy and content area knowledge and skills for ELLs.

Credit: 3

EDCI 535 - INTEGRATED TEACHING METHODS FOR ENGLISH LANGUAGE LEARNERS

Prerequisite: Take EDCI 534; Field/Clinical Hours: 20

The purpose of this course is to increase teacher effectiveness in providing appropriate instruction for English language learners (ELLs) in grades PreK-12. Theories of second language learning and types of programming for ELLs will be discussed along with ways to develop student's academic English using sheltered instruction. The pedagogical implications of sociopolitical issues relevant to teaching ELLs in U.S. schools will be considered and integrated in the development of linguistically scaffolded lesson plans.

Credit: 3

EDCI 536 - INSTRUCTIONAL DESIGN FOR TECHNOLOGY INTEGRATION

Prerequisite: Take EDCI 505 or EDCI 522; EDCI 505 Instructional Design & Educational Technology for Teaming or EDCI 522 Teaching & Learning in the 21st Century Classroom (or equivalent)

This course introduces the systematic process and foundations of instructional design. Students will apply the instructional design process to plan, design, assess, reflect upon, and model effective learning environments. The systematic process enables the student to integrate technology to produce effective, efficient, and engaging learning experiences.

Credit: 3

EDCI 537 - SOCIAL, CULTURAL AND POLITICAL ASPECTS TO TECHNOLOGY USE IN THE EDUCATION OF ALL STUDENTS

Prerequisite: Take EDCI 505 or EDCI 522

Prerequisite: EDCI 505 Instructional Design & Educational Technology for Teaming EDCI 522 Teaching & Learning in the 21st Century Classroom (or equivalent). This course offers students the understanding of social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and assist students in applying the understanding in their practice. This course focuses on four main areas: (a) legal and ethical practice related to technology use, (b) application of technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities, (c) promotion of safe and healthy technology resources, and (d) facilitation of equitable access to technology resources for all students.

Credit: 3

EDCI 538 - DESIGNING AND IMPLEMENTING PROFESSIONAL DEVELOPMENT FOR THE TECHNOLOGY LEADER

Prerequisite: Take EDCI 505 or EDCI 522. EDCI 505 Instructional Design & Educational Technology for Teaming or EDCI 522 Teaching & Learning in the 21st Century Classroom (or equivalent)

This course provides students with the fundamentals of implementing a professional development program utilizing contemporary technologies and digital resources to promote excellence and support transformational change throughout the instructional environment.

Credit: 3

EDCI 560 - LITERACY THEORY AND PRACTICE

Prerequisite:

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

Credit: 3

EDCI 561 - CONTENT AREA LITERACY

Prerequisite: (MG license ONLY, EDEC 540 & EDEC 515)

This course provides teachers with established discipline-based expertise the opportunity to expand their understanding of literacy-based pedagogy in order to facilitate their students thinking, learning and communicating with both print and nonprint texts in content specific learning environments. The course focuses on instructional approaches that help learners interact successfully with a broad range of texts while they develop skills and strategies needed for college and careers.

Credit: 3

EDCI 563 - ADVANCED STUDIES IN LANGUAGE ARTS

Prerequisite:

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

Credit: 3

EDCI 564 - READING & WRITING METHODS FOR MIDDLE GRADES STUDENTS

Prerequisite: EDEC 140/540, 262/515 Middle Grades Only

This course incorporates upper elementary and secondary writing methodologies with a literature study of trade texts, literature, and resources appropriate for students grades 4-9. Students will explore the ways in which writing workshop can be organized and implemented through the use of trade literature as mentor texts. Students will also engage in analysis of both fiction and non-fiction adolescent literature in relationship to the teaching of reading and writing.

Credit: 3

EDCI 565 - ADVANCED STUDIES OF ADOLESCENT LITERACY DEVELOPMENT

Prerequisite:

This course is designed to promote advanced study of literacy development at the middle/secondary school levels. Course participants will investigate adolescent literacy development and effective teaching practices by applying theoretical understandings of literacy and adolescent development. They will develop the ability to gather and use assessment data and to make appropriate instructional and programmatic decisions and to create effective literacy learning environments for adolescents.

Credit: 3

EDCI 566 - ADVANCED STUDIES OF LITERATURE FOR YOUNG CHILDREN (PRESCHOOL-GRADE 5

Prerequisite:

This course is designed to promote the exploration of issues in literature for children grades preschool through five. Issues include areas such as history, theory, criticism, trends, authors, illustrators, genres, instructional strategies and organization of literature instruction and programs. The course participants will become proficient in selecting literature of various genres to match instructional objectives and developmental levels.

Credit: 3

EDCI 580 - WRITING INSTRUCTION & INTERVENTION ACROSS THE CURRICULUM

Prerequisite:

This course focuses on the writing process and its role in literacy development. Participants examine the connections between reading and writing, consider those relationships across multiple genres of text, and apply research-based instructional strategies to integrate writing across the curriculum. Particular attention will be paid to informational writing strategies. Each step of the writing process is examined in relation to a multi-tiered system of support and special emphasis is given to assessment and instruction for struggling writers.

Credit: 3

EDCI 594 - THE PSYCHOLOGY OF READING, LANGUAGE DEVELOPMENT, & READING DIFFICULTIES

Prerequisite:

This course focuses on the development of lifelong literacy proficiency, beginning with the acquisition of language and the development of the language arts including what is known from brain research and psychology as well as related cognitive, linguistic and socio-linguistic theories as they relate to the differences between proficient readers and developing or struggling readers.

Credit: 3

EDCI 596 - MIDDLE GRADES METHODS & ASSESSMENT

Prerequisite:

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

Credit: 3

EDCI 597 - MIDDLE GRADES PHILOSOPHY ORGANIZATION & CLIMATE

Prerequisite:

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

Credit: 3

EDCI 601 - INTERNSHIP FOR MIDDLE CHILDHOOD

Prerequisite: EDFN 586, 589, and Admittance test required

For students who desire licensure and who have completed all of the requirements for internship. Supervised Field Experience instruction for Middle Childhood students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to students.

Credit: 10

EDCI 602 - INTERNSHIP FOR ADOLESCENT/YOUNG ADULT 7-12

Prerequisite: EDFN 586, 589, and Admittance test required

For students who desire licensure and who have completed all of the requirements for internship. Supervised Field Experience instruction for Adolescent/Young Adult 7-12 students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.

Credit: 10

EDCI 607 - INTERNSHIP FOR MULTI-AGE PREK-12

Prerequisite:

For students who desire licensure and who have completed all of the requirements for internship. Supervised Field Experience instruction for Multi-age Pre-K-12 students. Fee required to cover cost of mileage expense for travel by supervisor, copies/materials to student.

Credit: 10

EDCI 633 - ORGANIZATION AND TRANSFORMATIONAL CHANGE THROUGH TECHNOLOGY

Prerequisite: Take EDCI 505 or EDCI 522; EDCI 505 Instructional Design & Educational Technology for Teaming or EDCI 522 Teaching & Learning in the 21st Century Classroom (or equivalent)

This course focuses on the development of leadership and vision in educational technology. This course focuses on the following key issues: (a) articulating a clear vision for transformational technology integration, (b) contributing to a technology infused strategic plan, (c) initiating and sustaining technology innovations and managing the change process, and (d) advancing a robust technology infrastructure.

Credit: 3

EDCI 645 - INTERNSHIP FOR TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) ENDORSEMENT

Prerequisite:

Field/Clinical Hours: 50 A supervised 12-week teaching experience for the practicing professional in which candidates will design, develop, and report on an acceptable instructional program for students identified as English Language Learners (ELLs) or Limited English Proficient (LEP). This course is required for candidates seeking Teaching English to Speakers of Other Languages (TESOL) Endorsement.

Credit: 3

EDCI 647 - PROCESSES OF CURRICULUM IN MIDDLE GRADES EDUCATION

Prerequisite: Graduate standing; Two or more years teaching experience at the middle school level

Process of Curriculum in Middle School Education is designed as a course for experienced middle school educators. Students will begin with an overview of the foundations of middle school education such as the nature and needs of adolescents and the historical foundation so f middle school education. Based on this foundation, students will explore the development of curriculum in a middle school context. Emphasis will be placed on the role of curriculum standards and the core curriculum in developing a curriculum that is responsive to the needs and interests of adolescents. Various approaches in evaluation of curriculum experiences; professional techniques of curriculum development; and role of pupils, teachers, administrators, scholars, parents, and other groups in shaping curriculum will also be explored. Current literature and research are emphasized.

Credit: 3

EDCI 664 - INTERVENTION AND ASSESSMENT IN LITERACY FOR THE SECONDARY LEARNER

Prerequisite: 12-hour Ohio Reading Core

This course focuses on a comprehensive approach to the teaching of reading and best practices in interventions and assessments for the secondary learner. It provides students with the knowledge and skills they need to implement these methods in their own classrooms. The course will address research and theory related to the difficulties faced by struggling readers at the secondary level. It will focus on specific reading strategies, interventions, and assessments that are appropriate for those readers. The 15-hour lab component of this course requires the participant to implement the assessment/instructional process with one secondary school aged student who is identified as a struggling reader, and to effectively document and present literacy progress.

Credit: 3

EDCI 715 - GRADUATE LITERACY INTERNSHIP

Prerequisite: EDEC 663, EDCI 664

An internship that emphasizes the application of knowledge gained in the post-baccalaureate reading endorsement program. Candidates consider the effects of school, family, and community contexts on the performance of struggling readers. They select and administer assessments and analyze student performance data to make data-driven decisions about instructional strategies, and technologies that create meaningful learning experiences for one or more students who are struggling with literacy learning. They document the ongoing effects of the intervention and present a final report of student response to the intervention.

Credit: 3