Course Descriptions

Education & Special Education

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ED130 FOUNDATIONS OF EDUCATION (4). Introduces teacher education candidates to the professional community of educators and the role schools play in society. It initiates candidates into the culture of schools and to the conceptual framework of “Reflective Practitioners for Peaceful Schools.” Candidates begin to assess their interest in the teaching profession. Included is the first field practicum required of all Wilmington College Education majors which includes observations, field trips, speakers, and reflections. Fee: $65.00 fingerprinting fee. Laboratory. 

ED132 REFLECTIVE PRACTITIONERS FOR PEACEFUL SCHOOLS (1). Introduces teacher education candidates to Wilmington’s unique conceptual framework including celebration of diversity, commitment to positive discipline, and use of reflection to improve practice. Includes field trips, speakers, reflection assignments and field practicum if not documented from transfer course. Successful completion with a “C” or better is required. $65.00 fingerprinting fee. Prerequisite: ED130 in transfer.

ED160 BEGINNING AMERICAN SIGN LANGUAGE I (2). Introductory course in American Sign Language (ASL) emphasizing basic signs in the context of straight English. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around interpersonal conversations, sharing pertinent information, and question and answering skills. Students will learn by practicing.

ED161 BEGINNING AMERICAN SIGN LANGUAGE II (2). The second part of an introductory course in American Sign Language (ASL) emphasizing basic signs in the context of straight English. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around interpersonal conversations, sharing pertinent information, and question and answering skills. Students will learn by practicing. Prerequisite: ED160.

ED162 AMERICAN SIGN LANGUAGE III (2). This is the third in a series of introductory courses in American Sign Language (ASL) emphasizing basic signs used with English context. Classwork will stress everyday communication as the centerpiece of every lesson. Topics revolve around sharing information about our environment, deaf culture, and continued instruction is ASL grammar with an emphasis on developing question and answering skills. Students learn pragmatic strategies to help maintain a conversation. In addition, a variety of interactive activities will enable students to rehearse and apply skills they have learned. Prerequisite: ED160, ED161

ED 163 AMERICAN SIGN LANGUAGE IV (2). This 2-semester hour course is the fourth in a series of introductory courses in American Sign Language (ASL) emphasizing basic signs used with English context. Classroom work will stress everyday communication as the centerpiece of every lesson. Topics revolve around sharing information about our environment, deaf culture and continued instruction is ASL grammar with an emphasis on develop question and answering skills. Students learn conversation strategies to help maintain a conversation. Interaction activities will allow students to rehearse what they have learned. Prerequisite: ED198-3

ED230 HUMAN DEVELOPMENT AND LEARNING THEORY (4). Introduces major theories of cognitive, social, emotional, and linguistic development. The relationship among these theories and the teaching and learning process in school and other professional contexts with regard to the age of students and clients is emphasized. Research from the relatively new are of the Learning Sciences is taught. Prerequisite: EN100 or placement in EN101.

ED233 INTEGRATED FINE ARTS FOR YOUNG CHILDREN (2). A study of the early development of creative expression. The benefits of teaching and assessing through music and art, especially for young children who are active learners and demonstrate their understandings, their feelings and sensitivities, and impressions with their whole selves. Includes selection, organization and presentation of lessons that use the arts to integrate other subject content. Students apply different media, techniques, technology and materials in order to plan for and instruct a diverse population of early childhood students. Prerequisite: ED230 recommended.

ED235 BASIC MOVEMENT AND MOTOR FOR YOUNG CHILDREN (2). A study of movement concepts and principles; child development as it relates to motor skills; and assessment and evaluation for instruction within physical education. Students learn to understand and respect differences in physical abilities and learn to adapt physical education for young children by selecting developmentally and instructionally appropriate activities. The class emphasizes a variety of fundamental locomotive, manipulative and stability movement skills. Students learn how to use physical/motor development to enhance play and infuse skills across the curriculum for younger children, and learn that control, movement, needs and interests are different from those of older children. Includes field experience. Prerequisite: ED230 recommended. 

ED240 READING CORE I: PHONEMICS, PHONICS, AND LANGUAGE ACQUISITION (4). This course introduces candidates to the knowledge and skills necessary to teach and assess P-9 students about reading and writing spoken language. Candidates will learn to analyze words using both units of sound and meaning. They will also learn how language acquisition, developmental stages, and cultural and dialectical differences affect the process of becoming literate. Candidates will learn and practice: Beginning formal and informal assessment skills in reading, lesson planning for word analysis, and teaching strategies for helping students decode and comprehend text with an emphasis on individual words in sentences. Candidates will also be introduced to educational research in literacy, including phonics, and be expected to apply that research to making effective instructional decisions in their instructional planning.

ED243 EARLY CHILDHOOD PHILOSOPHY AND PRACTICES (4). This course explores the historical, philosophical, psychological and social foundations of early childhood education as they relate to present day best practice.  Developmentally appropriate program design and implementation, physically and psychosocially safe and healthy learning environments, play-based learning and teaching, research updates, the critical roles of adult/child relationships in the education of young children, and collaborative partnerships with families and other professionals define the template applied to a variety of early childhood theories and model programs.  The course also examines career options, social and policy issues, ethics, and child advocacy to help young children become independent, self-regulated learners.  Prerequisite: ED130.

ED270 INTERNSHIP (2). An internship is an intensive careeroriented work experience related to the student’s academic studies, professional and educational goals. It is also an opportunity to gain practical experience in one’s major field of study, apply knowledge gained in the classroom, and make useful contacts in a professional field. The experience is ideally unique to the student and must be supervised by a qualified supervisor. Taught Pass/No Pass. Prerequisite: Instructor permission.

ED285 FIELD PRACTICUM II (1). Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate a lesson in their licensure area. They will also practice positive discipline and collaborate with colleagues. Interview with Education faculty required. Prerequisites: ED130 and ED230.

ED331 FOUNDATIONS OF LITERACY (4). This course provides students with an overview of literacy instruction by engaging students in reading about current issues, research, theory, policy, and practice
in literacy instruction from PreK-12. Students will learn about the principles of literacy instruction including the components of literacy, the reading and writing processes, reading programs, methods of
instruction, standards and assessments, discipline-specific literacy, diversity, and information literacy. Prerequisites: Admission to the Diverse Learner or Teaching and Learning concentration of Education
Studies Program.

ED341 READING CORE II: PRINCIPLES AND PRACTICES FOR LITERACY INSTRUCTORS (4). This course introduces candidates to the knowledge and skills necessary to teach and assess PK-12 students in reading comprehension strategies. In addition to educational research, emphasis will be placed on collecting and using data from the classroom to inform teaching They will also use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will learn and practice: Lesson planning to support student reading comprehension, using content standards, educational research in literacy and teaching strategies; and employing word analysis instruction to support their understanding where it is appropriate. This course should be taken with a field practicum. Prerequisites: ED230 or ED240 and admission to the Teacher Education Program.

ED343 READING CORE III: DIAGNOSTIC TEACHING IN THE ASSESSMENT-BASED CLASSROOM (4). This course expands candidate knowledge and skills necessary to assess PK-9 students in reading and writing using educational research and using data from the classroom to inform teaching. Candidates will continue practice with lesson planning formats to present instruction on word analysis, reading comprehension strategies, and how to use those formats as prewriting for composing lesson plans to meet state requirements. Candidates will review and expand upon their knowledge of lesson planning to teach word analysis, the components of literacy, and the developmental nature of literacy learning. Candidates will learn and practice: Collection and use of data from formal and informal assessments to drive literacy instruction and long term planning for individual needs and using effective strategies for diagnosing and instructing struggling learners. This course should be taken with a field practicum. Prerequisites: ED341 and admission to Teacher Education Program.

ED345 MATH, SCIENCE, AND SOCIAL STUDIES METHODS IN EARLY CHILDHOOD (4). Concept development in math, science, and social studies. Students learn to use effective multi-sensory activities and theme and play-based discovery instruction to meet the individual and collective needs of young children. There is a balance of curricular and instructional approaches that include concepts, skill level and problem solving, and the appropriate use of technology software to support learning skills. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed cross-cultural unit plan for an integrated unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning. This course should be taken with a field practicum. Prerequisite: Admission to Teacher Education Program. 

ED347 MIDDLE CHILDHOOD PHILOSOPHY AND GENERAL TEACHING METHODS (4). The course explores the historical, philosophical, psychological, and social foundations of middle childhood education as they relate to present day practice and emphasizes the connections between theories learned in college classrooms and their implementation in field experiences in public schools with the purpose of developing reflective practitioners. Developmentally appropriate education environments aimed to fulfill all students’ needs is a focus of this course. Specifically, issues pertinent to middle level education, including but not limited to, current research about best practice, block scheduling, team teaching, collaboration across teaching specialties, and the uniqueness of middle childhood students and their education will be addressed. The importance of family involvement including sensitivity to family structures and assistance to families in need, as well as knowledge of community resources and collaboration with community professionals are stressed. Classroom management and varied instructional techniques, including the uses of media and technology are discussed in class and emphasized in the field Practicum. A special emphasis on reading and writing to learn is provided. Students develop units that integrate reading and writing to learn, classroom management strategies, varied instructional techniques and assessments. Data generated by assessments are analyzed in order to guide remediation and future instruction. This course is correlated with a field practicum. [Skill: I] Prerequisite: Admission to Teacher Education Program.

ED349 SECONDARY GENERAL METHODS (4). This course emphasizes the connections between theories learned in college classrooms and their implementation in field experiences in public schools with the purpose of developing reflective practitioners. Classroom management and varied instructional techniques, including the uses of media and technology are discussed in class and emphasized in the Field Practicum. An overview of the reading and writing processes with special emphasis on reading and writing to learn is provided. Students develop units that integrate reading and writing to learn classroom management strategies, varied instructional techniques and assessments. Data generated by assessments are analyzed in order to guide remediation and future instruction. The various types and symptoms of child abuse are presented, along with strategies for addressing suspected abuse. This course is correlated with a field practicum. Prerequisite: Admission to Teacher Education Program.

ED352 TEACHING LANGUAGE ARTS IN MIDDLE CHILDHOOD AND ADOLESCENCE (4). This course is a professional methods course divided into three major academic areas: teaching composition (both written and oral), teaching language and teaching literature. The individuality of every learner and the importance of planning instruction and assessment that show respect for all cultures and diversities, encourage critical thinking and encourage habits of life-long learning are emphasized. Content specific assessment strategies are discussed and implemented and data is analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed plan for an integrated language arts unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning. This course should be taken with a field practicum. Prerequisite: Admission to Teacher Education Program.

ED354 TEACHING MATHEMATICS IN MIDDLE CHILDHOOD AND ADOLESCENCE (4). Teacher candidates learn strategies for teaching problem solving, how to use manipulatives for instructional purposes and how to integrate technology into their teaching. Teacher candidates also learn how to take the effect of intellectual, gender and cultural diversity into account when planning mathematics instruction. Formal and informal assessment of mathematics learning is also emphasized. Teacher candidates demonstrate understanding of integrating mathematics with other content areas by designing cross-curricular thematic units and implementing them in their field placements. A summative final Assignment is to create a detailed plan for a mathematics unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning. This course should be taken with a field practicum. Prerequisite: Admission to Teacher Education Program. 

ED356 TEACHING SCIENCE IN MIDDLE CHILDHOOD AND ADOLESCENCE (4). This course equips prospective science teacher candidates with the skills, strategies and techniques (including the gender-neutral nature of science) that allow students to develop their interest and enthusiasm for science, problem solving and science literacy. Teacher candidates will participate in and lead hands-on, inquiry based activities. Teacher candidates also use technology to enhance their own background knowledge and are provided with conceptual framework that embraces the idea that science classrooms provide for individual differences such as gender, ethnicity, culture and socioeconomic background. A summative final assignment is to create a detailed plan for a science unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning. This course should be taken with a field practicum. Prerequisite: Admission to the Teacher Education Program.

ED358 TEACHING SOCIAL STUDIES IN MIDDLE CHILDHOOD AND ADOLESCENCE (4). This course prepares teacher candidates to think critically about teaching social studies in grades 4 through 12. Topics include: multicultural aspects of the social studies; effective communication skills in reading, writing and speaking in the social studies; critical thinking about social studies methodology; the ability to translate social science discipline knowledge into the social studies curriculum; the ability to use social studies software in the classrooms and the ability to use technology to conduct social science research. Course content includes the modeling of block scheduling, integrated units, problem solving and critical thinking about the middle school concept, as well as teaching strategies, scheduling and pacing techniques and content delivery methods appropriate to high school settings. Content specific assessment strategies are discussed and implemented, and data are analyzed in order to plan remediation and future instruction. A summative final assignment is to create a detailed plan for an social studies unit on a subject from the Ohio Model Curriculum and to implement it in the field, complete with identified objectives, materials, lessons, teaching strategies, accommodations, assessments and future planning . This course should be taken with a Field Practicum. Prerequisite: Admission to the Teacher Education Program.

ED360 SURVEY OF INCLUSION PHILOSOPHY AND STRATEGIES (4). This course offers an introduction to exceptionality in diverse school settings. Specifically offered is an overview of the history, current legislation pertaining to inclusion, parents as partners in the education process, diagnostic and prescriptive teaching, classroom differentiation, and an understanding of all kinds of diversity of learners and best school practice within today’s classroom. Collaboration with an understanding of resources available for support including community, state, and federal agencies will be addressed. Prerequisite: Admission to the Teacher Education Program.

ED385 FIELD PRACTICUM III (1). Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course teacher candidates will be expected to plan, teach, and evaluate a lesson in their licensure area, including an assessment of student learning. They will also begin to practice positive discipline and to collaborate with colleagues. They will continue to develop and reflect on their teaching skills and their effectiveness as teachers. Successful completion with a “C” or better is a prerequisite for the Practicum IV. Prerequisites: ED285 and Admission to the Teacher Education Program.

ED470 INTERNSHIP (4). An internship is an intensive careeroriented work experience related to the student’s academic studies, professional and educational goals. It is also an opportunity to gain practical experience in one’s major field of study, apply knowledge gained in the classroom, and make useful contacts in a professional field. The experience is ideally unique to the student and must be supervised by a qualified supervisor. Taught Pass/No Pass. Prerequisite: Instructor permission.

ED485 FIELD PRACTICUM IV (1). Applied theory and practice in P-12 classrooms with guidance of field/clinical and college faculty. In this course expections are increased for teacher candidates to plan, teach, and evaluate a lesson in their licensure area, including an assessment of student learning. Candidates will continue to practice positive discipline, collaboration with colleagues, and effectiveness as teachers as evidenced by a capstone project, in which their impact on student learning is described, recorded and analyzed. Successul completion with a “C” or better and passing the appropriate Pearson professional content test(s) required for Ohio licensure are a prerequisite for student teaching. Prerequisites: ED385 and Admission to the Teacher Education Program.

ED495 STUDENT TEACHING (16). Students demonstrate the ability to work with parents and children, interdisciplinary teams of professionals and children with varying abilities and culturally diverse family systems. Students produce a capstone project, the Teacher Performance Assessment (TPA), in which planning, teaching, and assessment are described and analyzed. Take Ohio professional test(s). $65.00 fingerprinting fee. Taught Pass/No Pass. Prerequisite: Permission of the Education department.

SE230 INTRODUCTION TO EXCEPTIONALITIES (4). This course is aligned to Social Science objectives and, when taken in addition to ED230 Human Development and Learning already required
for all Education majors, satisfies the revised general education curriculum approved by the faculty September 11, 2017. In addition, SE230 will serve as a prerequisite course to ED360 Survey of Inclusion Philosophies and Strategies. This will equip WC Education Licensure and Education Studies majors to better serve diverse student/community populations and will surpass the 3-semesterhour intro to diverse learners ODHE course requirement.

SE332 THE LAW AND DIFFERENTIATED INSTRUCTION (4). In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free and appropriate public education to students with disabilities. Historical, philosophical and legal foundations of special education in relation to contemporary trends and issues at federal, state and local school district levels for children adolescents, and young adults are addressed. Topics include technology in education, school law and teacher liability, identification of at-risk students, and Individual Family Service Plan (IFSP) and Individualized Education Plan (IEP) procedures and legal issues. Prerequisite: ED360 and Admission to the Teacher Education program.

SE334 TECHNOLOGY IN SPECIAL EDUCATION: MEETING THE NEEDS OF STUDENTS WITH MILD TO MODERATE LEARNING NEEDS (2). This course will have students analyze, design, develop, implement, and evaluate educational technology as an instructional resource to meet the needs of students with mild to moderate learning needs in various PreK-12 classroom settings as integrated with principles of learning and assessment. Students will utilize technology to incorporate principles of Universal Design for Learning and differentiated instruction to meet the needs of learners through discussions, modeling, laboratory experiences, and completion of a comprehensive project. Prerequisite: ED360 and admission to the Teacher Education Program.

SE343 BEHAVIOR AND CLASSROOM MANAGEMENT STRATEGIES IN INCLUSIVE AND SPECIAL EDUCATION SETTINGS (4). This course will present current theories, issues, research findings, and practices as they relate to the development of social skills and effective classroom management of students with mild to intensive behavioral problems that may or may not co-exist with other learning needs. These issues are examined from a student-centered, culturally sensitive, and multi-agency perspective. The course will provide future educators with an understanding of different conceptual models, approaches, and strategies for individualizing instruction for K-12 students with socio-emotional and behavioral disorders in the full continuum of educational settings, from least to most restrictive. Prerequisites: ED360 and Admission to the Teacher Education Program or Applicable Education Studies Concentration.

SE356 METHODS AND MATERIALS FOR MIDDLE AND HIGH SCHOOL STUDENTS WITH MILD, MODERATE, OR INTENSE LEARNING NEEDS (4). This course presents a survey and overview of teaching methods and materials in various curricular areas for students with mild to moderate or moderate to intense educational needs. This includes students identified as having a disability as defined by IDEA including: ADD/ADHD and other health impairments; learning disabilities; Autism Spectrum Disorder (including Asperger syndrome); intellectual disability; emotional/behavioral disorders; visual impairments and blindness; hearing impairments and deafness; severe or multiple disabilities; physical disabilities; and traumatic brain injury. The focus of the course will be on individualized and group adaptations in lesson planning and content instruction, teaching strategies, assessment, technology use, classroom management, and methods to enhance motivation, self-monitoring, and self-determination skills. Strategies for co-teaching in inclusive classrooms with these populations of students will also be addressed as well as student participation in transition planning. Prerequisite: ED360 and Admission to the Teacher Education program.

SE358 ASSESSMENT OF STUDENTS WITH EXCEPTIONAL LEARNING NEEDS (4). This class will emphasize early childhood/special education intervention assessment, evaluation techniques and report writing. The course includes information on how to select, adapt, and administer formal and informal performance-based assessment for specific motor, cognitive and sensory disabilities, data collection techniques and analysis, team collaboration in various settings (home, public/private centers, schools, classrooms, and community agencies), and staff and program assessment and evaluation. Students will design assessment adaptations and modifications and study research-based instructional strategies for to learners with a variety of exceptionalities across the curriculum Prerequisites: ED360 and Admission to the Teacher Education Program.

SE361 COMMUNICATION AND COLLABORATION IN THE EARLY CHILDHOOD, EXCEPTIONAL ENVIRONMENT (4). This course will focus on issues and practices concerning family systems and the role of the family in the education of young children with disabilities; models and strategies for consultation and collaboration and effective communication with families and school personnel; and professional ethics. Candidates will focus on the relationship between local and state support delivery systems for individuals with exceptional physical, mental, and medical disabilities Pk-3; networks, organization, resources, strategies and techniques used to integrate students requiring services into diverse educational social and community settings including assistive technology devices, residential treatment, and health/medical settings. Candidates will examine strategies that promote successful transitions for individuals with exceptional learning needs, identify support needs for families that will facilitate integration into various program placements and structures. Candidates will also examine strategies to support the activities of para-educators, volunteers, and study the ethical dimensions of advocating for appropriate services. Prerequisites: ED360 and Admission to the Teacher Education Program.

SE364 COMMUNICATION STRATEGIES AND TECHNOLOGIES: MEETING THE NEEDS OF STUDENTS WITH MODERATE TO INTENSIVE LEARNING NEEDS (2). This course will emphasize various approaches to teaching individuals with moderate to intensive educational needs the functional communication strategies needed to function in daily life settings such as home, school, and work. Teacher candidates enrolling in this course will become familiar with the assistive technologies available for developing communicative abilities in this population of students. Prerequisites: ED360 and Admission to the Teacher Education Program.

SE371 SPEECH, LANGUAGE, AND LITERACY IN THE EXCEPTIONAL EARLY CHILDHOOD ENVIRONMENT (4). The course is designed to introduce the participants to a comprehensive overview of communication, speech, language and hearing. The primary objective is to provide users with essential information about typical development and an overview of communication disorders of exceptional early childhood students. The course will provide an overview of the nature and identification of speech and language and communication disorders, and a brief presentation of their treatment. This includes information pertaining to anatomy of the speech mechanism, development of communication skills, various disorder types in children, evaluation procedures, and cultural influences on communicative processes. The course will provide the learner with models of collaborative efforts in providing appropriate remediation strategies and problem solving solutions for children with communication disorders. It will link all speech and language disorders to literacy issues in the early childhood environment. Prerequisites: ED360 and Admission to the Teacher Education Program.