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2021 Siena Heights University Catalog [ARCHIVED CATALOG]
Course Descriptions
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Click here for further course code explanations and definitions; including The College of Professional Studies course delivery options.
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Religious Studies |
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RST 485 Special Topics
1-3 credit hours
Dependent upon topic.
Course is Offered: Uncertain
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RST 495 Senior Seminar
3 credit hours
In this summative project Religious Studies majors demonstrate competence in the areas identified by the Religious Studies program outcomes by a research project.
Prerequisite: All RST required courses and permission
Course is Offered: FA and WI Every Year
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Special Education |
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GRS 598 Foundations Of Professional Writing And Research
3 credit hours
This online course will help students develop a well-structured, coherent academic writing style by reading, discussing, and producing authentic text materials on a variety of topics. Emphasis will be on the synthesis and integration of scholarly sources with original writing following standard rules of grammar.
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GRS 600 Research and Professional Writing
3 credit hours
An introduction to the effective selection, analysis, and use of qualitative and quantitative research for professional purposes. Information and activities presented from the perspective of both the consumer and the producer of research. Requires demonstration of computer competencies and library/informational resource competencies, presentation skills, and the application of research to a real-life issue or situation.
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GRS 694 Thesis/Project Seminar
3 credit hours
Definition and development of a thesis growing out of the personal and professional experiences in the individual’s graduate program. Requires a formal presentation of the completed research study to a pertinent audience. The seminar facilitates completion of thesis/research.
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SED 101 American Sign Language I
3 credit hours
This first major introductory course in the American Sign Language (ASL) covers definition, history, legislation and culture of ASL. The alphabet numbers and signs will be presented through natural signed topics such as; exchange of personal information, talking about surroundings, family and other social topics. This course will focus on the following conceptual framework themes: 1. visual-gestural strategies, 2. receptive sign language in a conversational context, 3. expressive sign language in a conversational context, 4. fingerspelling, loan words and numbering systems, deaf culture and deaf history and 5 grammar of ASL. This course fulfills a world language requirement.
Prerequisite: None
Course is Offered: FA Every Year
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SED 140 American Sign Language II
3 credit hours
This second major course in the American Sign Language (ASL) covers advanced history, legislation and detailed culture of the deaf culture. The alphabet numbers and signs will be presented through natural signed topics such as; exchange of personal information, talking about surroundings, family and other social topics. This course will focus on the following conceptual framework themes: 1) visual-gestural strategies, 2) receptive sign language in a conversational context, 3 )expressive sign language in a conversational context, 4) fingerspelling, loan words and numbering systems, deaf culture and deaf history and 5) grammar of ASL. This course fulfills a world language requirement.
Prerequisite:
Course is Offered: WI Every Year
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SED 312 Introduction to Special Education
3 credit hours
This first major introductory course in the field of special education covers definition, history and legislation of special education. The physical, emotional, social and cognitive characteristics of students with special needs are defined with an emphasis on educational interventions and assessment in grades K-12. In addition, the current research-based models, the continuum of services, agencies and other resources, and future of special education are discussed in detail. Required thirty hours in a K-12 school setting with students with disabilities.
Prerequisite: Accepted as a candidate to Teacher Education Program
Course is Offered: WI Every Year
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SED 334 Strategies for Teaching Reading to Students W/ Learning Disabilities
1 credit hours
This is a course designed to help students acquire the necessary skills in reading instruction for teaching reading to students with Learning Disabilities. Three models for reading will be emphasized: developmental, remedial, specific problems. Activities will span the age range from early childhood to young adult. In addition the students will develop skills in adapting standard curricula and materials to meet individual needs. Ten hours of field experience in a k-12 setting is required.
Prerequisite: Acceptance into the Teacher Education Program
Course is Offered: Uncertain
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SED 341 Procedures in Special Education
2 credit hours
The purpose of this course is to present the underlying structure and procedures in special education. The procedures regulated by laws and standards are covered in detail. Students will rehearse leading and participating in program developing meetings (IEP, 504, IAT/SAT, transition). The skills needed to be an effective team member and transmit information and manage data in a professional, ethical and efficient manner are focal points of this course.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom
Course is Offered: WI Every Year
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SED 342 Parent-School Partnership: Special Education
2 credit hours
This course provides theories and strategies for effective parent and professional partnerships in the field of disabilities. The impact of a child on the family is a focus of this course. Interpersonal communication skills, legal issues, differences in cultures, values and family expectations will be discussed. Attention will be given to family systems, family functions, and family life cycles. Students develop skills managing both formal and informal meetings and conferences with parents of children with disabilities. Students will locate and assess the local services for parents of children with disabilities. Ten hours of field experience with parents or guardians of children with disabilities is required.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom
Course is Offered: WI Every Year
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SED 343 Assessment and Evaluation of Students with Disabilities
3 credit hours
This course is designed to introduce students to the role assessment plays in the field of special education. The focus will be on selection, administration, and interpretation of instruments as they relate to program design and implementation. Included is a study of assessment instruments used by school psychologists and classroom teachers. The Michigan assessment programs are discussed and reviewed for the implications to special education. In addition, test construction and test adaptation for a diverse population are presented. Alternative assessments are discussed in detail. Ten hours of face-to-face administration of assessment instruments are required.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom
Course is Offered: FA Every Year
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SED 344 Early Childhood and Special Education
3 credit hours
Typical and atypical development of young children (ages 0-8) is examined. Family centered and developmentally appropriate early intervention strategies in home, school and specialized environments, as well as inclusion programs serving children with developmental delays and disabilities, will be addressed. Curriculum models which facilitate the cognitive/language, social, emotional, physical and self-help skills of children with disabilities in preschools and early elementary will be examined. Twenty hours of field experience in a special needs or inclusion program is required.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom or EDU 315 Exceptional Children & Youth in the Regular Classroom
Course is Offered: FA Every Year
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SED 345 Collaboration in Special Education
3 credit hours
This course prepares the candidates with the skills of collaboration with professionals, parents, friends and students. A variety of models of collaborations will be examined for the usage and matching to the appropriate situation. Competencies in collaboration will be developed, implemented and evaluated. Taken concurrently with student teaching.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom
Corequisite: SED 480 , SED 495
Course is Offered: FA and WI Every Year
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SED 349 Culture and Diversity in Special Education
1 credit hours
This course is designed to provide an experience of working with students with disabilities in an urban setting. The students are introduced to the impact of an urban setting on disabilities. Issues such as culture, ethnicity, and socio-economics are considered in their influence on persons with disabilities and their families. Differences in the cultural definitions of various disabilities are studied. The quality and quantity of resources in an urban setting are examined and analyzed. Twenty (20) clock hours of field experience in an urban setting is required. Activities such as journal writing and interviewing school personnel are required.
Prerequisite: Acceptance into the Teacher Education Program
Corequisite:
Course is Offered: FA Every Year
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SED 351 Behavior Management
2 credit hours
This course is designed to provide the student with a foundation of the psychological impact of a disability on the cognitive, emotional, behavioral, social, and linguistic development. In addition the potential behavioral expressions will be examined. Students will learn techniques and strategies for managing behavior, pre-school through young adult. Emphasis is placed to the Positive Behavioral Supports. The students will also learn methods for teaching student self-management. Ten hours of field experience are required.
Prerequisite: Acceptance into the Teacher Education Program
Corequisite: EDU 351 Educational Psychology
Course is Offered: WI Every Year
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SED 361 Introduction to Learning Disabilities
3 credit hours
This course provides theories and strategies in the area of learning disabilities with attention being given to the history and legal aspects of this field. A variety of researched based models are discussed in relation to the development of educational programs. The impact of a learning disability on the social and emotional development of a student is explored in detail. Aspects of receiving services to include the continuum of services are discussed as well as community services. Thirty clock hours in a setting with children with learning disabilities are required.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education or EDU 312 Exceptional Children and Youth in the Regular Classroom
Course is Offered: FA 2019, FA 2021
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SED 362 Methods and Strategies for Teaching Children with Learning Disabilities
4 credit hours
During this course the student will examine research based learning programs and identify matches between students’ needs and program strengths. Modifications and accommodations to the basic skill areas in standard curricula in K-12 settings will be studied. In addition the student will develop skills to design, implement and evaluate remedial programs, adaptation techniques, and activities for students with learning disabilities. Assessment, both norm referenced and criterion referenced, will be explored. Discussed in this class will be the construction of age appropriate environments. Thirty clock hours of field experience in a setting with children with learning disabilities are required.
Prerequisite: Acceptance into the Teacher Education Program and SED 361 Introduction to Learning Disabilities
Course is Offered: WI 2020
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SED 381 Nature and Need of Individuals with Cognitive Impairment
3 credit hours
This course provides an introduction in the area of cognitive impairment with attention being given to the nature and needs aspects of this field. Research based models are discussed in relation to the development of educational programs. The impacts of a cognitive impairment on the social/emotional development and daily living skills of an individual are explored in detail. All aspects of receiving services are included in the continuum of services. There is a focus on community services as well as post school services. Required: 30 clock hours in a setting with individuals with cognitive impairments.
Prerequisite: Acceptance into the Teacher Education Program and SED 312 Introduction to Special Education , or permission
Course is Offered: FA 2018, FA 2020
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SED 382 Methods and Strategies for Teaching Individuals with Mild Cognitive Impairment
2 credit hours
During this course, the teacher education student will examine research-based instructional learning programs appropriate for individuals with mild cognitive impairment, K-adult. In addition, teacher education students will design, implement and evaluate age appropriate individual and small group interventions for individuals with mild cognitive impairments based on best practices and research. These interventions will include but not be limited to, academic, daily living skills, prevocational skills, and personal care skills. Accommodations to standard curricula for individuals with mild cognitive impairments in K-12 settings will be studied and practiced. Communication of these to other professionals will be studied and practiced. Assessments (norm referenced, criterion referenced, and curriculum based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments (school, work, living, recreation) that facilitate growth and learning. Teacher education students will explore all factors related to the IEP, RTI, ITP and 504 processes. Required: 20 clock hours in a setting with individuals with cognitive impairment.
Prerequisite: Acceptance into the Teacher Education Program and SED 381 Nature and Need of Individuals with Cognitive Impairment
Course is Offered: WI 2019, WI 2021
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SED 383 Methods and Strategies for Teaching Individuals with Moderate to Severe Cognitive Impairment
2 credit hours
During this course, the teacher education student will examine research-based instructional learning programs for individuals with moderate to severe cognitive impairment. Health and medical issues will be examined and the teacher education student will design and implement a study of age appropriate individual interventions for individuals with moderate to severe cognitive impairment based on best practices and research. Age-appropriate modifications to standard curricula for individuals with cognitive impairment in K-Adult settings will be studied and practiced. The teacher education student will communicate these to other professionals. In addition, the teacher education student will, based on research based models, develop skills at designing, implementing, evaluating programs and adaption techniques and activities for individuals with moderate to severe cognitive impairment. These programs will include but not be limited to academic, daily living skills, prevocational skills, and personal care skills. Assessments, (norm referenced, criterion referenced, and curriculum based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments that facilitate growth and learning. Teacher education students will learn how the teacher as researcher functions in a classroom. Teacher education students will explore all factors related to the IEP, ITP and 504 processes. Required: 20 clock hours in a setting with individuals with cognitive impairment.
Prerequisite: Acceptance into the Teacher Education Program and SED 381 Nature and Need of Individuals with Cognitive Impairment
Course is Offered: WI 2019
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SED 384 Transition and Career Education for Individuals with Disabilities
3 credit hours
The purpose of this course is to provide the special education teacher education candidates the information and requirements that focus on transition and career development of individuals with disabilities. The focus is from high school to successful independent community work and living. The development of required career and transition plans and programs are stressed and a requirement of the course. The course includes employable skills, work skills, academic skills, and work experience in both the school and the community environments. The special education teacher candidate will learn how to create work environments. Teacher education candidates will also develop ideas to incorporate prevocational skills and independent living skills into daily lesson plans for all grade levels.
Prerequisite: Acceptance into the Teacher Education Program, SED 312 Introduction to Special Education and SED 381 Nature and Need of Individuals with Cognitive Impairment , or permission.
Course is Offered: WI 2019, WI 2021
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SED 385 Strategies for Fundamental Reading and Functional Reading
2 credit hours
During this course, the teacher education student will examine research based instruction in fundamental and functional reading. Functional and fundamental reading in all domains is covered and practiced. Age appropriate modifications will be implemented. The teacher education student will communicate these to other professionals. In addition, the teacher education student will, based on research models, develop skills at designing, implementing, evaluating programs and adaptation techniques and activities related to fundamental and functional reading for individuals with moderate to severe cognitive disabilities. These reading instructions will include but not be limited to academic, social daily living, and prevocational/vocational skills. Assessments, (norm referenced, criterion referenced, and curriculum based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments that facilitate growth and learning in reading. Teacher education students will explore all factors related to the IEP, ITP and 504 processes related to reading. Required: 20 clock hours in a setting with individuals with cognitive impairment.
Prerequisite: Acceptance into the Teacher Education Program and SED 381 Nature and Need of Individuals with Cognitive Impairment
Course is Offered: FA 2018, FA 2020
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SED 421 Educational Technology and Assistive Technology for Students with Disabilities
1 credit hours
This is a course designed to help students acquire the necessary skills to use educational technology and assistive technology in the classroom to facilitate the learning of students with disabilities. Students will be involved in developing, adapting, and modifying the standard curricula through educational technology and assistive technology. In addition, the students will develop skills in adapting software and hardware to meet individual needs, selecting appropriate material, and implementing the usage of assistive technology as indicated on IEP’s.
Prerequisite: Acceptance into the Teacher Education Program
Course is Offered: FA Every Year
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SED 480 Directed Teaching
8-11 credit hours
Supervised observation, participation and teaching in public and private K-12 schools in Lenawee County. This is a fifteen (15) week, full-time placement. One half (7-8 weeks) of the time will be spent in an elementary level class and one half (7-8 weeks) in a secondary level setting. University supervisors will observe and evaluate student teachers five (5) times during this session. There will be two (2) evaluations in each setting and one culminating evaluation. Evaluation criteria are based upon the Michigan Department of Education Entry-Level Standards for Teachers.
Prerequisite: Completion of all Siena Teacher Education Program requirements
Corequisite:
Course is Offered: Course is required: FA and WI Every Year
Grading Mode: Credit/No Credit grading only.
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SED 495 Directed Teaching Seminar
1 credit hours
Group discussion and analysis of problems and challenges encountered during student teaching, speakers on relevant issues, and videotaped simulated employment interviews. Collaboration is discussed and practiced in the student teaching. Requirements include keeping a journal, updating credential file and portfolio, and participating in an oral comprehensive interview based on the teacher education program learning outcomes.
Prerequisite: Permission
Corequisite:
Course is Offered: FA and WI Every Year
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SED 521 Educational and Assistive Technology for Students with Disabilities
1 credit hours
This is a course designed to help students acquire the necessary skills to use educational technology and assistive technology in the classroom to facilitate the learning of students with disabilities. Graduate students are involved in developing, adapting, and modifying the standard curricula through educational technology and assistive technology. In addition, the graduate students develop skills in adapting software and hardware to meet individual needs, selecting appropriate material, and implementing the usage of assistive technology as indicated on IEP’s.
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SED 534 Strategies for Teaching Reading to Students with Learning Disabilities
1 credit hours
This is a course designed to help graduate students acquire the necessary skills in reading instruction for teaching reading to students with learning disabilities. Three models for reading are emphasized: developmental, remedial, and specific problems. Activities span the age range from early childhood to young adult. In addition, the graduate students develop skills in adapting standard curricula and materials to meet individual needs. Ten (10) hours of field experience in a K-12 setting is required.
Corequisite:
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SED 541 Procedures in Special Education
2 credit hours
The purpose of this course is to present the underlying structure and procedures in special education. The procedures regulated by laws and standards are covered in detail. Graduate students rehearse leading and participating in program development (IEP, 504, RTI/SAT, transition) meetings. The skills needed to be an effective team member, transmit information, and manage data in a professional, ethical, and efficient manner are focal points of this course.
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SED 542 Parent – School Partnership: Special Education
2 credit hours
This course provides theories and strategies for effective parent and professional partnerships in the field of disabilities. The impact of a child with disabilities on the family is a focus of this course. Interpersonal communication skills, legal issues, differences in cultures, values, and family expectations are discussed. Attention is given to family systems, family functions, and family life cycles. Graduate students develop skills managing both formal and informal meetings and conferences with parents of children with disabilities. Graduate students locate and assess local services for parents of children with disabilities. Ten (10) hours of field experience with parents or guardians of children with disabilities are required.
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SED 543 Assessment and Evaluation of Students with Disabilities
3 credit hours
This course is designed to introduce graduate students to the role assessment plays in the field of special education. The focus is on selection, administration, and interpretation of instruments as they relate to program design and implementation. Included is a study of assessment instruments used by school psychologists and special education teachers. The Michigan assessment programs are discussed and reviewed for the implications for special education. In addition, test construction and test adaptation for a diverse population are presented. Alternative assessments are discussed in detail. Ten (10) hours of face-to-face administration of assessment instruments are required.
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SED 544 Early Childhood and Special Education
3 credit hours
Typical and atypical development of young children (ages 0-8) is examined. Family centered and developmentally appropriate early intervention strategies in home, school, and specialized environments, as well as inclusion programs serving children with developmental delays and disabilities, are addressed. Curriculum models that facilitate the cognitive/language, social, emotional, physical, and self-help skills of children with disabilities in preschools and early elementary school are examined. Twenty (20) hours of field experience in a special needs or inclusion program are required.
Prerequisite:
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SED 545 Collaboration in Special Education
4 credit hours
This course equips graduate students with the skills of collaboration with professionals, parents, students, and friends. A variety of models of collaboration are examined for usage and matching to the appropriate situation. Competencies in collaboration are developed, implemented, and evaluated. Candidates have the opportunity to rehearse models of collaboration. In addition, the graduate students are required to instruct others in appropriate collaboration.
Corequisite:
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SED 549 Culture and Diversity in Special Education
1 credit hours
This course is designed to provide an experience of working with students with disabilities in an urban setting. The candidates are introduced to the impact of an urban setting on disabilities. Differences in the cultural definitions of various disabilities are studied. The quality and quantity of resources in an urban setting are examined and analyzed. Forty (40) clock hours of field experience in an urban setting are required. Activities such as journal writing and interviewing school personnel are required.
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SED 551 Behavior Management in Special Education
2 credit hours
This course is designed to provide the graduate student with a foundation in the psychological impact of a disability on the cognitive, emotional, behavioral, social, and linguistic development of students. In addition, potential behavioral expressions are examined. Graduate students learn techniques and strategies for managing behavior, for pre-school through young adult students. Emphasis is placed on positive behavioral supports. The graduate students also learn methods for teaching students’ self-management. Ten (10) hours of field experience are required.
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SED 561 Introduction to Learning Disabilities
3 credit hours
This course provides theories and strategies in the area of learning disabilities, with attention being given to the history and legal aspects of this field. A variety of research-based models are discussed in relation to the development of educational programs. The impact of a learning disability on the social and emotional development of a student is explored in detail. Aspects of receiving services, including the continuum of services, as well as community services, are discussed. Thirty (30) clock hours in a setting with children with learning disabilities are required.
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SED 562 Methods & Strategies for Teaching Children with Learning Disabilities
4 credit hours
In this course, graduate students examine research-based learning programs and identify matches between student needs and program strengths. Modifications and accommodations to the basic skill areas in standard curricula in K-12 settings are studied. In addition, the graduate student develops skills at designing, implementing, and evaluating remedial programs, adaptation techniques, and activities for students with learning disabilities. Norm-referenced, criterion-referenced, and curriculum-based assessments are explored. The construction of age-appropriate environments that facilitate growth and learning are discussed. The candidate explores various factors related to the IEP, RTI, and 504 processes, learns how the teacher as researcher functions in a classroom, and applies this knowledge during the field experience. Thirty (30) clock hours in a setting with children with learning disabilities are required.
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SED 580 Directed Teaching (Special Education)
4 credit hours
Supervised observation, participation, and teaching in local public and private K-12 schools are experienced. This is an eight (8) week, full-time placement. Depending on the candidate’s prior certification and teaching experience, the field placements are divided between elementary, middle, and secondary settings. All candidates must complete directed teaching in two (2) different school-level settings. University supervisors observe and evaluate candidates at least three (3) times during this semester. There are two (2) evaluations in each setting and one (1) culminating evaluation. Evaluation criteria are based upon the Michigan Department of Education Professional Standards for Teachers and special education standards. Credit/No Credit grading only.
Prerequisite: Completion of at least 20 credits of specialization courses; permission of program director
Corequisite:
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SED 581 Nature and Need of Individuals with Cognitive Impairment
3 credit hours
This course provides an introduction in the area of cognitive impairment with attention being given to the nature and needs aspects of this field. Research based models are discussed in relation to the development of educational programs. The impacts of a cognitive impairment on the social/emotional development and daily living skills of a student are explored in detail. All aspects of receiving services are included in the continuum of services. There is a focus on community services as well as post school services. Thirty (30) clock hours in a setting with children with cognitive impairments are required.
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SED 582 Methods and Strategies for Teaching Individuals with Mild Cognitive Impairment
2 credit hours
During this course, the student will examine research-based instructional learning programs appropriate for students with mild cognitive impairment, K-adult. In addition, students will design, implement, and evaluate age-appropriate individual and small group interventions for students with mild cognitive impairments based on best practices and research. These interventions will include, but not be limited to, academic, daily living skills, prevocational skills, and personal care skills. Modifications to standard curricula for students with mild cognitive impairments in K-12 settings will be studied and practiced. Communication of these to other professionals will be studied and practiced. Assessments (norm-referenced, criterion-referenced, and curriculum-based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments (school, work, living, recreation) that facilitate growth and learning. Students will explore all factors related to the IEP, RTI, ITP and 504 processes. Twenty (20) clock hours in a setting with children with mild cognitive impairment are required.
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SED 583 Methods and Strategies for Teaching Individuals with Moderate to Severe Cognitive Impairment
2 credit hours
During this course, the candidate will examine research-based instructional learning programs for students with moderate and severe cognitive impairment. Health and medical issues will be examined and the candidate will design and implement a study of age appropriate individual interventions for students with moderate and severe cognitive impairment based on best practices and research. Age-appropriate modifications to standard curricula for students with cognitive impairments in K-12 settings will be studied and practiced. The candidate will communicate these to other professionals. In addition, the candidate will, based on research models, develop skills at designing, implementing, and evaluating programs and adaptation techniques and activities for students with moderate and severe cognitive disabilities. These programs will include, but not be limited to, academic, daily living skills, prevocational skills, and personal care skills. Assessments (norm-referenced, criterion-referenced, and curriculum-based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments that facilitate growth and learning. Students will learn how the teacher as researcher functions in a classroom. Students will explore all factors related to the IEP, ITP and 504 processes. Thirty (30) clock hours in a setting with children with moderate and severe cognitive impairment are required.
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SED 584 Transition and Career Education for Individuals with Disabilities
3 credit hours
The purpose of this course is to provide the pre-service teacher the information and requirements that focus on transition and career development of individuals with cognitive disabilities. The focus is from high school to successful independent community work. The development of required career and transition plans and programs are stressed and a requirement of the course. The programs include employable skills, work skills, and work experience in both the school environment and the community environment. The student will learn how to create work environments. Students will also develop ideas to incorporate prevocational skills and independent living skills into daily lesson plans for all grade levels.
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SED 585 Strategies for Fundamental Reading and Functional Reading
2 credit hours
During this course, the candidate will examine research-based instruction in fundamental and functional reading. Functional and fundamental reading in all domains is covered and practiced. Age appropriate modifications will be implemented. The candidate will communicate these to other professionals. In addition, the candidate will, based on research models, develop skills at designing, implementing, evaluating programs and adaptation techniques and activities related to fundamental and functional reading for students with moderate and severe cognitive disabilities. These reading instructions will include, but not be limited to, academic, daily living skills, prevocational skills, and personal care skills. Assessments (norm-referenced, criterion-referenced, and curriculum-based) will be explored and implemented. Discussed in this class will be the construction of age-appropriate environments that facilitate growth and learning in reading. Students will explore all factors related to the IEP, ITP and 504 processes related to reading. Fifteen (15) clock hours in a setting with children with moderate and severe cognitive impairment are required.
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SED 595 Directed Teaching Seminar (Special Education)
1 credit hours
Group discussion and analysis of problems and challenges encountered during directed teaching with a focus on comparison and contrast of teaching experience involving students with and without disabilities. Requirements include completing a case study, updating credential file and portfolio, and participating in an oral comprehensive interview based on the Graduate Teacher Education Program Learning Outcomes.
Prerequisite: Completion of all other additional endorsement program requirements
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SED 680 Directed Teaching (Special Education)
4 credit hours
Supervised observation, participation, and teaching in local public and private K-12 schools are experienced. This is an eight (8) week, full-time placement. Depending on the candidate’s prior certification and teaching experience, the field placements are divided between elementary, middle, and secondary settings. All candidates must complete directed teaching in two (2) different school-level settings. University supervisors observe and evaluate candidates at least three (3) times during this semester. There are two (2) evaluations in each setting and one (1) culminating evaluation. Evaluation criteria are based upon the Michigan Department of Education Professional Standards for Teachers and special education standards. Credit/No Credit grading only.
Prerequisite: Completion of at least 20 credits of specialization courses; permission of program director
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SED 695 Directed Teaching Seminar (Special Education)
1 credit hours
Group discussion and analysis of problems and challenges encountered during directed teaching with a focus on comparison and contrast of teaching experience involving students with and without disabilities. Requirements include completing a case study, updating credential file and portfolio, and participating in an oral comprehensive interview based on the Graduate Teacher Education Program Learning Outcomes.
Prerequisite: Completion of all other additional endorsement program requirements
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TED 522 Methods and Materials of Early Childhood Education
3 credit hours
Examines current theory regarding the education of young children (pre-kindergarten and kindergarten), with emphasis on the importance of early-enriched environment and critical periods for learning. Includes observation of children in a Montessori environment, as well as pre-schools and day care settings.
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TED 530 Developmental Reading
3 credit hours
Students will gain an understanding of the reading process and how it differs across the content areas. Emphasis is placed on assessment, data analysis, and implementation of best practices in reading instruction in the intermediate grades. Attention will be given to designing lessons which meet the needs of learners with diverse reading abilities. Students will demonstrate knowledge of integrating technology with instruction. Twenty (20) clock hours of field experience tutoring a third, fourth, or fifth grade general education delayed reader is required.
Prerequisite:
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TED 534 Strategies For Teaching Reading
3 credit hours
The purpose of this course is for students to gain an understanding of the reading process. Emphasis is placed on assessment, data analysis, and implementation of best practices in reading instruction in the primary grades. Lessons will be designed to meet the needs of all learners. Students will demonstrate knowledge of the components essential to a child’s learning to read as evidenced by research: oral language, phonemic awareness, word study (phonics and vocabulary), fluency, comprehension, and writing about reading. Ideas for ongoing communication and collaboration with parents will also be incorporated. Twenty (20) clock hours tutoring a Kindergarten, First, or Second Grade general education delayed reader is required.
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TED 535 Strategies For Teaching Reading Through The Content Areas In the Secondary School
3 credit hours
This course deals with secondary content area reading instruction. Emphasis is placed on reading to learn with a goal of assisting secondary students in becoming more independent learners. Students will define the reading process and articulate a personal philosophy of reading to learn. There will be an emphasis on literacy across the curriculum as students create, modify, and adapt lessons to address the needs of various learning styles and explore assessment strategies for use in the content area classroom. Integration of technology will also be explored. Twenty (20) clock hours of field experience working with content area reading are required.
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TED 551 Advanced Educational Psychology
3 credit hours
Study of theories of learning as they developed historically and their practical application to contemporary elementary, middle level, and high school classrooms. Includes consideration of motivation, individual differences, classroom management, assessment and evaluation, multicultural issues, developmentally appropriate curriculum, and exceptional students. Field experience required.
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TED 571 Elementary Core Education Methods
4 credit hours
Analysis and application of basic teacher competencies: question-asking skills, assessing and evaluating creativity, human interaction skills, developing performance objectives, evaluation skills, sequencing instruction, and assessing cognitive development. Considers major subject areas taught in elementary school and middle level as well as multicultural issues, the needs of exceptional students, and the needs of special needs students.
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TED 572 Secondary Education Methods
3 credit hours
Identification and illustration of effective teaching techniques at the secondary (middle and high school) level through microteaching on television, planning lessons and instructional units, and writing behavioral objectives. Also considers classroom management, motivation, evaluation, textbook analysis, multicultural issues, and the needs of exceptional and special needs students.
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TED 599 Special Topics
1-3 credit hours
Workshops and seminars dealing with current topics.
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TED 602 Research And Professional Writing In Education
3 credit hours
This course is an introduction to the effective selection, analysis, and use of practical research for professional purposes. The intent is to produce practical research that can be implemented in the P – 12 setting, relevant to the practitioner. This course requires demonstration of computer competencies and library/informational resource competencies, writing skills, APA, and the application of research. This course is in relation to the thesis/project. The goal of the course is to develop the review of literature as part of the final thesis/project.
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TED 604 History And Philosophy of Ideas
3 credit hours
An introduction to the nature of ideas and their consequences for the quality of life; particular attention given to the analysis and synthesis of ideas in daily life. Students attend to theoretical considerations through several in-depth writing assignments and apply the course content by taking action on ideas that would change their professional and personal worlds.
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TED 608 Fundamentals of Engineering Design I
3 credit hours
This course will introduce students to the ideas of engineering design in a team-based environment. Students will explore the significance of the design process along with its iterative nature, and terminology. The principles learned will be used to design and execute a project using real world specifications and constraints. The course culminates with students demonstrating their completed projects and preparing and presenting a poster of their work. Students will demonstrate mastery of inquiry-based teaching and Michigan Science Standards (MiSS) by completion of a 5E lesson plan that focuses on applying the engineering design process.
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TED 609 Fundamentals of Engineering Design II
3 credit hours
This course will expand upon the ideas learned in TED 608 Fundamentals of Engineering Design I . Using robotics as a point of entrance, students will expand their knowledge of and skills with basic programming, basic electronics, and basic 3-D modeling techniques. Students will work in pairs to complete a robotics project. Each pair will complete a robot from a kit. The course will culminate in a final challenge. Additionally, students will prepare a professional development agenda/plan that they can use in their schools with their teaching colleagues.
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TED 610 Foundations of Early Childhood Education
3 credit hours
Examination of historical trends in early childhood education and care with a focus on key theorists and their influence on current early childhood methodology. Readings highlight original works of theorists and their contributions to our understanding of how young children learn, grow, and develop. Considers a variety of approaches including developmental, constructivist, behavioral, and socio-cultural theories. Includes application of theories to current teaching and learning practices and development of a personal philosophy.
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TED 612 Exploration of Special Needs of Exceptional Children and Youth
3 credit hours
Focus on the individual and unique cognitive, social, emotional, behavioral, and physical health, and sensory characteristics representing the diversity of students identified as “exceptional”. An examination of assessment, instruction, and placement options through the review of legislation and research. Also considers research, theory, and practice related to the development, the implementation, and the evaluation of multidisciplinary/interdisciplinary approaches supportive of the teaching and learning environment.
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TED 617 Perspectives on Diversity
3 credit hours
An examination of the complexity of what constitutes “diversity” in today’s classrooms. While exploring specific aspects of diversity, focuses on using students’ and teachers’ diverse experiences and characteristics to expand and enhance the teaching-learning environment, including the climate, curriculum, and methodology necessary for global understanding and appreciation.
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TED 620 Individualizing Early Math Curriculum
1 credit hours
Workshop format with a hands-on approach to learn the rationale behind the development and use of Montessori math materials from the concrete to the abstract. Presentation of concepts in a very concrete fashion with materials. Students are helped to design materials to support their math programs.
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TED 621 Individualizing Language Curriculum in Early Childhood
1 credit hours
Workshop format with a hands-on approach to learn to develop, equip, and manage a logical, step-by-step language curriculum for the pre-primary child as well as the primary student that ensures the child’s success in reading, writing, and self-expression. Whole language as well as phonics explored.
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TED 622 Individualizing Early Science and Cultural Studies Curriculum
1 credit hours
Workshop format with a hands-on approach to learn how to set up interesting activities to encourage children to explore concepts in science and cultural studies. Samples of workable curriculum in science and cultural studies are presented with an opportunity to explore many activities.
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TED 623 Observation, Analysis, and Affective Learning Experience for Young Children
3 credit hours
This course focuses on the developmental abilities of young children from birth to eight (8) years of age. Skills are developed in observational techniques, recording developmental skills and abilities, and related analysis and interpretation. Based on these skills, students will explore a variety of ways to support self-concept development, create wholesome and integrated learning experiences, and apply theory and research in the classroom to assist young learners in the curious, positive, creative pursuit of lifelong learning.
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TED 625 Administration and Supervision In the Early Childhood Setting
3 credit hours
A review of the basic principles of administration, organization, evaluation, and operation of early childhood programs. Examines supervision strategies, principles of management, and the importance of collaboration and professionalism. The course prepares students for organizing and operating a quality pre-primary program, school-age program, or childcare center. It offers theory on developing good interpersonal communication skills and relationships, parent/community involvement, program promotion and management, licensing regulations, child advocacy, accreditation, and finances. The course links the theory to ways that can be useful for the student in elementary education as well as the field of early childhood education and childcare. Independent center observations and interviews facilitate an understanding of various methods of environmental and programmatic consideration and policies. Attendance at one outside professional conference is required. Students are responsible for conference fees and class related transportation. Five (5) hours of field experience required.
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TED 635 Advanced Diagnosis and Remediation Of Reading Difficulties
3 credit hours
This advanced course provides an in-depth study in the domains addressed in diagnostic assessment and the principles and practices of diagnosis and remediation of reading disabilities and differentiated instruction. In consultation and collaboration with a reading specialist, special education teacher, school psychologist, literacy coach, or related personnel who have the responsibility for providing literacy support, students examine and/or administer and compile a variety of formal and informal diagnostic tools used with individuals with reading difficulties. These must be suitable to their certification levels and endorsements and include the following: interest inventories, English language learning screening tools, visual and auditory discrimination tools, language expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling, and writing assessment tools. Students analyze diagnostic profiles of struggling readers and examine various research-based reading intervention programs designed to match varied degrees of reading difficulty. Instructional intensity and programming are addressed. Students are required to complete 30 hours of field experiences in a classroom setting and in collaboration with parents. They are involved in implementing a reading intervention focused on instructional strategies that help students develop learning strategies.
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TED 636 Imaginative Reading and Writing Through Trade Books and in Content Areas in the Elementary School
3 credit hours
Consideration is given to the language development of the child and adolescent and to expanding awareness of the multiple intelligences through reading across the curriculum. This course will also explore the curriculum in terms of incorporating a literature based curriculum, implementation, solutions, management, assessment, and evaluation using trade books.
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TED 644 Integrated Language Arts and Reading Curriculum in the Middle Level
3 credit hours
Focuses on the transitional phase of middle level students from the development of skills and appreciation of reading and language arts at the primary/elementary levels to the reading required in content areas of the secondary classroom. Uses a holistic view of the language arts and reading curriculum to enhance the ability of middle level students to integrate the aspects of the curriculum specifically and the environment in general.
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TED 651 Legal and Ethical Issues for Educators
3 credit hours
An overview of the legislation and regulations governing education, including those related to NCLB, IDEA, and special education services. Examines the ethical dilemmas associated with the implementation of legislation, the decision-making process and its consequences, and the making, implementation, and monitoring of policies at the district and building levels. Discusses the roles of the educational leaders, including school board members, in school governance.
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TED 678 Reading Practicum
3 credit hours
A supervised experience in tutoring reading disabled students at the elementary, middle, or secondary level. Requires completion of a case study and/or action research project that may include administration of a variety of assessments, interpretations of the results, and development and implementation of appropriate programs.
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TED 690 Reflective Teaching Practicum and Seminar
3 credit hours
Designed to enable and encourage currently practicing teachers to reflect, in an organized and insightful way, on the ordinary and extraordinary aspects of the teaching-learning environment. Requires completion of reflective and analytical projects such as professional development activity analysis and classroom observation and analysis.
Prerequisite: Completion of a minimum of 15 credit hours in the Graduate Teacher Education Program
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Sport Management |
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SMG 210 Introduction To Sport Management
3 credit hours
This course provides an introduction to the field of sport management. Topics include functions of sport management, behavioral dimensions of sport, global aspects of sport, professionalism, and an overview of career fields in the Sport Industry. Community based learning is a key component of this course.
Prerequisite: Freshman and/or Sophomore Standing
Course is Offered: FA Every Year
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SMG 221 Sport Psychology
3 credit hours
An exploration of individual psychological factors and psychological principles as they relate to athletic performance, injuries, and rehabilitation. Topics to be included are motivation, group behavior, goal setting, psychological skills strategies, aggression, and stress and injury.
Prerequisite: None
Course is Offered: WI Every Year
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SMG 222 Performance Psychology In Sport
3 credit hours
The application of sport psychology principles and theory to leadership positions in sport with particular emphasis on motivation, leadership effectiveness, team dynamics, and mental skills training for performance enhancement. This course will also include an exploration of the tools needed to help formulate one’s own sport leadership philosophy.
Prerequisite: None
Course is Offered: Uncertain
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SMG 280 Sport Management Practicum
3 credit hours
Students will participate in an actual field experience in the Sport Industry. The practicum is a part time field experience for a minimum of 150 hours. The experience involves the cooperation of a faculty supervisor and an on-site professional. Students must have sophomore status, completed specific Sport Management core courses, and obtain faculty permission prior to registering for the practicum. Students registering for a practicum experience must have a minimum major GPA of 2.50 in the major. The course should be completed prior to the winter of junior year.
Prerequisite: Sophomore status, application approval, and permission of program chair.
Course is Offered: FA, WI, and SU Every Year
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SMG 285 Special Topics
3 credit hours
The study of selected topics of current interest and not ordinarily covered in depth in other courses. Special topics may be repeated for credit with the approval of the department/advisor. No more than three credits may apply to a major or minor.
Prerequisite: Based on course topic
Course is Offered: Uncertain
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SMG 342 Sport In American Society
3 credit hours
The course provides an examination of the role of sport in the reproduction and transformation of society. Topics include sport sociology, socialization, stratification, sport and the economy, politics and sport, sport and the media, and the relationship between sport and culture.
Prerequisite:
Course is Offered: FA 2018, FA 2020
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SMG 343 History of Sport
3 credit hours
A history of sport, beginning with ancient civilization to modern American Sport. Social influences and characteristics defining sport will be explored in the course.
Prerequisite:
Course is Offered: FA 2019
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SMG 350 Management Of Sport Organizations
3 credit hours
The student will be able to apply the managerial process to the sport industry. Topics will include the study of the managerial process in sport, organizational behavior, sport governance, strategic plans, managerial roles and social responsibility and ethics in the sport industry. This is a case based course.
Prerequisite:
Course is Offered: FA Every Year
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SMG 360 Sport Marketing
3 credit hours
The student will be able to apply the fundamental concepts of marketing to the sport industry. The course provides a detailed examination of marketing techniques in the sport consumer and sport product businesses. Topics will include the marketing plan, market research, marketing strategies, global perspectives, and the difference between sport product and sport service marketing.
Prerequisite:
Course is Offered: WI Every Year
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SMG 365 Sport Facility And Event Management
3 credit hours
The course focuses on the management of sport facilities and events. Students will learn elements of the event planning process including event conceptualization, marketing, logistics, game day operations, and crowd control. Management functions critical to the operations of sport facilities will also be reviewed in the course. A community based learning project is the key component of this course.
Prerequisite:
Course is Offered: FA and WI Every Year
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SMG 366 Sport Facility Design
1 credit hours
Students will learn how building design informs decisions in facility management. Topics include facility design specifications, needs assessment and feasibility, risk management, and facility trends.
Prerequisite:
Course is Offered: FA Every Year
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SMG 367 Applied Sport Facility Design
1 credit hours
Students will apply their knowledge of sport facility design by analyzing actual sport facilities. Students will tour professional, collegiate, and community sport facilities to examine design features, facility operations, and risk management.
Prerequisite:
Course is Offered: FA and WI Every Year
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SMG 370 Research Methods In Sport Management
3 credit hours
This course focuses on research methods in sport management. Topics include research design, research proposal, critical analysis of sport research, and the American Psychological Association writing style format. This is a writing intensive course.
Prerequisite:
Course is Offered: WI Every Year
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SMG 444 Sport And The Media
3 credit hours
An overview of the mass media industry, including print, electronic, and broadcast media as they interface with the sport industry.
Prerequisite:
Course is Offered: Uncertain
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SMG 445 Cultural Studies In Sport
3 credit hours
The study of culture within a sport context. The course will provide an opportunity to explore issues of race, ethnicity, socioeconomic status, gender, religion, and other aspects of culture from a sport perspective
Prerequisite:
Course is Offered: Uncertain
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SMG 463 Legal And Ethical Issues In Sport
3 credit hours
A review of the law as it relates to sport including risk management, negligence, tort law, antitrust laws, contractual agreements, labor laws, as well as ethics in the sport industry.
Prerequisite:
Course is Offered: FA Every Year
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SMG 475 Sport Finance And Business
3 credit hours
The student will learn and apply the fundamental concepts of economic theory, financial strategies, and accounting as they relate to sport organizations and businesses. Emphasis will be directed toward budgeting, financial planning, revenue production, expense management, and economic theory.
Prerequisite:
Course is Offered: WI Every Year
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SMG 480 Sport Management Internship
9-12 credit hours
Students will participate in a 15-week field experience in the Sport Industry. The internship is a full-time (40 hours per week) field experience for a minimum of 600 hours that are completed during normal business hours. The experience involves the cooperation of a faculty supervisor and an on-site professional. The internship will include an online component designed for group discussion related to internship issues, challenges, and opportunities. Students must be seniors, have completed specific Sport Management core courses, and obtain permission prior to registering for an internship. Students registering for an internship must have a minimum major g.p.a. of 2.70 in the major.
Prerequisite: Senior status, application approval, and permission of program chair.
Course is Offered: FA, WI, and SU Every Year
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SMG 485 Special Topics
1-3 credit hours
The study of selected topics of current interest and not ordinarily covered in depth in other courses. Special topics may be repeated for credit with approval of the department/advisor. No more than three credits may apply to a major or minor.
Prerequisite: Based on course topic
Course is Offered: Uncertain
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SMG 495 Strategic Management in Sport Business
3 credit hours
This capstone course is designed to provide sport management students with an opportunity for synthesis of the field and to prepare for the transition to graduate school and/or professional sport synthesis of the field and to prepare for the transition to graduate school and/or professional sport settings. The course will include an in depth analysis and application of the strategic process as applied to the sport industry. As part of this culminating experience, students will complete a major project and presentation.
Prerequisite:
Course is Offered: FA and WI Every Year
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Sociology |
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SOC 111 Introduction To Sociology
3 credit hours
Sociology focuses on social groups as basic units of analysis. Sociologists scientifically examine how factors external to individuals give rise to particular behaviors or situations and how social actors, through their membership in specific social groups, experience, interpret, and influence these behaviors and situations. Sociological research is based primarily on social life in the modern United States and Europe. This course begins with an introduction to sociological perspectives and methods of inquiry and then focuses on sociological research concerning culture; ecology, and social systems of social stratification based on social-economic class, “social race,” and ethnicity. Along the way, it explores the interrelationships (e.g. intersectionality) among these dimensions and ends by exploring social change. Concepts from complexity theories and creativity (e.g. social artistry), ideas about eco-social justice (e.g. social and environmental inclusivity/expansivity), and “appreciative inquiry” (e.g. strength based) perspectives are embedded into the course. This is an applied sociology course which uses a variety of multi-sensual educational methodologies requiring active engagement and face to face collaboration. The emphasis is on refining skills of observing, asking questions, active listening, improvising, reflecting, and “connecting the dots” among local “place-based educational” projects and information provided by textbooks, films, speakers, etc. It includes extensive community based ethnographic (e.g. participant-observation) research work, completed outside of class times, at the Boys & Girls Club of Lenawee which involves the design, implementation, and evaluation of a mini-ecology lesson. A criminal history background check is required.
Prerequisite: None
Liberal Arts: Social Science
Course is Offered: FA and WI Every Year
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SOC 113 Cultural Anthropology
3 credit hours
Cultural Anthropology focuses on the description and analysis of learned and shared behaviors and ideas (e.g. culture). Learning how and why groups (micro-cultures; macro-cultures) are different and resemble each other are major goals in anthropology. This course begins with an introduction to anthropology, its methods and the concept of culture. Social stratification, cultural change, and interactions between cultures and their natural environments serve as underlying themes woven into the cross-cultural comparisons of technological systems, economic organizations, social reproduction, political organizations, and symbolic systems. A section on contemporary cultural change and the various roles played by anthropologists in these processes concludes the course. Research conducted on past and present cultures throughout the world is used to illustrate these concepts. Students use anthropological frameworks and methods to enhance their understandings of creative processes. This includes the refinement of empathic skills and the further development of their critical thinking abilities, using social justice perspectives. A variety of interactive educational methodologies, including service-learning assignments, are used in the course.
Prerequisite: None
Liberal Arts: Social Science
Course is Offered: FA and WI Every Year
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SOC 232 Families: Comparative Perspectives
3 credit hours
Families are basic units in every society. They perform functions which affect every other institution in a social system and are in turn influenced by changes in other social systems (e.g. ecological, technological, economic, political symbolic). Students trace these links and examine families as both institutions and processes. They explore a variety of related topics (definitions of families, kinship ties, marriage, parenting styles, and policy issues). Understanding these interrelationships enhances their effectiveness as future professionals (e.g. social workers, educators, probation officers) who will be engaged in service delivery with individuals, families, neighborhoods and communities. They also can view their past experiences with families as “training grounds” for their own present and future personal family relationships. Students use both anthropological and sociological frameworks and methods to enhance their understandings of creative processes. This includes the refinement of empathic skills and the further development of critical thinking abilities through the use of social justice perspectives. A variety of interactive educational methodologies, including service learning assignments, are used in the course.
Prerequisite:
Course is Offered: WI or SU Every Year
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SOC 244 Sociological Perspectives On Race And Ethnicity
3 credit hours
The major purpose of this course is to help students understand sociological perspectives on internal and inter-group relations. Students explore how racial and ethnic groups are socially constructed, reproduced, and changed. Course content includes information on the ways in which racial and ethnic categories of people are linked to ecological, technological, economic, political, social, and symbolic systems. An emphasis is placed on the differential power between various racial and ethnic groups. This includes an analysis of the social structures which are utilized to maintain these power differences. Personal levels of responses of majority and minority groups will also be addressed. The specific experience of several minority groups within the United States will be used as case studies, along with some international examples. The focus will be on groups that future professionals in the course (e.g. social workers, educators, business managers, artists) may be working with during their careers. Students use sociological frameworks, along with anthropological concepts, and methods which focus on ethnic and racial groups to enhance their understandings of creative processes. This includes the refinement of empathic skills and the further development of their critical thinking abilities, using social justice perspectives. A variety of interactive educational methodologies, including service-learning assignments are used in the course.
Prerequisite: ENG 102 Reading And Writing II , and SOC 111 Introduction To Sociology or SOC 113 Cultural Anthropology
Course is Offered: FA and WI Every Year
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SOC 285 Special Topics
1-3 credit hours
Dependent upon topic.
Course is Offered: Uncertain
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SOC 312 Marriage And Family Relations
3 credit hours
An analysis of the family as a system of kinship with specified historical and cultural roots. The course covers factors affecting success in marriage, marital adjustment, varying roles of men and women, and the changing nature of families in contemporary society. It is recommended that students complete at least one course in sociology prior to enrolling in this class.
Prerequisite: None
Liberal Arts: Social Science
Course is Offered: At one or more Siena Heights degree completion centers, but may not be available on the Adrian campus
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SOC 314 Ethnic Dimensions Of American Society
3 credit hours
Through an analysis of historical, cultural, and situational phenomena, students will examine the impact of social behavior and attitudes on various ethnic groups and individual members of those groups. Students will explore, through a conceptual curriculum of specified experiences, the very essence of our society in the United States - the “American”. It is recommended that students complete at least one course in sociology prior to enrolling in this class.
Prerequisite: None
Liberal Arts: Social Science
Course is Offered: At one or more Siena Heights degree completion centers, but may not be available on the Adrian campus
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