Education

The education department offers teacher preparation programs for students wishing to teach in early childhood programs (Pre-K-3), middle childhood programs (4-9), adolescent/young adult programs (7-12), multi-age programs (Pre-K-12) and intervention specialist programs for students with mild/moderate education needs (K-12). Students may choose a major in Child Development, Early Childhood Education, Middle Childhood Education or Intervention Specialist within the Education Department or choose a major in another discipline with the addition of an adolescent/young adult or multi-age teacher licensure program.

Students in early childhood may also complete requirements for intervention specialist licensure (K-12) as an intervention specialist for children with mild to moderate disabilities or this program may be completed as a major with no additional licensure. 

Endorsements are available to be added to a teaching license: Early Childhood Generalist (added to the early childhood license); PreK Special Needs (added to Early Childhood or Intervention Specialist licenses), and Middle Childhood Generalist (4-6):  Science, Social Studies, Language Arts, and Math (added to Middle Childhood licenses). A prospective teacher must complete a major, approved courses in the chosen licensure areas, and education and professional licensure requirements for the state of Ohio.

Any student who wishes to pursue a program of teacher education at Bluffton University must seek approval through the teacher education office. Application must be made (on forms obtained while enrolled in EDU 200) in three stages: 1) admission to the teacher education program (first-year student/sophomore); 2) admission to clinical practice (junior); and 3) recommendation for licensure (senior). Criteria used in considering admission to teacher education include: declaration of major, overall GPA (2.7 minimum), GPA in the major area (2.7 minimum), assessments in reading, writing and mathematics, available from education office test scores, completed teacher education application, recommendations from faculty and various administrative personnel of the university and BCI/FBI clearance. Detailed information is available in the Teacher Education Handbook. Licensure from the Ohio Department of Education requires the completion of all program requirements and meeting the state-approved score on appropriate PRAXIS II exams.

Any course taken within the student's licensure area, major, general and professional education programs must be passed with at least a grade of C-.  In addition a 2.7 cumulative and major GPA is required for graduation.

Praxis II - Pass-Rate Data for the regular teacher preparation program is available from the admissions office and can be found on the department's Web site under "Quality of Teacher Preparation."
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Majors

The student may select a major in Child Development, Early Childhood Education, Middle Childhood Education, Intervention Specialist or in another discipline with adolescent/young adult, or multi-age licensure.

Child Development

(44-46 hours)

COM 195 Interpersonal Communication (3)
EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 255 Developmental Curriculum in Early Childhood I: Science and Mathematics (3)
EDU 282 Teaching Reading through Literature  (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 356 Early Childhood Practicum: Preschool (3)
EDU 358 Early Childhood Development and Programming (3)
EDU 384 Child Development Practicum (1)
HFS 135 Recreation Games & Social Recreation (3)
   or  HFS 145 Recreation Arts & Crafts (3)
HFS 220 Personal and Community Health Concerns (3)
LAS 342 Cross-cultural / Service Learning Experience (4)
  or  6 hours of foreign language (6)
NTR 225 Fundamentals of Nutrition (3)
PSY 110 Introduction to Psychology (3)
SED 228 Introduction to the Education of Students with Mild/Moderate Educational Needs (3)
SWK 263 Human Behavior and Social Environment 1 (3)

Students are encouraged to take:
EDU 205 Field Experience (1)
EDU 343 Early Childhood Instructional Methods and Organization (3)
SOC 208 Sociology of the Family (3)

Required: Red Cross Certificates: Caring for Ill Children/Communicable Diseases; Child Abuse and Neglect Prevention; and First Aid.

Early Childhood Education

(70 hours)
EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 205 Early Field Experience (1)
EDU 220 Curriculum and Assessment (2)
EDU 282 Teaching Reading Through Literature: EC (3)
EDU 285 Phonics and Word Identification (3)
EDU 287 Developmental Curriculum:  Literature and the Arts (3)
EDU 303 Computers and Technology in Education (2)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 335 Teaching & Assessing Reading (3)
EDU 302 Content Area Literacy (3)
EDU 353 Ed Psychology &Instructional Practices(3)
EDU 356 Early Childhood Practicum: Preschool (3)
EDU 358 Early Childhood and Programming (3)
EDU 425 Leadership Seminar (2)
EDU 445 Clinical Practice: Early Childhood (12)
HFS 220 Personal and Community Health Concerns (3)
MAT 185 Fundamental Math Concepts for Early Childhood (3)
PSY 110 Introduction to Psychology (3)
SED 228 Introduction to Education of Students with Mild/Moderate Educational Needs (3)
SED 230 Diagnosis and Educational Planning (3)
SED 235 Language Development for Diverse Learners (3)
SED 384 Methods/Materials for Diverse Learners (3)

Required: Red Cross Certificates: Caring for Ill Children/Communicable Diseases and Child Abuse and Neglect Prevention.

Middle Childhood Education

(46 hours)
EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 205 Field Experience (1)
EDU 220 Curriculum and Assessment (2)
EDU 285 Phonics and Word Identification (3)
EDU 297 Teaching Reading through Literature in Middle Childhood (3)
EDU 302 Reading in the Content Areas: Middle Childhood (3)
EDU 303 Computers & Technology in Education (2)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 335 Teaching & Assessing Reading (3)
EDU 353 Educational Psychology & Instructional Practices(3)
EDU 425 Leadership Seminar (2)
EDU 450 Clinical Practice (Middle Childhood) (10)
PSY 110 Introduction to Psychology (3)
SED 220 The Adolescent: Development and Diversity (2)
SED 389 Issues in Special Education (1)

Choose two of the following, based on concentration
EDU 405 Middle Childhood Methods: Language Arts (2)
EDU 406 Middle Childhood Methods: Science (2)
EDU 407 Middle Childhood Methods: Social Studies (2)
EDU 408 Middle Childhood Methods: Math (2)

In addition, completion of two areas of concentration is required, to be chosen from the following: language arts, mathematics, science or social studies.

Language arts concentration (24 hours, fulfills 3 LAS hours)
EDU 317 Studies in Adolescent Literature (3)
ENG 110/120 College English (3)
ENG 160 Approaches to Literature (3)
ENG 240 Survey of American Literature (3)

Choose one:
ENG 256 Survey of English Literature 1 (3)
ENG 257 Survey of English Literature 2 (3)

Choose one:
ENG 252 Introduction to Linguistics (3)
ENG 271 English Grammar (3)

Choose one:
COM 185 Public Speaking and Persuasion (3)
THE 257 Oral Interpretation (3)

Choose one:
ENG 202 Creative Writing: Fiction (3)
ENG 203 Creative Writing: Poetry (3)
ENG 205 Creative Writing: Nonfiction (3)

Math concentration (21-23 hours, fulfills 2 LAS hours)
MAT 105 Understanding Numerical Data (2)
MAT 114 Pre-Calculus (4)
MAT 135 Calculus 1 *(5)
MAT 185 Fundamental Math Concepts: Early Childhood (3)
MAT 186 Fundamental Math Concepts: Middle Childhood (3)
MAT 220 Discrete Mathematics (3)
MAT 277 Algebra: Functions and Modeling (3)

* If a student is placed in MAT 135, the student will take:  MAT 136 Calculus 2 (5) or CPS 108 (3).

Science concentration (27-29 hours, fulfills 7 hours LAS)
Required:
BIO 135 Botany (4)
PHY 202 Astronomy (4)
PHY 203 Earth Science (4)
PHY 211 Physics: Science & Engineering 1 (5)
PHY 213 Physics 2: Middle Childhood Education (3)

Choose one:
BIO 205 Invertebrate Zoology (4)
BIO 230 Anatomy and Physiology (4)

Choose one:
CEM 121 General Inorganic Chemistry (5)
NSC 105 The Chemistry of Everything (3)

 

Social studies concentration (33 hours, fulfills 16 LAS hours)
ECN 141/142  Principles of Macroeconomics or Microeconomics (3)
EDU 303 Computers & Technology (2)
GEO 111 Principles of Geography (3)
HIS 200 Foundations of American Civilization (3)
HIS 201 The Making of Contemporary America (3)
HIS 210 World History I (3)
      or HIS 212 World History II (3)
HIS 252 Ohio and the Old Northwest (3)
LAS 105 Becoming a Scholar (3)
LAS 342 Cross-cultural Experience (4)
LAS 400 Christian Values in a Global Community (3)
PLS 215 Introduction to Politics (3)

Liberal arts and science requirements for licensure are met through the university general education program. Students working toward teaching licensure must follow the Bluffton University teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the university requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic advisor or from the director of teacher education.

Intervention Specialist

(58 hours)
Students interested in licensure in special education may complete the intervention specialist program for persons with mild to moderate disabilities (K-12).

EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 205 Field Experience (1)
EDU 220 Curriculum and Assessment (2)
EDU 285 Phonics and Word Identification (3)
EDU 302 Reading in the Content Areas: MC (3)
    or  EDU 305 Content Area Literacy/General Methods (3)
EDU 303 Computers and Technology in Education (2)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 335 Teaching & Assessing Reading (3)
EDU 353 Ed Psychology & Instructional Practices(3)
MAT 185 Fundamental Math Concepts: EC (3)
PSY 110 Introduction to Psychology (3)
SED 220 Child & Adolescent Diversity (2)
SED 228 Introduction to Education of Students with Mild/Moderate Educational Needs (3)
SED 230 Diagnosis and Educational Planning for Special Needs Children (3)
SED 235 Reading and Language Instruction for Diverse Learners (3)
SED 344 Intervention Specialist Classroom Organization (2)
SED 384 Methods and Materials for Diverse Learners (3)
SED 389 Issues in Special Education (1)
SED 453 Clinical Practice: IS (12)

Required Red Cross Certificates: Caring for Ill Children/Communicable Diseases, and Child Abuse and Neglect Prevention.

Adolescent/Young Adult

Students who wish to obtain an Ohio teaching license for adolescent/young adult (7-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:
EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 205 Field Experience (1)
EDU 220 Curriculum and Assessment (2)
EDU 303 Computers and Technology in Education (2)
EDU 305 Content Area Literacy/General Methods (3)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 353 Educational Psychology and Instructional Practices (3)
SED 220 The Adolescent: Development and Diversity (2)
SED 389 Issues in Special Education (1)

Choose one of the following:
EDU 401 Adolescent/Young Adult Special Methods: Language Arts (2)
EDU 402 Adolescent/Young Adult Special Methods: Science (2)
EDU 403 Adolescent/Young Adult Special Methods: Social Studies (2)
EDU 404 Adolescent/Young Adult Special Methods: Math (2)

All of the previously listed professional education courses, plus the completion of all coursework in the major of the licensure area, are prerequisites for clinical practice:
EDU 425 Leadership Seminar (2)
EDU 451 Clinical Practice (Adolescent/Young Adult) (10)

Liberal arts and science requirements for licensure are met through the university general education program. Students working toward teaching licensure must follow the Bluffton University teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the university requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic advisor or from the director of teacher education.

The subject fields in which students may seek licensure are: 
Integrated language arts
(English)
Integrated mathematics (Mathematics)
Integrated social studies (History)
Life science (Biology)
Physical science (Physics or Chemistry)
 
Students should consult with the education department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.

Multi-age education

Students who wish to obtain an Ohio teaching license for multi-age (Pre-K-12) must complete the following professional education courses in addition to the licensure area, general education and major requirements:

EDU 200 Introduction to Teaching in a Diverse Society (3)
EDU 205 Field Experience (1)
EDU 220 Curriculum & Assessment (2)
EDU 302 Reading in the Content Areas: Middle Childhood (3) 
   or  EDU 305 Content Area Literacy/General Methods (3)
EDU 303 Computers & Technology in Education (2) (not required for Music Education)
EDU 332 Social and Philosophical Issues in Education (3)
EDU 345 Multi-age Classroom Organization (2)
EDU 353 Educational Psychology and Instructional Practices (3)
EDU 425 Leadership Seminar (2)
PSY 110 Introduction to Psychology (3)
SED 389 Issues in Special Education (1)

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for clinical practice:

EDU 452 Clinical Practice (Multi-age) (10)

Liberal arts and science requirements for licensure are met through the university general education program. Students working toward teaching licensure must follow the Bluffton University teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the university requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic advisor or from the director of teacher education.

The subject fields in which students may seek multi-age (Pre-K-12) licensure are:
Music  
Visual arts
 
Students should consult with the education department about licensure programs no later than the sophomore year to insure completion of requirements during a four-year period.

Endorsements

Early childhood generalist endorsement (may be added to the early childhood license) (9 hours)
EDU 255 Developmental Curriculum: Science & Mathematics (3)
EDU 256 Developmental Curriculum: Social Studies & Language Arts (3)
EDU 341 Middle Childhood Instructional Methods & Classroom Organization (3)

Pre-K special needs endorsement (may be added to the early childhood or intervention specialist license) (21 hours)
EDU 358 Early Childhood Programming (3)
PSY 110 Introduction to Psychology (3)
SED 228 Introduction to Education of Students with Mild/Mod. Educational Needs (3)
SED 230 Diagnosis and Educational Planning (3)
SED 235 Reading and Language Instruction for Diverse Learners (3)
SED 384 Methods/Materials for Students with M/M Educational Needs (3)
SED 383 Early Intervention Practicum (3)

 Middle Childhood Generalist endorsements may be added to a middle childhood license and prepares candidates to teach the subjects in grades 4-6.

 
Language Arts (6 hours)
     EDU 297 Teaching Reading Through Literature: MC (3)
     ENG 271 English Grammar (3)

Mathematics (6 hours)
     MAT 185 Fundamental Mathematics Concepts: EC (3)
     MAT 186 Fundamental Mathematics Concepts: MC (3)

Social Studies (6 hours)
      HIS 252 Ohio and the Old Northwest (3)
      PLS 215 Introduction to Politics (3)

Science (8 hours)
      BIO 105 The Biological World (4)
      PHY 105 The Physical World (4)     

Education courses

EDU 005 Admission to Teacher Education
When a candidate for a teaching license has completed all the requirements for Checkpoint 1 - Admission to Teacher Education, this will be posted to the transcript and on the graduation audit. Completing these requirements is a prerequisite for EDU 353 Education Psychology and Instructional Practices and all subsequent education classes. It is expected that all requirements will be completed concurrent with EDU 200 Introduction to Teaching in a Diverse Society. To review the requirements for Checkpoint 1 - Admission to Teacher Education, please go to the education department website.

EDU 200 Introduction to Teaching in a Diverse Society (3)
This course is designed to provide a beginning opportunity for students to assess their compatibility with the teaching profession. It serves as an introduction to the history and philosophy of education, school finances, curriculum and the sociology of education. It also provides a study of the characteristics, abilities and educational needs of children and adolescents, both typically developing and those who are diverse in their educational needs. It will provide a study of the structures of American education and special education, educational reform, multicultural considerations in American education and the impact of socio-economic conditions on education. Corequisite: EDU 205.

EDU 205 Field Experience (1)
Students complete a 40-hour field-based experience during which they assist classroom teachers. Placements with rich cultural, economic and learning diversity are selected. Through these experiences students reflect on the teaching profession, students, families and schools in general and begin to develop a personal philosophy of education. Corequisite: EDU 200, EDU 220. Credit/no credit.

EDU 220 Curriculum and Assessment (2)
General and specific topics related to curriculum development and general teaching methods, lesson and unit development, constructivist teaching, and effective classroom practices including formal and informal assessment for adolescent and multiage classrooms. 30 field hours.

EDU 255 Developmental Curriculum in Early Childhood I: Science and Mathematics (3)
This course is designed to develop knowledge of how young children (ages 3-8) develop and learn and to provide opportunities that support all areas of development of young children with special emphasis on cognitive development in the science and math classrooms. Students will create, evaluate and select topics of study in terms of conceptual soundness, significance and intellectual integrity using developmentally appropriate materials, equipment and environments. Informal and formal assessment strategies to plan and individualize curriculum and teaching practices will be incorporated. Topics to be covered in this course: theoretical framework (assumptions and beliefs); how children learn (both typically and atypically developing); early mathematic experiences; discovery in the physical world; and nutrition. All topics will be addressed within a framework of cultural sensitivity. Curriculum areas addressed in this course use the Ohio Department of Education's competency-based models as a framework. 10 field hours in an integrated, inclusive early childhood setting is required. Prerequisite: EDU 200, EDU 205 and sophomore standing.

EDU 256 Developmental Curriculum:  Social Studies and Language Arts (3)
This course develops knowledge and skills necessary to provide instruction based on national social studies and language arts standards and state curriculum models for students in PreK-3, with an emphasis on the use of a variety of instructional approaches for culturally and developmentally diverse classrooms. The course will prepare students to utilize approaches to teaching and learning which integrate content relevant to students' lives, honor individual differences, and teach basic skills of inquiry and communication, including the application of educational technology. Students will create, evaluate and select topics of study in terms of conceptual soundness, significance and intellectual integrity using developmentally appropriate materials, equipment and environments. Informal and formal assessment strategies to plan and individualize curriculum and teaching practices will be incorporated. Prerequisite: EDU 200, EDU 205, PSY 110.

EDU 282 Teaching Reading Through Literature: Early Childhood (3)
During this course, students will read books for children pre-school through the primary grades, analyze and criticize their content, illustrations, and possible use, investigate the literature s portrayal of ethnic and racial groups, recognize outstanding authors and artists, learn how literature and visual art is integrated into the reading/language curriculum and develop reading aloud and storytelling techniques to promote literature appreciation.  This course will also provide opportunities that support the aesthetic development in and appreciation for visual art. Students will learn basic fundamentals of art and principles of design as tools to help make meaning from works of art, including picture book illustrations.  Emphasis is placed on methods that the general classroom teacher can use to communicate with and teach children with diverse learning styles in reading. Students will become sensitive to the concerns of speech and language differences related to culture and environmental issues.  Prerequisite: EDU 200, EDU 205 and sophomore standing

EDU 285 Phonics and Word Identification (3)
This course will teach methods for using phonics and word identification skills with early childhood and young adolescent learners. Students will understand techniques and strategies used to teach children to match, blend and translate letters of the alphabet into the sounds they represent in a systematically integrated, developmentally appropriate instructional program incorporating reading, writing and spelling. Topics to be covered in this course: theory and research, foundations, decoding, encoding, strategies for applications, assessment and evaluation. 40 field hours. Prerequisites: EDU 200, EDU 205 and sophomore standing.

EDU 287 Developmental Curriculum: Literature and the Arts (3)
This course is designed to provide opportunities that support the aesthetic development in art, music and movement in children ages 3-8 who are both typically and atypically developing. Students will learn to plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, curriculum goals and content using a variety of strategies to encourage children's aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning and assessing programs. Curriculum areas addressed in this course use the Ohio Department of Education's competency based models as a framework. 10 field hours in early childhood settings are required. Prerequisites: EDU 200, EDU 205 and sophomore standing.

EDU 297 Teaching Reading through Literature in Middle Childhood (3)
This course focuses on comprehension strategies across the curriculum to help middle graders learn most effectively by becoming strategic readers. Evaluation and assessment methods, especially those which encourage, are utilized. Students develop teaching and learning strategies to help students comprehend, interpret, evaluate and appreciate texts for students in grades 4-9. The Ohio Department of Education Academic Content Standards are used in this class. Prerequisites: EDU 200 and EDU 205.

EDU 302 Reading in the Content Areas: Middle Childhood (3)
This course is a study of research-based middle school classroom practices in content area reading and includes an emphasis in: 1) strategies, techniques and materials for strengthening vocabulary, comprehension, thinking and study skills, writing across the curriculum and content learning; and 2) using an integrated approach to provide for individual differences in the context of diagnostic-prescriptive teaching. Clinical experience involves students in textbook evaluation, development of materials and lesson planning. Topics to be covered in this course: vocabulary building, comprehension techniques, thinking and study skills, writing across the curriculum, content learning textbook evaluation and lesson planning. The Ohio Department of Education Academic Content Standards are used as framework for this course. 20 field/clinical hours. Offered in the fall only. Prerequisites: EDU 200, EDU 205, EDU 220 and EDU 353

EDU 303 Computers and Technology in Education (2)
This course includes instruction about the use of computers and other technology for the classroom teacher. Students receive hands-on experience with computers, appropriate software for use in education such as presentation software, educational use of the Internet and other classroom technology such as digital cameras and projection equipment. Prerequisites: EDU 200 and EDU 205.

EDU 305 Content Area Literacy/General Methods (3)
This is a course to prepare the prospective A/YA or MA school teacher in the study of research-based strategies, methods and materials designed to develop and strengthen content literacy skills. Emphasis is placed on levels of thinking skills, development of technical content vocabulary and techniques for improved comprehension. Materials, methods and provision for individual differences are considered in the context of diagnostic-prescriptive teaching. The student is involved in clinical experience through the development of materials, implementation of plans and the evaluation of textbooks. Topics to be covered in this course: thinking skills, technical content vocabulary, comprehension techniques, diagnostic-prescriptive teaching, lesson planning, textbook evaluation, etc. The general methods sections will emphasize 1) general teaching techniques, strategies and methods for maximizing learning for typical and at-risk students; 2) curriculum development and implementation; 3) communication skills required in the adolescent/young adult classroom including reading, writing and speaking; 4) the interdisciplinary nature of disciplines; 5) a minimum of 20 hours of planned/supervised public school field experience in the student's teaching field. Offered in the spring only. Prerequisites: EDU 200, EDU 205, EDU 220 and EDU 353

EDU 317 Studies in Literature for Adolescents (3)
Students will investigate in depth one topic in literature each time this course is offered. The topics will parallel Ohio Department of Education Academic Content Standards which include (but is not limited to) literature of the Holocaust, settling the West, literature from different cultures and specific genres such as fantasy, science fiction, poetry and biography. Students will be expected to apply their skills of analysis and criticism to the readings as well as apply their knowledge of the literature to the development of classroom-relevant teaching units. The course is intended for students with a concentration in language arts/middle grades and for students seeking integrated language arts licensure for adolescents/young adults. Prerequisite: EDU 200, EDU 205 and junior or senior standing.  Offered every other year.

EDU 332 Social and Philosophical Issues in Education (3)
A critical examination will be made of selected historical, philosophical and social problems and promises relevant to contemporary education. The intent is to provide students with readings and discussions which will encourage and enable them to establish a set of personal beliefs and commitments. The course is built around the idea that being reflective and critical is of strategic value as we seek to become enlightened about the problems and promises of modern education. Fifteen hours of field experience are required. Writing-enriched course. Prerequisites: ENG 110 or ENG 120,  EDU 200, and EDU 205 and junior or senior standing.

EDU 335 Teaching and Assessing Reading (3)
This course will explore theories and instructional strategies for teaching reading. The focus will be on the principles supporting literacy development, how to help children identify new words most effectively in context, the acquisition of a reading vocabulary, the comprehension of text and the components of effective reading and writing instruction using formal and informal educational assessment. This course is also designed to familiarize prospective classroom teachers with concepts and techniques of reading assessment with emphasis on: 1) developing and administering formal and informal reading assessment tools; 2) assessing student performance in different reading situations; 3) making instructional decisions based on reading assessment results; 4) selecting appropriate reading assessment methods; 5) using self-evaluation as a way of involving students in assessing their own learning. Prerequisites: 30 Field Hours, EDU 200, PSY 110, EDU 285, EDU 220 and EDU 353.

EDU 341 Middle Childhood Instructional Methods and Classroom Organization (3)
Students will investigate curriculum theory, with particular attention paid to an integrated approach to curriculum development for the middle grades. State and national curriculum models will be used to investigate content, sequence and planning for learning. Students will investigate and make application of a variety of methods and materials appropriate to the middle grades and which acknowledge the diversity of learning styles, cultural backgrounds and interests in the middle grades classroom. Students will develop teaching materials, demonstrate lessons, experiment with technology and apply assessment strategies appropriate for middle grade students. This also is designed to assist prospective teachers learn a variety of strategies to develop and maintain learning environments that encourage active, engaged learning, positive interaction and self-motivation for all students. This section of the course is based on an understanding of developmentally appropriate plans based on the unique needs of students in middle childhood. Students will explore techniques maximizing learning in inclusive classrooms as well as traditional settings with a focus on building students self-concept and understanding the use and abuse of teacher power. 12 field hours.  Offered in the spring only. Prerequisites: EDU 200, EDU 205, EDU 220, EDU 302 and EDU 353.

EDU 343 Early Childhood Instructional Methods and Classroom Organization (3)
This course is designed to provide opportunities that support development in all areas of learning in children ages 3-8. Students will learn to encourage children's learning through an integrated thematic approach that includes play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, inquiry experiences and adaptations for children with disabilities. Emphasis will be on helping young children develop intellectual curiosity, solve problems and make decisions. Knowledge of these uses of informal and formal assessment strategies in the teaching of curriculum content areas including mathematics, science, nutrition, social studies, art, music, literacy, health, safety, movement and drama teaching practices will be explored. Topics to be covered in this course: creating an environment for learning, teaching models in early childhood, guiding behavior, planning and assessing programs, and curriculum methods for grades K-3. This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in a variety of early childhood classroom settings, building students self-concepts and understanding the use and abuse of power. 12 field hours. Prerequisite: junior standing and all major requirements as listed in the professional preparation outline for early childhood education.  Course must be taken the semester prior to clinical practice. Prerequisites: EDU 200, EDU 205, EDU 220 and EDU 353.

EDU 345 Multi-age Classroom Organization (2)
This course is designed to assist prospective teachers in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in both the general education and inclusive classroom, building students self concepts and understanding the use and abuse of power. 45 field hours. Prerequisite: junior standing, admission to clinical practice and all major requirements as listed in the professional preparation outline for MA. Course is taken during the semester of clinical practice.

EDU 353 Educational Psychology & Instructional Practices (3)
Teaching behavior, instructional techniques and classroom management from a constructivist perspective essential for effective instruction in classrooms. A survey of psychological theories and principles as they apply to teaching. Topics include behavioral and cognitive learning theory, motivation, individual differences, and cognitive, moral and social development. 30 Field Hours. Prerequisite: EDU 005.

EDU 356 Early Childhood Practicum: Preschool (3)
Students in this course will develop and implement an integrated curriculum that focuses on children's needs and interests, taking into account culturally valued content and children's home experiences. Topics of study will be selected in terms of conceptual soundness, significance and intellectual integrity. A part of this course is field work in preschool. Students will use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution and to help children develop personal self-control, self-motivation and self-esteem. Establishing effective communication and collaborative, positive relationships with families will be encouraged. Administering a preschool will be a component of the course. Topics to be covered in this course: theories for interaction, physical environments supporting interactions, planning and assessing programs, licensing, certification, accreditation, professional considerations, working with parents, financing the program and nutrition. 40 field hours. Prerequisites: EDU 200, EDU 205 and EDU 285.

EDU 358 Early Childhood Development and Programming (3)
This course is designed to provide students with knowledge and skills related to early childhood development, program development, working with families and working with other professionals. 10 field hours.

EDU 384 Child Development Practicum (1)
A 40-hour practicum in an early childhood setting in which students will collaborate with children, teachers and other professionals. Sites can include preschools, child development centers and other agencies that deal specifically with the early childhood environment. Students will gain practical experience with working with young children and learning fundamental aspects of operations/management of such facilities.

EDU 385 TESOL PRACTICUM (2)
A 30 hour practicum in a school based setting (K-12) with a cooperating teacher who is TESOL credentialed by the Ohio Department of Education. Bluffton University supervision is provided by a supervisor with TESOL credentials and experience in a TESOL classroom. Prerequisites: ENG 210ENG 220ENG 271ENG 312Credit/No credit.

EDU 401 A/YA Special Methods: Language Arts (2)
EDU 402 A/YA Special Methods: Science (2)
EDU 403 A/YA Special Methods: Social Studies (2)
EDU 404 A/YA Special Methods: Math (2)
These courses provide the prospective A/YA educator with methods and materials for language arts, life sciences or physical sciences, integrated social studies, or integrated math. These courses are taught at Ohio Northern University as part of the Teacher Education Consortium. Topics covered in these courses: development, implementation and evaluation of educational programming for A/YA language arts, life sciences or physical sciences, integrated social studies, or integrated math. Additional topics include federal and state curriculum models and assessment models, classroom assessment strategies (formal and informal), use of technology, individualizing instruction, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing. Course is taken prior to the semester of clinical practice.

EDU 405 Middle Childhood: Language Arts (2)
EDU 406 Middle Childhood: Science (2)
EDU 407 Middle Childhood: Social Studies (2)
EDU 408 Middle Childhood: Math (2)
These courses provide the prospective middle childhood educator with methods and materials for reading and language arts, math, social studies or science classrooms. Each student will take two methods sections based on areas of concentration. Topics covered in these courses: development, implementation and evaluation of educational programming for middle childhood reading and language arts, math, social studies or science classrooms within the Ohio Department of Education Academic Content Standards and federal curriculum guidelines, classroom assessment strategies (formal and informal), uses of technology, individualizing instruction, teaming, development of integrated units, collaboration and consultation. The focus will be on maximizing student learning. Prerequisite: junior standing. 45 field hours for each of the two classes. Course is taken during the semester of clinical practice.

EDU 425 Leadership Seminar (2)
This seminar will provide an overview of the clinical practice experience and provide details of the state requirements for licensure, including the Value-Added Dimension, Teacher Performance Assessment e-portfolio, Resident Educator Licensure, and Code of Conduct for the Profession. Students will also compile a credential file.

EDU 445 (12),  EDU 450, EDU 451, EDU 452, OR SED 453 Clinical Practice (12)
Clinical practice provides supervised experiences in applying the principles and techniques learned in the professional courses to actual classroom situations under the guidance and direction of a cooperating teacher. Clinical practitioners spend full days in their assigned public classroom for 12 weeks during their senior year. Registration is limited to candidates who are formally accepted into teacher education and who have applied for admission to Clinical Practice. Acceptance into Clinical Practice is based on completing the requirements specified in the Clinical Practice Handbook (available from the education department). Practitioners register for one of the following sections: Early Childhood (EDU 445), Middle Childhood (EDU 450), adolescent/young adult (EDU 451), multi-age (EDU 452) or Intervention Specialist (SED 453).

Prerequisite for adolescent/young adult and multi-age: all professional education courses and licensure area course work. Prerequisite for early childhood, intervention specialist and middle childhood:  all major requirements as listed in the licensure program outlines. 12 weeks / full days. credit/ no credit.

Intervention Specialist/Special Education (SED) courses

SED 220 Child and Adolescent Development and Diversity (2)
This course is designed as a study of the characteristics, problems, promises and issues of adolescence and will focus on aspects of adolescent development and the possible special needs of adolescents that are particularly relevant to persons who will be professionally involved with both adolescents and their families. The course includes a survey of the physical, intellectual, social and emotional development of the typical adolescent and also provides a study of the unique needs and characteristics of adolescents who are at risk or who have disabilities. Students will have the opportunity to observe and interact with adolescents within middle and high school settings. Topics to be covered in this course: physical, intellectual, emotional and social development; becoming a change agent in the secondary classroom; collaboration and consultation; holistic programs; regular and special education programs in middle schools and high schools; diverse populations in middle/secondary schools; family-school partnerships; and sociocultural awareness. 15 field hours. Prerequisites: EDU 200, EDU 205.

SED 228 Introduction to Education of Students with Mild and Moderate Educational Needs (3)
This course is an introduction to the broad spectrum of abilities of students aged 3-21 with mild to moderate disabilities. A study of the history, definition, characteristics, assessment and services is covered as well as family, social and legal aspects. Numerous philosophical and practical perspectives are integrated into current practices of diagnosis and intervention as they relate to the specific needs of persons with disabilities in the community, school and world of work. Topics to be covered in this course: schools, society and achievement; special programs; labels and children with mild and moderate disabilities; cognitive and academic characteristics; social-emotional characteristics; individualizing instruction; services, curriculum and instruction; research-based and traditional approaches to teaching; inclusion and collaboration; early intervention and preschool intervention programs. 12 field hours. Prerequisites: EDU 200 and EDU 205.

SED 230 Diagnosis and Educational Planning for Special Needs Children (3)
This course focuses on information and practical experiences relating to assessment and remediation of children with mild/moderate educational needs. Topics to be covered include formal and informal criterion-referenced assessment, individualized educational plans, multidisciplinary approaches, parental roles, report writing, collaboration. 20 clinical hours. Prerequisites: SED 228, junior standing or consent of the instructor.

SED 235 Language Development for Diverse Learners (3)
This course introduces speech and language acquisition of the typically and atypically developing child. It also presents a survey of various disorders and their effects on receptive (listening and reading) and expressive (oral and written) language functions and learning. Students become familiar with the diagnostic tools and the professional vocabulary in order to communicate effectively with other professionals. Emphasis is placed on methods that the regular classroom or intervention specialist can use to communicate with and teach children with diverse learning styles in reading, writing, listening and speaking. Students become sensitive to the concerns of speech and language differences related to culture and environmental issues. 10 field hours. Prerequisite: SED 228 and junior standing or consent of the instructor.

SED 344 Intervention Specialist Classroom Organization (2)
This course is designed to assist prospective intervention specialists in understanding teacher and student behaviors, discipline in the educational process and communication techniques as they apply to good classroom management. In addition, students will explore techniques for maximizing learning in a variety of classroom settings, building students' self-concepts and understanding the use and abuse of power. 45 field hours. Prerequisites: junior standing and all major requirements as listed in the professional preparation outline for early childhood.  Course is taken during the semester of clinical practice.

SED 383 Early Intervention Practicum (3)
This course is designed to meet partial requirements for the Early Education of the Handicapped (EEH) endorsement.  It includes course content focusing on the needs of pre-school children with moderate to intensive educational needs and also includes a 30 hour focused field experience in an early intervention classroom.  Offered May term only. Prerequisite: SED 228.

SED 384 Methods/Materials for Students with M/M Educational Needs (3)
This course is designed to develop teacher competency, to analyze learners and to plan the "least restrictive environment" for the student with mild to moderate educational needs. Candidates will develop skills in designing, implementing and evaluating appropriate educational interventions in the areas of language, math, reading, behavior and social skills. Attention will also be given to occupational orientation and transition planning. Candidates will develop knowledge and skills in designing lessons, classroom environments, community-based instruction and transition planning. Prerequisite: 10 Field Hours, EDU 200, EDU 205, SED 228, PSY 110  

SED 389 Current Issues in Special Education (1)
This course is designed to present current issues affecting the education of exceptional children. Students will examine such topics as contemporary research findings, community and governmental resources, current federal and state regulations, special education service delivery models and counseling/supporting parents of exceptional children. Prerequisite: EDU 200 and EDU 205

SED 453 Clinical Practice- IS (12)
Clinical practice provides supervised experiences in applying the principles and techniques learned in the professional courses to classroom situations under the guidance and direction of a cooperating teacher. Clinical Practitioners spend full days in their assigned public school setting for 12 weeks during the senior year. Credit/no credit

July 2012