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EDUCATION

Roxanne Sorrick (2001), Chair, Professor, Head of Teacher Education
B.A., Hiram College;
M.Ed., Kent State University;
Ed.D., Walden University
Academic Interests: assessment, early childhood literacy, nature study with children, use of informational text and expository writing in K-3, instructional technology

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

Kelly Lewis (2013), Assistant Professor of Education
B.A., M.Ed., Doane College;
Ph.D., Kent State University
Academic Interests:  social studies education, educational technologies, optimism and self-regulated learning

Kathleen Maretka (2012), Director of Student Teaching and Field Experience
B.S., Baldwin Wallace College;
M.A., Cleveland State University
Academic Interest:  mathematics education

Jennifer McCreight  (2011), Assistant Professor of Education
B.A., Hiram College;
M.Ed., Georgia State University;
Ph.D., University of Georgia 
Academic Interests: family and community collaboration, language and literacy education, children's literature

Department Web Site:  http://www.hiram.edu/education

Students interested in education have two options at Hiram College: majors that lead to teacher licensure in the state of Ohio or a liberal arts educational studies major/minor. Both programs offer students the opportunity to engage in rigorous coursework and experiences that will prepare them for challenges faced by education and educators of the 21st century. Hiram College recognizes that while the traditional teaching license meets the interests of many students, others may wish to pursue a background in education that will allow them to understand and apply educational theories in a wide variety of settings.

TEACHER LICENSURE PROGRAM

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 who are ready to serve as educational leaders. The department’s mission, philosophy, and standards for teacher-candidates are included in the Teacher Education Student Handbook and can be found on the department website.

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.

Based on licensure requirements and state metrics, the Education Department reserves the right to limit the number of courses and/or semester hours students may transfer in teacher licensure programs. This includes coursework in the professional education core and the content area(s) selected.

Hiram College is accredited by the National Council for Accreditation of Teacher Education and approved by the Ohio Department of Higher Education to offer licensure 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 early childhood education major.

Early Childhood Education Pathway

Middle Childhood License, valid for teaching learners in grades four through nine in the curriculum areas named in the license.  The middle childhood teacher education program includes preparation in areas of concentration in two of the following: reading and language arts, mathematics, science, and social studies. Students completing the middle childhood license graduate with an integrated middle childhood education major.

Integrated Middle Childhood Education Pathway

Adolescence to Young Adult Licenses, valid for teaching learners in grades seven through twelve in the curriculum areas named in such license.

 Course requirements for each licensure area can be found on the department website.

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 available on the department website.

Note:  Licensure in the state of Ohio requires satisfactory completion of the examinations and performance-based assessments mandated by the Ohio Department of Education and the Ohio Department of Higher Education. Hiram College Title II pass rates and reports on the quality of teacher education are available on the department website.

 

EDUCATIONAL STUDIES

Introduction

The mission of the educational studies major at Hiram College is to foster intellectual excellence and social responsibility by providing students a platform on which to engage and study the issues and implications of education in the myriad environments in which it exists in order to face the urgent challenges of the times.

Students considering educational studies as a major or minor are encouraged to seek an advisor in the department before making any final decision. Acceptance into the educational studies major or minor is contingent on a student passing EDUC 20300 and either EDUC 23100 with corresponding lab (23400 or 23500) or EDUC 23200 with corresponding lab (23300) with minimum grades of C.

Students in educational studies will learn about educational institutions, educational processes, and the social and cultural factors that affect them. Given the combination of the educational studies major and a carefully chosen area of concentration (AOC), the program provides an entry point into the study of the multidimensional field of education and analysis, as well as education of the individual and the collective. Students in educational studies are expected to develop such basic inquiry skills as problem formulation, basic analytic methods, as well as a critical understanding of how educational institutions function, individuals grow and change, and social groups are shaped by educational processes.

Educational Studies Pathway

Requirements for the Educational Studies Major:

  • Education, Culture and Society (4 hrs)
  • Ethics of Collaboration (3 hrs)
  • Pedagogy and Instruction (4 hrs)
  • Internship (3 hrs)
  • Senior Seminar with Capstone (3 hrs)
  • Choice of Human Growth & Development course and corresponding field experience/lab by age range (6 hrs)
  • Minimum of one education related elective (3-4 hrs)
  • Area of Concentration (minimum of 20 hrs)

Requirements for the Educational Studies Minor:

  • Education, Culture and Society (4 hrs)
  • Ethics of Collaboration (3 hrs)
  • Pedagogy and Instruction (4 hrs)
  • Choice of Human Growth & Development course and corresponding field experience/lab by age range (6 hrs)
  • Minimum of one education related elective (3-4 hrs)

COURSE DESCRIPTIONS

EDUC 10700: EXPLORING INTERSECTIONS-EXAMINING ENTREPRENEURSHIP THROUGH AN EDUCATIONAL LENS:ES 4 hour(s)

This course will examine opportunities for intersecting education, entrepreneurship, and social issues. It will explore the educational slant of certain social entrepreneurship and non-profit ventures, and will consider the strengths and challenges of each approach. Students will ethically consider how organizations may impose a particular worldview and the potential implications of this worldview on those they serve and those they are educating, understanding that no educational tool or strategy is free of specific ideologies or values. Students will also develop and implement an educational plan/application of learning to support Hiram College's own student run venture (focusing on fair trade goods) by designing educational events around the merchandise in the store. This course is also listed as ENTR 10700. This course is aligned with the Educational Studies Major/Minor Program Goals and Outcomes. This course counts toward the Entrepreneurship Minor. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

EDUC 12100: INTRODUCTION TO SIGN LANGUAGE AND DEAF CULTURE I 4 hour(s)

This class in the introductory course for American Sign Language as a world language credit. This course will focus on the visual-spatial language of ASL with emphasis on expressive/receptive communication skill building, vocabulary development, and grammatical structure development. Deaf Culture awareness and understanding of the Deaf Community will also be featured throught the course.

EDUC 12200: AMERICAN SIGN LANGUAGE AND DEAF CULTURE II:UD 4 hour(s)

This course builds on the knowledge and skills developed in ASL I. this course focuses on increased speed, fluency, vocabulary receptive skills and knowledge of grammatical structures. this course provides opportunities for students to continue to increase expressive communicative effectiveness using ASL with as emphasis on non-manuals. Students will further receptive skills and voice simple ASL sentences and paragraphs. This course fulfills the Understanding Diversity in the USA requirement. Prerequisite: EDUC 12100

EDUC 20100: EDUCATION AND U.S. SOCIETY 4 hour(s)

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. Some sections of this course may be considered service learning (SL).

EDUC 20300: EDUCATION, CULTURE & SOCIETY:CA,UD 4 hour(s)

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. Field experiences provide interactions with students in diverse schools. This course fulfills the Social and Cultural Analysis requirement and the Understanding Diversity in the USA requirement.

EDUC 20500: ENVIRONMENTAL EDUCATION 4 hour(s)

The goal of this course is to provide students, including those interested in classroom and environmental education, naturalists, and youth leaders, with the skills, experiences, and understandings necessary to help audiences interpret their natural surroundings and define their relationship and interactions with nature and the environment. This will be accomplished by emphasizing an understanding of natural history and fundamental environmental concepts, and providing opportunities to plan, teach and evaluate nature and environmental education based on best practices and developmentally appropriate strategies. The James H. Barrow Field Station and surrounding park districts and environmental education centers will be our classroom as we attempt to develop a foundation for conceptual understanding of environmental concepts. The course will focus on environmental literacy and current research in environmental education. Students will develop skills to foster learning through experiences teaching children, adults and families at the Hiram College Field Station, local schools and nearby natural areas. Assessment of learning outcomes and program evaluation strategies will be practiced. Students will be certified to teach national curricula, such as project WILD and Project WILD Aquatic. A segment of the course will be taught at Hiram’s Northwoods Field Station in the Upper Peninsula of Michigan. Surrounded by 100,000 acres of national forest, lakes, streams and bogs, Northwoods provides the ideal location to develop a land ethic and reflect on the many ways people change nature and nature changes people. At Northwoods, we will live communally – sleeping in cabins – and each of us will be responsible for camp maintenance, daily chores, and cooking. Field trip fee. This course is also listed as Environmental Studies (205 or 20500).

EDUC 20900: UNIVERSAL DESIGN:UD 3 hour(s)

This course familiarizes students with the concept of universal design and how it applies to the creation and redesign of commonly encountered situations and entities. Universal Design is an approach that considers accessibility and usability for the greatest possible variety of people, disabled or not, without any special adaptations or modifications. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, and cognitive), learning styles, and cultural backgrounds. After becoming familiar with how abilities vary, students will learn how to design/redesign products and environments in ways that make these things available to the broadest group of people. A revised version of this course is offered for 4 credit hours as EDUC 20910. This course fulfills the Understanding Diversity in the USA requirement.

EDUC 20910: UNIVERSAL DESIGN:UD 4 hour(s)

This course familiarizes students with the concept of universal design and how it applies to the creation and redesign of commonly encountered situations and entities. Universal Design is an approach that considers accessibility and usability for the greatest possible variety of people, disabled or not, without any special adaptations or modifications. Students will learn about the diversity of experiences and capabilities that people have, including disabilities (e.g. physical, learning, and cognitive), learning styles, and cultural backgrounds. After becoming familiar with how abilities vary, students will learn how to design/redesign products and environments in ways that make these things available to the broadest group of people. A revised version of this course is offered for 3 credit hours as EDUC 20900. This course fulfills the Understanding Diversity in the USA requirement.

EDUC 21500: UNDERSTANDING SCIENCE 4 hour(s)

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's current content standards, 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.

EDUC 23100: HUMAN GROWTH AND DEVELOPMENT AND LEARNING THEORY:UD 4 hour(s)

This course examines human growth, development, and learning theories through the use of readings, current research, and school-based experiences to develop knowledge about physical, cognitive, personal, social/emotional, and linguistic development from early through late adolescence. Students will apply these theories in the context of individual, family, and community diversity, and learn how they translate into education practice. Topics will include the role of educational and psychological theory in schools, the learning environment (including classroom management), and motivation. Enrollment in the corresponding field experience (EDUC 23400 or EDUC 23500) is mandatory.

EDUC 23200: DEVELOPMENTALLY APPROPRIATE PRACTICE BIRTH TO EIGHT:UD 4 hour(s)

This course will focus on the goal of developmentally appropriate practice in childcare settings, preschools, primary classrooms, and other educational settings 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, preschool, and primary children, Hiram students will learn about developmental theorists and their ideas about how children learn. Field 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 Council for the Accreditation of Educator Preparation, National Association for the Education of Young Children, Ohio Common Core Standards, and the Ohio Educator Standards and their application to best practices in creating healthy, respectful, supportive, and challenging learning environments are included. Applicable standards and codes of ethics for other related disciplines/educational settings will also be covered. Field experience with students birth to eight is required. EDUC 23300 is taken concurrently with this course.

EDUC 23300: HUM GROWTH DEVELOP & LEARN THEORY EARLY CHILD SCHOOL & LAB 2 hour(s)

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 observation and interactions. In addition, candidates analyze the teaching process in the context of familial, cultural, and community diversity. Education 233 or 23300 is taken concurrently with Education 232 or 23200. This course is offered Standard Letter Grade.

EDUC 23400: HUM GROW & DEVELOP & LEARN THEORY MIDDLE CHILD & LAB: 2 hour(s)

The teacher candidate will engage in school-based classroom experiences as a basis for reflecting on practice. Guided reflections require candidates to apply theories of young adolescent development to classroom interactions. In addition, candidates analyze the teaching process in the context of individual, family, and community diversity. Education 23400 is taken concurrently with Education 23100. This course is offered Standard Letter Grade.

EDUC 23500: HUMAN GROWTH AND DEVELOPMENT AND LEARNING THEORY: ADOLESCENT SCHOOL EXPERIENCE AND LAB 2 hour(s)

The teacher candidate will engage in school-based classroom experiences as a basis for reflecting on practice. Guided reflections require candidates to apply theories of adolescent development to classroom interactionss. In addition, candidates analyze the teaching process in the context of individual, family, and community diversity. Education 23500 is taken concurrently with Education 23100. This course is offered Standard Letter Grade.

EDUC 24500: INTEGRATING TECHNOLOGY INTO EDUCATIONAL SPACES 1 hour(s)

This course will focus on acquiring the current technological skills/mindset necessary to engage 21st Century learners in today’s classrooms. Students will engage in such tasks as creating/implementing wikis, RSS feeds, podcasts, and blogs. They will work with learning tools like SmartBoards, iPads, and iPods. Video creation, editing, and compression skills will also be covered. Throughout the course itself, students will engage in discussions and personal reflection around how these technological advancements may be changing the way students learn, and how to adapt their instructional strategies to meet the needs of those they teach. PERMISSION ONLY: when students are enrolled in/have already taken EDUC (231 or 23100) or EDUC (232 or 23200).

EDUC 25300: READING,WRITING, AND RESPONSE WITH CHILDREN'S LITERATURE:IM 3 hour(s)

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. This course fulfills the Interpretive Methods requirement.

EDUC 25400: TEACHING READING WITH ADOLESCENT LITERATURE:IM 3 hour(s)

This course will comprise a survey of traditional and modern literature for adolescents, across genres 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 adolescent students of diverse backgrounds and abilities, as well as the role of high-quality adolescent literature in interdisciplinary teaching strategies in both the middle grades and high school.

EDUC 28000: SEMINAR 4 hour(s)

EDUC 28100: INDEPENDENT STUDY 1 - 4 hour(s)

EDUC 29000: ETHICS OF COLLABORATION:ES 3 hour(s)

This course will require students to intentionally consider possibilities for advocacy regarding ethical interactions and the empowerment of both their collaborative educational partners and themselves. Such ethical collaboration requires those involved to not only be aware of the perspectives others bring to the table, but also of how their own background and experiences affects the way they interact with people. Students will work from the inside out, examining themselves as social beings situated in personal experiences, considering the validity of others’ ways of meaning making, and acknowledging miscommunications that can arise in collaborative settings involving diverse participants. We will apply these understandings as we consider how individuals might ethically construct dialogic working relationships as supervisor/supervisee, peer/peer, and community/organization partners in camps, daycares, hospitals, museums, schools, and more. Students will wrestle with the balance between dialogic relationships and an individual’s ethical responsibility to work against injustice, regardless of another’s cultural background. Some sections of this course may be considered service learning (SL). This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

EDUC 29100: EXPERIENCES IN ENVIRONMENTAL EDUCATION 1 hour(s)

This field experience course requires 10 hours of training in environmental education programs offerings and 10 hours of Field Trip Program instructional experience. Understandings and experiences related to science include sensory explorations of the natural world, biomes, ecosystems, habitats, Ohio plants and animals, living and non-living factors, adaptations, biodiversity, ecology, and erosion. Additional experiences include cooperative learning, inquiry science explorations, program reflection and evaluation, and an understanding of age-appropriate activities. Schedule and hours will be determined by the instructor and each individual student's schedule. This course is offered as pass/no credit only.

EDUC 29200: INTEGRATED FINE ARTS FOR EARLY CHILDHOOD:CM 3 hour(s)

This course is designed to develop the knowledge, skill, and dispositions to integrate music, drama, art, and movement into the classroom curricula based on the Ohio's current content standards, and the National Association for the Education of Young Children (NAEYC) guidelines. Students will explore different media employed in creating visual art, learn to move to music and play simple instruments for accompaniment, and try out telling stories with flannel boards, puppets, and theater games. 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 gain an intellectual understanding of the theory behind the creative activities we employ in the classroom, and will have hands-on experience in the creation of their own art. This course fulfills the Creative Methods requirement.

EDUC 29300: FIELD EXPERIENCE:PRE-SCHOOL 1 hour(s)

Pass/No Credit Only.

EDUC 29500: FIELD EXPERIENCE EARLY CHILDHOOD 1 - 4 hour(s)

Prerequisite: (EDUC 232 or 23200) Pass/No Credit Only.

EDUC 29600: FIELD EXPERIENCE MIDDLE CHILDHOOD 1 - 4 hour(s)

Pass/No Credit Only.

EDUC 29700: FIELD EXPERIENCE ADOLESCENT 1 - 4 hour(s)

Pass/No Credit Only.

EDUC 29800: FIELD EXPERIENCE 1 - 4 hour(s)

Pass/no credit only.

EDUC 30500: PHONICS EARLY CHILDHOOD 3 hour(s)

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. This course will serve as a basis for student understanding of the English language and its orthography.

EDUC 30600: PHONICS MIDDLE CHILDHOOD 3 hour(s)

This course provides an introduction to the graphophonemic and morphological foundations of the English Language. The focus is on the relationships among phonemic awareness and graphophonemic, syntactic, and semantic cueing systems, and the role they play in developing competence in reading, spelling, and writing in the middle grades. Students will be introduced to multisensory strategies for teaching typically and atypically developing learners the alphabetic principle, reading (including word recognition and vocabulary), spelling, and writing. Major topics will include an understanding of letter-sound relationships and how they affect students’ development in reading, vocabulary, spelling, and writing, as well as assessment and intervention appropriate to middle-grades students.

EDUC 30700: MIDDLE SCHOOL MATHEMATICS METHODS MATERIALS & MEANINGS 4 hour(s)

Building on the basis of Fundamentals (Mathematics 10300 and 10400), Mathematical Modeling (Mathematics 16200), and Pre-calculus (Mathematics 19700), 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 National Council of Teachers of Mathematics (NCTM) standards and Ohio's current content standards. Prerequisite: admission to the Teacher Education Program or permission, and Education 23100.

EDUC 30800: TEACHING SECONDARY MATHEMATICS 4 hour(s)

This course provides integration of education and mathematics courses as they relate to the secondary mathematics classroom. Topics include: learning and developmental theory, curriculum, National Council of Teachers of Mathematics (NCTM) standards, Ohio's current content standards, instruction, materials, planning, and assessment. Prerequisites: Education (23100) and permission.

EDUC 31000: MATH AND SCIENCE INVESTIGATIONS 1 hour(s)

This course is intended to extend the math and science methodologies discussed in Education 35500 and 35700 (taken concurrently). 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 stong role in the course. All lessons will be aligned to Ohio's current content standards. Preqrequisite: Admission to the Teacher Education Program and permission. This course is offered as Pass/No Credit only.

EDUC 31300: TEACHING AND SUPERVISING WRITING:CM 4 hour(s)

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. 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. This course fulfills the Creative Methods requirement. Prerequisite: Permission through recommendation only. Also listed as Writing 31300.

EDUC 32400: EXCEPTIONALITY:UD 3 hour(s)

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, 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. This course fulfills the Understanding Diversity in the USA requirement. Also listed as Psychology 32400.

EDUC 34000: CLASSROOM MANAGEMENT: BUILDING EFFECTIVE LEARNING ENVIRONMENTS 1 hour(s)

Effective classroom management is the key to creating a learning environment where respect, cooperation, positive social behaviors, and motivation build a foundation for student achievement. This course will explore research-based strategies for managing the classroom, review research on development and learning that affect the classroom environment, and allow candidates to develop classroom management models that fit the needs of PreK-12 classrooms.

EDUC 34200: ASSESSMENT FOR LEARNING 4 hour(s)

This course examines the goals, benefits, and uses of developmentally appropriate assessment of typically and atypically developing students. Students will learn about the use of diagnostic, formative and summative assessments to evaluate and ensure the continuous cognitive, social/emotional, and physical development of all students. Students will learn to design appropriate assessments and to collect and analyze data in order to plan effective instruction that advances the learning of each individual student. 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 learners, other professionals and families within a context of familial, cultural, and social diversity. Prerequisite: Admission to the Teacher Education Program, EDUC 23100 or 23200, or instructor permission.

EDUC 35500: SCIENCE METHODS FOR EARLY CHILDHOOD 4 hour(s)

This course will examine, analyze, evaluate, and create developmentally appropriate, science curricula for pre-primary and primary-aged children in accordance with guidelines established by the National Association for the Education of Young Children, Ohio's current content standards, and the Standards for Ohio Educators. Curricular development will be situated in the context of family and community, and will entail age appropriate and individually appropriate components. 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, integrated curriculum development, and instructional planning. Establishment of learning environments that promote conceptual development in children through active learning is emphasized. Clinical experience is required. Taken concurrently with EDUC 35600 and 35700. Prerequistes: Admission to the Teacher Education Program, permission, and EDUC 23200.

EDUC 35600: SOCIAL STUDIES METHODS FOR EARLY CHILDHOOD 4 hour(s)

This course will examine, analyze, evaluate, and create developmentally appropriate social studies curricula for pre-primary and primary-aged children in accordance with guidelines established by the National Association for the Education of Young Children, Ohio's current content standards, and the Standards for Ohio Educators. Curricular development will abe situated in the context of family and community, and will entail age appropriate and individually appropriate components. 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, integrated curriculum development, and instructional planning. Establishment of learning environments that promote conceptual development in children through active learning is emphasized. Cinical experience is required. Prerequisites: Admission to the Teacher Education program, permission, and EDUC 23200. Corequisites: EDUC 35500 and 35700.

EDUC 35700: MATHEMATICS METHODS FOR EARLY CHILDHOOD 4 hour(s)

This course will examine, analyze, evaluate, and create developmentally appropriate, math curricula for pre-primary and primary-aged children in accordance with guidelines established by the Nathional Association for the Education of Young Children Ohio's current content standards, and the Standards for Ohio Educators. Curricular development will be situated in the context of family and community, and will entail age appropriate and individually appropriate components. 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, integrated curriculum development, and instructional planning. Establishment of learning environments that promote conceptual development in children through active learning is emphasized. Taken concurrently with EDUC 35500 and 35600. Clinical experience is required. Prerequisite: Admission to the Teacher Education Program, permission, and EDUC 23200.

EDUC 36100: READING IN THE CONTENT AREAS 3 hour(s)

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 (Common Core) 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.

EDUC 36200: BEST PRACTICE IN MIDDLE SCHOOL LITERACY EDUCATION 4 hour(s)

This course is designed to introduce teaching methodologies that integrate reading and writing into all aspects of the middle school curriculum. Using Ohio's current content standards as a guide, students in this course will explore strategies for literary 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. Includes observation and practice at school site. Prerequisites: Admission to the Teacher Education Program and EDUC 23100.

EDUC 36300: CLINICAL EXPERIENCE IN MIDDLE GRADES LITERACY EDUCATION 3 hour(s)

Preservice teachers will participate in 30 hours of supervised clinical experience focused on middle grades literacy. Preservice teachers will develop instructional materials that represent best practice in reading, writing, written and oral communication in the content areas of the middle grades. Class time will emphasize understanding and application of the English Language Arts Content Standards (Common Core) for grades 4-9 and the competencies expected of teachers under the Ohio Reading Core. Supervision and evaluation will be conducted by the Hiram faculty member and the school-based teacher educator. Prerequisite: EDUC 23100.

EDUC 36400: EARLY CHILDHOOD LITERACY 4 hour(s)

This course will focus on the preK-3 population and how members of that population 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, approprate 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. Ohio's current content standards and the NAEYC Standards for Early Childhood Professional Preparation will serve as guiding documents for planning, methodology, and assessment. Includes clinical experience in a preK-3 setting. Prerequisites: Admission to the Teacher Education Program, permission, and EDUC 23200.

EDUC 36700: INTERNSHIP IN EARLY CHILDHOOD EDUCATION 3 hour(s)

Preservice teachers will participate in a three-week, full-day internship under the supervision of a qualified mentor teacher in an early childhood education setting. Preservice teachers will develop and teach curricular units and will 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 and EDUC 23200 and EDUC 36400 and EDUC 34100 and EDUC 30500.

EDUC 37200: LITERACY ACROSS THE CONTENT AREAS 3 hour(s)

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. Emphasis will be on developing a foundational knowledge of reading and writing processes, creating a literate environment, and using effective strategies for word skill development, reading comprehension and assessment of student learning.

EDUC 37900: MIDDLE GRADES PHILOSPHY AND ORGANIZATION 2 hour(s)

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. Prerequisite: admission to the Teacher Education Program and Education (231 or 23100).

EDUC 38000: SEMINAR 1 - 4 hour(s)

EDUC 38100: SPECIAL TOPICS 1 - 4 hour(s)

EDUC 38300: METHODS FOR MIDDLE GRADES SOCIAL STUDIES 4 hour(s)

Focusing on National Council for the Social Studies (NCSS) standards and Ohio's current content standards, 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 evaluation techniques. The course will provide the student with an understanding of issues and of the teaching/learning processes as applied to a middle-grade setting. Includes observation and practice at a school site. Prerequisites: admission to the Teacher Education Program and EDUC 23100.

EDUC 38400: METHODS FOR TEACHING SCIENCE 4 hour(s)

Focusing on the National Science Teacher Association and Ohio's current content standards, this course addresses the science education of middle-grade students and adolescents, with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology, and evaluation techniques. The course will provide the student with an understanding of issues and of the teaching/learning processes as applied to middle grades and adolescent settings. Observation and teaching practice will take place at select school sites. Prerequisites: admission to the Teacher Education Program and EDUC 23100.

EDUC 38500: METHODS IN ADOLESCENT LANGUAGE ARTS 4 hour(s)

Focusing on the National Council of Teachers of English and Ohio's current content standards, this course addresses the language arts education of adolescents, with an emphasis on standards, resources, learning activities, teaching strategies, technology, and evaluation techniques. The course provides the student with an understanding of issues and of the teaching/learning processes as applied to adolescent settings. Prerequisites: admission to the Teacher Education Program and EDUC 23100.

EDUC 38700: PEDAGOGY AND INSTRUCTION 4 hour(s)

This course provides students with the necessary information and skills to identify the learning needs in a given setting and plan instruction accordingly. Students will investigate a variety of instructional strategies and their applications to a wide range of settings. This course will also serve as preparation for the internship and senior seminar in Educational Studies by providing students with the skills necessary to research an appropriate agency or site for an internship and hone the research and writing skills for the capstone project. This is a requirement for educational studies majors and minors.

EDUC 40400: INTEGRATED SOCIAL STUDIES SEMINAR 4 hour(s)

Focusing on the National Council for the Social Studies (NCSS) standards andOhio's current content stnadards for Social Studies, this course addresses the social studies education of adolescents and 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 of the teaching/learning processes as applied to adolescent settings. Prerequisites: admission to the Teacher Education Program or permission and EDUC 23100.

EDUC 43200: STUDENT TEACHING IN EARLY CHILDHOOD 10 hour(s)

This intensive twelve-week course will provide early childhood candidates with the opportunity to teach in their licensure area, implementing developmentally appropriate curricular, instructional, child guidance, and assessment techniques for pre-primary and primary, typically and atypically developing learners. Candidates will engage in reflective practices designed to improve their development as early childhood professionals and complete all state and departmental required assessments. Guidelines established by the Ohio Standards for the Teaching Profession, specialty professional associations, and Ohio's current content standards will be used to assess teacher-candidates. Pass/No Credit ONLY Prerequisites: All early childhood courses except electives.

EDUC 43300: STUDENT TEACHING IN MIDDLE CHILDHOOD 10 hour(s)

This intensive twelve-week course will provide middle-grade teachers with the opportunity to teach in their two licensure areas, team teach with teachers of other subjects, and implement curriculum, instructional strategies, and assessment techniques that are developmentally appropriate for early and adolescent learners. Candidates will engage in reflective practices that are designed to improve their teaching and complete all state and departmental required assessments. Guidelines established by the Ohio Standards for the Teaching Profession, specialty professional associations, and Ohio's current content standards will be used to assess teacher-candidates. Pass/No Credit ONLY Prerequisites: all middle childhood courses except electives.

EDUC 43800: STUDENT TEACHING ADOLESCENT/YOUNG ADULT 10 hour(s)

This intensive twelve-week course provides teacher-candidates who are seeking adolescent and young adult licensure with the opportunity to teach in their area, implementing curriculum, instructional strategies, and assessment techniques that are developmentally appropriate for adolescent and young adult learners. Candidates will engage in reflective practices designed to improve their teaching and complete all state and departmental required assessments. Guidelines established by the Ohio Standards for the Teaching Profession, specialty professional associations, and Ohio's current content standards will be used to assess teacher-candidates. Pass/No Credit ONLY Prequisites: All professional education courses.

EDUC 44600: STUDENT TEACHING SEMINAR 1 hour(s)

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 complete an oral capstone presentation based on departmental goals and standards that demonstrates their competence as teacher-candidates. This course is taken concurrently with the student teaching practicum. Offered as Pass/No Credit only.

EDUC 48000: SENIOR SEMINAR 1 - 4 hour(s)

EDUC 48010: SENIOR SEMINAR: EDUCATIONAL STUDIES 3 hour(s)

This course provides students with the necessary information and skills to integrate their area of concentration, internship experience, and associated research into a portfolio and oral presentation as the culmination of the educational studies program. The course is designed in a workshop format to allow for variations in areas of concentration while assisting students in the research process. Successful completion of the portfolio and presentation are required of all majors to complete the program. Prerequisites: EDUC 387 and EDUC 498; or EDUC 38700 and EDUC 49800.

EDUC 48100: INDEPENDENT RESEARCH 1 - 4 hour(s)

EDUC 49800: INTERNSHIP 4 hour(s)

EDUC 60100: TEACHER LICENSURE POLICIES AND PROCEDURES 1 hour(s)

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 Pearson testing requirements, will be discussed. Participants will complete an application to Hiram's teacher licensure program and will initiate other aspects of the licensure process. This course is a requirement for every student seeking teacher licensure, and must be taken 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.

ENGINEERING

Laura Van Wormer (1993), Chair, Professor of Physics
Liaison, Dual Degree Engineering Program
B.S., University of Toledo;
M.S., Ph.D., University of Notre Dame
 

 

The Dual Degree Engineering program (also called a binary engineering program or 3+2 program) gives students the advantages of a liberal arts education: focus on written and oral communication skills, exposure to a broad range of topics, ways of thinking that employers value, and close, personal attention from faculty. Along with these benefits, the student also has the advantage of training in a technical field.

Dual degree students are GUARANTEED admission if the required academic and disciplinary standards are met.  Hiram College has agreements with Case Western Reserve University in Cleveland (They require students to have a 3.0 GPA overall and a 3.0 GPA in their required science and math courses while at Hiram.) and Washington University in St. Louis (They require students to have a 3.25 GPA overall and a 3.25 GPA in their required science and math courses while at Hiram.  Courses with less than a C- will not be accepted for transfer).

Students who participate in the dual degree program graduate after five years (three at Hiram, two at the engineering school) with a Bachelor of Arts from Hiram College AND a Bachelor of Science from the engineering school.

Students are still eligible for financial aid their fourth and fifth years though they have to apply for that at the engineering school.  Hiram College financial aid packages do not carry over for the last two years.  As a student is then enrolled at a different institution, all financial aid packages are in conjunction with and at the discretion of the engineering university. 

The choice of academic major depends on what type of engineering the student wishes to pursue. Consult our web page for further information about types of engineering and the related majors as well as typical schedules for the various types of engineering:  http://www.hiram.edu/www/academics/majors-and-minors/engineering.

For an engineering student who would like to major in physics, a typical 3 year schedule would be:

FRESHMAN - Fall 12-week
   Physics 21300 (Phys. I)
   Math 19800 (Calc. I)
   Freshman Colloquium

FRESHMAN - Fall 3-week
   Distribution requirement

FRESHMAN - Spring 12-week
   Physics 21400 (Phys. II)
   Physics 15000 (Use of Test & Measurement Equipment, 1 hr.)
   Math 19900 (Calc. II)
   First Year Seminar

FRESHMAN - Spring 3-week
   Physics 22500 (Electronics)

SOPHOMORE - Fall 12-week
   Physics 32000 (Modern Physics)
   Math 20000 (Calc. III)
   Distribution requirement

SOPHOMORE - Fall 3-week
   Physics 33000 (Mechanics)

SOPHOMORE - Spring 12-week
   Upper level Physics
   Distribution requirement
   Distribution requirement

SOPHOMORE - Spring 3-week
   Math 21800 Linear Algebra

JUNIOR - Fall 12-week
   Distribution requirement
   Chemistry 12000 (General Chem I)
   Distribution requirement

JUNIOR - Fall 3-week
   Math 24300 (Differential Equations)

JUNIOR - Spring 12-week
   Upper level Physics
   Computer Science17000 (Java Supplement, 1 hr.)
   Computer Science 17200 (Intro to Programming w/Lab)
   Chemistry 12100 (General Chem II)

JUNIOR - Spring 3-week
   Elective

Note that in order to meet Hiram College's graduation requirements, it may be necessary to structure a Student Initiated Collegium so that each of the three courses may also be counted toward the Distribution Requirement.  It is VERY important that this be done the freshman year so that other courses can be adjusted accordingly.  See Dr. Van Wormer to discuss the possibilities.  Note also that this schedule may vary, as some of the courses are offered on a rotating basis.