31 courses with the subject ED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ED 150Foundations of Education3
This course is designed to study the profession of teaching, its history and foundations, goals, trends, issues, philosophies, and the diversity of our modern school population. Research related to content knowledge necessary to Elementary Education preparation is emphasized. Also, the legal aspects of teaching are introduced and discussed. Introduction to licensure requirements is begun. Students will complete background checks and NC Health Forms to be kept on file for students to complete Focused Field Experiences in remaining Education courses. (Offered every fall.)
This course emphasizes the practical application of traditional and contemporary writing for children, including picture books, folk literature, modern fantasy, poetry, modern fiction, historical fiction, and multicultural literature. Emphasis is on integration of literacy, selection according to literary elements, and child development needs. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre-requisites: EN 101 & EN 102 with a minimum grade of B-; Pre- or Co-requisite: ED 150 or permission of Director of Teacher Education (Offered every spring.)
Students will be assigned to schools for the purpose of observation and reflection. Students will observe the macro-operation of the school, including various classroom teachers, front office personnel, school administration as well as food service and custodial duties. Students will be required to reflect on their observations of the total school operation.
Students will be assigned to specific classrooms for the purpose of observation, reflection and limited participation. The Level II experience does not require students to teach whole group lessons. Rather, students will observe various sections of the school day and work with an individual student under the classroom teacher’s supervision.
General and content-area applications of technology for education students is emphasized. Terminology, ethical issues, and integration of technology into instruction 294
A study of the profession of teaching, including historical, social, spiritual, and philosophical foundations of American education, and emphasizing the major goals, trends, and issues in education, including diversity.
ED 280Special Topics in Education (Lower-Level)1-3
This course will provide students and faculty the opportunity to examine current issues or specialized topics within the discipline at a lower-level of study (appropriate for freshmen or sophomore academic experience). Topics will be determined by the department. Class will meet 15 hours for each hour of credit offered. Repeatable for different topics Pre-requisite: ED 150 . (Offered by department discretion.)
Students will be assigned to specific classrooms for the purpose of observation, reflection and expanded participation. The Level III experience will require students to work with small groups, prepare bulletin boards and centers and perform other instructional and non-instructional duties as assigned by the classroom teacher.
A study of teaching methods and curricular options used to fulfill psychomotor, cognitive, and affective objectives in the field of health and physical education. Services, environment, and instruction are discussed and explored as well as developmentally appropriate services for elementary health and physical education.
This course focuses on implementation strategies of instruction in the concepts of numbers, fluency, and computation in grades K-3. Experiences with instructional materials, technology tools, curriculums, and current research are provided. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre- or Co-requisite: ED 150 or permission of Director of Teacher Education (Offered every fall.)
This course focuses on implementing strategies of instruction in computation and the concepts of numbers, algebra, geometry, ratios, and measurement in grades 4-6. Experiences with instructional materials, technology tools, curriculums, and current research are provided. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre- or Co-requisite: ED 320 or permission of Director of Teacher Education (Offered every spring.)
This course focuses on the skills necessary in an elementary balanced literacy program. Emphasis is on research-based practices for the development of phonemic awareness, phonics, fluency, and writing skills for students at a variety of developmental levels and English Language Learners. Experiences with instructional materials, technology tools, curriculums, and current research are provided. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre- or Co-requisite: ED 150 or permission of Director of Teacher Education (Offered every fall.)
Designed to prepare the classroom elementary teacher to meet the needs of the fine arts program in the self-contained classroom. Fundamentals of music, drama, movement, and art are taught along with procedures for selecting and teaching the material to be used in aiding the artistic growth of the developing child.
The organization of instruction in elementary school science will be taught through the use of research-based methods, evaluation, materials, strategies, and current curriculums and practices. Hands-on and inquiry-based learning along with 21st Century instructional skills will be emphasized. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre-or Co-requisite: ED 150 or permission of Director of Teacher Education; Co-requisite: ED 350L (Offered every spring.) 295
This course will provide an overview of education in the state of North Carolina and an overview of Montreat College’s Teacher Education Program. (Must be taken the semester before admission to the Montreat College Teacher Education Program (TEP).) Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre- or co-requisites: All other EDU 200-300 level education courses. (Offered every spring.)
This course focuses on methods teaching social studies, emphasizing the use of literacy strategies in the development of critical thinking, communication, collaboration skills, and creativity while exploring content. Course requires 6 hours Focused Field Experiences. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Pre- or Co-requisite: ED 150 or permission of Director of Teacher Education (Offered every fall.)
This course will examine different philosophies of education and how they relate to the Christian worldview. Candidates will complete readings, focused field experiences in P- 6 Christian education, and write a paper describing and defending their own Christian philosophy of education. This optional course is designed for students seeking ACSI teacher certification and meets the ACSI Christian Philosophy requirement. Pre- or Co- department discretion.)
ED 150 or permission of Director of Teacher Education (Offered by
ED 370Language and Literacy3
Educational Studies Required Electives (12 credits) Choose twelve (12) hours of additional course work from the following: Minimum of 6 hours must be at the 300 level 174
ED 405Seminar on Intercultural Issues in Education3
Reading, writing, and discussion of literary, historical, and artistic texts chosen from, but not limited to, African, Asian, South American, African-American, Native American, and/or women’s studies. A secondary focus is on how intercultural understanding influences the academic/developmental needs of a diverse student population.
This course is designed to study the psychological principles and theories that underlie effective educational practices. Attention is given to developmental processes, individual differences and motivation, learning theory, measurement and evaluation, understanding student behavior motivators, and teacher behavior, including the formulation of developmentally appropriate objectives. Pre-requisite: satisfactory completion of required 200-300 level courses or permission of Director of Teacher Education. (Offered every fall.)
This course is designed to study teaching behaviors and strategies for classroom management that results in sound instructional planning that minimizes behavior problems. Included are effective measurement and evaluation principles, strategies, characteristics of good behavior management, typical educational problems and appropriate solutions, and appropriate educational programs for children who have difficulty managing their own behaviors. Pre-requisite: satisfactory completion of 296
This course will examine the assessment, evaluation, and uses of educational assessment and evaluation instruments in elementary (K-6) classrooms. Candidates examine School Improvement Plans (SIPs), using multiple measures, including formative and summative assessment, student self-assessment, and the use of feedback to evaluate student progress and growth to eliminate achievement gaps. Pre- Instructor. (Offered every fall.)
satisfactory completion of required 200-300 level courses or Permission of
ED 421Seminar II: Issues in Education1
This course explores issues in education, combining principles with practice during the Student Teaching I. In this seminar teacher candidates will reflect on experiences in Student Teaching I and develop familiarity with edTPA requirements to be implemented in Student Teaching II. Co-requisite: Student Teaching I. (Offered every fall.)
This course follows a co-teaching model and is a specifically planned 16-week student teaching experience. Teacher candidates will be placed in their respective schools fulltime during this semester. The primary objective of this experience is to provide the opportunity for the acquisition and demonstration of instructional competence as a beginning teacher. This course completes the second half of the Professional Year. spring.)
ED 480Special Topics in Education (Upper-Level)1-3
This course will provide candidates and faculty the opportunity to examine current issues or specialized topics within the discipline at an upper-level of study (appropriate for junior or senior academic experience). Topics will be determined by the department. 297
