43 courses with the subject EDU, 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.
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1–4 credit hours)
A course for prospective educators to examine contemporary issues in education that include social and economic diversity, ethical and legal concerns, professional development, and credentialing. Foundational knowledge of pedagogy and disciplinary applications important to instruction are introduced. Approximately 10 hours of fieldwork will be completed for this course. Students are responsible for off-site transportation. (3 credit hours)
Teacher candidates observe different pedagogical strategies related to K-5 classroom instruction. A minimum of 15 hours of field experience in K-5 local classrooms is required. Candidates are responsible for transportation to off-site placements. Current and clear TBI background check is required. Fee to be applied. (1 credit hour)
Prospective educators learn about and use a variety of research-based models of instruction. Implications of these models as they relate to classroom instruction are made explicit. Current trends and issues in instructional design are explored. Integral components of the course include peer-teaching, microteaching, field observations and analysis of videotaped lessons. Current and clear TBI background check is required. (3 credit hours)
This course prepares prospective educators to integrate instructional technology into the classroom. Emphasis is placed on preparing students with the necessary skills and confidence to develop and/or select materials to use with a variety of technology-based instruction. Fee to be applied. (3 credit hours)
This course explores the historical development and foundational principles of environmental education. Students will engage with nationally recognized programs such as Project Learning Tree, Project WET, and Project WILD. Emphasis is placed on designing age-appropriate learning experiences and applying inquiry-based teaching strategies to foster environmental literacy across educational settings. (3 credit hours)
This course lays the foundation for understanding characteristics of students with varied exceptional education needs, while examining theoretical, legal and ethical considerations. Issues associated with culturally and linguistically diverse backgrounds are explored. Special emphasis is placed on identification, research-based interventions, and instructional strategies to address the unique needs in traditional and/or virtual classroom settings. An embedded field experience provides instructional opportunities with exceptional learners in inclusive classrooms. A minimum of 15 hours of fieldwork will be completed for this course. Candidates are responsible for transportation to off-site placements. Current background check is required. (3 credit hours)
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1-4 credit hours)
A course for PK12 and secondary licensure majors to examine contemporary issues in education that include social and economic diversity, ethical and legal concerns, professional development, and credentialing. Foundational knowledge of pedagogy and disciplinary applications important to instruction will be introduced. Students will explore their vocational goals through a variety of methods that include guest speakers, field experiences, readings, and discussion (1 credit hour)
This is the first field experience course in which secondary and PK12 teacher candidates will observe and participate in classroom instruction. This course requires a minimum of 15 hours in an assigned classroom setting. Candidates will collaborate with mentor teachers, and reflect on effective teaching practices. Emphasis is placed on interdisciplinary approaches to content delivery and project-based learning strategies that promote critical thinking, creativity, and real-world application. Candidates are responsible for transportation to off-site placements. Current and clear TBI background check is required. Fee to be applied. (1 credit hour)
This course introduces secondary and PK12 teacher candidates to a variety of research-based instructional models, with a focus on their practical application in diverse classroom settings. Candidates will examine the theoretical foundations and pedagogical strategies associated with each model, including interdisciplinary teaching, project-based learning, and culturally responsive instruction. Through guided classroom observations and structured microteaching experiences, students will apply these models in real-world contexts, deepening their understanding of effective instructional design. The course emphasizes reflective practice and professional growth. (3 credit hours)
This course prepares teacher candidates to be successful in managing all aspects of the traditional and virtual learning environment while emphasizing elementary classroom learners' ability to set goals that enhance their personal and academic growth. Candidates identify and use culturally responsive and relevant classroom management strategies. Successful application of theory and practice are essential course experiences. Candidates are responsible for transportation to offsite placements. Current and clear TBI background check is required. (2 credit hours)
Recognizing the increasing plurality of learners in the United States, this course provides students with an understanding of classroom population diversity and emphasizes a variety of differentiated instructional strategies. Focusing on development of inclusive educational practices in both traditional and virtual settings, students will be able to acknowledge and identify student differences and adapt instruction based on racial, ethnic, cultural, linguistic and socio-economic variations. Candidates are responsible for transportation to off-site placements. Current background check is required. (3 credit hours)
This course focuses on discipline-specific literacy development and offers instruction and practice in various strategies designed to integrate and reinforce reading and writing for meaning in all subject areas. Emphasis is on using texts and other printed material to facilitate reading comprehension and concept development. This course meets TN Literacy Standards requirements. (3 credit hours)
This course provides teacher candidates with an understanding of the processes involved in the ability to read and write. Emphasis is placed on the development of oral language; the phonological awareness continuum; print and alphabetic knowledge; phonics instruction; and vocabulary, fluency and comprehension. Strategies for teaching reading and writing skills are contextualized in children's literature and content material. Assessment tools and differentiated approaches are examined and applied. Multicultural perspectives and varied technologies are used to facilitate and reinforce instruction in traditional and/or virtual settings. The clinical placement component gives candidates experiences planning and teaching early literacy skills. Candidates are responsible for transportation to offsite placements. Current and clear TBI background check is required. This course meets TN Literacy Standards requirements. (4 credit hours)
This course provides students with theory, research, and methodology related to appropriate and effective science instruction in traditional and virtual settings. Emphasis is on modeling and practicing developmentally appropriate strategies to support meaningful integration of science, technology, engineering, and mathematics (STEM) in the context of real-world problem solving. (3 credit hours)
This class prepares students to use knowledge, skills, and dispositions from Social Studies to organize and provide integrated instruction in the K-5 environment. Includes the study of major themes, concepts, and modes of inquiry reflected in the National Council for the Social Studies Thematic Strands. An emphasis is also placed on how to prepare elementary students to become productive citizens in a multicultural, democratic society. (3 credit hours)
In this course, secondary and PK12 candidates will develop a proficient understanding of the critical concepts and principles of their academic discipline. Candidates will use discipline-specific practices to advance student learning, use discipline-specific research and evidence to analyze student progress and professional practice, analyze and discuss discipline-specific curriculum, model and apply technology, develop professional philosophies, and identify contemporary, professional issues. Candidates will complete a minimum of 30 field experience hours in a PK-12 classroom. Candidates are responsible for transportation to off-site placements. Current and clear TBI background check is required. (3 credit hours) NOTE: This course must be completed before EDU 351: Senior Study I.
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1–4 credit hours)
Teacher candidates complete appropriate performance-based and subject-specific assessments as their Senior Study project. Candidates will complete a 30 hour Clinical Experience. Candidates are responsible for transportation to off-site placements. Current and clear TBI background check is required. Graded Pass/Fail. (3 credit hours) NOTE: Candidates seeking initial teacher licensure will begin when their assigned clinical educator reports for the academic year to complete a Beginning of School Experience.
This course is offered in conjunction with Clinical Practice (student teaching). Teacher candidates complete appropriate performance-based and subject-specific assessments as their Senior Study project. Emphasis is on reflective practice, the exploration of the multiple contexts of teaching, the analysis of the classroom and school as workplaces, contemporary trends and issues, and peer problem-solving. (3 credit hours)
When the Senior Study requirement is fulfilled with a one-course sequence, that experience is designated 353. Individual study, with the guidance of a faculty supervisor, that provides experience in independent research and the preparation of a finished paper or product. (3 credit hours)
Teacher candidates are introduced to community agencies involved in assisting families. A minimum of 15 hours of field experience is required. Candidates are responsible for transportation to off-site placements. (1 credit hour)
This field-based experience is designed to immerse teacher candidates into the traditional K-5 classroom environment. Candidates plan and implement lessons across several content areas that include strategies for meeting the needs of all learners and applying instructional technology. Candidates will be in a K-5 classroom one full day per week. Candidates are responsible for transportation to off-site placements. Current and clear TBI background check is required. (2 credit hours)
This clinical prepares elementary candidates to implement instruction under the guidance of Maryville College EPP faculty and K-5 clinical educators. Candidates design and implement lessons across multiple content areas and evaluate student learning. Candidates will complete a minimum of 30 hours in a K-5 classroom. Candidates are responsible for transportation to off-site placements. A current and clear TBI background check is required. (2 credit hours) NOTE: Candidates seeking initial teacher licensure will begin when their assigned clinical educator reports for the academic year to complete a Beginning of School Experience.
A full-day, supervised teaching experience in grades K-5 including direct teaching with students who have diverse learning needs and varied backgrounds in 1-2 settings under the guidance of Maryville College faculty and school-based clinical educators (mentor teachers). No additional courses besides EDU 352 may be taken during the clinical practice. Current and clear TBI background check is required. Candidates are responsible for transportation to off-site placements. (10 credit hours) NOTE: This course begins when the clinical educators report for the academic year. Fee to be applied.
A full-day, supervised teaching experience including direct teaching with students who have diverse learning needs and varied backgrounds in 1-2 settings under the guidance of Maryville College faculty and school-based clinical educators (mentor teachers). No additional courses besides EDU 352 may be taken during the clinical experience. Current and clear TBI background check is required. Candidates are responsible for transportation to off-site placements. (10 credit hours) NOTE: This course begins when the clinical educators report for the academic year. Fee to be applied.
The course emphasizes use of individual and group measures of student progress and focuses on multiple and diverse methods of evaluation. Students learn the purpose of various types of assessment as well as their application and delivery mechanisms in traditional and/or virtual settings. Specific classroom assessment techniques (CATs) are addressed. (3 credit hours)
Course focuses on foundational concepts and current practices for integrating learning across Science, Technology, Engineering, and Mathematics in traditional and/or virtual settings. Students are provided a solid background to enhance and deepen student learning in STEM by focusing on in-context projects that include the arts and humanities. Topics include approaches to STEM education; introduction to national and state curriculum standards; integration of technology and engineering; planning across STEM disciplines; equity in STEM; and culturally relevant pedagogy in mathematics and science. (3 credit hours)
Course introduces a variety of research-based models of instruction. Implications of these models, as they relate to classroom instruction in the STEM disciplines, are made explicit. Current trends and issues in instructional design are explored. Integral components of the course include peer teaching, microteaching, field observations, and analysis of videotaped lessons in traditional and/or virtual settings. InTASC Model Core Teaching Standards and High-Level Practices are introduced. (3 credit hours)
Designed to prepare candidates to integrate instructional technology into the classroom. Emphasis is placed on preparing students with the necessary skills and confidence to develop and/or select materials to use with a variety of technology-based instruction in the STEM disciplines. Technology fee required. (3 credit hours)
and Diverse Secondary Students
Course focuses on discipline specific literacy development and offers instruction and practice in various strategies designed to integrate and reinforce reading and writing for meaning in the STEM disciplines. Emphasis is on using texts, other printed material, and mixed media to facilitate reading comprehension and concept development. (3 credit hours)
Course content varies from year to year to meet the special interests, abilities, and needs of students. (3 credit hours)
This course will support effective teaching in the PK-12 classroom and foster confidence by developing techniques to establish trust, enhance questioning, provide feedback, and practice active listening. It utilizes a structured coaching conversation framework in the candidate’s secondary classroom. Course requirements also include meeting in a seminar format to discuss classroom issues. Sessions will provide practical guidance on classroom management, lesson planning, and building relationships with students, colleagues, and administrators. Students must complete 1-credit hour in the initial semester, followed by the remaining 2- credit hours in the consecutive subsequent semester. Both components must be taken in sequential semesters to fulfill the course requirements. Three (3) variable credit hours (1-3). Pass/Fail *Note: This course is only open to teachers who have been hired by a Tennessee school district on a Job-Embedded practitioner license and are in their first year of employment.
Subtotal: 6 Candidates in a student teaching clinical placement should take EDU 651 and EDU 652. Candidates in a job- embedded clinical placement should take EDU 551 and EDU 552. Subtotal: 36
Candidates observe and practice evidence-based instruction and management strategies under the guidance of an EPP-based supervisor/mentor/educator and school-based mentor/clinical educator. This course requires candidates to be in the assigned secondary classroom full-time. Students must complete 1-credit hour in the initial semester, followed by the remaining 2-credit hours in the consecutive subsequent semester. Both components must be taken in sequential semesters to fulfill the course requirements. Three (3) variable credit hours (1-3). Pass/Fail
Candidates observe and practice evidence-based instruction and management strategies under the guidance of a mentor teacher and college supervisor. Candidates engage in planning for instruction, teaching for student learning, and reflecting on students’ performance. This course requires candidates to be in the assigned secondary classroom full-time. (3 credit hours)
Course emphasizes the use of individual and group measures of student progress and focuses on multiple and diverse methods of evaluation. Candidates will learn the purpose of various types of assessment as well as their application and delivery mechanisms. Specific classroom assessment techniques (CATs) applicable to the STEM disciplines are addressed. (3 credit hours)
An introduction to the major methods and techniques used in educational research. Offers an overview of quantitative, qualitative, and mixed-method research methodologies used across disciplines. Emphasis will be placed
Course content varies from year to year to meet the special interests, abilities, and needs of students. (3 credit hours)
Course guides candidates in completion of required performance-based assessments. All aspects of performance- based assessments are examined, including explanations of rubrics, planning effective lessons, strategies for capturing high-quality video footage, and writing comprehensive commentaries. (3 credit hours)
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Source: Maryville College's catalog, linked per course · table learning_unit · CourseShelf publish 59
