Education

Heather Bowser (2005), Coordinator of Data and Administrative Records

education.hiram.edu/faculty/bowser

Nikki F. Cvetkovic (1989), Professor, Chair of Education Department, Head of Teacher Education
B.A., Youngstown State University;
M.Ed., Ph.D., Kent State University          education.hiram.edu/faculty/cvetkovic         

Academic interest: P-12 general education knowledge, dispositions and skills related to special education services; collaboration with families and communities; inclusive early childhood education.

Donald E. Guenther (2000), Instructor of Education
B.S.F.S., Georgetown University;
M.S.S.A., Case Western Reserve University          education.hiram.edu/faculty/guenther        

Academic interest: popular culture, media literacy, philosophy of education, teacher’s lives

Jennifer Miller (2002), Assistant Professor
B.A., University of Akron;
M.Ed., Kent State University         

Ph.D.Kent State University         

education.hiram.edu/faculty/miller        

Academic interest: advocacy for middle level education, adolescent literature, adolescent literacy

Roxanne Sorrick (2001), Assistant Professor
B.A., Hiram College;
M.Ed., Kent State University         

Ed.D., Walden University         

education.hiram.edu/faculty/sorrick        

Academic interest: early childhood literacy, nature-study with children, use of informational text and expository writing in K-3

Eileen Vance (2000), Director of Student Teaching and Field Experience
B.S., Indiana University of Pennsylvania;
M.Ed., Indiana University of Pennsylvania          education.hiram.edu/faculty/vance         

Department web address:

education.hiram.edu/faculty

 

Introduction

The Hiram College Teacher Education Program is committed to preparing intellectually alive, socially responsible, ethically grounded educational leaders.  Since the founding of Hiram College in 1850, students have joined this learning community to be prepared as teachers within the liberal arts tradition. This tradition prepares teachers to think well and with discipline.  This tradition, grounded in the understanding that knowledge is interrelated and interdisciplinary, prepares teachers to be keen and critical observers of how the world works—seeing issues, alternatives, solutions and aspects of life that more narrowly trained minds do not.  These skills, combined with knowledge in a subject and in the art and science of teaching, are essential to the preparation of teachers ready to serve as educational leaders. The department’s mission, philosophy, and standards for teacher-candidates are included in the Teacher Education Student Handbook.  http://education.hiram.edu/requirements.html

Because field and clinical experiences are seen as opportunities for students to acquire and apply knowledge, and as experiences that promote reflection, they are required in most education courses. These field and clinical experiences are developmentally sequenced and range from field trips with observations, to opportunities that require lesson planning, instruction, and evaluation of students. Students must complete this field work in a variety of communities, with students of different ages, and with culturally diverse and exceptional populations. http://education.hiram.edu/clinical.html

Hiram College is accredited by the Ohio State Department of Education to offer licensure under the 2003 Teacher Education Standards in the following areas:

Early Childhood License, valid for teaching children who are typically developing, at risk, gifted, and who have mild/moderate educational needs. Licenses are issued for ages three through eight and pre-kindergarten through grade three. Students completing the early childhood license graduate with an education major.  For a complete description of early childhood licensure requirements, go to: http://education.hiram.edu/courses/early.html 

Middle Childhood License, valid for teaching learners from ages eight through fourteen and grades four through nine in the curriculum areas named in such license. The middle childhood teacher education program includes preparation in areas of concentration in at least two of the following: reading and language arts, mathematics, science, and social studies. Students completing the middle childhood license graduate with an education major. For a complete description of middle childhood licensure requirements go to:  http://education.hiram.edu/courses/middle.html

Adolescent to Young Adult Licenses, valid for teaching learners from ages twelve through twenty-one and grades seven through twelve in the curriculum areas named in such license. For a complete description of all Adolescent/Young Adult licensure requirements go to: http://education.hiram.edu/courses/adolescent.html

  • Integrated Language Arts
  • Integrated Mathematics
  • Integrated Social Studies
  • Integrated Science
  • Life Science
  • Life/Chemistry
  • Life/Physics
  • Physical Science

Multi-age Licenses, valid for teaching learners from ages three through twenty-one and pre-kindergarten through grade twelve in the curriculum areas named in such license. For a complete description of all Multi-age licensure requirements go to: http://education.hiram.edu/courses/multi.html

  • Drama/Theater
  • Music
  • Visual Arts
  • Foreign Language (French or Spanish)

Students must apply to the Department of Education for admission to a licensure program. In order to be accepted into the teacher education program, students must: (1) pass an examination of basic academic skills or complete equivalent requirements; and (2) maintain a 3.0 cumulative G.P.A., a 3.0 G.P.A. in the professional education courses and a 3.0 G.P.A. in the field of licensure. Students should consult regularly with their advisor to be certain they are fulfilling the requirements for licensure. Students’ progress will be reviewed each term by the Department of Education and students will be apprised of their status in the program. In the semester prior to the term during which the students wish to student teach, they must make formal application to the department to be considered for acceptance into student teaching. Good character and professional commitment, as well as high scholastic attainment are important factors considered by the department and the Teacher Education Board. Students complete the required student teaching in an area school where they participate in a total program of teaching. (See student teaching courses below.)  A detailed description of all policies and procedures related to admission and retention in the teacher education are included in the Teacher Education Student Handbook.  http://education.hiram.edu/requirements.html

Note: Licensure in the State of Ohio requires satisfactory completion of the examinations mandated by the Ohio State Department of Education.  The Hiram College Title II Institutional Report on the quality of teacher education is available at http://education.hiram.edu/reports.html 

 

Departmental Offerings

201 Education and U.S. Society                                                           4 hours

This course examines the historical, philosophical and sociological foundations of education as sources for school policies and practices. Students will explore multiple facets of education in relationship to U.S. society and its constituent cultures, and will research and discuss contemporary issues in education. Includes observation at a variety of school and community sites.

203 Education, Culture, and Society CA UD                                         4 hours

This course is designed to introduce students to the issues related to teaching the widening diversity of students to be found in schools and communities across the United States. Students become familiar with the knowledge base, skills, and dispositions that are necessary to offer equal educational opportunity for all children and adolescents. The course examines the impact that human difference has on educational policy and practice as well as the relationship of cultural values to the formation of a teacher's professional and personal self-concept and teaching styles.  Includes observation at a variety of school and community sites.

215 Understanding Science                                                                 4 hours

This course is designed to provide Early and Middle Childhood educators with a better understanding of science by integrating fundamental scientific concepts.  Using concepts in Earth, Space, Life, and Physical Science, as outlined by the National Science Education Standards and the Ohio Academic Content Standards for Science, students will investigate the nature of scientific knowledge. The inquiry-based approach to learning will not only emphasize science process skills, but also model best practices for early and middle childhood education. Students will work cooperatively to resolve questions, experiment, and discuss interpretations and conclusions. Class activities will help students develop their technological design abilities, as well as gain insight into the historical and cultural contributions of scientists who have provided us with a comprehensive understanding of the natural world.

231 Human Growth and Development and Learning Theory              3 hours

This course examines theories of human growth and development and learning theory across the life span, with an emphasis on practically relating these theories to teaching strategies for the early childhood, middle childhood, and adolescent levels. Beginning work with curriculum development, peer teaching, and analysis of the teaching process in the context of familial, cultural, and societal diversity is included. Includes observation at a variety of school sites appropriate to licensure area.

233 Human Growth and Development and Learning Theory:
                   Early Childhood School Experience and Lab                    2 hours

Taken concurrently with Education 231; pass/no credit only. The teacher-candidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of early childhood development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 233 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)

234 Human Growth and Development and Learning Theory:
                   Middle Childhood School Experience and Lab                  2 hours

Taken concurrently with Education 231; pass/no credit only. The teacher-candidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of young adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 234 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.) 

235 Human Growth and Development and Learning Theory:
                    Adolescent School Experience and Lab                          2 hours

Taken concurrently with Education 231; pass/no credit only. The teacher-candidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 235 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)

236 Human Growth and Development and Learning Theory:
                    Multi-age School Experience and Lab                             2 hours

Taken concurrently with Education 231; pass/no credit only. The teacher-candidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of early childhood, young adolescent and adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 236 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)

241 Developmentally Appropriate Practice:

                                       Infants, Toddlers, Preschoolers                   4 hours

This course will focus on the goal of developmentally appropriate practice in childcare settings and preschools in the context of individual, family, program, and community diversity. Students will learn about various types of early childhood programs and curriculum models, and nationally recognized preschool program models. As they observe and work with infants, toddlers, and preschool children, Hiram students will learn about developmental theorists and their ideas about how children learn. Clinical experiences will develop knowledge of typical as well as individual differences in development and learning across physical, cognitive, social-emotional, and language domains. The standards of the National Association for the Education of Young Children, Ohio Early Learning Content Standards and the Ohio Educator Standards and their application to best practices in creating healthy, respectful, supportive, and challenging learning environments are included. Clinical experience with infants, toddlers, and preschoolers is required.

253 Reading, Writing, and Response with Children’s Literature IM    3 hours

Reading strategies based on authentic reading tasks, including comprehension, vocabulary, word identification, and writing for both narrative and expository texts are taught through an exploration of traditional and modern children's literature, including multicultural literature, poetry, fiction, non-fiction, informational, and technology-based selections.  The goal of this course is to expose students to a variety of written materials, strategies, and methods that they may use in the teaching of reading in a classroom.  Includes observation and practice at a school site. 

254 Teaching Reading with Adolescent Literature IM                        3 hours

This course will comprise a survey of traditional and modern literature for young adolescents, including categories such as realistic/contemporary fiction, historical fiction, science fiction/fantasy, and others with emphasis on reader-response and transactional theories of reading using quality adolescent literature. This literature will also be used to reinforce and apply reading concepts such as pre-reading, comprehension, and assessment strategies. Additional emphasis will include evaluating and selecting a wide range of literature to meet the needs and interests of middle level students of diverse backgrounds and abilities, as well as the role of high-quality adolescent literature in interdisciplinary teaching strategies in middle grades. 

280 Seminar                                                                                   1 - 4 hours

281 Independent Study                                                                  1 - 4 hours

292 Integrated Fine Arts for Early Childhood CM                               3 hours

This course is designed to give Early Childhood students the knowledge, skills, and dispositions to integrate music, drama, art and movement into the classroom curricula based on the Ohio Academic Content Standards and the NAEYC guidelines.  Students will explore a variety of songs, instruments, plays, rhythmic stories, art response and expressive movement.  Emphasis will be placed on developmentally appropriate and individually appropriate curriculum, as well as the role of the arts in speaking, listening, movement and play.  Students will perform accompaniments on several classroom instruments, make connections between the arts and the content areas, and understand the importance of artistic expression in the classroom.

294 Field Experience: Special Education                                       1 - 4 hours                                                        

295 Field Experience: Early Childhood                                          1 - 4 hours

                                                          

296 Field Experience: Middle Childhood                                        1 - 4 hours

297 Field Experience: Adolescent                                                 1 - 4 hours

298 Field Experience                                                                     1 - 4 hours

294-298 is a series of field experiences in educational settings. Specific goals and objectives are outlined for each experience. Pass/no credit only.

305 Phonics Early Childhood                                                             3 hours

The course will focus on the PreK-3 population and how they learn to read. Students will understand the importance of phonics instruction in a balanced reading program. Methods of phonics instruction will be discussed as well as modeled by students in the course. Students will model strategies for instruction of word recognition, vocabulary, spelling and writing. Phonics 305 will serve as a basis for student understanding of the English language and its orthography. Includes clinical experience in a PreK-3 setting.

306 Phonics Middle Childhood                                                            3 hours

This course provides an introduction to the graphophonic and morphological foundations of the English Language. The focus is on the relationships among phonemic awareness and graphophonic, syntactic, and semantic cueing systems, and the role they play in developing competence in reading, spelling, and writing in the middle grades. Major topics will include an understanding of letter-sound relationships, how that affects students’ development in reading, vocabulary, spelling and writing, and assessment and intervention appropriate to middle grades students.

307 (formerly MATH 107) Middle School Mathematics: 

                                          Methods, Materials, and Meaning              4 hours

Building on the basis of Fundamentals (Mathematics 103), Mathematical Modeling (Math 162), and Pre-calculus (Mathematics 197), this course examines topics suitable for the middle grades and discusses ways to teach them, ideas for alternative approaches, and appropriate materials (from concrete to abstract). Topics include rational numbers, percent, probability, statistics, geometry (synthetic, transformational, coordinate), algebra, and triangle trigonometry. Ideas from Operations Management may be included. Integrates NCTM Standards and the Ohio Model Competency-Based Mathematics Program. Prerequisite: Admission to the Teacher Education Program or permission, and Mathematics 103.

308 (formerly MATH 305) Teaching Secondary Mathematics   4 hours

Integration of education and mathematics courses as they relate to the secondary mathematics classroom. Learning and developmental theory, curriculum and standards (NCTM), instruction, materials, planning, and assessment. Prerequisites: Mathematics 217 and 218, Education 231, or permission.

310 Math and Science Investigations                 

This course is intended to extend Math and Science methodology discussed in EDUC 365 and 366. Preservice teachers will be assigned to a classroom where they will work with small groups of students in an effort to extend their conceptual understanding of math and science concepts designated by the classroom teacher.  Emphasis will be placed on creative teaching strategies, literature connections, extending student thought, and assessment of student understanding of the concepts presented. Reflection and preservice teacher growth will play a strong role in the course. All lessons will be aligned the Ohio Academic Content Standards.  

313 Teaching and Supervising Writing                                               4 hours

This course is designed to prepare students in all disciplines to teach, tutor, and supervise the writing of high school students and college undergraduates. The course will offer an introduction to the major trends in composition theory and research and practice. It will also develop the technical and interpersonal skills necessary for effective instruction. Students will closely examine their own writing process and style. To fulfill the required laboratory element of this course, students will spend time each week working with a mentor in the Writing Center. Prerequisite: First Year Seminar and permission. Also listed as Writing 313.

324 Exceptionality                                                                               3 hours

This course examines the philosophical, historical, legal and ethical foundations of services for individuals with special needs. The characteristics, etiology and socio-psychological implications of exceptional conditions, including specific disabilities and/or gifts and talents, are explored. Categorical and noncategorical classification systems; assessment, diagnosis and evaluation; and educational adaptations and assistive technologies are included. Participants will explore the impact on families of disabilities at different life stages, from infancy and early childhood to adolescence and adulthood. Also listed as Psychology 324.

341 Early Childhood Assessment                                                        4 hours

This course examines the goals, benefits, and uses of developmentally appropriate assessment of typically and atypically developing children from ages 3-8. Students will learn about and use systematic observations, documentation, and other informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of all children. Legal and ethical issues in standardized assessment, as well as basic statistical concepts needed to interpret standardized testing results, are included. This course emphasizes a collaborative approach to assessment, in partnership with other professionals and families within a context of familial, cultural, and social diversity.  Includes clinical experience In a PreK-3 setting.

351 Teaching Foreign Language, PreK- 12                                         4 hours

Focusing on ACTFL standards and Foreign Languages: Ohio Academic Content Standards, this course addresses the development of the expressional phases of foreign languages through a communicative approach with related activities designed for use in grades Prekindergarten-12. Important topics include theories of first and second language acquisition and learning, the impact of foreign language competence on societal and personal development, and the role of foreign language study within the school curriculum. Students will review, practice and master current software application in computer-assisted language instruction.

361 Teaching Reading in the Content Area                                         3 hours

This course is designed to provide an overview of the reading process and factors that affect the middle level reader's interaction with text. Examination of the Academic Content Standards: K-12 English Language Arts as a guideline for teaching reading in the middle level content areas, and of methods and materials that help readers to access texts, develop understandings of concepts and vocabulary, and gather, organize and present information as well as assessment and intervention strategies appropriate to middle grades will be included. Major topics will include comprehension, vocabulary development, writing across the curriculum, study skills, and assessment. Prerequisite: Admission to the Teacher Education Program.

362 Best Practice in Middle School Literacy Education                      4 hours

This course is designed to introduce teaching methodologies that integrate reading and writing into all aspects of the middle school curriculum. Using the Academic Content Standards: K-12 English Language Arts as a guide, students in this course will explore strategies for literacy discussion, composition studies, and integrating literacy activities into other content areas. Experience with multiple literacy assessments will also be an integral part of this course. This course is one component of the Middle Childhood Block. It will consist of on-campus class time, field observations, and an extended period of practice in the field designed to give students practical experience and implement skills and strategies learned throughout the course. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.

363 Clinical Experience in Middle Grades Literacy Education            3 hours

Pre-service teachers will participate in a three-week, full day clinical experience with a school-based teacher educator in a middle grades setting.  Pre-service teachers will implement a unit plan that focuses on reading, writing, visual and oral communication, and research in content areas appropriate to middle grades. Supervision of this plan will be conducted by the school-based teacher educator and a Hiram Supervisor. 

364 Early Childhood Literacy                                                              6 hours

This course will focus on the PreK-3 population and how they acquire both written and oral language. This course will pay specific attention to early, emergent, transitional and fluent literacy. Students will understand the importance of phonics in a reading program, as well as the importance of integration. Strategies for effective reading instruction, appropriate assessment and developmentally appropriate curriculum will be explored, observed and experienced. Issues regarding not only children's academic success, but also their physical, mental, and emotional well-being will be discussed. Attention will be given to both Praxis assessment of entry-year teachers and the Ohio Academic Content Standards for Language Arts. NAEYC Standards for Early Childhood Professional Preparation will serve as the guiding document for planning, methodology, and assessment. Includes clinical experience in a PreK-3 setting.Prerequisite: Admission to the Teacher Education Program.

365 Integrated Curriculum for Early Childhood                                  4 hours

Pre-service teachers will examine, analyze, evaluate, and create developmentally appropriate, integrated curricula for pre-primary and primary-aged children that incorporate the areas of language and literacy, math, science, health, safety, nutrition, social studies, art, music, drama, and movement, and foreign language in accordance with guidelines established by the National Association for the Education of Young Children and the Ohio Academic Content Standards. Curricular development will be situated in the context of family and community, and will entail age-appropriate and individually appropriate components. Clinical experience at pre-primary and primary-aged sites is required. Prerequisite: Admission to the Teacher Education Program.

366 Inclusive Instruction for Early Childhood                                    4 hours

Pre-service teachers will practice implementation of curricula via instructional practices that are inclusive of children who are typically and atypically developing, through a continuous cycle of assessment, curriculum development, and instructional planning. Establishment of learning environments that promote conceptual development in children through active learning is emphasized. Pre-service teachers will generate thematic and integrated interdisciplinary units of instruction that employ developmentally appropriate materials and learning through play based on guidelines established by the National Association for the Education of Young Children and the Ohio Academic Content Standards. Clinical experience at pre-primary and primary-aged sites is required. Prerequisite: Admission to the Teacher Education Program.

367 Internship in Early Childhood Education                                      3 hours

Pre-service teachers will participate in a three-week, full day internship under the supervision of a qualified mentor teacher in an early childhood education setting. Collaboration with school personnel, family, and community agencies will be emphasized in the delivery of services to young children, and will form the basis for curricular development. Pre-service teachers will develop and teach curricular units and facilitate child guidance in the context of family and community, in consultation with their mentor teacher and Hiram supervisor. Prerequisite: Admission to the Teacher Education Program.

370 Adolescent Curricula and Methods                                               6 hours

This course emphasizes a mastery of curriculum development and both general and specific methods within each candidate’s licensure area. Curriculum development projects relate theory to the Ohio Academic Content Standards specific to each candidate’s licensure area. Following the framework of the Praxis model of teaching and INTASC standards, students will refine their ability to organize content knowledge, create an environment, and teach for student learning in the context of familial, cultural, and societal diversity. Students will learn to assess their own teaching effectiveness and to work collaboratively with other professionals and families to enhance student learning. Emphasis is placed on microteaching and reflective teaching. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.

372 Literacy Across the Content Areas                                               3 hours

This course examines the role of effective literacy strategies for the acquisition of content knowledge. The teacher-candidate will develop the ability to use effective instructional practices, methods, and curriculum materials to support reading and writing instruction for learners at various stages of development and from different cultural and linguistic backgrounds. The emphasis of the class will be on developing a foundational knowledge of the reading and writing processes, creating a literate environment, and using effective strategies for word skill development, reading comprehension, and assessment of student learning. Includes clinical experience at a school site. 

377 Collaborative Issues in Early Childhood Education                     4 hours

This course examines the philosophical, historical, legal and ethical foundations of home, school and community collaboration for early childhood program development, in the context of familial, cultural and societal diversity. This course develops the student’s ability to function as a team member with families, school personnel, and community agencies as they plan and implement individualized education within early childhood settings for typically and atypically developing children. Utilization of principles of communication and collaborative partnerships are stressed. Prerequisite: Admission to the Teacher Education Program.

379 Middle Grades Philosophy and Organization                                3 hours

This course provides students with an introductory understanding of the philosophy and organization of middle grades education. Key concepts include: characteristics of effective middle schools, team teaching and organization, interdisciplinary teaching, flexible scheduling, advisory programs, and core curriculum

382 Best Practices in Middle Grades Teaching                                   4 hours

This course is designed to develop a comprehensive understanding of the factors that underlie effective teaching in middle grades schools. Students will study: historical, sociological, and philosophical factors; the unique developmental characteristics, needs, interests, and abilities of students; lesson planning; discipline and classroom management; effective instructional strategies; and evaluation. Students will learn to use Ohio Academic Content Standards as a basis for lesson planning and follow Praxis domains and National Middle School Association Standards for their learning. The required clinical experience will provide middle grade teacher-candidates the opportunity to teach in their two licensure areas, team teach with teachers of other subjects, and implement curriculum, instructional strategies, and assessment techniques developmentally appropriate for young adolescent learners. Students will engage in reflective practices designed to improve their teaching. This course is the core of the middle childhood methods block consisting of on-campus class time, field observations, and an extended period of clinical experience designed to give students practical experience and an opportunity to implement skills and strategies learned throughout the course.  Prerequisite: Admission to the Teacher Education Program.

383 Methods For Middle Grades Social Studies                                  3 hours

Focusing on NCSS standards and the Ohio Academic Content Standards for Social Studies, this course addresses the social studies education of middle grades students with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques. The course will provide the student with an understanding of issues and the teaching/learning processes as applied to a middle grade setting. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.

384 Methods for Teaching Science                                                      4 hours

Focusing on NSTA standards and the Ohio Academic Content Standards for Science, this course addresses the science education of middle grade students (4-9) and adolescents, (grades 7-12), with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques. The course will provide the student with an understanding of issues and the teaching/learning processes as applied to middle grades and adolescent/young adult settings. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.

385 Methods in Adolescent Language Arts                                         3 hours

Focusing on NCTE standards and the Ohio Academic Content Standards for English Language Arts, this course addresses the language arts education of adolescents (grades 7-12), with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques. The course provides the student with an understanding of issues and the teaching/learning processes as applied to adolescent settings. Prerequisite: Admission to the Teacher Education Program.

386 Teaching Drama/Theatre Arts, Prek-12                                      3 hours

Focusing on NAST and AATE standards, and Ohio’s Academic Content Standards, this course emphasizes standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques appropriate for teaching drama/theatre arts. The course provides the student with an understanding of issues and the teaching/learning processes appropriate for early childhood, middle childhood, and adolescent education. Prerequisite: Admission to the Teacher Education Program.

 

404 Integrated Social Studies Methods                                              4 hours

Focusing on NCSS standards and the Ohio Academic Content Standards for Social Studies, this course addresses the social studies education of adolescent/young adults (grades 7-12), with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques. The course provides the student with an understanding of issues and the teaching/learning processes as applied to adolescent settings. Prerequisite: Admission to the Teacher Education Program.

446 Student Teaching Seminar                                                             1 hour

Students will examine the knowledge, skills, and dispositions that are demonstrated by master teachers and that are significant in their student teaching practicum.  They will connect these performance outcomes to the conceptual framework of the Hiram College Department of Education. As a culminating project for this seminar, students must develop and present a final portfolio that demonstrates their competence as teacher-candidates in order to be recommended for licensure. This course is taken concurrently with the student teaching practicum.

480 Senior Seminar                                                                        1 - 4 hours

481 Independent Research                                                            1 - 4 hours

498 Internship                                                                                1 - 4 hours

601 Teacher Licensure Policies and Procedures                                  1 hour

Participants in this course will examine policies and procedures for teacher licensure in the state of Ohio, and specifically at Hiram College. Issues pertinent to teacher licensure, such as career options of educators, certification in states other than Ohio, and PRAXIS requirements will be discussed. Participants will complete an application to Hiram’s teacher licensure program and initiate other aspects of the licensure process. This course is a requirement for every student seeking teacher licensure, during the first term they wish to apply to Hiram Education Department’s program. This course is offered on a pass/no credit basis only.

610 Elementary Tutoring                                                                      1 hour

pass/no credit only

611 Education School Experience                                                         1 hour

pass/no credit only

612 Secondary School Experience                                                        1 hour

pass/no credit only

 

Student Teaching Courses

432 Student Teaching:  Early Childhood                                           10 hours

An intensive twelve-week course which provides teacher-candidates seeking early childhood the opportunity to teach in their licensure area, implementing developmentally-appropriate curricular, instructional, child guidance, and assessment techniques for pre-primary and primary-aged, typically and atypically developing learners. Candidates will engage in reflective practices designed to improve their development as early childhood professionals.  Guidelines established by INTASC, Praxis, specialty professional associations and Ohio Academic Content Standards will be used to assess teacher-candidates. Prerequisites: All early childhood courses except electives.

433 Student Teaching:  Middle Childhood                                         10 hours

An intensive twelve-week course which provides teacher-candidates seeking middle childhood licensure the opportunity to teach in their two licensure areas, team teach with teachers of other subjects, and implement curriculum, instructional strategies, and assessment techniques developmentally appropriate for early and adolescent learners. Candidates will engage in reflective practices designed to improve their teaching. Guidelines established by INTASC, Praxis, specialty professional associations and Ohio Academic Content Standards will be used to assess teacher-candidates. Prerequisites: All middle childhood courses except electives. 

437 Student Teaching: Multi-Age                                                      10 hours

An intensive twelve-week course which provides teacher-candidates seeking multi-age licensure the opportunity to teach on two of three levels, implementing curriculum, instructional strategies, and assessment techniques developmentally appropriate for early, middle, or adolescent learners. Candidates will engage in reflective practices designed to improve their teaching. Guidelines established by INTASC, Praxis, specialty professional associations and Ohio Academic Content Standards will be used to assess teacher-candidates. Prerequisites: All professional education courses.

438 Student Teaching: Adolescent/Young Adult                              10 hours

An intensive twelve-week course which provides teacher-candidates seeking adolescent/young adult licensure the opportunity to teach in their licensure area, implementing curriculum, instructional strategies, and assessment techniques developmentally appropriate for adolescent/young adult learners.  Candidates will engage in reflective practices designed to improve their teaching.  Guidelines established by INTASC, Praxis, specialty professional associations and Ohio Academic Content Standards will be used to assess teacher-candidates. Prerequisites: All professional education courses.

444 Student Teaching: Early Childhood                                             7 hours

                                                              

445 Student Teaching: Middle Childhood                                            7 hours

                                                          

447 Student Teaching: Multi-Age                                                        7 hours

                                                                          

448 Student Teaching: Adolescent/Young Adult                                7 hours

                                                 

All student teaching courses are offered pass/no credit only.

 

 

 

Additional Information