• Education Department


    EDU 109

    EARLY EXPERIENCE I is a field-based experience for candidates to begin to address the competencies of the specific licensure area sought, i.e., early childhood, adolescent to young adult, or mild/moderate intervention specialist, and multi-age licensure. The ODE Curriculum Models will be used as an instructional resource. The placement in area schools (multi-cultural, ethnic, socio-economic, and culturally diverse) assists students to explore interests, define professional goals, and assess personal qualities and abilities in light of competencies deemed essential for future educators. Participatory activities include the utilization of instructional techniques, instructional materials, technology and media to maximize pupil learning. Candidates will be evaluated based upon successful competency completion within the licensure area being sought and the ability to plan for developmentally and culturally responsive instruction. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom). Candidate responsible for transportation. 
    2 credit hours


    EDU 112

    INTRODUCTION TO EXCEPTIONAL INDIVIDUALS WITH DISABILITIES underscores the importance of teaming and collaboration, partnerships with parents, and the vital role of technology as an instructional tool in serving students with diverse learning and social needs. The identifications of students who require specially designed instruction, related services, and supplemental aides and services will be discussed with a Response to Instruction model. As specific social and learning characteristics of students with diverse learning needs are addressed, Principles of Universal Design of Instruction will be emphasized as a structure to plan effective ways to meet the standards-based goals of today’s schools and to plan for an effective transition to adult life. This design addresses academic, physical, and social environments that can be prepared in advance to maximize access to the curriculum for all students. IN addition lifespan issues will be addressed to ensure individuals with disabilities can access post-secondary school options, employment and life in the community.
    Prerequisite for Mild/Moderate coursework.
    3 credit hours


    EDU 190

    INTRODUCTION TO SIGN LANGUAGE I is designed to introduce students to American Sign Language. The students will develop a basic sign language vocabulary, with the ability to form simple sentences, as well as common phrases and some idioms. Students will also learn about the characteristics of the Deaf Community in the United States.
    Cross-listed with CAT 190
    1 credit hour


    EDU 191

    INTRODUCTION TO SIGN LANGUAGE II is a continuation of Introduction to Sign Language I. The students will add to theier sign vocabulary, progressing to storytelling. In addition students will receive an introduction to American Sign Language grammar. They will also gain a deeper knowledge of the Deaf Community.
    Cross-listed with CAT 191
    1 credit hour


    EDU 209

    EARLY EXPERIENCE II is a field-based experience for students to begin to address the competencies of the specific licensure area sought (early childhood, adolescent to young adult, or mild/moderate intervention specialist and multi-age license). In-depth continuation of Early Experience I. Candidates are provided with the opportunity to study and become directly involved with curriculum materials and technology, diagnostic and prescriptive procedures, and methods of instruction that are developmentally appropriate for the licensure area sought, and to ensure increased proficiency in teaching responsibilities as outlined by the specific ODE curriculum models. Candidates will be evaluated based upon successful competency completion within the licensure area being sought, i.e., unit preparation and implementation. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom). Candidates responsible for transportation.
    2 credit hours


    EDU 211

    EARLY EXPERIENCE III—COMMUNITY INVOLVEMENT Each Early Experience, I- III, is an individualized orientation depending on the area of licensure sought. This course will explore the various schools (for example, computer choice schools, math/science choice schools, international choice schools) and community agencies (Community Action Council) and organizations that complement the education of candidates. Candidates will be assigned to directly observe and participate with those community resources that serve the school population. (Ex.: Speech & Hearing, Alternative Juvenile Schools, PTO, PTA, pre-school programs, CAC). Focus will be given to developing skills in communicating and collaborating with parents/family members, colleagues, and community members, to support student learning and to plan developmentally and culturally responsive instruction. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (50 hrs.)
    2 credit hours


    EDU 213

    PRE-FIELD SEMINAR The one credit “pre-field” seminar enables education majors to better prepare for the challenging field experiences required in the major. The seminar consists of sessions on topics such as transportation responsibilities, traditional vs. intern field experience opportunities, required responsibilities of field experiences I and II, description of the EDU 214 field requirements, explanation of the ELISA (Gaming) program, preparation for the E-Capstone portfolio, and professional development regarding professional ethics, social media, bullying prevention and CPR.
    1 credit hour


    EDU 214

    FIELD SERVICE AND PROFESSIONAL DEVELOPMENT IN DIVERSE ENVIRONMENTS The 50-hour service and professional development learning projects are designed to encourage pre-service educators to engage in rich and varied experiences of working with children and youth in educational and community settings that may include cultural, linguistic, socio-economic, and individual diversity. The pre- service educator can select from a broad and varied menu of activities to fulfill the 50- hour service and professional development requirement. Hours will be accumulated as fulfilling requirements of specific courses; however, the majority of hours will be awarded in fulfillment of self-selected community, school, and university service to others and professional development opportunities. In addition, the student can select a variety of ways to creatively document and verify the experience or to engage in additional research. The learning projects are designed to document the student’s experience over a 4-year period of time. The awarding of 1-hour credit will occur upon the successful completion of experiences, documentation, and required assignments.
    1 credit hour


    EDU 215

    ACTIVITIES/GAMES/DRAMA FOR THE YOUNG CHILD provides a developmental approach grounded in theory for orienting pre-service teachers to understanding and appreciating the relationship between learning, play, creativity, and development. This course emphasizes planning and implementing developmentally appropriate creative learning experiences that nurture curiosity, discovery, collaboration, and critical thinking as well as the academic disciplines. Active participation in community programs provides pre-service teachers with valuable experience in creative and arts based teaching/learning while building reciprocal community relationships.
    3 credit hours


    EDU 218

    FOUNDATIONS OF EDUCATION includes an overview of the place of education in society, the theoretical foundations of educational philosophy and theology, the foundations for a science of education, and the concerns of modern education, school organization, administration, and curriculum. The course will examine the influence of diversity and social issues and comparative and global education. The course examines school law. Candidates are introduced to the Conceptual Framework and Outcomes of the Education Department. (5 clinical hours).
    3 credit hours


    EDU 300

    ACTIVE LEARNING FOR YOUNG CHILDREN IN SCIENCE AND SOCIAL STUDIES The Science and Social Studies content areas will be examined in light of developmentally appropriate curriculum for young children through fifth grade. Current methodologies for teaching science and social studies will be explored. This course emphasizes inquiry learning, the engaged learner, critical thinking, collaboration, and problem solving for constructing scientific and social studies literacy. Lesson plans and integrated units will be planned and implemented as students explore constructivist curricular models, central concepts, inquiry tools, assessment approaches, and integration of the content areas for enhancing student motivation, engagement, and learning. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    3 credit hours


    EDU 305

    TEACHING LANGUAGE ARTS provides candidates with pedagogical knowledge and skills in the integrated language arts so they can assess, plan, and implement instruction that is developmentally appropriate to the level of all students. The course will focus on the importance of emergent literacy, language acquisition, and language structure, spoken, written, and visual language, reading and literature and the most effective instructional methods to enhance the learning for middle/adolescent grades within the Language Arts area. The ODE Language Arts Model will serve as an instructional resource. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    Prerequisite: Gate B
    3 credit hours


    EDU 318

    CHILD AND ADOLESCENT LITERATURE introduces candidates to the various genres of child and adolescent literature, historical background, and evaluative measures for use with children from birth through adolescence. Candidates read and discuss books that have gained high acclaim as award winner or honor books and apply their knowledge across the curriculum.
    3 credit hours


    EDU 320

    CONTENT AREA READING The development of reading ability is the acquisition of a series of skills that is peculiar to each content area. Emphasis is placed on the theories of learning, instruction and assessment, so that candidates understand why all teachers are teachers of reading. There is a careful assessment and evaluation of the needs and the abilities of all candidates so teachers know how to individualize for the improvement of teaching and learning. Focus will involve recognition of reading problems related to each content area in working with a diverse student population. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed.
    3 credit hours


    EDU 321

    INCLUSIVE EARLY CHILDHOOD EDUCATION s built upon a foundation of developmentally appropriate practice (DAP) and considers individualized approaches that benefit all children. Pre-service educators will gain an integrated understanding and knowledge of children’s physical, social, cognitive, emotional, and communication development and the indications of disability within these developmental domains. Pre- service educators will acquire knowledge of assessment processes for child development, and for monitoring and evaluating programs for young children. Pre- service educators will be prepared to use a variety of teaching strategies and methodologies, and will be required to incorporate the use of a variety of technologies into their instructional repertoires based on Universe Design of Learning principles. Pre-service educators will learn how instructional information is incorporated into the following documents required by IDEA 2004: an individualized family service plan (IFSP); an individualized education plan (IEP), or a 504 plan of accommodations. Pre-service educations will learn to collaborate effectively with other professionals to meet the individual needs of young children and their families. Emphasis will be placed on pre- service educators learning to engage and collaborate with families based on approaches that are responsive to cultural, linguistic, and developmental diversity. Pre-service educators will complete a Family Project to meet NCATE and NAEYC Standard 2: Building Family and Community Relationships.
    3 credit hours


    EDU 325

    ASSESSMENT AND INTERVENTION PRACTICES FOR ELEMENTARY STUDENTS WITH MILD DISABILITIES requires pre-service educators to acquire terminology used in assessment and to interpret information from formal and informal assessments to plan instruction within the three-tiered Response to Instruction Model. The legal provisions and ethical principles regarding the assessment of individuals, including those from culturally and/or linguistically diverse backgrounds will be examined. National, state, and local accommodations and modifications to assessment and instruction will be addressed. The effects of culture and linguistic differences on grown and development will be discussed in addition to the design of evidence-based interventions for children who may be at risk for learning disabilities. Pre-service educators will apply strategies from multiple theoretical approaches to support individuals with disabilities in the general curriculum in all three tiers, and will also learn to implement specially designed instruction and progress monitoring, which is characteristic of intensive and specialized Tier 3 instruction.
    3 credit hours


    EDU 330

    MATHEMATICS METHODS IN THE EARLY AND MIDDLE GRADES encompasses 1) materials, methods, and content of teaching mathematics to students in the early and middle childhood (ages 3 to 14); 2) mathematics education today and into the future; 3) culturally relevant mathematics; 4) development of mathematical proficiency using learning research and assessment development theories of how children learn mathematical concepts; 5) the use of technology in problem solving situations and in understanding mathematics; 6) video vignettes modeling food teaching practices; 7) recommendations of Ohio Department of Education’s Academic Content Standards and the National Council of Teachers of Mathematics (NCTM) on the standards, performance, and assessment.
    3 credit hours


    EDU 331

    PROBLEM SOLVING AND ASSESSMENT IN THE MIDDLE AND ADOLESCENT GRADES uses a problem-solving approach to investigate mathematical content within the middle/adolescent grades and analyzes a variety of alternative assessment procedures to show the interrelationships within mathematics using real-world situations with hands-on laboratory sessions as a means of connecting mathematics to other disciplines. The course provides a variety of manipulative, visual, and technological materials to enhance the learning of mathematics. Emphasis will be placed on problem solving using various methodologies with culturally diverse students as well as students with special needs.
    3 credit hours


    EDU 344

    TEACHING READING course content includes physiological, psychological, and sociological theories underlying the development of reading proficiency and the understanding of the complex nature of reading and writing. Emphasis is placed on rationale, methods, and assessment for the instruction of phonemic morphemic, semantic, and syntactic patterns and how these factors are interrelated. Areas of concentration include comprehension, language, readability, vocabulary development, assessment, evaluation of reading materials, instruction and remediation. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required).
    Prerequisite for ENG 280
    3 credit hours


    EDU 345

    READING DIAGNOSIS AND ASSESSMENT explores formal and informal assessment as a continuing part of classroom activities in reading and writing. Candidates develop a knowledge base and pedagogical assessment skills to meet the needs of a diverse student population. Learned assessments are utilized in a weekly tutoring situation. Weekly tutoring involves initial contact with school and parents for tutoring arrangements, assessment, diagnosis, and implementation of a devised long term plan, weekly evaluation, weekly reflection for planning, implementing, assessing, and evaluating instruction, continuous communication with school personnel, parents follow-up letters, and an overall reflection of involvement. Teacher education portfolios and tutee portfolios are maintained. Data that demonstrates effect on student learning is performed. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (Field hours are required).
    Prerequisite: ENG 280 and EDU 344
    3 credit hours


    EDU 346

    ASSESSMENT AND INTERVENTIONS FOR MIDDLE AND HIGH SCHOOL STUDENTS WITH DISABILITIES is concerned with assessment and intervention strategies that assist adolescent students in achieving academic content standards. Pre- service educations will be prepared to implement evidence-based learning strategies and study skills methods for the acquisition of academic content. Pre-service educators will learn to implement evidence based instructional practices, in particular, explicit and direct instruction. Additional topics and activities include: collaboration with professionals and families; assistive technology to support universal design for instruction; and professional report writing. The transition plan component of the individual education plan (IEP) will be covered as well as Section 504 plans to prepare students for postsecondary educational and employment options. (6 hours field required)
    3 credit hours


    EDU 347

    ASSESSMENT AND INSTRUCTION OF STUDENTS WITH MODERATE DISABILITIES encompasses the individual behavior and functioning of students with more significant learning challenges. An emphasis will be placed on using ecological assessments as a method to design interventions and to relate levels of support to the needs of the individual. Pre-service educators will acquire skills in applied behavior analysis to teach adaptive behaviors, social skills, and communications/language skills. Additional emphasis will be on designing instruction to generalize and be maintained in home and community environments. Developmental and behavioral strategies will be compared and contrasted. The pre-service teacher will design and demonstrate effective evidence-based multisensory literacy and numeracy practices. The pre-service educator will conduct an in-depth language assessment of a young child with moderate disabilities. Based on this assessment information, pre-service educators will select, design and use technology, materials, and resources required to educate individuals whose disabilities interfere with communication. The completed assessment report will fulfill a CEC standard and NCATE required assessment. (10 hours field required)
    3 credit hours


    EDU 348

    CLASS ORGANIZATION AND MANAGEMENT MILD/MODERATE NEEDS presents the 3-tiered model of Response to Instruction in providing services to students with disabilities with challenging behavior. The development of the individual education plan (IEP) will be addressed with a focus on meeting core curriculum standards, the challenges of accountability testing and the delivery of specially designed instruction, related services, and supplemental aides and services in co-teaching inclusive environments. In addition, the Functional behavior assessment (FBA) and behavior- intervention plan (BIP), required components of the individualized education plan (IEP) will be discussed. Positive behavior support with an emphasis on Tier 1 classroom management practices and Tier 2 individualized supports will be addressed. The principles and techniques of applied behavioral analysis to plan interventions for students exhibiting learning and behavioral difficulties will be introduced.
    3 credit hours


    EDU 360

     

    MIDDLE SCHOOL: CURRICULUM METHODS & MANAGEMENT OF EARLY ADOLESCENTS provides an in-depth study of the nature, needs, and developmental characteristics of early adolescents. Knowledge about the intellectual, moral, physical, emotional, and social development of this age group is paramount in understanding the impact these characteristics have on the selection and decisions concerning the curriculum content, instructional strategies and classroom management. The developmentally responsive middle level school program as outlined by the National Middle School Association will be addressed and examined as the cornerstone for course instruction; emphasis is placed on the principles and practices of effective middle school education. Emphasis is placed on the principles and practices of effective middle level education. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required. (Field hours are required). Candidate Dispositions are assessed.
    3 credit hours


    EDU 361

    ASSESSMENT AND INTERVENTIONS FOR STUDENTS WITH CHALLENGING BEHAVIOR, PART 2 will address the biological and environmental factors that dynamically influence and interact with each other in the development of emotional and behavioral disorders. Supportive relationships with professionals that foster a youth’s resiliency will be discussed. This course is a continuation of the Response to Instruction Model and Positive Behavior Support practices presented in EDU 348; wiith emphasis on specialized and intensive interventions and wrap-around services. In addition, the types and importance of information concerning individuals with disabilities between families and public agencies will be addressed. Pre-service educators will demonstrate evidence-based strategies; such as, social skill instruction, anger management interventions, and drop-out prevention strategies. The laws and policies regarding disciplinary procedures and manifest determinations requirements will be discussed. (6 Field hours are required)
    3 credit hours


    EDU 365

    TEACHING INTEGRATED SOCIAL STUDIES FOR MIDDLE GRADES prepares teacher education candidates to select, integrate and translate knowledge and methodology from history and the social science disciplines. Course topics will include gender, race, religion, and culture, along with time, continuity, and change, (American heritage), people, places and environment (World Interaction and Culture) and individual groups and institutions (People & Society). Special emphasis will be placed on the Social Studies: Ohio’s Academic Content Standards. Candidates will develop a multi-disciplinary/interdisciplinary unit incorporating concepts from all disciplines to provide instruction that provides students with real life learning opportunities. In-depth exploration of methods, materials, assessment, and technology will be investigated in the implementation of all activities, lessons, and units.
    3 credit hours


    EDU 405

    TEACHING STRATEGIES is taken in conjunction with Student Teaching (clinical practice) for quality educators to analyze teaching theory, have a pragmatic application of the best practices of current strategies of teaching within specific licensure areas, and evaluate student learning. The course is designed to enable candidates in teacher education to acquire knowledge as professional educators, work more effectively and reflectively in the classroom, analyze their own teaching from various perspectives, and promote high levels of academic achievement for all students. Candidates develop and implement the Teacher Performance Assessment (TPA): Context for Learning Information, central focus, pre--/post-test, video-taped learning segment, detailed lesson plans, Planning Commentary, Instructing and Engaging Students, Student Work Samples, Evidence of Feedback, Assessment Commentary, and Analyzing Teaching. The Value-Added Dimension requires that the learning segment be aligned to the Common Core Standards. Candidates participate in PRAXIS II preparation, view video models on classroom management, and reflect on various teaching strategies.
    3 credit hours


    EDU 410

    EARLY CHILDHOOD STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade three under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    9 credit hours


    EDU 411

    INTERVENTION SPECIALIST STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the Intervention Specialist in kindergarten through grade twelve for students with mild/moderate educational needs under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the intervention specialist license within the area of mild/moderate educational needs to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    9 credit hours


    EDU 412

    MIDDLE CHILDHOOD STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades four through nine under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the middle childhood license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    9 credit hours


    EDU 414

    ADOLESCENCE AND YOUNG ADULT STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades seven through twelve under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the adolescence to young adult license to demonstrate the knowledge, dispositions, and skills of the entry year teachers in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    9 credit hours


    EDU 415

    DUAL LICENSURE (EARLY CHILDHOOD AND INTERVENTION SPECIALIST) STUDENT TEACHING provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in a typical pre-kindergarten through grade three classroom and as an Intervention Specialist in kindergarten through grade twelve for students with mild/moderate educational needs, under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood and intervention specialist (mild/moderate) license to demonstrate the knowledge, dispositions, and skills of the entry year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one-semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based Assessments adhering to NCATE Standards and Specialized Professional Associations (SPA) are required.
    9 credit hours


    EDU 435

    COORDINATING SEMINAR is taken concurrently with Student Teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, resume writing and job interviewing skills.
    1 credit hour



    Other Courses Related to Education


    MTH 121

    MATHEMATICS FOR EARLY AND MIDDLE GRADE TEACHERS I includes such topics as an introduction to problem solving, set theory, functions, logic, numeration systems, and other number bases, and an overview of the real number system with its subsystems and related properties. Historical development and mathematical connections are stressed. The course is only for majors pursuing early and middle childhood, intervention specialist and adolescent to young adult licensure, other than mathematics.
    3 credit hours


    MTH 122

    MATHEMATICS FOR EARLY AND MIDDLE GRADE TEACHERS II provides application of real and complex numbers, algebraic thinking, Cartesian coordinate system, computing interest, probability and multistage experiments, statistics, and geometry, utilizing graphic calculators, and stressing the historical. This course is only for majors pursuing early and middle childhood, or intervention specialist licensure.
    3 credit hours


    MTH 123

    MATH/AYA GRADES III includes a comprehensive overview to problem-solving strategies, set theory, introductory logic, numeration systems, algebraic relationships, mathematical applications, statistics, probability, geometry, measurement, and coordinate functions using graphing calculators, Geometer’s Sketchpad, and Fathom Software and stressing the historical contributions of mathematicians. This course is limited to candidates seeking adolescent to young adult and middle childhood licensure in integrated mathematics.
    3 credit hours


    SCI 302

    SCIENCE PRACTICUM provides a holistic, interdisciplinary understanding of science using a variety of instructional strategies, curriculum materials, and computer-based tools in analyzing data. The course emphasizes the professional and legal obligations of science teaching, uses current research findings on early adolescent learning, and establishes collegial discourse for all students to learn to implement lessons in science based upon Ohio’s Model Competency-Based Science Program Goals. Candidates will experience teaching labs hosted by an instructional team approach, i.e., professors from Biology, Physics, Chemistry, Physical Science, and Education Departments.
    Prerequisites: Bio 106 and Phy 108
    3 credit hours

FacebookTwitterFlickr LogoYouTube LogoRSS Logo
 
MyFranciscan - Click here

GET CONNECTED!

Get Connected Picture  

Information
for Future:

Click here to log in
Click here to get help
Contact Us | Campus E-mail | Directions | Search | CALENDARS | Privacy Policy | MYFranciscan  | Nondiscrimination Statement
 

1235 University Blvd, Steubenville, Ohio 43952 | Main 740-283-3771 | Consumer Information © Franciscan University of Steubenville