| |
| |
-
ACCT 5100 - Taxation of Entities and Tax Planning Hours: 3
A study of advanced tax topics relating to corporations, partnerships, limited liability companies entities. Tax planning and research are emphasized. Prerequisites: ACCT 3100 or permission of instructor.
|
| |
-
ACCT 5110 - Estates, Trusts, and Family Tax Planning Hours: 3
Discussion, research & presentation of cases delineate the importance of tax planning in this complex area. Students will learn to use these research tools to communicating research results for tax planning and tax practice to tax clients. Prerequisites: ACCT 3100 or permission of instructor.
|
| |
-
ACCT 5120 - Tax Research and Communication Hours: 3
Introduction to the tax research environment, including an introduction to tax practice and tax research methodology. A study of the primary and secondary sources of Federal tax law using a computerized tax database will be used. The course will focus on tax planning, communicating findings to a client, tax practice and administration, working with the IRS, sanctions, agreements, and disclosures. Prerequisites: ACCT 3100 or permission of instructor.
|
| |
-
ACCT 5130 - Tax Planning and Communication Hours: 3
The course will teach the fundamental differences between tax and financial accounting. We will study the theory, legislation history, and practice standards regarding timing and temporary differences and the scope of permanent differences. And, we will come to understand the effects of events on income taxes including net operating losses, valuation allowances, and changes in tax rates. We will study the interpretation of publicly held company income tax disclosures. Students will learn to use these research tools to communicate research results for tax planning and tax practice to tax clients. Prerequisites: ACCT 3100 or permission of instructor.
|
| |
-
ACCT 5140 - Tax Seminar Hours: 3
This tax seminar may include areas of tax policy, practice and procedures, and/or other relevant tax issues.
|
| |
-
ACCT 5300 - Accounting History and Ethical Issues Hours: 3
The course uses a seminar model for ongoing discussion of the significant developments in accounting starting with the first known evidence of accounting over 5000 years ago. The influence of numbers including the invention, development and cultural integration of our current numbering system are discussed. The influence of the development of rail and other utilities and banks in the 19th century are considered. Primary objective is to connect the essential cultural significance of accounting with the development and current existence of human endeavor.
|
| |
-
ACCT 5310 - Governmental and Non-Profit Accounting Hours: 3
This hybrid course focuses on governmental and non-profit accounting. The role of financial reporting, stewardship, and financial statements are covered. Research and a service project is required. Prerequisites: ACCT 2000.
|
| |
-
ACCT 5320 - International Accounting Hours: 3
This class covers international financial reporting standards and international GAAP. This course will take a case study approach to studying accounting practices in other countries with a look at culture and its influence on financial accounting and reporting. Prerequisites: ACCT 2000.
|
| |
-
ACCT 5330 - Accounting Theory and Current Reporting Issues Hours: 3
The course uses a seminar model for discussion of the significant developments in financial accounting & reporting thoughts, concepts, theory and controversies. Variations on the standard financial reporting model/standards are discussed. Various reporting entities are examined including traditional, financial services, not for profit, variable interest entities. Challenging accounting and reporting areas such as intangibles, derivatives, valuation/measurement, and the principles/rules basis for accounting will be discussed. Prerequisites: ACCT 2000.
|
| |
-
ACCT 5400 - Graduate Seminar Hours: 3
This seminar will highlight topics of interest for accounting students such as service quality, balance of life issues, special topics in accounting, and includes special speakers, executive-in-residence, etc.
|
| |
-
ACCT 5900 - Fraud Examination Hours: 3
To provide an introduction to the field of fraud examination, with emphasis on the detection, investigation, and prevention of corporate fraud. In particular, the course will include critical examinations of: internal management control systems that can be used to deter and/or detect fraud; behavioral attributes and employee actions that might indicate fraud; investigative techniques for confirming fraud; and the design of systems oriented at the prevention of fraud. An examination of various fraud schemes will also be conducted. The course is taught using a combination of lectures, videos, seminar type discussions, and fraud-oriented cases using the case method. The course focus is toward management, rather than accountants and auditors. Prerequisites: ACCT 3700 and 3800
|
| |
-
ACCT 5910 - Investigation Methods and Interviewlng Hours: 3
To provide an overview of the various techniques and methods used in both the investigation of suspected fraudulent activities and schemes and the interviewing and/or interrogating of personal relating to a suspected fraudulent activity or scheme. Ethical behavior and critical thinking is emphasized. Prerequisites: ACCT 5900
|
| |
-
ACCT 5920 - Criminology and Legal Aspects Hours: 3
To provide an overview of the types of human behavior, criminal behavior, theoretical explanations of crime and the societal response to crime. In addition, the various legal aspects of fraud and the investigative techniques of fraud will be explored. Information literacy and intellectual engagement will be emphasized. Prerequisites: ACCT 5900
|
| |
-
ACCT 5930 - Forensic Accounting Hours: 3
To provide knowledge of the special skills in accounting, auditing, finance, quantitative methods, research, and investigative methods required in the field of forensic accounting. Emphasis is focused on the application of those skills to case situations as the ability to “think outside of the box” is developed and refined. Analysis and critical thinking is stressed. Prerequisites: ACCT 4200 or 5900
|
| |
-
ASCI 5000 - Financial Mathematics Hours: 4
Introduction to financial economics. Major topics include derivatives markets, valuation of derivative securities, and applications in financial risk management. Prerequisites: ASCI 3800.
|
| |
-
ASCI 5100 - Actuarial Models I Hours: 4
Introduction to the theoretical basis of actuarial models and application of those models to insurance and other financial risk. Major topics include survival models, life tables, life insurance models, life annuity models, and benefit premiums. Prerequisites: MATH 3300. Prerequisites or corequisites: ASCI 3800.
|
| |
-
ASCI 5200 - Actuarial Models II Hours: 4
Continuation of Actuarial Models I. Major topics include benefit reserves, multiple-life models, multiple-decrement models, and application of Markov chains and Poisson processes to insurance and other financial risk. Prerequisites: ASCI 5100.
|
| |
-
ASCI 5300 - Loss Models Hours: 4
Introduction to survival, severity, frequency and aggregate models, and use of statistical methods to estimate parameters of such models given sample date. Prerequisites: MATH 3350.
|
| |
-
ASCI 5500 - Special Topics in Actuarial Science Hours: 4
Designed for actuarial majors who wish to learn special topics in actuarial science. Course content may vary from term to term. Prerequisites: Permission of the instructor.
|
| |
-
ASCI 5990 - Practicum in Actuarial Science Hours: 3
Application of the actuarial science and MBA curricula through hands-on experience. Throughout the program, practicing actuaries will be invited to present topics in their fields of expertise (life, health, property, risk management, or financial investment, etc). For this capstone experience students will choose, in consultation with a practicing actuary and the course instructor, a specific actuarial science topic to study, about which they will complete a significant semester-length project. Typically working in teams, students will prepare and submit a written report of the project (may include objective, data collection, data analysis, actuarial modeling, and conclusion), as well as present the report orally in class. Prerequisites: Two courses from ASCI 5000, 5100, 5200, 5300, 5500.
|
| |
-
BUS 5100 - Business Essentials Hours: 5
This survey course is designed for non-business majors. The intent of the course is to offer an overview of the essential functions of business operation. Topics include introductions to accounting, finance, economics, business planning, human resources, strategy, marketing, international business, and management. After completion of this course, non-business majors will have a better understanding of the basic rudiments of business and the general components that impact business decision-making. Prerequisites: Non-business major; undergraduate junior or senior standing, or permission of instructor.
|
| |
-
EDUC 5000 - School and Society: A Reflective Inquiry Hours: 3
In this course, students will explore foundational ideas about education to critically reflect on their own beliefs about education, the role of the teacher, and the school’s relationship to society. Emphasis is placed on the impact that changing social and political contexts have had on the historical development of educational aims and practices.
|
| |
-
EDUC 5100 - Educational Psychology Hours: 3
A study of cognitive, social/emotional, moral, and physical development and the impact of developmental regularities and variations on classroom practice. Other topics include: behavioral and cognitive views of teaching and learning; planning instruction; motivation; classroom ecology and management; traditional and alternative forms of assessment. Clock Hours: A 25-hour field experience is part of the course requirements.
Notes:
This course has an additional fee.
|
| |
-
EDUC 5200 - Issues in Equity and Multicultural Education Hours: 3
This course focuses on the topic of equity and diversity in education. Students will explore the role of culturally relevant pedagogy in developing curriculum and teaching strategies that addresses the problems of racism and sexism and meets the needs of a racially, culturally, sexually, socio-economically, and linguistically diverse population. Students will also consider the way teachers, community members, and policy makers have used reform efforts to create institutional equity within a diverse society.
|
| |
-
EDUC 5300 - Exceptional Children Hours: 3
This course provides an overview of special education and the knowledge necessary for teachers to meet the needs of students with exceptionalities in middle childhood and adolescent classrooms. In addition, time will be spent focusing on the role of the inclusion teacher in preparing pre–referral intervention strategies, collaborating with the intervention specialist, familiarizing themselves with the referral process including the multi-factored evaluation and working with a team of professionals in establishing IEP goals, objectives and services. Other topics include foundations of special education, laws and policies, collaboration with families, characteristics of students with exceptional learning needs, assessments, instructional strategies, and differentiated instruction. Clock Hours: Clinical hours required.
|
| |
-
EDUC 5310 - MAT: Profiles of Learners Hours: 3
Graduate teacher education candidates study typical and atypical human growth and development with emphasis on types of disabilities recognized under the Individuals with Disabilities Education Act. Topics include cultural context of disabilities; language, behavior, and learning characteristics; foundations of special education; and, educational implications of disabilities.
|
| |
-
EDUC 5320 - MAT: Specialized Instructional Planning Hours: 3
Graduate teacher education candidates plan specialized instruction based on the learning needs of students with disabilities. Studies include IEP development, lesson and unit planning, and accommodations and modifications of instruction. Prerequisites: EDUC 1700 or 1710, and 5100, and 5300 or 5310.
|
| |
-
EDUC 5330 - MAT: Behavior and Learning Environments Hours: 3
Graduate teacher education candidates analyze social and behavioral characteristics of learners. Topics include functional assessment of pupil behavior, analysis of learning environment demands, behavior improvement plans and strategies, and progress monitoring. Prerequisites: EDUC 5310 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 5340 - MAT: Methods of Specialized Instruction for Learners with Mild to Moderate Disabilities Hours: 3
Graduate teacher education candidates engage in evidenced-based practices to meet the basic skill development needs of learners with disabilities. Course content includes inclusive practices, research-based resource selection, and specialized instruction in reading, writing, and mathematics. Emphasis is given to strategies to help children and youth with exceptional learning needs succeed in the general education curriculum. Prerequisites: EDUC 5310 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 5341 - MAT: Methods of Specialized Instruction for Learners with Moderate to Intensive Disabilities Hours: 3
Graduate teacher education candidates engage in evidenced-based practices to meet the life skill development needs of children and youth with moderate to intensive disabilities. Topics include task analysis, research-based resource selection, and specialized instruction in self-help and individual independence curricula. Prerequisites: EDUC 5310 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 5350 - MAT: Collaborative Methods for Learners with Mild to Moderate Disabilities Hours: 3
Graduate teacher education candidates examine and utilize evidence-based practices for teaching content to students with mild to moderate disabilities. Course content includes co-teaching, team processes, collaboration with families, assistive technology, and transition planning. Prerequisites: EDUC 5340. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 5351 - MAT: Collaborative Methods for Learners with Moderate to Intensive Disabilities Hours: 3
Graduate teacher education candidates analyze and use evidence-based practices for teaching modified curricula to students with moderate to intensive disabilities. Topics include teaching functional academics and pre-vocational skills, use of assistive technologies, collaboration with families and agencies, and transition planning. Prerequisites: EDUC 5341. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 5360 - MAT: Assessment and Progress Monitoring in Special Education: Mild/Moderate Hours: 3
Graduate teacher education candidates will become familiar with basic terminology used in assessment, as well as legal and ethical implications of assessment. Norm-referenced tests and curriculum-based measures used by special education professionals will be reviewed in the context of decision-making for special education. Prerequisites: EDUC 5310.
|
| |
-
EDUC 5361 - MAT: Alternative Assessment of Students with Moderate/Intensive Needs Hours: 3
Graduate teacher education candidates will become familiar with basic terminology used in assessment, legal and ethical implications of assessment, and appropriate use of assessment for decision-making in special education. Emphasis will be given to alternative assessment methods appropriate for use with students with moderate to severe disabilities. Prerequisites: EDUC 5310.
|
| |
-
EDUC 5380 - Literacies for Young Adolescents Hours: 4
This course introduces participants to the theories and practices of teaching reading and writing in the middle grades. It is grounded in and builds on knowledge and understanding of the linguistic foundations of literacy learning and of young adolescent development. The emphases of the course are the multiple psychological and social processes that contribute to reading comprehension and the methods, techniques, and materials of instruction that promote and motivate students’ comprehension of texts in all content area classes. This course also stresses the thinking and decision-making processes teachers use to ensure high-quality literacy learning environments and instruction that allows young adolescents to experience authentic interactions and transactions with text. Clock Hours: 25 field hours required.
|
| |
-
EDUC 5400 - MAT: Responsive Schools and Methods Internship Hours: 1-3
A study of the nature and needs of young adolescents, characteristics of responsive schools, resources for the middle child practitioner, characteristics of effective middle childhood teachers, and critical issues in middle level education. The course focuses on content specific methodology for middle childhood, including planning, instruction, assessment, teacher resources, technology, and classroom climate. Education 5400 is a block of interdisciplinary methodology to develop skills important to the teaming design central to middle childhood instruction. Students register for this course and their two concentration area methods courses (see EDUC 5430-5460). In each of these courses students become acquainted with the appropriate Ohio academic content standards, subject matter reflected on proficiency tests, subject-specific pedagogy, methods of assessment and national standards or guidelines which shape the teaching of the discipline. EDUC 5400 includes a full time placement in a school, with designated times for their Methods courses at the discretion of the Methods instructor. Prerequisites: (1) EDUC 5100; (2) MAT Degree Candidacy and (3) Approval of Internship application.
Notes:
This course has an additional fee.
|
| |
-
EDUC 5430 - Middle Grades Language Arts Methods Hours: 3
Topics include, but are not limited to, the structure of language, construction of meaning, application and multidisciplinary issues of reading, writing, listening, visual literacy, and oral communication for middle grades language arts instruction. Prerequisites: Co-requisite: EDUC 5400 or permission of instructor.
|
| |
-
EDUC 5440 - Middle Grades Math Methods Hours: 3
Topics include, but are not limited to, problem solving, reasoning, communication of mathematical concepts, and the use of manipulatives and technology as they pertain to mathematics in the middle grades mathematics curriculum. Prerequisites: Co-requisite: EDUC 5400 or permission of instructor.
|
| |
-
EDUC 5450 - Middle Grades Science Methods Hours: 3
A study of middle grades teaching methods in life, earth and space, and physical science, including planning and implementing standards-based inquiry investigations, and integrating history and philosophy of science and societal issues in the science curricula. Pre-service teachers will develop instructional and assessment strategies based on knowledge of middle-grades students’ difficulties in learning science. The course will help cultivate a science-specific professional knowledge base, including awareness of: safety issues involved in organizing and maintaining a science classroom, science-related community resources, and science teacher professional organizations. Prerequisites: Co-requisite: EDUC 5400 or permission of instructor.
|
| |
-
EDUC 5460 - Middle Grades Social Studies Methods Hours: 3
Topics include, but are not limited to, means by which the themes of American heritage, people in societies, world interactions, decision making and resources, the democratic processes and citizenship rights and responsibilities may be developed within the middle grades social studies curriculum. Prerequisites: Co-requisite: EDUC 5400 or permission of instructor.
|
| |
-
EDUC 5470 - MAT: Internship in Special Education Hours: 3
Graduate teacher education candidates provide specialized instruction in a special education setting appropriate to the intended area of licensure. They will reflect upon their practice and gather evidence of teaching efficacy. Candidates synthesize knowledge of assessment, planning, instruction, resource selection, collaboration, and legal and ethical practice. A weekly seminar supports the experience. Prerequisites: EDUC 5350 or 5351.
Notes:
Requires a 4-week full-time clinical placement serving as an intervention specialist in a school setting.
|
| |
-
EDUC 5900 - MAT: Independent Study Hours: 1-10
This course allows MAT students to do independent study or research or take an undergraduate course for graduate credit. All EDUC 5900 work must be approved in writing by the instructor and MAT Director (forms are available in the Office of Graduate Programs, the Office of Continuing Studies, and the Education Department office).
|
| |
-
EDUC 5910 - Special Topics Hours: 1-3
Special Topics courses cover a variety of educational topics not covered in the regular curriculum of the MAT program and expand the offering of electives for MAT degree candidates or non-degree students who are re-certifying or seeking professional development. For more information, see the Education Advisor in the Office of Graduate Programs or the current graduate schedule.
|
| |
-
EDUC 5970 - MAT: Student Teaching Hours: 9
Middle Childhood Student Teaching Internship 2 (9 sem. hrs), taken spring semester, is a full time teaching internship. Students are assigned to a school site for the full school day and are expected to follow the same time schedule as their cooperating teacher. In-school assignments include classroom and student observations, lesson planning and implementation, development of an instructional unit, participation in a variety of school-related events, and other activities the cooperating teacher or college supervisor see as appropriate. Students meet for a weekly seminar during the Student Teaching Internship experience. Students also complete an electronic portfolio during the Internship. MAT candidates are required to earn a grade of ‘B’ or better and receive positive recommendations from the College Supervisor and Seminar instructor in order to complete the MAT program successfully. Additional course work may not be taken during the internship without the permission of the Graduate Education Director. Prerequisites: (1) Admission to Degree Candidacy and (2) Positive recommendations from the Methods Internship (EDUC 5400) instructor.
Notes:
This course has an additional fee.
|
| |
-
EDUC 6000 - Foundations of Democratic Education Hours: 4
In this course, students will explore the ongoing formation of democratic education. Starting with the philosophical foundations of democratic education, the course will examine its historical development, contemporary challenges, and recent reform efforts. Special emphasis is placed on issues of equity, diversity, and social justice. Assignments may be differentiated for students in the MAE C&I Theory and Research strand.
|
| |
-
EDUC 6100 - 21st Century Curriculum and Technology Hours: 3
In this course, curriculum theory and design are explored and analyzed. The contented of the course is individualized in that students select relevant curricular elements in their own disciplines to investigate and explore. Another focus of the course is contemporary curriculum design and issues, emphasizing 21st Century skills via the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) and the technologies that enhance blended and online curriculum design. Students incorporate 21st Century technology and tools in their own teaching practice. Likewise, this course is blended.
|
| |
-
EDUC 6110 - Principles of Instruction and Assessment Hours: 3
The course focuses on models of teaching, recent research on theories of learning, and the application of these models and the research in order to align instructional goals and objectives with classroom assessment. Particular attention is given to the purposeful use of technology in instructional design. The importance of transforming theory into practice in order to improve teacher effectiveness is central to the course.
|
| |
-
EDUC 6120 - Data Driven Decision Making for Teacher Leaders Hours: 3
This course gives teachers the opportunity to understand the purposes of and strategies for generating, using, and analyzing assessment and other data, such as classroom observations and focus group interviews, to make decisions about ways to improve classroom instruction and instructional programs. Topics may include Teacher Work Sample, instructional coaching, value-added measures and analysis, and state and national measures of student achievement and college readiness. Assignments may be differentiated for students in the MAE C&I Theory and Research strand.
Notes:
This course may require a field component, which means teachers who are NOT teaching currently in a classroom setting would need to complete background checks before working at a school.
|
| |
-
EDUC 6210 - Linguistics and Language Acquisition Hours: 3
This course offers a foundation in approaches and techniques for teaching second languages from the vantage point of linguistics and second language acquisition (SLA) research. While the course is designed to introduce current SLA research and theories, it is not a theory course per se. Rather the course will help develop a strong theoretical foundation. Topics include: Theories of first and second language acquisition, including the many issues involved in language learning, history of methods of language teaching and learning, current approaches to SLA, and language teaching techniques based on sound principles of SLA.
|
| |
-
EDUC 6220 - TESOL English Language Assessment Hours: 3
This course will offer opportunities for acquiring skills in developing lessons and assessments for ELL students that are reflective of Ohio’s grade-level learning outcomes. Students will select, create, and adapt resources to support ELL students’ language and literacy development and content area achievement. They will use age appropriate assessment procedures, interpret data to make instructional decisions, communicate assessment results to learners and their caregivers and develop strategies to encourage learners to use assessment results to make decisions about their own learning.
|
| |
-
EDUC 6230 - Strategies for Instruction and Assessment of ELLs Hours: 3
Participants will gain knowledge of practical instructional and assessment strategies that can be used to teach English language learners (ELLs) in K-12 settings. They will learn how to differentiate instruction and assessment to accommodate ELLs’ English language proficiency while giving them access to standards-based and age/grade appropriate curriculum. Participants will analyze and interpret assessment data for the purposes of developing unit and lesson plans for ELLs. Particular focus will be given to alternative and performance-based assessment and communicating results to learners and their care-givers.
|
| |
-
EDUC 6240 - TESOL in School and Society Hours: 3
This course will provide a foundation for ESL teachers to undertake a leadership role in a building and to serve as an advocate for English Language Learners. Participants will investigate major areas of concern and develop models for practical reference.
|
| |
-
EDUC 6250 - TESOL Teacher Work Sample Hours: 3
During the practicum, students will be assigned to a school or community agency to work with English Language Learners under supervision. Students will be expected to plan instruction, implement lessons, and assess students. Prerequisites: EDUC 6230. Clock Hours: 75 field hours required; up to 50 hours may be documented prior to the Practicum, with prior approval of the Practicum instructor.
|
| |
-
EDUC 6260 - Reading Instruction for Students with Diverse Learning Needs Hours: 3
This course provides practicing and pre-service teachers the opportunity to explore specific research-based teaching strategies for K-12 students who, for a variety of reasons, may encounter difficulty with reading and writing. Specific student populations to be addressed include: English Language Learners, older non-readers, struggling new readers, poor decoders, poor comprehenders, and reluctant readers.
|
| |
-
EDUC 6310 - MAE: Profiles of Learners Hours: 3
Graduate teacher education candidates study typical and atypical human growth and development with emphasis on types of disabilities recognized under the Individuals with Disabilities Education Act. Topics include cultural context of disabilities; language, behavior, and learning characteristics; foundations of special education; and, educational implications of disabilities.
|
| |
-
EDUC 6320 - MAE: Specialized Instructional Planning Hours: 3
Graduate teacher education candidates plan specialized instruction based on the learning needs of students with disabilities. Studies include IEP development, lesson and unit planning, and accommodations and modifications of instruction.
Prerequisites: EDUC 5300 or 6310.
|
| |
-
EDUC 6330 - MAE: Behavior and Learning Environments Hours: 3
Graduate teacher education candidates analyze social and behavioral characteristics of learners. Topics include functional assessment of pupil behavior, analysis of learning environment demands, behavior improvement plans and strategies, and progress monitoring. Prerequisites: EDUC 5300 and 6310. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 6340 - MAE: Methods of Specialized Instruction for Learners with Mild to Moderate Disabilities Hours: 3
Graduate teacher education candidates engage in evidenced-based practices to meet the basic skill development needs of learners with disabilities. Course content includes inclusive practices, research-based resource selection, and specialized instruction in reading, writing, and mathematics. Emphasis is given to strategies to help children and youth with exceptional learning needs succeed in the general education curriculum. Prerequisites: EDUC 6310 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 6341 - MAE: Methods of Specialized Instruction for Learners with Moderate to Intensive Disabilities Hours: 3
Graduate teacher education candidates engage in evidenced-based practices to meet the life skill development needs of children and youth with moderate to intensive disabilities. Topics include task analysis, research-based resource selection, and specialized instruction in self-help and individual independence curricula. Prerequisites: EDUC 6310 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 6350 - MAE: Collaborative Methods for Learners with Mild to Moderate Disabilities Hours: 3
Graduate teacher education candidates examine and utilize evidence-based practices for teaching content to students with mild to moderate disabilities. Course content includes co-teaching, team processes, collaboration with families, assistive technology, and transition planning. Prerequisites: EDUC 6340 or concurrent enrollment. Clock Hours: Requires 30 clock hours of field experience.
|
| |
-
EDUC 6351 - MAE: Collaborative Methods for Learners with Moderate to Intensive Disabilities Hours: 3
Graduate teacher education candidates analyze and use evidence-based practices for teaching modified curricula to students with moderate to intensive disabilities. Topics include teaching functional academics and pre-vocational skills, use of assistive technologies, collaboration with families and agencies, and transition planning. Prerequisites: EDUC 6341.
Notes:
A 30-hour tutorial experience is required.
|
| |
-
EDUC 6360 - MAE: Assessment and Progress Monitoring in Special Education: Mild/Moderate Hours: 3
Graduate teacher education candidates will become familiar with basic terminology used in assessment, as well as legal and ethical implications of assessment. Norm-referenced tests and curriculum-based measures used by special education professionals will be reviewed in the context of decision-making for special education. Prerequisites: EDUC 6310.
|
| |
-
EDUC 6361 - MAE: Alternative Assessment of Students with Moderate/Intensive Needs Hours: 3
Graduate teacher education candidates will become familiar with basic terminology used in assessment, legal and ethical implications of assessment, and appropriate use of assessment for decision-making in special education. Emphasis will be given to alternative assessment methods appropriate for use with students with moderate to severe disabilities. Prerequisites: EDUC 6310.
|
| |
-
EDUC 6400 - Foundations of Education Research Hours: 4
This class introduces students to the forms and functions of educational research. Types of educational research are described with accompanying illustrations from the research literature; the broad differences between qualitative and quantitative research designs are considered. The course will also focus more specifically on teacher research and provide an introduction to techniques useful for the type of classroom inquiry required in the MAE Capstone Project. This course is recommended the fall semester prior to completion of the Capstone Project.
|
| |
-
EDUC 6470 - MAE: Clinical: Graduate Practicum in Special Education Hours: 3
Graduate teacher education candidates provide specialized instruction in a special education setting appropriate to the intended area of licensure. They will reflect upon their practice and gather evidence of teaching efficacy. Candidates synthesize knowledge of assessment, planning, instruction, resource selection, collaboration, and legal and ethical practice. A weekly seminar supports the experience. Prerequisites: EDUC 6350 or 6351.
Notes:
Requires a 4-week full-time clinical placement serving as an intervention specialist in a school setting.
|
| |
-
EDUC 6510 - Advanced Pedagogical Content Knowledge: Science 4-5 Hours: 2
A study of basic topics in life, earth and physical science and the application of content appropriate for teaching fourth and fifth grade students. Students will design and participate in science investigations, consider the nature of science and scientific inquiry, and examine the role of science and technology in human society. Class activities, including discussion of instructional strategies and classroom management of science activities, are designed to develop students’ pedagogical content knowledge in elementary-level science. Prerequisites: Early Childhood License or permission of instructor.
|
| |
-
EDUC 6515 - Advanced Pedagogical Content Knowledge: Science 4-6 Hours: 2
A study of basic topics in life, earth and physical science and the application of content appropriate for teaching fourth through sixth grade students. Students will design and participate in science investigations, consider the nature of science and scientific inquiry, and examine the role of science and technology in human society. Class activities, including discussion of instructional strategies and classroom management of science activities, are designed to develop students’ pedagogical content knowledge in elementary-level science. Prerequisites: Middle Childhood License or permission of instructor.
|
| |
-
EDUC 6520 - Advanced Pedagogical Content Knowledge: Math 4-5 Hours: 2
The purpose of this course is to introduce integral components of the intermediate (4-5 grade) mathematics curriculum. While the focus is on mathematical content, teaching methods including the use of multiple representations and technology will be underscored throughout the term. The major thrust of the course will be development of the real number system and arithmetic operations, measurement, probability, data analysis, and geometry. Prerequisites: Early Childhood License or permission of instructor.
|
| |
-
EDUC 6525 - Advanced Pedagogical Content Knowledge: Math 4-6 Hours: 2
The purpose of this course is to introduce integral components of the intermediate (4-6 grade) mathematics curriculum. While the focus is on mathematical content, teaching methods including the use of multiple representations and technology will be underscored throughout the term. The major thrust of the course will be development of the real number system and arithmetic operations, measurement, probability, data analysis, and geometry. Prerequisites: Middle Childhood License or permission of instructor.
|
| |
-
EDUC 6526 - Math for Middle Childhood: Numbers and Variables Hours: 3
Exploration of mathematical content (numbers systems, ideas of algebra, probability, and data analysis) and processes (representations, reasoning, communication, connections, and technology) pertaining to the intermediate and middle grades classroom. Theories of cognition concerning (i) concepts, (ii) skills, and (iii) problem-solving are also examined.
|
| |
-
EDUC 6527 - Math for Middle Childhood: Measurement and Geometry Hours: 3
Exploration of mathematical content (geometry and measurement) and processes (representations, reasoning, communication, connections, and technology) pertaining to the intermediate and middle grades classroom. Theories of cognition concerning (i) concepts, (ii) skills, and (iii) problem-solving are also examined.
|
| |
-
EDUC 6530 - Advanced Pedagogical Content Knowledge: Social Studies 4-5 Hours: 2
The purpose of this course is to introduce integral components of the intermediate (4-5 grade) social studies curriculum. While the focus is on social studies content, teaching methods including the use of multiple social and historical inquiries and technology will be underscored throughout the term. Prerequisites: Early Childhood License or permission of instructor.
|
| |
-
EDUC 6535 - Advanced Pedagogical Content Knowledge: Social Studies 4-6 Hours: 2
The purpose of this course is to introduce integral components of the intermediate (4-6 grade) social studies curriculum. While the focus is on social studies content, teaching methods including the use of multiple social and historical inquiries and technology will be underscored throughout the term. Prerequisites: Middle Childhood License or permission of instructor.
|
| |
-
EDUC 6540 - Advanced Pedagogical Content Knowledge: Language Arts 4-5 Hours: 2
This course examines language arts concepts emphasized in the ODE standards for the intermediate (4-5) grades, including oral/visual communication, vocabulary, comprehension, self-monitoring, reading/writing informational, technical and persuasive text, literary elements, the writing process, narrative, formal/informal, and informational writing; literary response; spelling and writing conventions, and the research process. Instruction and pedagogical exploration is grounded in constructivist, psycholinguistic, and sociocultural theories of learning. Students use parts of the ‘assess-plan-teach-reflect/assess’ cycle and apply relevant ODE 4-5 content knowledge to plan an integrated language arts lesson plan for a student in the 4th, 5th, or 6th-grade. Students conduct small-scale research of a topic related to language arts instruction and give a short presentation of their findings. Prerequisites: Early Childhood License or permission of instructor.
|
| |
-
EDUC 6545 - Advanced Pedagogical Content Knowledge: Language Arts 4-6 Hours: 2
This course examines language arts concepts emphasized in the ODE standards for the intermediate (4-6) grades, including oral/visual communication, vocabulary, comprehension, self-monitoring, reading/writing informational, technical and persuasive text, literary elements, the writing process, narrative, formal/informal, and informational writing; literary response; spelling and writing conventions, and the research process. Instruction and pedagogical exploration is grounded in constructivist, psycholinguistic, and sociocultural theories of learning. Students use parts of the ‘assess-plan-teach-reflect/assess’ cycle and apply relevant ODE 4-5 content knowledge to plan an integrated language arts lesson plan for a student in the 4th, 5th, or 6th-grade. Students conduct small-scale research of a topic related to language arts instruction and give a short presentation of their findings. Prerequisites: Middle Childhood License or permission of instructor.
|
| |
-
EDUC 6550 - Development, Learning and Instruction for Intermediate Grades Students Hours: 4
Students will examine the nature and needs of young adolescents, characteristics of responsive schools, resources for the intermediate school practitioner, characteristics of effective intermediate grade teachers and middle childhood curriculum and instruction. Reflection on personal beliefs, research, theory, and practice is encouraged. Prerequisites: Early Childhood License or permission of instructor. Clock Hours: Field experience required.
|
| |
-
EDUC 6560 - Social Studies Methods in the Intermediate Classroom Hours: 4
A study of the social studies curriculum and teaching methods appropriate for intermediate classrooms. Grounded in state and national standards, as well as the curricular themes from the National Council for the Teaching of Social Studies (culture; time, continuity, and change; people, places, and environment; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices). Children’s literature will be a major vehicle through which the methods, materials, and content of social studies are explored.
|
| |
-
EDUC 6570 - Science Methods in the Intermediate Classroom Hours: 4
A study of the science curriculum and teaching methods for intermediate classrooms. Basic topics in life, earth and physical science and the application of content appropriate for teaching intermediate grades students will be discussed. Students will design and participate in science investigations, consider the nature of science and scientific inquiry, and examine the role of science and technology in human society. Students will discuss and plan instructional and assessment strategies for teaching science according to content standards and in the context of diverse learner needs. The management of science activities and materials, including specific science safety issues, will be discussed.
|
| |
-
EDUC 6580 - Language Arts Methods in the Intermediate Classroom Hours: 4
A study of the language arts curriculum and teaching methods for intermediate classrooms. While students are introduced to state of the art research supported elementary literacy methods, teaching techniques, and materials, emphasis is placed on the role of assessment to guide differentiated instructional design and teacher decision making in elementary literacy and content area classrooms. Minimum of 20 field hours is required.
|
| |
-
EDUC 6590 - Math Methods in the Intermediate Classroom Hours: 4
A study of the mathematics curriculum and teaching methods for the intermediate classroom. Mathematical notions central to a comprehensive, connected study of intermediate mathematics education, grounded in state and national standards are addressed, including: development of the real number system, probability and statistics, geometry, measurement, patterning and algebra, and estimation and mental computation. Methodology and materials appropriate for the mathematical development of children will also be discussed.
|
| |
-
EDUC 6600 - Reading Foundations Hours: 3
In this course students explore, compare and contrast major theories of language and literacy acquisition, with emphases on psychological, sociological, and linguistic models. Students study the reading process in the context of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension and motivation) with particular attention to variations of the process related to cultural and linguistic diversity.
|
| |
-
EDUC 6640 - Reading Assessment and Instruction Hours: 3
A study of techniques and instruments of reading assessment. Topics include critical analysis of current assessment, observation and description of the reading process, and planning individualized and whole-class assessment-driven programs in reading.
|
| |
-
EDUC 6650 - Research-Based Reading and Writing PK-3 Hours: 3
Study of theoretical constructs and research that inform the acquisition of language and literacy skills in emergent and early readers. Specific focuses on learning to read and write; text leveling and selection; guided reading, multiple literacies; the role of technology in literacy instruction; literacy for students from diverse cultural, linguistic, and developmental backgrounds and the relationships across reading, writing, listening and speaking. Clock Hours: Requires 10 hours of tutoring at the PK-third grade level.
|
| |
-
EDUC 6660 - Research-Based Reading and Writing 4-12 Hours: 3
Study of theory and research that informs the literacy skills and processes of transitioning and advanced readers. Specific focus on reading and writing to learn; reading and writing workshop; literacy for students from diverse cultural, linguistic, and developmental backgrounds; multiple literacies; critical literacy; and the role of technology in literacy instruction. Clock Hours: Requires 10 hours of tutoring at the 4-12th grade level.
|
| |
-
EDUC 6670 - Clinical I: Advanced Literacy Instruction Hours: 3
Graduate students engage in deliberate and reflective literacy instruction in a reading and/or writing classroom, supported by weekly seminars. Students synthesize understandings of assessment, planning, instruction, materials, and grouping decisions to provide high-level reading and writing instruction. Prerequisites: EDUC 6640. Clock Hours: Requires 75 field hours.
|
| |
-
EDUC 6680 - Clinical II: Literacy Coaching Hours: 3
Study of the theory and research of instructional coaching, specifically in the area of literacy. Students review effective assessment-driven practices then facilitate implementation of practices with paraprofessionals, pre-service teachers, or new classroom teachers. Graduate students are required to facilitate a professional literature discussion group and at least two coaching sessions, focusing on assessment, planning, instruction, materials, and grouping decisions. Prerequisites: EDUC 6670 Clock Hours: Requires 75 field hours.
|
| |
-
EDUC 6710 - Special Topics in Special Education Hours: 1-3
This course offers pre-service and practicing teachers the opportunity to study contemporary theories, practices, and research trends that are applicable to K-12 special education. The special topic of the course will change as the current issues and trends in K-12 special education change. Students may receive credit more than once for this course as topics change. Prerequisites: Permission of instructor.
|
| |
-
EDUC 6720 - Special Topics in TESOL Education Hours: 1-3
Special Topics in TESOL Education offers teachers and teacher candidates the opportunity to study, in-depth, current research, trends and practices that are applicable to prek-12 TESOL Education. The specific topic of the course will change based on current issues and needs in K-12 schools and the community. Pre-requisite: varies with course. Students may receive credit more than once for this course, as topics change. Prerequisites: Varies with course.
Notes:
|
| |
-
EDUC 6730 - Special Topics in Social Studies Education Hours: 1-3
This course offers students the opportunity to study, in-depth, current research-based programs and practices related to K-12 social studies education. The specific topic of the course will change as research-based practices and school-based programs are updated and highlighted. Prerequisites: Permission of Instructor. Students may receive credit more than once for this course, as topics change.
|
| |
-
EDUC 6740 - Special Topics in Mathematics Education Hours: 1-5
This course offers preservice and practicing teachers the opportunity to study contemporary theories and research-based practices related to K-12 Mathematics Education. The specific topic of the course will change as the knowledge-base of effective mathematics instruction continues to expand and evolve. Prerequisites: Permission of instructor.
Notes:
Students may receive credit more than once for this course when topics change.
|
| |
-
EDUC 6750 - Special Topics in Science Education Hours: 1-3
Offers students the opportunity to study, in-depth, current research-based programs and practices related to K-12 science education. The specific topic of the course will change as research-based practices and school-based programs are updated and highlighted. Students may receive credit more than once for this course, as topics change. Prerequisites: Permission of instructor.
|
| |
-
EDUC 6760 - Special Topics in Health and Phys Ed Hours: 1-3
Offers traditional students and practicing teachers the opportunity to study, in-depth, current research-based programs and practices related to K-12 Health and Physical Education. The specific topic of the course will change as research-based practices and school-based programs are updated and highlighted. Students may receive credit more than once for this course, as topics change.
Prerequisites: Permission of instructor.
Notes:
|
| |
-
EDUC 6770 - Special Topics in Fine Arts Education Hours: 1-3
Offers students the opportunity to study, in-depth, current studio art, music and theatre related arts practices which are applicable to prek-12 Education. The specific topic of the course will change as practices and school-based programs are updated and highlighted. Students may receive credit more than once for this course, as topics change. Prerequisites: Permission of instructor.
|
| |
-
EDUC 6780 - Special Topics in Technology Education Hours: 1-3
Offers students the opportunity to pursue current educational technologies and classroom integration with these technologies. The specific topic of the course will change as new tools and instructional approaches are developed and disseminated. Students may receive credit more than once for this course, as topics change. Prerequisites: Permission of instructor.
|
| |
-
EDUC 6790 - Special Topics in Literacy Education Hours: 1-3
Offers students the opportunity to study, in-depth, current research-based programs and practices in K-12 Literacy Education. The specific topic of the course will change as research-based practices and school-based programs are updated and highlighted. Students may receive credit more than once for this course, as topics change.
|
| |
-
EDUC 6880 - Problem-Solving in Mathematics Education Hours: 3
This course provides an in-depth exploration of how students employ strategies and heuristics to solve problems. Based on research, teachers will learn about instructional methods that improve problem-solving performance and how to accurately assess problem-solving skills.
|
| |
-
EDUC 6881 - Discourse in Mathematics Education Hours: 3
This course is an exploration of how students construct mathematics in community, promoting understanding through dialog and writing. Teachers are introduced to influential theories of discourse from sociolinguistics, psycholinguistics, and the philosophy of language and learn about how they have been used to improve mathematics instruction.
|
| |
-
EDUC 6882 - Representations in Mathematics Education Hours: 3
What is a representation? Although our quick answer might be something like, “A representation is a graph of an equation,” in this course we will broaden the scope. In fact, representation is central to the learning and use of all mathematics. EDUC 6882 provides an opportunity to explore how students create and use representations to organize, record, model, interpret, transform and translate mathematical ideas.
|
| |
-
EDUC 6890 - Mathematics Education Research Seminar Hours: 2
Focuses on action research design in the mathematics classroom, as well as qualitative and quantitative approaches to analyzing data collected in the field.
Prerequisites: Completion of 6 hours in Mathematical Processes; 12 hours in Mathematics from a Modern Viewpoint; and 4 hours in Comparative Studies in Mathematics. Also: Completion of 6 hours from EDUC 6880, 6881 and 6882; 12 hours from MATH 6110, 6120, 6130, 6140, 6150 and 6160; and 4 hours from MATH 6210, 6220, 6230, 6240 and 6250.
|
| |
-
EDUC 6895 - Master’s Research Project Hours: 1
Development and implementation of an action research project to be completed in a mathematics classroom (grades 7 - 12).
Prerequisites: Completion of or co-requisite to EDUC 6890.
|
| |
Page: 1
| 2
| 3
|
Print this Page