Can Your Brain Tell the Difference Between Flashcards and Re-reading? Using fNIRS to assess prefrontal activity in a pilot study at 蹤獲扦 Salem Should you re-read your notes until they're memorized, or actively quiz yourself with flashcards? Over the past two semesters, Kent Salem psychology major Gavin Sefsick and his faculty mentor, Dr. Rachael Blasiman, have been designing and piloting a study to examine this question with the help of the BHRIs Neurocognitive Collaboratory. They chose to use the Artinis Brite fNIRS system, which is a non-invasive brain imaging technique that trac...
This document outlines the Plan of Study for the Mild to Moderate (MM) concentration within 蹤獲扦's Special Education Master's Degree (M.Ed.) program. It details a minimum 33-credit requirement, including core special education coursework, multidisciplinary electives, and a choice between a thesis or non-thesis track.
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This document outlines the Plan of Study for the Online General Special Education concentration within 蹤獲扦's Master of Education (M.Ed.) program.
This document outlines the Plan of Study for the Early Childhood Special Education concentration within 蹤獲扦's Master of Education (M.Ed.) program. It details a minimum 33-credit requirement, including core special education coursework, multidisciplinary electives, and a choice between a thesis or non-thesis track.
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This document outlines the Plan of Study for the Transition-to-Work (TTW) Endorsement Preparation program at 蹤獲扦, which allows licensed teachers to add a TTW endorsement to their current credentials. The program requires 9 credits of core coursework, including planning, disability aspects, and curriculum methods for transition.
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This document outlines the Plan of Study for the Initial (Non-Degree) Deaf Education Licensure Preparation program at 蹤獲扦, which allows individuals with a bachelor's degree to earn an Ohio Intervention Specialist license. It specifies a 59-credit requirement, including prerequisite American Sign Language courses, specialized deaf education pedagogy, and academic content coursework in areas like math and reading.
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This document outlines the Plan of Study for the Deaf Education Licensure Preparation program at 蹤獲扦, designed for individuals with an existing teaching license seeking an Additional (Non-Degree) Ohio Intervention Specialist license. It details the 47 required credits, prerequisite American Sign Language coursework, and specific Ohio Department of Education mandates for field experiences and reading instruction.
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This document outlines the Plan of Study for the Deaf Education concentration within 蹤獲扦's Special Education Master's Degree (M.Ed.) program. It details the 33-credit minimum requirement, including core special education courses, multidisciplinary electives, and options for either a thesis or non-thesis track.
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Rebekah Hiles entered the basement classroom of the Wick Poetry Center and was immediately greeted by familiar faces. An Early Childhood Education major with a passion for (and minor in) creative writing, Teaching Poetry in the Schools wasnt their first class in that room, and neither was it for several of their classmates. Brimming with excitement, they caught up with their old friends and got to know their new classmates. The group was then presented with an open-ended question by their professor Charles Malone: What are each of you looking for from this class? Teaching Poetry in the...
