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.
EDUC 141SCHOOLING IN AMERICAN SOCIETY4
Examines relationships among schooling and U.S. social, cultural, political, and economic contexts. Analyzes equity, policy, identity, and power shaping educational systems and outcomes. Applies interdisciplinary perspectives to support critical inquiry and culturally responsive practice. Serves as a foundation for teacher licensure and a prerequisite or co- requisite for subsequent education courses. Permission required for non-licensure students. Offered Term 1. Hollins University 2026–27 Undergraduate Catalog Page 212
Introduces research-based approaches to science teaching aligned with NGSS and Virginia standards. Emphasizes three-dimensional learning through science practices, crosscutting concepts, and disciplinary core ideas. Develops inquiry-based instruction integrating literacy, mathematics, and technology. Addresses equitable participation, culturally responsive practice, and aligned assessment. Includes hands-on investigations and collaborative planning. Open to first-year students. Offered Term 2.
EDUC 306METHODS FOR TEACHING SECONDARY SCHOOL WRITING4
Prepares candidates to design and implement writing instruction for secondary students. Emphasizes writing as a recursive process across genres and modalities. Develops instruction in planning, drafting, revising, and source-based writing. Includes a supervised practicum focused on instruction, feedback, and assessment. Addresses disciplinary literacy, student voice, and culturally responsive practice. Offered Term 1.
EDUC 307PSYCHOLOGY APPLIED TO TEACHING AND LEARNING4
Introduces principles of educational and developmental psychology influencing learning and engagement. Examines cognitive, behavioral, and sociocultural theories and their application to instruction and assessment. Addresses identity, equity, motivation, and inclusive practice. Considers neurodiversity, mental health, and contextual influences on learning. Emphasizes data-informed decision-making and collaboration to support student well-being. Offered Term 1.
Prepares candidates to design and implement technology integration aligned with ISTE standards. Emphasizes equitable use of digital tools to support engagement and diverse learners. Develops standards-aligned instruction and technology-supported assessment. Addresses digital citizenship, accessibility, and emerging technologies. Includes creation of digital artifacts and a professional e-portfolio. Open to first-year students seeking teacher licensure. Offered Term 2.
Prepares candidates to design inquiry-based social studies instruction aligned with NCSS frameworks and Virginia standards. Emphasizes disciplinary thinking, civic engagement, and evidence-based reasoning. Develops lessons integrating inquiry, discussion, and assessment across civics, history, economics, and geography. Addresses perspective-taking, source evaluation, and culturally responsive practice. Supports inclusive classrooms promoting civic competence. Offered Term 1.
Prepares candidates to design and assess instruction for secondary learners. Applies research from cognitive science and adolescent development to teaching practice. Develops coherent plans integrating objectives, instructional strategies, and assessment. Addresses differentiation, scaffolding, and data-informed decision-making. Includes lesson planning, microteaching, and reflective practice. Offered Term 1.
Introduces reading instruction for preschool and elementary learners grounded in the Science of Reading. Examines language development and core literacy components, including phonological awareness, phonics, fluency, vocabulary, and comprehension. Emphasizes explicit, systematic instruction and data-informed practices. Includes a supervised practicum applying instruction and assessment. Addresses diverse learners and literacy development. Offered Term 1. Hollins University 2026–27 Undergraduate Catalog Page 214
Builds on foundational literacy knowledge through advanced study of the Science of Reading. Emphasizes orthographic instruction, including spelling patterns, morphology, and word recognition. Develops differentiated instruction using diagnostic and progress-monitoring tools. Includes a supervised practicum in elementary settings. Addresses literacy development, analysis of student learning, and evidence-based instruction. Offered Term 2.
Prepares candidates to implement literacy instruction in middle and high school content areas grounded in the Science of Reading. Emphasizes disciplinary literacy, comprehension processes, and instruction with complex texts. Develops data-informed, scaffolded instruction supporting diverse learners, including multilingual students. Includes a supervised practicum focused on planning, teaching, and reflective practice. Offered Term 2.
EDUC 399INTERNSHIP IN EDUCATION AND CLASSROOM MANAGEMENT4
Provides a supervised clinical experience bridging coursework and classroom practice. Engages candidates in planning, instruction, assessment, and classroom management in PK–12 settings. Develops skills in co-teaching, instructional support, and equitable classroom practice. Emphasizes reflective practice, culturally responsive teaching, and data-informed decision- making. Requires a minimum of 125 clock hours and includes a weekly seminar. Offered Short Term.
Provides a full-time clinical residency in a PK–12 classroom aligned with licensure area. Develops proficiency in planning, instruction, assessment, and classroom management through co-teaching and gradual release of responsibility. Emphasizes data-informed instruction, differentiation, and culturally responsive practice. Includes ongoing supervision, reflective practice, and a weekly seminar. Requires a minimum of 375 clock hours. Offered Term 2. English & Creative Writing
EDUC 507PSYCHOLOGY APPLIED TO TEACHING AND LEARNING (4) Brenner
This course is designed to enable students to develop an understanding of the physical, social, emotional, and intellectual development of school-aged learners; to gain insight into ways family disruption, abuse, and social, ethnic, physical, mental, and other differences affect learning; and how to apply these basic principles of learning and motivation in the classroom to guide experiences. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus.
This course describes a multitude of research-based teaching strategies which are effective in educating diverse student learners. Diverse learners could be special needs, English as a Second Language students, and students from communities of lower socioeconomic status. 129
This course is designed to introduce prospective art teachers to the basic concepts in art education relative to K – 12. Students develop the knowledge, skills, and understanding necessary for selecting, planning, implementing, and evaluating K – 12 art programs. Students will also develop an understanding about learners’ classroom behavior and classroom management and safety as well as understanding technological and artistic copyright laws. Not offered in 2025-2026.
Students will explore how specific social and political forces within American society have had and continue to have an impact on education. Students will investigate how schools reflect and affect the society they serve. The readings, writing assignments, and class discussions will draw from the disciplines of history, political science, economics, philosophy, and sociology. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered Summer
EDUC 543CLASSROOM MANAGEMENT AND ORGANIZATION (4) Baynum
This course provides an intensive analysis of what is and is not effective behavior management. This course is designed to give students a strong foundation in research and theory as well as the opportunity to explore practice and application with educators currently working in the field. Using the exploration of theory as well as consultation with practitioners, the student will use knowledge of behavior management to analyze and synthesize behavior management research and strategies, and create a portfolio of a variety of solutions to issues encountered by practicing teachers. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course 124
EDUC 546DESIGNING AND ASSESSING INSTRUCTION (4) Poff
Students work individually and in cooperative learning groups to develop new interdisciplinary curriculum models for use in their classrooms and schools. Emphasis will be on the integration of content areas, the use of appropriate technologies as tools for teaching and learning, on the development of new teaching strategies and resources for emerging models, and on multiple methods of assessment. Project based learning models will be reviewed. Offered Summer Term
This course focuses on the needs of practicing and pre-service classroom teachers to assist them as they effectively integrate technology across the curriculum. It also covers the
This course offers a study of concepts, strategies, and techniques for teaching social sciences in a child-centered, participatory environment. Emphasis is on integrating social sciences across the curriculum in order to effectively teach Virginia SOLs through the planning and delivery of lessons and required observation in historical and cultural museums. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered Fall Term
EDUC 572SECONDARY CURRICULUM AND INSTRUCTION (4) Cox
This course prepares prospective secondary teachers to develop effective teaching strategies and techniques for all learners; create appropriate learning environments in the classroom such as how to manage resources, how to facilitate a community of respect, how to make effective decisions in planning, implementing, and assessing curriculum and instruction. Lessons will be based on the Virginia Standards of Learning. Fieldwork is required. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered Fall Term
EDUC 573CURRICULUM AND INSTRUCTION: SCIENCE METHODS (4) Cox
The emphasis in this course is on developing appropriate instructional skills and strategies for teaching elementary and middle school science. Teaching methods will include direct instruction, team teaching, cooperative learning, inquiry/based/hands-on lessons, and other educational delivery strategies. Students will be provided with the opportunity to practice these skills and strategies through hands-on participation and micro-teaching experiences with peers. This course offers a study of concepts, strategies, and techniques for teaching science in a child-centered, inquiry-based, participatory environment. Emphasis is on 125
Participants will investigate the nature and meaning of comprehension, strategic teaching, and learning. This class emphasizes the modeling and practice of a range of strategies within the context of effective instruction to support the Virginia Standards of Learning. Practicum experiences with middle and high school students will provide hands-on opportunities to implement conceptually based strategies that promote reading comprehension. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered Spring Term 126
An internship in education is for the purpose of acquainting the prospective teacher with classroom life and is required prior to student teaching. The student intern will work as a teacher’s instructional assistant each day of the Short Term. The internship is designed to provide practical experience in a school setting and the opportunity for education department faculty to determine student suitability for student teaching. A minimum of 125 clock hours is required. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered January
Students will address issues confronting them in their own classrooms and schools and conduct quantitative/qualitative research to investigate an area of particular interest. They will integrate knowledge gained from research, course work, and educational experiences into a culminating project or thesis that will improve teaching and learning within their school environments. Offered Both Terms
This capstone experience takes place in area schools. Student teaching is open to students with all prerequisites completed. The student should allow a minimum of 35 hours per week, exclusive of preparation time. A seminar is included that will address classroom management, diverse student populations, teacher expectations, current and legal issues in education, and other topics of interest. Virginia Department of Education standards and national standards met in this course are enumerated in detail in the course syllabus. Offered
