PROFESSIONAL TEACHER PATHWAY: 2023-24 Course Catalog
Bachelor’s Degree in Elementary Education or Mild to Moderate Intervention Specialist What if you had a way to earn your teaching degree while working in an actual classroom? This Bachelor’s in Elementary and Special Education program, powered by BloomBoard, offers professionals the instruction, coaching, and classroom experience needed to step up to become effective teachers. The program is designed for educators with an associate’s degree to complete their bachelor’s degree while working in a school as an instructional assistant or longterm substitute teacher.
Through this on-the-job, cohort-based distance learning program, candidates learn and earn college credit within a classroom, alongside their students, in an environment that allows for gradual assumption of responsibility.
Bachelor’s Degree in Elementary Education Candidates who wish to receive a license to teach students in PreKindergarten to fifth grade will pursue a B.A. degree with a major in Primary Education leading to licensure as a Primary Education Teacher PK-5.
Elementary Education HU 170 Student Experience for Online Learners (1 SH) Throughout this course, students will explore the landscape of online learning environments, understand the best strategies for online academic success, and discover the wealth of resources and support available at LEC.
EDC 201 Foundations of Education (3 SH)
EDC 230 Educational Psychology (3 SH)
This course deals with content and experiences in the
This course is a study of psychological learning theories and
sociological, philosophical and historical foundations of education. Students will examine current issues in education with respect to traditional education, foundations and current practices. This course is taught using a cooperative learning model of teaching and learning.
their application to the classroom. Topics under study include cognitive and linguistic development, the development of self, social skills and morality, group differences, individual differences and special needs, learning and cognitive processes, knowledge construction, high-level thinking skills, behaviorist views of learning, social cognitive views of learning, motivation theory and instructional strategies.
EDC 330 Introduction to Students with Exceptional Needs (3 SH)
EDC 340 Educational Media and Technology (3 SH)
This course will introduce teacher education candidates to the diverse needs of students with special needs. Candidates will learn the requirements, mandates of IDEA and Section 504 of the Rehabilitation Act of 1973. They will become familiar to the various exceptionalities of students populating regular education classrooms as well as in special programs. The course is commensurate with the dispositional requirement and the conceptual framework where professional teachers are committed that "all students can learn".
This course introduces the student to current educational technology and role that technology plays in supporting student achievement. Students learn to design and produce instructional material that incorporates technology. A hands on project based approach enables the learner to gain both knowledge and skills regarding recent technologies. Students explore a variety of software, hardware, and internet options to integrate into today’s classroom in order to advance learning and support student growth.
Elementary Education
MT 105 Theory of Mathematics for Education (3 SH)
MT 106 Geometry and Statistics for Education (3 SH)
EDE 304 Child Development and Learning (3 SH)
A study of elementary school mathematics topics to promote a deep understanding in the areas of problem solving; set theory, history of numbers, number theory (whole, integers, rational and irrational numbers) and operations (addition, subtraction, multiplication, division); algebra and functions; students will learn to apply the technology. Students will become familiar with the National Council of Teachers of Mathematics (NCTM) resource Principles and Standards for School Mathematics.
A continuation of MT 105. Study of the central concepts and tools of inquiry of algebraic thinking, geometry and spatial sense (planar and 3 dimensional figures; transformation, symmetries and tiling; and congruence and similarity), measurement (length, area, perimeter, volume, surface area), probability, statistics and data analysis and finance. Students will become familiar with the National Council of Teachers of Mathematics (NCTM) resource Principles and Standards for School Mathematics.
This course prepares students who use the knowledge of how children develop from birth through early childhood planning educational programs. Students learn to devise learning episodes that embrace a variety of learning styles, cultural differences and developmental levels of children. This course examines the role of the family in child development and considers the readiness factors relevant to preschool and kindergarten programs. Current trends and practices such as inclusive and diversity programs in early childhood education are investigated.
EDE 308 Family and Community Relations (3 SH) This course is designed to help teacher candidates understand the child in the context of family and community. Teacher candidates will become familiar with social and health services available for families in the community. The course will provide opportunities to demonstrate knowledge of basic health, safety and nutritional needs of young children. Students will acquire an understanding of the interrelationships among the child’s exposure to cultures, language and through the function of the home in language development. Students will experience working with interdisciplinary, interagency and intraagency teams of professionals.
EDE 321 Integrated
Social Studies for Primary Educators (3 SH) This course is an interdisciplinary survey of social studies (culture, geography, U.S. and world history, economics, and civics) stressing methodology, fundamental concepts and preparing teacher candidates for the Ohio Assessment for Educators.
EDC 331 Foundations of Literacy (3 SH) The Foundations of Literacy course provides a scientifically based foundation in the cognitive socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology’s contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade bands.
Elementary Education
EDC 332 Phonological Awareness and Phonics (3 SH)
EDC 333 Vocabulary, Comprehension and Writing (3 SH)
This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the soundsymbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. Students also study the linguistic and cognitive bases of reading.
Vocabulary, Comprehension and Writing Instruction is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced.
EDE 428 Reading Language Arts and Social Studies Methods for Primary Teachers (3 SH)
EDE 427 STEAM Methods for Educators (3 SH)
This course will focus on strategies for teaching reading comprehension, phonics, grammar, and vocabulary, as well as the integration of social studies content into language arts instruction. Topics will include assessing student reading levels, planning and delivering engaging lessons, and using technology to enhance learning. This course will also cover the use of primary sources, historical thinking skills, and cultural responsiveness in the social studies classroom. The goal of this course is to provide teachers with the tools and knowledge they need to create a dynamic and effective language arts and social studies curriculum for their students..
This course is designed to provide educators with the knowledge and skills necessary to integrate STEAM (science, technology, engineering, art, and mathematics) concepts into their classroom instruction. The course will cover the fundamental principles of each discipline and explore ways to connect them in real-world, hands-on activities. Topics will include projectbased learning, problem-solving, and the use of technology and digital tools to enhance student engagement and understanding. Additionally, the course will focus on how to effectively assess student learning and progress in a STEAM context. The course is required for teacher candidates of PK-5, but also open to all education majors. This course will be taught through a combination of lectures, discussions, and hands-on activities.
EDC 334 Assessment, Instruction & Intervention in Reading (3 SH) This course will address the use of formal and informal assessment procedures used to design and evaluate reading instruction and intervention for children in preschool through high school. Participants will gain the knowledge and skills needed to choose and give appropriate reading assessments for a variety of purposes, use data-based decision making to guide instructional planning and intervention design, and understand struggling readers, including those with reading disabilities. Participants will apply both formal and informal assessments to a problemsolving model aimed and design robust reading instruction. An Emphasis will be placed on creating Multi-Tiered System of Supports (MTSS) to support all students.
EDE 426 Primary and Middle Childhood Curriculum, Planning and Assessment (3 SH) This course is designed to provide students with a comprehensive understanding of curriculum, planning, and assessment in primary and middle childhood education. It will focus on the development and implementation of effective curriculum and instruction. Topics will include curriculum design and alignment, lesson planning, assessment strategies. Through readings, class discussions, and hands-on activities, students will gain the knowledge and skills needed to create effective curriculum and assessment plans that meet the needs of all students.
Elementary Education Field Experiences and Student Teaching EDC 312 Field I (1 SH) This course is an intensive experience through which students collaborate with a cooperating teacher to continue building their ability to manage a classroom, plan and implement lessons which are evaluated by a supervisor.
EDC 412 Field II (1 SH) This course is an intensive experience through which students collaborate with a cooperating teacher to continue building their ability to manage a classroom, plan and implement lessons which are evaluated by a supervisor.
EDE 444 Student Teaching: Primary Education I, II, III (9 SH) Students work with cooperating teachers who assist in assessing candidates’ progress as they practice teaching in Pk-5 classrooms in their content area. Students produce lesson plans and must successfully complete an impact on student learning project. Other topics will be addressed as needed. A grade of B or better must be attained in order to be recommended for licensure.
Bachelor’s Degree in Mild to Moderate Intervention Specialist Students who wish to receive a license to teach students with Mild to Moderate disabilities K-12 will pursue a B.A. degree with a major in Special Education leading to licensure as an Intervention Specialist/Mild to Moderate K-12.
Mild to Moderate Intervention Specialist HU 170 Student Experience for Online Learners (1 SH) Throughout this course, students will explore the landscape of online learning environments, understand the best strategies for online academic success, and discover the wealth of resources and support available at LEC.
EDC 230 Educational Psychology (3 SH) This course is a study of psychological learning theories and their application to the classroom. Topics under study include
EDC 330 Introduction to Students with Exceptional Needs (3 SH)
cognitive and linguistic development, the development of self, social skills and morality, group differences, individual
This course will introduce teacher education candidates to
differences and special needs, learning and cognitive
the diverse needs of students with special needs.
processes, knowledge construction, high-level thinking skills,
Candidates will learn the requirements, mandates of IDEA
behaviorist views of learning, social cognitive views of
and Section 504 of the Rehabilitation Act of 1973. They will
learning, motivation theory and instructional strategies.
become familiar to the various exceptionalities of students populating regular education classrooms as well as in special programs. The course is commensurate with the dispositional requirement and the conceptual framework where professional teachers are committed that "all students can learn".
EDC 340 Educational Media and Technology (3 SH) This course introduces the student to current educational technology and role that technology plays in supporting student achievement. Students learn to design and produce instructional material that incorporates technology. A hands on project based approach enables the learner to gain both knowledge and skills regarding recent technologies. Students explore a variety of software, hardware, and internet options to integrate into today’s classroom in order to advance learning and support student growth.
MT 105 Theory of Mathematics for Education (3 SH) A study of elementary school mathematics topics to promote a deep understanding in the areas of problem solving; set theory, history of numbers, number theory (whole, integers, rational and irrational numbers) and operations (addition, subtraction, multiplication, division); algebra and functions; students will learn to apply the technology. Students will become familiar with the National Council of Teachers of Mathematics (NCTM) resource Principles and Standards for School Mathematics.
Mild to Moderate Intervention Specialist
MT 106 Geometry and Statistics for Education (3 SH) A continuation of MT 105. Study of the central concepts and tools of inquiry of algebraic thinking, geometry and spatial sense (planar and 3 dimensional figures; transformation, symmetries and tiling; and congruence and similarity), measurement (length, area, perimeter, volume, surface area), probability, statistics and data analysis and finance. Students will become familiar with the National Council of Teachers of Mathematics (NCTM) resource Principles and Standards for School Mathematics.
EDS 300 Introduction to Mild to Moderate Disabilities (3 SH) This course explores the characteristics, prevalence, and definitions of mild to moderate disabilities including those individuals with learning disabilities, dyslexia, cognitive, behavioral and emotional, and speech and language disabilities as well as those who are on the Autism Spectrum. Historical and legal issues regarding the Individuals with Disabilities Education Act are addressed as well as current issues and trends in the field.
EDS 303 Inclusive Strategies (3 SH)
EDE 304 Child Development and Learning (3 SH)
This course will provide students with strategies to address students’ needs through development of appropriate accommodations, modifications and interventions. Particular emphasis is placed on Cognitive Learning Strategies and other researched based methods for addressing the diverse needs of learners through Response to Intervention (RTI). All strategies are designed and implemented with the goal of promoting self-determination of individuals with disabilities.
This course prepares students who use the knowledge of how children develop from birth through early childhood planning educational programs. Students learn to devise learning episodes that embrace a variety of learning styles, cultural differences and developmental levels of children. This course examines the role of the family in child development and considers the readiness factors relevant to preschool and kindergarten programs. Current trends and practices such as inclusive and diversity programs in early childhood education are investigated.
EDS 302 Assessment for Students with Mild to Moderate Needs (3 SH) This course will focus on the administration and interpretation of formal and informal assessment instruments for students with mild/moderate exceptional learning needs. Additionally, it will prepare students with the knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. Particular emphasis is placed upon evaluation in order to plan appropriate instruction as well as to determine eligibility for special education. Furthermore, students will be prepared to write Individualized Education Plans (IEP) as well as engage in progress monitoring for Response to Intervention (RTI).
EDS 310 Behavior Supports and Intervention (3 SH) This course looks at Applied Behavior Analysis and prepares students to administer a functional behavior assessment as well as develop behavior support plans. Positive Behavior Supports and Intervention (PBIS) is examined with a focus on using evidence-based behavioral interventions at the school, classroom and small group, and individual level that enhance academic and social behavior outcomes for all students.
Mild to Moderate Intervention Specialist
EDS 320 Collaboration and Professional Partnerships (3 SH) This course focuses on research and productive strategies for establishing successful collaborative relationships with families, educators and other professionals. It fosters sensitivity to the needs of culturally and linguistically diverse families and cultures. Significance is placed on partnerships and networking with other professionals, paraprofessionals and families as team members designing, implementing and evaluating appropriate educational experiences. Co-teaching as a means of effectively partnering with general educators is highlighted as well as the importance of staying current with the best practices in the field via professional development and research.
EDC 332 Phonological Awareness and Phonics (3 SH) This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the soundsymbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. Students also study the linguistic and cognitive bases of reading.
EDS 330 Curriculum and Instruction for MMIS (3 SH) This course teaches the professional to understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. Additionally, the course addresses how to modify general and specialized curricula to make them accessible to individuals with exceptionalities. Particular emphasis is placed on the concepts of Universal Design for Learning (UDL), differentiation of curriculum and creation of engaging student led learning opportunities.
EDC 333 Vocabulary, Comprehension and Writing (3 SH) Vocabulary, Comprehension and Writing Instruction is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced.
EDC 331 Foundations of Literacy (3 SH) The Foundations of Literacy course provides a scientifically based foundation in the cognitive socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology’s contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade bands.
EDC 334 Assessment, Instruction & Intervention in Reading (3 SH) This course will address the use of formal and informal assessment procedures used to design and evaluate reading instruction and intervention for children in preschool through high school. Participants will gain the knowledge and skills needed to choose and give appropriate reading assessments for a variety of purposes, use data-based decision making to guide instructional planning and intervention design, and understand struggling readers, including those with reading disabilities. Participants will apply both formal and informal assessments to a problem-solving model aimed and design robust reading instruction. An Emphasis will be placed on creating Multi-Tiered System of Supports (MTSS) to support all students.
Mild to Moderate Intervention Specialist
Field Experiences and Student Teaching EDC 312 Field I (1 SH) This course is an intensive experience through which students collaborate with a cooperating teacher to continue building their ability to manage a classroom, plan and implement lessons which are evaluated by a supervisor.
EDC 412 Field II (1 SH) This course is an intensive experience through which students collaborate with a cooperating teacher to continue building their ability to manage a classroom, plan and implement lessons which are evaluated by a supervisor.
EDE 444 Student Teaching: MMIS I, II, III (9 SH) Students work with cooperating teachers who assist in assessing candidates’ progress as they practice teaching in Pk-5 classrooms in their content area. Students produce lesson plans and must successfully complete an impact on student learning project. Other topics will be addressed as needed. A grade of B or better must be attained in order to be recommended for licensure.
Dr. Greg Rothwell Director of the LEC Department of Education and Professional Studies
Jenn Miller Director of Professional Development & Graduate Outreach, Professional Pathway Student Success Advisor & Program Coordinator, Department of Education
Contact information: Email Jenn Miller at jemiller@lec.edu or education@lec.edu
