For those who love to teach …

The AUM Early Childhood Education program is a terrific opportunity for adult students to enter a program in which they can earn two credentials: a Bachelor of Arts degree and an Early Childhood license.

Learn with faculty who have real-world teaching experience

  • Study in a team approach with adult learners
  • Attend courses on weekday evenings and Saturdays
  • Complete your Bachelor of Arts degree through our Early Childhood Education major
  • Earn an Ohio teaching license to work with students pre-school through Grade 3

Areas of employment using your Early Childhood Education major include:

  • Preschool Teacher
  • Head Start Teacher
  • Kindergarten – Third Grade Teacher in Public Schools

With the addition of a Reading Endorsement, graduates of the Early Childhood Education program will be eligible to be a Title l teacher in Grades K-12.


Early Childhood Education Major

General Education Requirements (24 cr)

  • GNED-3210 Experience and Expression (3)
  • GNED-3250 Modes and Methods of Learning (3)
  • GNED-3310 Literary Analysis and Argumentation (3)
  • GNED-3350 Culture, Conflict, and Social Research (3)
  • GNED-3450 Foundations of Civilization (3)
  • GNED-3510 Ecology, Technology, and Society (3)
  • GNED-3550 Leadership (3)
  • HIS-3000 Ohio History (3)

Major Requirements (46 cr)

  • ECE-3000 Introduction to the Profession (2)
  • ECE-3100 Foundations of Education (3)
  • ECE-3200 Whole Child Development and Learning (4)
  • ECE-3300 Planning and Assessment for Student Learning (6)
  • ECE-3400 Learning Environments and Social Interactions (4)
  • ECE-3500 Integrated Content Area Methods (4)
  • ECE-3800 Clinical I: Internship (1)
  • RLE-5151 Foundations for Reading Instruction (3)
  • RLE-5251 Phonics (3)
  • RLE-5351 Reading Assessment (3)
  • RLE-5451 Content Literacy (3)
  • ECE-4000 Clinical II: Student Teaching (10)
GNED-3210 Experience and Expression
Students discover the uniqueness of each human life by reading and comparing life stories about transformative experiences. They learn to write in their own voice from their own life experience employing rhetorical modes such as narration, description, and reflection.
GNED-3250 Modes & Methods of Learning
This course shows ways to identify and apply diverse modes of learning to achieve ends such as acquiring knowledge of self and world, solving problems, producing works of art, or engaging in public speaking. Students learn to distinguish facts from values, intuition from logic, imagination from objective representation, beliefs from arguments, synthesis from analysis, and qualitative from quantitative reasoning. They practice self-awareness and employ evidence and logic as foundations of inquiry.
GNED-3310 Literary Analysis & Argument
Students travel the world in literature to explore ideas, passions, and the lives of people in other times and places.Discussions focus on viewpoints and aims of characters, narrative techniques, cultural contexts, and intentionality in reading and writing. Students refine their ability to read closely and critically and to analyze literary texts using a variety of academic approaches. They learn both how to construct analytical arguments about literary themes and how this skill can be transferred to other professional situations.
GNED-3350 Culture, Conflict & Social Research
Introduces students to the historic and cultural origins of contemporary conflicts and the attitudes and institutions that perpetuate them. They learn methods of research that can effectively address the issues and questions that arise in conflict situations. Students learn how to pose productive questions, formulate hypotheses, design logical and effective research strategies, address issues of reliability and validity, and observe ethical protocols. They each conduct and compose a modest research project and make an oral presentation according to professional standards.
GNED-3450 Foundations of Civilization
This course focuses on understanding differences between cultures and civilizations, including how both evolve from specific environmental conditions, and are shaped to address local challenges. This course examines the religious, economic, and political systems in such foundational zones as ancient Egypt and Mesopotamia, India and China, and Greece and Rome.
GNED-3510 Ecology, Technology & Society
This course explores the interdependency of natural and social systems, the factors that contribute to the evolution and disappearance of species, and the human impact on natural environments by factors such as overpopulation, pollution, war, and excess consumption. It also examines more sustainable initiatives in waste management, and agricultural production, the use of alternative energies and technologies, and policy efforts to both conserve natural resources and ecosystems and build more sustainable communities.
GNED-3550 Leadership
 The course explores the concept of Leadership as science, as art, and as service. In the process of studying cases of successful and failed leadership the course requires students to reflect on how to make their lives meaningful and productive through the cultivation and exercise of leadership skills. They learn how to employ creative means to achieve constructive ends and how, in the process, to serve with integrity as they draw upon the capacities of diverse human resources and deploy the skills of community building.
HIS-3000 Ohio History
This course traces the early geographical history of Ohio, the settlement by various Native American tribes, the economic, social and political life of these tribes. Students study the impact of European migration, the impact of abolitionism and the Civil War, and developments in both agriculture and industry.

ECE-3000 Introduction to the Profession
 This course introduces candidates to the teaching profession with particular emphasis on the use of inquiry in the classroom, the  teacher performance assessment, and professional codes of conduct. (Standard 7)
ECE-3100 Foundations of Education
 Candidates begin to formulate their own ideas on historical and contemporary issues of education, including the purpose of schooling; equity in the curriculum; teaching standards; and the definition of student learning and knowledge. Candidates develop an understanding of the variety of meanings ascribed to the term curriculum and the role teachers play as curriculum planners in the creation of democratic schools. (Standard 7)
ECE-3200 Whole Child Development and Learning
This course examines the major theories and research findings in all areas of human development and learning for typical and atypical children with an emphasis on cognitive, psychosocial, and physical development. (Standard 1)
ECE-3300 Planning and Assessment for Student Learning
Candidates begin their development as reflective practitioners through the study of the art and science of teaching. Topics include: examination of curriculum models, implementation and differentiation instructional strategies, lesson and unit design and delivery, the integration of technology, the role of local, state, and federal guidelines. Candidates become familiar with a variety of types of formative and summative assessments from classroom based, teacher-created tests, and state mandated and high stakes standardized tests. Candidates examine in depth types of  assessments, characteristics of assessments, uses of assessments, in addition to having a clear understanding of measurement theory, assessment-related issues and interpreting and communicating results of assessments.
ECE-3400 Learning Environments and Social Interactions
 Candidates are provided multiple opportunities to explore methods that can be used to create learning environments that are healthy, respectful, supportive, and challenging. Emphasis is on building a collaborative approach to promote content area learning and student engagement. (Standard 5)
ECE-3500 Integrated Content Area Methods
This course is designed to help candidates develop skill in selecting, integrating and translating knowledge and methodology from multiple content areas into appropriate instruction and assessment. Candidates examine, design, and practice integration of content in relationship to academic standards and real life experiences. (Standard 3)
ECE-3800 Clinical I: Internship
 Clinical I experience is an internship conducted in the same classroom where teacher candidates will complete their student teaching. During Clinical I, teacher candidates are expected to build rapport with students, develop a professional, mentor/mentee relationship with their cooperating teacher, and begin to assimilate into the culture of the school.
RLE-5151 Foundations for Reading Instruction
This course will focus on major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections in grades K-12.
RLE-5251 Phonics
The focus in this course is on the use of the essentials of phonics in the context of reading, spelling, and linguistics: Phonemic and morphemic systems of language as well as the grapho-phonemic, syntactic, and semantic cueing systems. This information will be understood as it relates to the age appropriate language processes of reading, writing, talking, and viewing/listening. Candidates will gain an historical perspective on the teaching of phonics through an overview of learning and reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Candidates will learn the terminology of language structures and develop an understanding of language elements and skills (listening, speaking, writing, and reading). Candidates will view phonics as one kind of aid in identifying words. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught to and practiced.
RLE-5351 Reading Assessment
 The principles of assessment and instruction of struggling readers is introduced in this course, as well as formal and informal methods used to identify reading strengths and weaknesses of students. All components of the reading process will be assessed, including decoding, comprehension, word recognition, and fluency. The main emphasis is diagnosis of reading problems, administration of assessments, evaluation/analysis/interpretation of results, and planning instructional interventions to remediate reading difficulties.
RLE-5451 Content Literacy
This course is designed to provide candidates of all subject areas with the knowledge and skills to integrate the language processes, especially reading and writing, into their instruction. The goal of this course is to promote candidates’ understanding of the strategies that can be utilized to facilitate a learner’s content within a specific course using both narrative and expository text. Candidates will explore the influences on student’s content area reading development, and the effective assessment of content area reading for gauging student progress and informing instruction.
ECE-4000 Clinical II: Student Teaching
Student teaching is the culminating experience and an integral part of the teacher education program at Midwest. Student teaching occurs in public schools with collaborative learning environments focusing on young children, ages 3-8, and that provide practical learning experiences, actual teaching conditions, and professional guidance. The student teaching experience is challenging, intellectually demanding, and instrumental in preparing our candidates for the real world of teaching.