41 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.
An exploratory course designed to provide the student a means for self-assessment as a potential teacher. Learning activities include directed observations and participation in school settings, analysis of constructivist theory, growth mindset, reflective teaching, and current issues in education. A 20-hour practicum is included. (1 SH content; 1 SH practicum) Core: CL
Technology in Education. . . . . . . . . 1
A participatory experience in nursery or preschools. Required reading and seminars. Travel expenses are the student's responsibility. Prerequisite: permission from program director.
Assessment (PreK-6) . . . . . . . . . . . . 3
Surveys elementary school curriculum with an emphasis on the priorities and developmentally appropriate instructional practices of early childhood educators. Introduces the critical skills of daily, weekly, and long-term lesson planning, the integration of the arts into the core curricula, and the importance of school/home/community relationships. Includes a 20-hour practicum in a pre- school setting. Prerequisite or corequisite: ED 101. (3 SH content; 1 SH practicum) Core: WI
Assessment (6-12) . . . . . . . . . . . . . 3
Focuses on the development of classroom environments that facilitate effective learning for learners. Topics include theories about learning, motivation, creating safe learning environments, positive behavior supports, interventions, and the physical, cognitive, and socio-emotional development of learners.
Assessment (6-12) . . . . . . . . . . . . . . 3 LING 450 Methods of Language
Experience (6-12) (1 SH) A 40-hour professional field experience that focuses on observations and participatory experiences in grades 6-12. Grading is on a pass/fail basis. Corequisite: ED 245. Core: CL
Assessment (PreK-6) . . . . . . . . . . . 3 ED 312a Math in the Elementary School. . . . . . . . . . . . . . . . . . . . . . . 2 ED 312b Science in the Elementary School. . . . . . . . . . . . . . . . . . . . . . . 2 ED 312c Social Studies in the Elementary School . . . . . . . . . . . . 2 ED 321a Language Arts. . . . . . . . . . . 2 ED 321b Reading/Diagnostic Reading. . . . . . . . . . . . . . . . . . . . . . 3 ED 321c Content Area Reading and Writing. . . . . . . . . . . 2
62 – 2026-27 Undergraduate Programs of Study
Addresses teaching learners with diverse and special needs. Explores student diversity, including, but not limited to, cultural, racial, linguistic, socio-economic, and dis/ability characteristics. Focuses on integrated settings, universal design for learning, differentiation, and collaboration. Pre or corequisite: ED 331, 332, 333 or ED 351.
Ed 325 Supporting Positive Behavior in Schools and Classrooms (2)
in Early Education. . . . . . . . . . . . . . 3
This course will explore culturally responsive and trauma-informed practices for addressing challenging behaviors in P-12 settings, paying particular attention to restorative justice principles that center healthy relationships, justice and equity, repair of harm, and transformation of conflict. Participants will understand various principles related to student behavior and apply those principles through an analysis of case studies. ED 331, 332, 333 Curriculum Block Curriculum Block is comprised of ED 331, 332, 333 (4 SH content; 2 SH practicum) which provide foundations of curriculum development and implementation. Coursework is integrated with a 60-hour practicum experience in K-6 classrooms with a focus on local, state, and national curriculum standards.
This course introduces methods of teaching mathematics in grades K-6 with emphasis on planning, instruction, and assessment activities which are responsive to the needs of all students. Teacher candidates will be involved in exploration, development, and practical applications of inquiry, discovery, directed teaching, use of manipulatives, and other activities designed to prepare them for teaching mathematics in elementary schools. The National Council of Teachers of Mathematics (NCTM) standards and Virginia Standards of Learning (SOLs) provide the content framework.
This course introduces methods of teaching science in grades K-6 which emphasize planning, instruction, and assessment activities that point to an inquiry-based approach. National Science Teachers Association (NSTA) themes and Virginia Standards of Learning (SOLs) provide the content framework. Teacher candidates will be involved in exploration, development, and practical applications of inquiry, discovery, directed teaching, and use of hands-on/minds-on activities designed to prepare them for teaching science in elementary schools. Prerequisites: ED 235, ED 245 and a cumulative GPA of 2.5.
Curriculum Block is comprised of ED 331, 332, 333 (4 SH content; 2 SH practicum) which provide foundations of curriculum development and implementation. Coursework is integrated with a 60-hour practicum experience in K-6 classrooms with a focus on local, state, and national curriculum standards. Introduces methods of teaching social studies in the elementary school. National Council for the Social Studies (NCSS) standards and Virginia Standards of Learning (SOLs) provide the content framework. Multicultural education is stressed and students design a culturally responsive curriculum unit incorporating social studies facts, concepts and generalizations. Prerequisites: ED 235, ED 245 and a cumulative GPA of 2.5.
This course examines appropriate strategies to assist diverse readers in constructing meaning from text and ways to use technology to improve literacy skills. Strategies are developed for organizing and using space, time and materials to promote the development of a literate environment. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to Teacher Education.
*EDS 371 Assessment, Evaluation, and Planning in Special Education (3) *EDS 375 IEP Development and Implementation (3)
This course focuses on processes of reading and writing with the Virginia English Standards of Learning as the framework for instruction. Strategies involving reading and writing across all content areas are demonstrated, explored, and practiced to meet diverse learner needs. Vocabulary development, writing skills and assessment strategies for socially just teaching are emphasized. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to Teacher Education.
Teaching (1 SH) Middle and Secondary Curriculum Block is comprised of ED 351, 361, 385. Focuses on general curriculum and instructional methods, pedagogy, and procedures related to teaching in the 6-12 grade levels. Prerequisites: ED 245 and admission to teacher education.
Middle and Secondary Curriculum Block is comprised of ED 351, 361, and 385. A 60-hour professional field experience in an area high school. Consists of assignments arranged to provide for breadth of experience within the scope of the candidate's content area. Grading is on a pass/fail basis. Prerequisites: ED 245 and admission to teacher education. Corequisite: ED 351, ED 385.
the Curriculum (6-12). . . . . . . . . . . 2
Four semesters of participation in a The first of two music methods courses vocal ensemble. . . . . . . . . . . . . . . . . 4 (MUED 341 Elementary School Music or MUED 342 Secondary School Music) Minor in Music may be taken prior to admission to teach- This minor consists of the following 19 SH er education. The second music methods (courses must be passed with a grade of C or course (MUED 341 Elementary School better): Music or MUED 342 Secondary School +CMUS 101 Introduction to Music Music) requires admission to teacher edu- Theory. . . . . . . . . . . . . . . . . . . . . . . 3 cation and enrollment in ED 351 General
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Examines issues facing American education today. Utilizing a framework that reflects on the historical, philosophical, and sociological foundations, students analyze, synthesize and evaluate issues underlying the role, development, and organization of public education in the United States. Topics include the legal status of teachers and students, professionalism and ethical standards, governance of schools, state assessment and accountability systems, including legal and ethical aspects of assessment. Prerequisite: Admission to teacher education. Core: WI
This course encourages students to practice the reflective teaching model and provides support for students as they complete their student teaching and prepare for the first years of teaching. Seminar sessions provide opportunities for the creation of the Documentation of Student Learning capstone project during the first student teaching placement, with particular attention given to the impact on student learning. Taken concurrently with student teaching.
Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2) Two seven- week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational experiences during the opening week of school in the fall.
Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2)Two seven-week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participation experiences during the opening week of school in the fall.
Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2)Two seven-week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participation experiences during the opening week of school in the fall.
Seminar and Portfolio . . . . . . . . . . 1
Consisting of three integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of actual classroom experience at both middle and high school levels under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
Consisting of three integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of actual classroom experience at both middle and high school levels under the supervision of a cooperating teacher, including 196 – Course Descriptions
A full semester program for art, English as a second language, health and physical education, foreign language, and music majors consisting of integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of classroom experience at both elementary and middle or high school levels under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
All ED courses must be passed with a grade of "C" or better. *Indicates course is offered in alternate years
2 Teaching . . . . . . . . . . . . . . . . . . . . 7
Teaching (PreK-6). . . . . . . . . . . . . 7
Source: Eastern Mennonite University's catalog, linked per course · table learning_unit · CourseShelf publish 59
