38 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 205Project Success: Life, Leadership and Career Preparation1
More commonly known as “project Success”, EDUC 205 is a long standing, one-credit elective course for sophomores that focuses on personal development, civic engagement, career planning and leadership. In a highly interactive classroom setting, sophomores work in groups with pre-selected Senior Mentors to complete a community partnership project and participate in numerous activities that promote a sense of direction, resiliency, and social responsibility, all essential attributes for success at Longwood and beyond.
This course examines human growth, development, and learning across physical, cognitive, and psychosocial domains. In this course, students explore learning theories and cognitive processes from birth-adolescence. They also apply educational research within and across social, political, and economic contexts.
An overview of teaching and learning that addresses the foundations of education and the professional aspects of teaching. Emphasis on the history and philosophy of education; school organization; governance; legal and financial issues; teacher preparation; professional development; practicum preparation; and lesson planning.
EDUC 261Introduction to the Teaching Profession: Practicum3
An overview of teaching and schooling that addresses the foundations of education and the professional aspects of teaching. Emphasis in this course is on history and philosophy of education; school organization; governance; legal and financial issues relating to education; teacher preparation and professional development; practicum preparation and lesson planning. In addition, an introductory practicum experience (30 hours minimum) will be completed as part of the course. It is intended to support class content within the course and provide time for discussion of classroom experiences and observations and link theory with practice in the practicum setting. The introductory practicum experience will take place in a public school setting, with a cooperating teacher qualified to host a preservice, under the direction of Longwood faculty.
An observation and participation practicum taking place in a school setting for one week (30 hours minimum) under the supervision of a university supervisor. Students will complete reflective journals and other specific reports demonstrating an understanding of the roles of educational professionals and the school culture.
Course is for Orientation Leaders who assist with the Longwood Seminar. Designed to prepare these leaders to work with professors and their first-year students in the Seminar.
Open to Student Orientation Leaders only and permission of instructor
Corequisite
None
EDUC 280Instructional Design and Assessment2
This course explores evidence-based best practices and approaches in curriculum design and assessment. Anchored in the tenets of constructivist learning theory and Understanding by Design (UbD), the course examines the nature and purpose of curriculum design, alignment, and assessment, historical and contemporary trends, traditional and alternative approaches, and considerations for diverse learning needs. Students must receive a C or higher in this course, a favorable professional dispositions assessment, and complete additional prerequisites for admittance into Teacher Preparation in order to take EDUC 310 and 361.
EDUC 245 and EDUC 261 (or an equivalent), both with a C or higher
EDUC 295Special Topics1-3
Selected topics in Education. The topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change.
In this course, students will examine the research on poverty and how it affects children (birth-grade 6), education, schools, and instructional strategies. In addition, students will develop and articulate an informed perspective essential to participation in civic and global life by collaborating with their peers to focus on how poverty and education connect to civic responsibility and life.
This course introduces literacy learning and instruction. The nature and functions of literacy and the development of language use within and across different social and cultural contexts will be discussed. Attention will be given to early literacy development, appropriate teaching techniques and materials, differentiation, and instructional design. Diagnostic tools for the assessment of literacy development in diverse populations will be introduced. Interpretations and application of data from these assessments will be discussed. This course should be taken immediately prior to the Partnership sequence. ( EDUC 423 , EDUC 433 , EDUC 461 plus EDUC 443 if pursuing middle school endorsement) Students must receive a C+ or better in order to begin the Partnership sequence.
EDUC 280 with a grade of C or higher, and admittance into Teacher Preparation.
Corequisite
EDUC 361
EDUC 350Middle Level Teacher Education Seminar1
This seminar is required for all Elementary and Middle School Education and Teaching majors. Teacher Candidates will focus on major concepts, principles/theories, and research embedded in middle level school structures, curriculum, and instructional practice. They will also apply disciplinary and interdisciplinary concepts to construct rigorous and engaging middle level learning experiences to meet the diverse needs and interests of young adolescent learners.
This course provides students with 60 hours of field time in a public school setting to practice integrating content from their literacy class. Under the supervision of their Longwood professor, students will complete assignments related to content learned in EDUC 310. Students will be observed by their professor throughout this practicum experience. This course should be taken immediately prior to the Partnership sequence. ( EDUC 423 , EDUC 433 , EDUC 461 plus EDUC 443 if pursuing middle school endorsement) Students must receive a C+ or better in order to begin the Partnership sequence.
EDUC 280 with a grade of C or higher, and admittance into Teacher Preparation.
Corequisite
EDUC 310
EDUC 370Practicum Three-Weeks3
A practicum in school settings for at least 60 hours under the supervision of a university supervisor with formal observation and evaluation of performance.
Teacher candidates will spend 13 weeks in an elementary (PK-6) and middle school (6-8) setting, where they will assume the responsibilities of a classroom teacher. Under the direction of a Cooperating Teacher and University Supervisor, the teacher candidate will design and teach engaging lessons, assess student learning, and reflect on their continued professional growth. Required of all students seeking licensure to teach elementary (grades PK-6) and middle (grades 6-8) school. See the Teacher Preparation Program Handbook for additional testing requirements for student teaching. This course should be taken immediately after the Partnership sequence. Students must receive a C or higher in to be recommended for licensure.
EDUC 423 , EDUC 433 , EDUC 443 , EDUC 461 , and EDUC 467 all with a B- or higher
Corequisite
EDUC 420
EDUC 401Elementary Directed Teaching10
Teacher candidates will spend 13 weeks in an elementary (PK-6) school setting, where they will assume the responsibilities of a classroom teacher. Under the direction of a Cooperating Teacher and University Supervisor, the teacher candidate will design and teach engaging lessons, assess student learning, and reflect on their continued professional growth. Required of all students seeking licensure to teach elementary school (grades PK-6). See the Teacher Preparation Program Handbook for additional testing requirements for student teaching. This course should be taken immediately after the Partnership sequence. Students must receive a C or higher in to be recommended for licensure.
This course provides an overview of the history of education’s philosophical and sociological development as an institutional system in our nation and focuses on the integral role that the appreciation of cultural diversity, integration of technology, and awareness of contemporary educational trends play in teaching and learning.
Applying economics to environmental issues such as resource scarcity, pollution, property rights, garbage and recycling, oil spills, and endangered species. Students will learn how markets and prices can be used to help solve environmental problems. Course cannot be used toward credit towards economics major or minor in economics. Students cannot receive credit for both EDUC 415/ECON 415 and ECON 500 or both ECON 415/EDUC 415 and ECON 314 .
EDUC 420Elementary and Middle Student Teaching Seminar2
This course is a culminating experience tied to the student teaching semester. Teacher candidates meet weekly with the Faculty Coach in virtual, synchronous class meetings. Seminar is required of all students seeking licensure to teach elementary (PK-6) and middle grades (PK-8). See the Teacher Preparation Program Handbook for additional testing requirements for student teaching. This course should be taken immediately after the Partnership sequence.
EDUC 423 , EDUC 433 , EDUC 461 , and EDUC 467 plus EDUC 443 for middle school endorsement, all with a B- or better
Corequisite
EDUC 400 or EDUC 401
EDUC 421Human Growth & Development3
This course is an overview of the stages of human physical, social, emotional, and intellectual development and their role in designing meaningful learning experiences, social interactions, and developmentally appropriate curriculum.
This course will focus on teaching literacy in the elementary school, Prek-6 including reading, writing, speaking, listening, and viewing. PreK-6 concepts introduced in EDUC 310 will be applied in the elementary partnership setting during this course. Attention will be given to encoding and decoding to communicate meaningfully, motivation, materials, technologies, teaching strategies and using assessment to inform instruction. Students must receive a B- or better in order to Student Teach.
This course provides P-12 and secondary education students an overview of the skills and strategies required to support literacy in the content areas. It includes an emphasis on supporting comprehension, vocabulary, and writing across all subjects and grade levels.
Admission to the Teacher Preparation program or permission of instructor.
Corequisite
None
EDUC 433Elementary Mathematics, Science, & Social Studies Methods (PK-6)3
This course will focus on mathematics, science, and social studies. Interdisciplinary units and content appropriate pedagogical approaches will be utilized to meet the Virginia standards of learning in grades PreK-6. This course will further address generic teaching strategies, time utilization, teaching effectiveness, research, and professional responsibilities. It is required for those seeking a teaching license with endorsement to teach at the elementary level. Students must receive a B- or better in order to Student Teach.
EDUC 437Career & Technical Education Curriculum, Instruction and Assessment3
This course is designed to prepare new Career and Technical Educators to create and implement effective curriculum, instruction and assessment in career and technical classes at the middle & high school level. Participants will use the Virginia Department of Education approved competencies and curriculum framework to develop curriculum and lesson plans, design instructional sequences, and assess student achievement. Emphasis will be placed on differentiated instruction and authentic performance-based assessments.
EDUC 443Middle School Literacy, Math, Science and Social Studies Methods4
This course will focus on middle school methods for literacy, mathematics, science, and social studies. Interdisciplinary units and content appropriate pedagogical approaches will be utilized to meet the Virginia Standards of Learning in grades 6-8. Course is required for those seeking licensure to teach at the middle level. The course is designed to help pre-service teachers develop their abilities to develop and adapt middle school level curricula in the areas of literacy, mathematics, science, and social studies. Meeting the challenges of academically diverse classrooms also represents an underlying emphasis in the course. Students must receive a B- or better in order to Student Teach.
This course is specifically designed for PreK-12 candidates seeking an initial teaching endorsement. This course provides candidates with the knowledge base, skill sets, and tools to develop a high- quality assessment plan to meet the diverse needs of students. Virginia’s accountability system is emphasized in this course.
Practicum Application is a 90-hour field experience for partnership students to implement lessons based on best practice in Literacy, Mathematics, Science, & Social Studies. Partnership Methods Professors will mentor students and observe students’ implementation of model lessons in the core content areas. This coaching model scaffolds students’ instructional practices to best prepare them for the next step in their training, Student Teaching. This field placement allows for classroom experiences, observations and the opportunity to link theory with practice in the partnership setting. Intensive application of assessments and instructional approaches will be required. Students must receive a B- or better in order to Student Teach.
EDUC 467Classroom Management and System Issues (Elementary & Middle)3
This course is an examination of classroom management techniques and the development of skills necessary to foster a supportive learning environment as well as examination of system problems and solutions within traditional education settings. Students must receive a B- or better in order to Student Teach.
Pre-selected seniors are taught fundamental mentoring and guidance skills and paired with sophomores in a highly interactive “Project Success” class that addresses personal development, civic engagement, career planning and leadership. All students complete a community partnership project and the seniors facilitate that promote a sense of direction, resiliency, and social responsibility, all essential attributes for success at Longwood and beyond.
Prospective teachers will examine the principles of content planning (curriculum), effective methods for teaching content that reflects best practices (instruction), and demonstrate the alignment of curriculum with assessment. Participants will complete a Teacher Work Sample in a 75 hr. minimum supervised field placement prior to the Professional Internship. Research that informs best practices for grades 6-12 student learning will be examined.
Course is for Orientation Leaders who assist with the Longwood Seminar for the second time. Designed to provide additional experiences for Orientation Leaders who work with professors and their first-year students.
EDUC 481Elementary and Middle Level Teaching Internship10
This Teaching Internship experience is required for all Elementary and Middle School Education and Teaching majors. Teacher Interns will spend 13 weeks across elementary (PK-6) and middle level (6-8) school settings, assuming the responsibilities of a classroom teacher. Under the direction of a Mentor Teacher and University Supervisor, the Teacher Intern will design and teach engaging lessons, assess student learning, and reflect on their continued professional growth.
ELEM 420 , ELEM 440 , and ELEM 460 , all with a grade of C+ or higher, and admission to Teacher Candidacy
Corequisite
ELEM 400
EDUC 487Classroom Management and System Issues3
An examination of classroom management techniques and the development of skills necessary to foster a supportive learning environment as well as examination of system problems and solutions within education settings, P-12.
Students conduct an in-depth project in education under the direction of a faculty member and the Longwood Senior Thesis Committee. May be repeated as 499.
