32 courses with the subject EDUC, 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.
EDUC 1111Foundations 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 Teacher 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.)
General and content-area applications of technology for education students is emphasized. Terminology, ethical issues, and integration of technology into instruction is included. 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 corequisite: EDUC 1111 or consent of Director of Teacher Education. (Offered every spring.)
Integration of technology and the arts for Teaacher Education is emphasized. Teacher skills of lesson planning, instruction, and assessment of student learning are developed. Digital competencies for educators and ethical issues with technology use are explored. Ways to integrate poetry, music, visual art, drama, and creative movement to promote the physical, emotional, social, and cognitive development of young children are practiced. 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. Prerequisite: EDUC 1111 or Permission of Director of Teacher Education (Offered every spring.)
.... 3 Students will study health concepts, art, music, creativity, drama, and physical movement to promote the physical, emotional, social, and cognitive development of young children. Concepts and activities suitable for use with K-6 students will be presented as an integrated approach to use in the elementary curriculum. 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 corequisite: EDUC 1111 or consent of Director of Teacher Education. (Offered every fall.) 202
EDUC 2990Special 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. Prerequisite: EDUC 1111. (Offered by department discretion.) 242
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. Prerequisites: EDUC 1111, EDUC 1310, or consent 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. Prerequisite: EDUC 3221 or consent of Director of Teacher Education. (Offered every spring.)
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. Prerequisite: EDUC 1111 or consent of Director of Teacher Education. Corequisite: EDUC 3231. (Offered every spring.)
Students will learn to teach appropriate lab procedures and lab safety practices, use science labs to expand student knowledge, satisfy curiosity, and integrate 21st century skill and content. Students will become proficient in the following: knowledge of subject matter, use a variety of instructional strategies, resources, and procedures and rules. Corequisite: EDUC 3230.
This course is the first in a sequence designed to establish in students the foundation to a young child’s reading and writing foundation as described in the Science of Reading. Students will study oral language, phonogolical awareness, phonemic awareness, phonics, fluency, vocabulary and comprehension, and apply knowledge of emerging reading/writing literacy in the school setting. Students will learn appropriate application of instructional supports and services and reading literacy interventions, evidence-based assessment and diagnosis of specific areas of difficulty with reading development and of reading deficiencies, and interventions to ensure reading proficiency for all students. 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. Prerequisites: EDUC 1111, EDUC 2330, or consent of Director of Teacher Education. (Offered every spring.)
The second in a sequence designed to establish in students the foundation to a young child’s reading and writing foundation as described in the Science of Reading. Students will study oral language, phonogolical awareness, phonemic awareness, phonics, fluency, vocabulary and comprehension, and apply knowledge of emerging reading/writing literacy in the school setting. Students will learn appropriate application of instructional supports and services and reading literacy interventions, evidence-based assessment and diagnosis of specific areas of difficulty with reading development and of reading deficiencies, and interventions to ensure reading proficiency for all students. 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. Prerequisite: EDUC 3331 or consent of Director of Teacher Education. (Offered every fall.)
This course is designed to reinforce the knowledge, skills, and procedures needed to provide effective reading instruction to all students. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies and the Science of Reading. In this course candidates will learn how to ensure instruction is explicit, systematic, scaffolded, and differentiated through the five essential and interdependent components of effective, evidence-based reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course houses the NC Reading Research to Classroom Practice (RRtCP) Training (a training recognized by the National Dyslexia Association). This will be a blended course requiring one virtual face-to-face class period each week. Completed satisfactory background checks and NC Health Forms must be on file for students to complete Focused Field Experiences. Prerequisite: EDUC 1111 or consent of Director of Teacher Education. (Offered every spring.) 243
Literacy in the Content Areas is a comprehensive course designed for aspiring educators who seek to develop strong literacy skills in students across disciplines and grade levels. This course is designed to equip future teachers to integrate reading, writing, speaking, and listening strategies into content area teaching. Students will engage with research-based pedagogical practices, practical tools, and reflective practice to become literacy leaders in content area classrooms. Prerequisite: EDUC 1111.
3. Pass the appropriate licensure exams for the certification area: a. Elementary: ETS Elementary Education CKT for Teaching Mathematics 7813 with a minimum score of 150. AND Pearson Foundations of Reading test (890) with a minimum score of 233. b. Secondary History: ETS Social Studies Test 5581 with a minimum score of 153. c. Secondary English: ETS English Language Arts: Content Knowledge Test 5038 with a minimum score of 167. d. Health and Physical Education: ETS Health and Physical Education Test 5857 with a minimum score of 160. e. Pass edTPA with North Carolina required minimum passing score for your licensure area. What is the process for completion of Residency Licensure? After completion of the Residency License Pathway at Montreat College, license holders may apply to transfer their Residency License to a Professional Educator’s Initial Professional License (IPL) or Continuing Professional License (CPL). 131
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. Prerequisites: EDUC 1111, EDUC 1310, or consent 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 Association of Christian Schools Internation (ACSI) teacher certification and meets the ACSI Christian Philosophy requirement. Pre or corequisite: EDUC 1111 or consent of Director of Teacher Education. (Offered by department discretion.)
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. Prerequisites: EDUC 3332, EDUC 3222, EDUC 3410, or EDUC 3334 or consent of Director of Teacher Education. (Offered every spring)
Students may choose to participate in a directed study of their own choice contingent on faculty availability. Credit varies from 1-3 hours although a student can repeat for up to six hours of credit. Prerequisite: Consent of the Department Chair. Fee.
EDUC 4420Diversity and Exceptionalities in the Classroom3
Group B – Electives for the Minor1 .......................................................................................................... 3 Choose one of the following:
Faculty-Recommended Additional Courses These courses are not required to complete this degree nor counted in the credit hour total for this major but are highly recommended by the faculty. They are included on the 4-year plan and marked as optional.
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. Prerequisites: Junior standing, EDUC 1111, EDUC 1310, or consent of Director of Teacher Education. (Offered every fall.) 244
This course explores issues in education, combining principles with practice during the Student Teaching I (or Extended Field Experience for some Secondary and Special Subjects concnetrations within the Teacher Education major). In this seminar teacher candidates will reflect on experiences in their field placements and develop familiarity with edTPA requirements to be implemented in Student Teaching II. Corequisite: EDUC 4521 or EDUC 4531 (for Secondary or Special Subjects concentrations). (Offered every fall.)
This course follows a co-teaching model and completes the first half of the professional year. Teacher candidates will be assigned to classrooms in local schools for the purpose of working every morning, Monday through Friday, with their cooperating teacher, students in that teacher’s classroom, and their supervising professor to impact student learning in the classroom. Teacher candidates will prepare bulletin boards, centers, and perform instructional and non-instructional duties as assigned by the cooperating teacher and supervising professor. This class must be taken in the fall of the professional year. Corequisite: EDUC 4512. (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.
Successful completion of EDUC 4521. (Offered every spring.)
Corequisite
EDUC 4513. Prerequisite: EDUC 4521, or EDUC 4531. (Offered every spring)
EDUC 4531Extended Field Experience I3
Group C – English Core- Required Courses .................................................................................. 15 Hours in group total 24. Nine hours are counted in General Education, above. Complete each of the following:
This course follows a co-teaching model and is a specifically planned 16-week student teaching experience for students who chose not to seek state licensure. Teacher candidates will be placed in their respective schools full-time during the semester. The primary objective of this experience is to provide the opportunity for acquisition and demonstration of instructional competence as a beginning teacher. Prerequisite: successful completion of all 1000 – 4000 required coursework. (Offered every spring, as needed)
EDUC 4990Special 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. Class will meet 15 hours for each hour of credit offered. Repeatable for different topics. (Offered by department discretion.) 245
