81 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.
The Special Education Foundations course will help prepare candidates to relate inclusion education to the laws, policies, and practices of special education. Candidates will differentiate instruction for students 108 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
A course designed to provide future teachers with a sound foundation for understanding the content, process, and skills of earth science and geography. Students will explore earth’s cycles and change, including but not limited to: weather; ecosystems; energy relationships; motions as related to seasons, tides, time and phases of the moon; the water cycle; the rock cycle; properties of the earth and the solar system; historical cycles and fossils; the oceans and currents; plate tectonics; weathering and erosion; soil formation; and human impact. In addition, students will explore the shaping of the earth’s surface, use maps and other representations to analyze change, track changes in human population and urbanization, and identify various resources and their uses.
This course provides candidates with supervised field experience in authentic educational settings. Candidates observe, participate in, and reflect on instructional practices, classroom management, assessment, and professional responsibilities while connecting program coursework to practice. Field experiences are designed to develop foundational professional competencies and prepare candidates for advanced clinical experiences and student teaching. The course follows a programmatic approach to field-experience tracking, with each practicum representing a minimum of 25 hours of supervised field experience and contributing to a cumulative minimum of 100 practicum hours across the educator preparation program.
A course dealing with the historical development, philosophy, structure, social function, legal aspects, financial support, and current problems of American public education. Admissions procedures to studies in professional education will also be undertaken. The student will not be admitted to this course until a minimum of 30 semester hours of college study is successfully completed. This course is a prerequisite for all other courses in education.
A course designed to allow the student to investigate the nature of human learning as it takes place in the school setting and to study approaches for the evaluation of student progress in learning. The student will also give attention to the psychological aspects and implications of classroom management. During this course, the student will serve as a teacher's aide in an area school.
A course designed to allow the student to investigate the nature of human learning as it takes place in the school setting and to study approaches for the evaluation of student progress in learning. The student will also give attention to the psychological aspects and implications of classroom management. During this course, the student will serve as a teacher's aide in an area school.
This course examines the cognitive processes underlying learning and their application to effective teaching and instructional design. Candidates explore how the brain processes, organizes, retains, and applies information, with emphasis on evidence-based principles of learning, memory, attention, motivation, and knowledge development. The course connects cognitive psychology and learning science to classroom practice, equipping candidates to make informed instructional decisions that support student learning and engagement. Candidates apply foundational theories and research to the design, implementation, and evaluation of effective learning experiences across diverse educational contexts.
This course examines the unique opportunities and challenges of teaching and leading in rural and non- metropolitan school divisions. Students explore culturally responsive teaching practices, community-based partnerships, and evidence-based instructional strategies that support student success within resource-limited educational settings. Emphasis is placed on understanding the social, cultural, and economic contexts of rural communities through a strength-based framework that recognizes the assets and resilience of rural schools. 109 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
An overview of special and gifted education and study of theories, characteristics, and needs of exceptional students. Attention will be given to the historical background and legal aspects of special and gifted education, general practices for instructional programming and individual evaluation. Candidates will differentiate instruction for students depending on their needs and gain knowledge of the role of general education teachers on the individualized education program team. They will implement effective models of collaborative instruction, including co-teaching, and understand the goals and benefits of inclusive education for all students.
This course provides for the study and application of literacy in teaching Virginia’s Standards of Learning (SOL) in all content areas. Anticipated topics include development of students’ study and reading habits, the appreciation of a variety of literature and techniques to increase reading comprehension. Skills for working with small groups, and gifted and special needs students will be addressed. The class will discuss how technology can be used to address these topics along with practical applications of technology for completion of some course requirements. The course instruction will focus on individual and cooperative group work in both a classroom and computer lab. Placement – 40 hours.
This course examines the relationship of reading to the other language arts—listening, speaking, and writing— and emphasizes the principles underlying effective literacy instruction using a comprehensive language approach. Students explore the development of language arts skills as the foundation for reading proficiency from the readiness stage through the middle grades while studying the application of literacy instruction across all content areas in alignment with Virginia's Standards of Learning (SOL). Topics include the development of reading and study skills, reading comprehension strategies, appreciation of diverse literature, and instructional practices for supporting gifted learners, students with disabilities, and small-group instruction. The course also examines the integration of technology to enhance literacy instruction and student learning through both classroom and computer-based experiences. Students must also enroll in the accompanying field experience/practicum section.
This course provides candidates with supervised field experience in authentic educational settings. Candidates observe, participate in, and reflect on instructional practices, classroom management, assessment, and professional responsibilities while connecting program coursework to practice. Field experiences are designed to develop foundational professional competencies and prepare candidates for advanced clinical experiences and student teaching. The course follows a programmatic approach to field-experience tracking, with each practicum representing a minimum of 25 hours of supervised field experience and contributing to a cumulative minimum of 100 practicum hours across the educator preparation program.
This course provides candidates with supervised field experience in authentic educational settings. Candidates observe, participate in, and reflect on instructional practices, classroom management, assessment, and professional responsibilities while connecting program coursework to practice. Field experiences are designed to develop foundational professional competencies and prepare candidates for advanced clinical experiences and student teaching. The course follows a programmatic approach to field-experience tracking, with each practicum representing a minimum of 25 hours of supervised field experience and contributing to a cumulative minimum of 100 practicum hours across the educator preparation program.
Total Hours 19 REQUIRED COURSES IN THE SUBJECT AREA(S) OF INTENDED LICENSURE Required courses in the subject area(s) of intended licensure are listed in the catalog under the specific major(s). Any related course requirements are listed in those sections: English (LLC); History; and Health and Sport Science.
110 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
A course providing prospective teachers with the opportunity to explore teaching strategies and examine materials appropriate for the child in grades PK-6. Lesson planning, unit planning, micro-teaching, and classroom management strategies will also receive heavy emphasis. The student will gain practice in instructing the total class, the small group, and the individual during the 40-hour placement in a secondary school (grades 6-12) or appropriate placement to give the student exposure for PK-12 licensure. Attention is given to observational, audiovisual, and instructional skills needed in the placement This course must be taken during he semester immediately prior to ED 488, Directed Teaching/Seminar in Grades PK-6.
Total Hours 16 Additional professional courses for students seeking a PreK-12 license in Health and Physical Education include:
HIS 101 and 102: Western Civilization or other HIS Electives Junior Year:
The purpose of this course is to provide study and experiences leading toward an understanding and application of classroom management and behavior management techniques and individual interventions, including techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of educational environments. Diverse approaches based upon behavioral, cognitive, affective, social and ecological theory, and practice. Practicum experiences include observations in K-12 settings, assisting in inclusion settings, site-based direct instruction, and class fieldtrips.
This course provides candidates with supervised field experience in authentic educational settings. Candidates observe, participate in, and reflect on instructional practices, classroom management, assessment, and professional responsibilities while connecting program coursework to practice. Field experiences are designed to develop foundational professional competencies and prepare candidates for advanced clinical experiences and student teaching. The course follows a programmatic approach to field-experience tracking, with each practicum representing a minimum of 25 hours of supervised field experience and contributing to a cumulative minimum of 100 practicum hours across the educator preparation program.
A course designed to contribute to students’ understanding of the principles of learning; classroom management; selection and use of materials, including media and computers; and evaluation of pupil performance. Curriculum for both middle and secondary education will be explored. Additionally, the course will cover the general structures of the secondary school, curricular design, the process of curricular change, and trends and innovations in the students’ intended teaching program. Co-requisite: EDU 478. Placement – 20 hours.
A field experience designed to acquaint prospective secondary teachers with the day-to-day realities of teaching as they observe students and their behavior patterns in both structured and non-structured settings, become acquainted with the diverse levels of achievement within the classroom, learn to evaluate curricular materials and resources, and gain practical experience by assuming a variety of teacher rolesCo-requisite: EDU 474. Graded on Pass/Fail basis.
Study and field experiences designed to explore assessments and management of instruction and behavior, general curriculum coursework, characteristics, IEP implementation, transitioning, study and field experiences. Field experiences focus upon assessment of learning and behavior. Prerequisites: ED 290. 111 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
(+ Practicum 1, 2, 3 & 4) = 4 CR Total 58 106 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
112 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
Comprehensive exam required for Master of Education candidates. (Pass/Fail)
This course is an introduction to the fundamental methods, procedures, and materials of educational research. Emphasis will be placed on the basic designs, interpretation and recording of the information, and on the critical consumerism of research in education.
This course is a study of the basic concepts of the physical, mental, and personality development of the student from early childhood through adolescence. Special attention will be given to the continuous transaction between the child as a biological organism and the social-physical environment.
This course is designed for the practicing educator, and serves as an introduction to the process of providing and managing instruction and assessment for English Language Learners. Additionally, participants will be provided with an overview of the foundations of linguistics and language learning as well as the cultural, legal and professional aspects of teaching English as a second or other language.
An examination and evaluation of varying philosophies and their influence on education. The student will have the opportunity to clarify their position concerning basic philosophical issues in education.
A study of the principles and processes that govern curriculum planning. Students will examine sociological, philosophical, psychological, and research foundations which impact curriculum development. Special emphasis will be given to the role of the professional staff in the process of curriculum development and evaluation.
EDU 508 is an overview of special education. Students will study the theories, characteristics, and needs of exceptional students. Course content will include the historical background and legal aspects of special education, general practices for instructional programming, and guidelines for evaluating students for exceptionalities.
Total 43 Master of Education – Special Education General Curriculum K-12 (for Provisionally Licensed
Total 16 277 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
Students in today’s schools have a digital mindset such that they expect to be entertained, receive immediate feedback and allowed multiple attempts to achieve success. In order to teach these students, teachers must find methods of instruction that capture the students’ attention, allow students to think critically and give students an opportunity to create meaningful products that demonstrate mastery of the content. Participants in this course will create a performance assessment and leading lessons which will include multiple forms of digital media, resources and applications to increase student mastery.
This seminar is the foundation for adults enrolled in the Graduate Education programs at Averett University. It must be taken prior to enrollment in any of the graduate degree programs. The seminar is designed to help new and returning students make the transition to the academic world and stresses critical reading, active discussion, and reflective writing. Readings are drawn from the fields of education, philosophy, literature, psychology, and the social and natural sciences.
This course will involve exploring theories of how children learn language. Special attention will be given to promoting creative thinking and expression when instruction children of all ability levels. Educators will study effective strategies for facilitating the learning of Standard English by speakers of other languages and dialects as well as understanding the unique needs of students with language differences. Practical application of research information in the school setting will be stressed in various assignments and study.
The course provides for study and application of literacy to teach all content area courses across the curriculum when applying Virginia Standards of Learning. Topics include development of study and independent reading habits, reading comprehension, vocabulary, written expression, motivation, attitude, and self-assessment.
This course will provide students with an understanding of the principles, issues and research of gifted education and general education as well as an understanding of the characteristics of gifted students.
This course will provide students with an understanding of local, state, and national data gathering processes and procedures; as well as an understanding of specific techniques to identify gifted students using a variety of diagnostic and prescriptive approaches to assessment. Students will participate in a practicum experience.
279 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
Reading Specialist (Endorsement) Course Title Credits
275 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
The purpose of this course is to examine reading assessments using both formal and informal procedures to help teachers plan instructional strategies appropriate to diverse learners. Focus is placed on building knowledge of reading assessments, including types of assessment tools, procedures in administering assessments, analysis and interpretation of assessment data, and sharing assessment data with different audiences. Students will also learn how to write IEP goals based upon results and make instructional decisions based on the interpretation of assessments for general and special education. Field experiences are included for students in the Masters of Education with Teaching Licensure programs to include Reading Specialization, Special Education-General Curriculum. Prerequisites: EDU 540 or EDU 534.
This is an advanced graduate course in the reading specialist program. Focal concepts will include formal, informal, formative, and summative assessments in reading and language arts; current practices and materials in remedial strategies; oral language skills of speaking and listening especially for working with children who are speakers of other languages and dialects; literacy development in areas of concepts of print, phoneme awareness, letter recognition, sound-symbol knowledge, single word knowledge, decoding, word attack skills, word recognition in context, and systematic spelling instruction; research and presentation practices focused on collaborative workshops. For the field experience component, educators will interpret assessment results, plan/provide appropriate instruction, and conduct post-testing for students assessed in the prerequisite course, EDU 542.
Choose one (1) elective from the following:
This course introduces students to the principles of mathematics instructional leadership through a lens of equity. Students will learn how to determine the needs of diverse learners and their community, and lead appropriate professional development based on those needs.
This course examines the role of evaluation in teaching and learning in an educational setting. Students will explore current theories, research, and practices in both teaching and evaluation. They will also examine the relationship between teaching and evaluation in optimizing educational opportunities for students.
Educational Foundations (Not for Endorsement) Students must select six (6) of the below courses: Course Title Credits
This course is an exploration of the theories underlying instructional strategies appropriate for use in the classroom. Students will examine theories of learning and the models of teaching that relate to those theories. 280 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
Students must select and complete coursework from one of the below concentrations
274 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
This course is designed to provide an overview of curricular and instructional adaptations for special education math students, preK-12. Attention is given to educational implications of the various disabilities along with modifications based on best special education practice. Students will interpret student data from a variety of assessment tools to plan and make appropriate program decisions.
The purpose of this course is to provide study and field experiences designed to fulfill VDOE Professional Studies requirements. Study and application of classroom management and behavior management techniques, individual interventions, techniques that promote emotional well-being, teach and maintain behavioral conduct, skills consistent with norms, standards, and rules of educational environments. Diverse approaches based upon behavioral, cognitive, affective, social, and ecological theory and practice.
The purpose of this course is to provide study in the development, implementation and evaluation of programs for students with disabilities, with specific attention to the study of students with learning disabilities, intellectual disabilities and emotional/behavioral disabilities. Study will include foundations of special education and legal requirements, identification and characteristics of students with disabilities, assessment, planning curriculum and differentiated instruction, universal design, response to intervention approaches, adapting curriculum, materials, and instruction, effective research-based practice, adaptive technology, communication/collaboration/teaming, creating learning environments, and classroom management. Measurable Annual Goals, Data Collection, and Progress Monitoring will also be covered. Students will complete a practicum experience.
276 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
Total 31 Optional Reading Specialist Add-On (for Endorsement Only) EDU 532 Language Development (in-lieu of EDU 569) 3
English as a Second Language (Endorsement) Course Title Credits
This course serves as an introduction for prospective administrators to the social and political challenges of the educational environment. School administrators must recognize the impact of political and community factors related to establishing an effective school and community partnership. Focus is placed on key relationships within and external to the school organization. Students examine fundamental elements associated with effective communication with school personnel, media, and the external community. *This is a writing intensive course.
This course supports future educational leaders by analyzing legal issues that directly affects the American educational system. Focus is placed on understanding constitutional law, federal and state statutes, and case or court decisions. Topics include educational issues, torts liability, and decisions from various courts. Special attention is given to Virginia’s public school system.
This course is a study of the principles and processes that govern curriculum planning. Students examine sociological, philosophical, psychological, and research foundations which impact curriculum development. Special emphasis is given to the role of the professional staff in the process of curriculum development and evaluation. Principles and concepts presented in previous foundation courses (research, philosophy, and psychology) are applied to this study of curriculum planning. This course also provides an opportunity for students to participate in the planning and presentation of a major team project. *This is a writing intensive course.
This course will provide an overview of working with parents and teachers who are difficult or challenging. Students will learn about challenging behaviors, ways to handle these behaviors, and how to be politically correct when handling difficult circumstances. Effective communication strategies will be explored along with the opportunity to examine themselves and their own strengths and weaknesses. This course is for students who began the Administration and Supervision Program prior to May 2020.
This course studies the concept of instructional leadership as a collaborative practice in the school improvement process. Students engage in continuous inquiry and reflection to examine best practices and key challenges of instructional leadership. Topics include setting high academic expectations, monitoring student achievement, analyzing data, developing teacher leaders, and creating learning-centered school cultures. These topics are critically examined to improve systems that enhance student academic progress.
This course will provide an overview of the impact of technology on leadership in a K-12 environment. Topics include best practices for incorporating technology in leadership, supervision, data collection, analysis and communication with the goal of improving academic progress and community relations. This course is for students who began the Administration and Supervision Program prior to May 2020.
This seminar is designed to provide the student an opportunity to demonstrate knowledge and skills required by the ISLLC standards, complete authentic scenarios and assessments necessary for appropriate preparation for the ISLLC exam, and review the skills required for graduation from the Educational Leadership Program. This course is for students who began the Administration and Supervision Program prior to May 2020.
This seminar is designed to provide the student an opportunity to build a portfolio that demonstrates competency of the Professional Standards for Educational Leaders (PSEL) and VDOE competencies for administrators. The portfolio will also serve as “practice” for building the principal assessment portfolio, a new requirement from the VDOE. This course is for students who began the Administration and Supervision Program prior to May 2020. 282 | A v e r e t t U n i v e r s i t y A c a d e m i c C a t a l o g 2 0 2 6 - 2 0 2 7
This course prepares school leaders with the supervision of special education programs including students whose native language is not English (ESL) and will help professionals advance their careers and become directors or coordinators of special education.
This course presents a comprehensive and practical analysis of leadership versus management at three different levels: individual, team, and organizational. It focuses on the modern educational organization that promotes empowering educators through expanding the spectrum of control, setting high expectations, advocating continuous improvement, and emphasizing innovation and creativity. This includes contemporary perspectives on ethics, networking, coaching, organizational culture, diversity, learning organizations, strategic leadership, and crisis leadership. Students will explore current leadership and management theories or concepts through case analysis and enhanced personal skill development.
This course focuses on the school administrator’s involvement in generating, allocating and managing human resources and finances for public schools. Emphasis is placed on law and policy regarding school finance and resources managed by the public school. Topics include personnel policies and practices for recruitment, selection, orientation, employment, evaluation, legal issues, dismissal, and teacher-administrator relationships. Students will explore issues influencing the funding of public schools, factors that go into building a budget in public school, and policy issues for managing school resources, including personnel and physical facilities.
This course examines how leaders use research to improve schools. Emphasis is placed on designing projects to enhance school culture through the application of assessment and research data. Students will explore the role of instructional leadership within the frameworks of: a standards-based curriculum, culturally responsive teaching, and assessment. They will determine how to work within district supervision and evaluation practices to improve teaching and meet the evolving needs of learners in diverse settings. Topics include data analysis, content standards, policy, and the effect of policy on climate and culture decisions.
This course focuses on analyzing the moral dimensions of the teaching profession, educational policies, and educational practices. It provides a framework for ethical thinking, inquiry, and decision making in a school setting. Students investigate how educational policies, practices, and professional development reflect ethical values and how these values are grounded. This course examines aspects of educational theories, practices, and policies drawn from professional literature and practical issues encountered in field settings. It addresses a broad array of topics including the moral role of educators in a democratic society, issues of justice and caring, reflective stories about teaching and politics and current debates about the future of American education. *This is a writing intensive course.
This course focuses on the practical uses of educational research to empower educators and strengthen leadership in today’s school settings. Building on, and reviewing, the core components of research studied in earlier courses, EDU 690 moves from theory to application by allowing students an opportunity to design and customize educational inquiry based on school and community needs. Further, it supports personal growth and ownership through continued reflection and discussion.
TOTAL 31 Students who do not complete the required 320 internship hours by the end of their coursework will need to take ED630, Internship Extension, a 1 credit course during the semester they plan to have all hours completed. Master of Education – Special Education General Curriculum K-12 (Endorsement Only) Course Title Credits
Source: Averett University's catalog, linked per course · table learning_unit · CourseShelf publish 59
