28 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.
Introduction to the career of teaching and the field of education through early field experience and discussion. Preparation for Praxis I, a prerequisite for acceptance into the teacher education program. Education 114 should be completed in the first semester of the sophomore year and should be taken prior to the first Education 115. Semester Hours 1.0
Pre-student teaching experience during sophomore and junior years. Observation and teacher-aiding in a variety of elementary, secondary, and special education settings. Minimum 20 hours per experience. Expenses are the responsibility of the student. Two enrollments in Education 115 (with passing grade) are required of all teacher preparation students. Students are urged to make early contact with one of the Neff Center faculty to discuss the teacher preparation program and register for an initial field experience. The 115 experience may begin as early as the sophomore year and must be completed before the professional semester. Some courses related to teacher preparation will require a concurrent 115 registration. Semester Hours 0.5
Intensive training as reading or math tutors, and then one-on- one work with children in area K-12 schools, typically twice a week for one hour each visit. On-campus training and supplies are provided. Each 116 registration earns one semester hour. May be taken twice for credit. Pass-Fail only. Semester Hours 1.0
Study of growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Includes a service learning component. Semester Hours 3.0
Introduction to the reading process; exploration of how meaning is constructed in relation to written texts, and the teacher's role in helping elementary and middle school students including those with cultural, linguistic, and other learning differences learn this developmental process. Comprehension, skill acquisition, and assessment; explanation of how to provide students with integrated language arts instruction that includes a strong systematic, explicit phonics component; Virginia Standards of Learning. Semester Hours 3.0
Elementary and Middle School This course focuses on the strategies and activities needed to develop student understanding of mathematics concepts from fractional computation to geometric and algebraic thinking. In conjunction with Math 311's course content, these courses provide strategies and activities for teaching all math concepts found in Pre-K-8 grade levels. In addition, topics that prepare the pre-service teachers for teaching math in the 21st Century, such as equity principles, teaching through problem-solving, and using technology to teach mathematics, are expounded on from those topics presented in Math 311. Semester Hours 3.0
Writing methodology provides an overview of an interdisciplinary body of scientifically-based practices about literacy and topics that are related to writing a variety of texts for various audiences and purposes. The course will provide educators with writing strategies and techniques, grammatical processes as tools for writing, and methods of differentiating instruction to meet the learning needs of diverse learners. Twenty hours of observation are required. Semester Hours 3.0
This course will explore the current circular methods, materials, and Virginia Standards of Learning in elementary, middle school, and high school social studies education. Skills for history, geography, civics, and economics will be developed through identifying social studies materials, approaches, and the teacher's role in facilitating elementary, middle, and high school students furthering their social studies knowledge and skills. Observation: Students will be placed in a social studies classroom in which they will observe and assist in the delivery of social studies content. The purpose of this field placement is for pre-service teachers to practice research-based methods in the teaching of social studies topics. Semester Hours 2.0 148
Understanding, skill development, and application of creating, selecting, and implementing valid and reliable assessments including needs of diverse learners. Why we assess students, how to appropriately assess, creating authentic assessments, types of assessments, how to analyze assessment data, and using assessment information to drive instructional decision marking. Semester Hours 3.0
Math in Elem. and Middle Schools
Particular issues, movements, or initiatives that are timely and of interest and value especially to the student in teacher education. Not restricted to students in teacher education. One to three semester hours. Semester Hours 3.0
Laboratory teaching for those seeking secondary teaching endorsements in biology, chemistry, physics, or earth science. Understanding and application of the knowledge, skills, and processes for teaching laboratory science, including the ability to: implement classroom, field, and laboratory safety rules and procedures; conduct research projects and experiments including applications of the design processes and technology; conduct systematic field investigations using school grounds, the community, and regional resources, and organize key biology, chemistry, physics, or earth science content (whichever is applicable to the student's major), skills, and practices into meaningful units of instruction that actively engage students in learning. Semester Hours 2.0 Emory & Henry University Catalog
Diverse and exceptional students, their learning needs, and protection under the law. Focus on creating instructional contexts and using appropriate teaching strategies to accommodate the special learning needs of students who are academically at-risk, including but not limited to students who are labeled learning dis/Abled, emotionally disturbed, developmentally delayed, autistic, other health impaired, traumatic brain injury, multiple dis/Abilities, gifted and talented, and those who come from culturally, linguistically, socioeconomically, or multiculturally diverse backgrounds. Semester Hours 3.0
HHP 231 or HHP 232 or HHP 251 3 Total Credits 47 Emory & Henry University Catalog
Techniques in evaluation of reading process, difficulties encountered by children in reading-learning process, and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures. Semester Hours 3.0
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person. Semester Hours 2.0
Student teaching requires a full semester of actual classroom experience under supervision - including observation, participation, responsible teaching, and conferences. Application for admission to supervised teaching must be filed the semester before student teaching. All travel and personal expenses are the responsibility of the student. Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. Elementary and Secondary - senior status, overall GPA of at least 2.75 and 2.75 major subject field at Emory & Henry College, approval of Committee on Teacher Preparation, and admission to the teacher preparation program, including passing scores for the following examinations: Praxis I Math or Satisfaction of VDOE approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (PK-3, PK-6, Special Education - General Curriculum only), and appropriate Praxis II. Student teaching is the senior project for teacher preparation, but individual departments may have additional senior project requirements. Semester Hours 10.0
Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school social studies and writing education. Developing and identifying social studies and writing materials and approaches. Semester Hours 3.0
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person. Semester Hours 2.0
Prerequisites as stated under Student Teaching above. Supervised teaching fee. Semester Hours 10.0 Emory & Henry University Catalog
Emory & Henry University Catalog
Instructional techniques useful to secondary teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Discipline-specific methods during content instruction, including the appropriate use of technology and texts, and specific strategie for supporting students with cultural, linguistic, and other learning differences. Must be taken in the semester immediately prior to student teaching. Semester Hours 3.0
Semester HIST 111 or HIST 112 3 Hours STAT 161 Introduction to Statistics 4.0 3.0 Laboratory Science* 4
Introduction to and practice of effective strategies and methods for teaching English to speakers of other languages,for future teachers. Practicum included. Semester Hours 3.0
Current second language curriculum models, with emphasis on theoretical and practical aspects of cross-cultural communication which underlie their use in various classrooms. Semester Hours 3.0
Testing methods for the second language classroom. Design of various assessment tools for use in practical settings,implementing a selection, and reporting on their relative effectiveness. Semester Hours 3.0
Survey of cultural and language differences that affect communication and education. Semester Hours 3.0
Supervised research in selected areas. Offered to advanced students on individual basis with approval of instructor and s department chair. Semester Hours 4.0
Source: Emory & Henry University's catalog, linked per course · table learning_unit · CourseShelf publish 59
