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 103Introduction to Teaching and Learning
CR: 3 This course provides an introduction to the teaching profession, including the roles and responsibilities of teachers and how they interact with the American public school system. Course content includes a broad overview of best practices in teaching and learning, ethical and legal issues in education, and an introduction to educational research, theories, and philosophies, including historical and sociological foundations of education. This course introduces students’ diverse learning needs and connects this knowledge to professional decisions about curriculum, instruction, assessment, and learning environments. The course emphasizes the connections between learning sciences and best practices for teaching and learning. This course includes a field experience component of 10 hours in a PreK-12 school setting. A course fee may be required to cover the costs of travel, background checks, and fingerprinting; grants may be available to defray these fees. Field experience in a public school setting is required. A fee for a background check may be required for this course.
EDUC 133Diverse Learners: Culturally Responsive and Restorative Practices
CR: 4 This course is an introduction to future teachers early in their studies to the diversity of students in prek-12 classrooms, e.g., economic, social, racial, ethnic, religious, gender, physical, and cognitive. Also addressed are issues of substance abuse, trauma, childhood abuse and neglect as they affect students. Future teachers, also, will consider their own cultural identities, backgrounds, and perceptions, and how that impacts classroom management decisions. This course includes a field experience component of 15 hours in a K-12 school setting. A course fee may be required to cover the costs of travel, background checks, and fingerprinting. Students may apply for a Grant for Engaged Learning to offset these expenses.
CR: 3 This course is an introduction to major issues in the field of special education with emphasis placed on understanding the characteristics, definitions, and etiologies of individuals with diverse needs, including students with disabilities and giftedness. Topics explored include professional standards and responsibilities, historical perspectives of special education, laws related to learners’ rights, ethical considerations, effective collaboration, assistive technology, and responding to the diverse needs of learners with exceptionalities. This course includes a field experience component of 10 hours in a PreK-12 school setting. A course fee may be required to cover the costs of travel, background checks, and fingerprinting. Students may apply for a Grant for Engaged Learning to offset these expenses.
One EDUC course and permission of the instructor. The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
One of the Content area methods course - EDUC 334 EDUC 335 EDUC 336 EDUC 337 EDUC 338 EDUC 339 or EDUC 340 This course is designed to prepare future teachers to take the professional teacher’s assessments prescribed by the Virginia Board of Education. These exams include national and state-based normed assessments that measure the skills and content knowledge of candidates entering the teaching profession. The course will review the requirements for and topics covered on the assessments, and students will be expected to take practice tests and study for the tests. A
EDUC 313Specialized Instruction for Diverse Learners
EDUC 245 This course examines reading comprehension and literacy strategies for the content areas to apply in the secondary, 6-12 classroom. The course introduces best practices for engaging with disciplinary texts and introduces students to several instructional methods for reading comprehension, critical and creative thinking, vocabulary development, and writing. Students will design and implement lesson plans that focus on supporting content area instruction through a variety of instructional methods. This course includes a field experience component of 20 hours in a 6-12 school setting. A
EDUC 334Content Methods for Elementary English/Language Arts & History/Social Studies
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Elementary English/Language Arts and Social Studies/History. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 335Content Methods for Elementary Science and Math
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Elementary Science and Math. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 336Content Methods for Secondary English/Language Arts
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Secondary English/Language Arts. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 337Content Methods for Secondary History/Social Studies
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Secondary Social Studies/History. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 338Content Methods for Secondary Biology and Chemistry
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Secondary Biology and Chemistry. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of Secondary Mathematics. Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 340Content Methods for PreK-12 Performing Arts
EDUC 304 and EDUC 341 . This course focuses on the pedagogy of PreK-12 Performing Arts (theatre, visual arts, and dance). Students will become acquainted with state curricula expectations (i.e., VA SOLs) and consider culturally relevant curriculum and pedagogy, the use of technology, and the needs of working with diverse learners.
EDUC 304 and appropriate content methods course(s). The student will spend at least 20 hours in a school setting commensurate with content area and grade level of the licensure the student is seeking. During this placement, the student will apply learning from the content methods (pedagogy) course. A
200-level EDUC course and permission of the instructor. The study of an intermediate level topic by an individual student or by a small group of students under the immediate supervision of a faculty member.
Permission of instructor and program chair. Provides a formative experience for students in teacher licensure programs. An internship in a public or private school setting provides students with opportunities to explore the “real world” of teaching through intensive classroom experience. Requires 120 hours of supervised field experience. This course is graded P/CR/NC only.
EDUC 322 . This course provides an understanding of the transition process as defined by IDEA and the skills needed to implement an effective transition plan. This course also builds an understanding of collaboration, the collaborative team, and the roles and responsibilities of each team member as well as appropriate strategies for consulting with general educators, parents, and other resource agencies.
At least one of the content area methods courses - EDUC 334 EDUC 335 EDUC 336 EDUC 337 EDUC 338 EDUC 339 or EDUC 340 This course provides an introduction to educational research, including examining critical issues in educational research. Students will develop an understanding of the research process through developing research questions, reviewing the literature, learning about research methods, and engaging in academic writing. III.O, III.W
EDUC 441Pedagogy and Practicum for the Elementary Classroom
EDUC 441 . This course includes a minimum of 75 hours of supervised teaching in the classroom assigned for EDUC 441 and where the student will student teach full-time during the immediately following spring 14-weeks. Students will continue to examine student learning more closely and explore, develop, and implement classroom management techniques that are responsive and relevant to the context in which they teach. Students will seamlessly move into their full-time student teaching internship. A
EDUC 446Teaching Internship for the Elementary Classroom
EDUC 452 . This course involves supervised student teaching for a minimum of 300 hours in a PreK-6 school setting. Student teachers are expected to demonstrate a readiness to teach in the areas of learner development, learning differences, learning environments, content knowledge, application of content, assessment, planning for instruction, instructional strategies, professional learning and ethical practice, and leadership and collaboration. A
EDUC 441 and meet the requirements to student teach.
Corequisite
EDUC 446 . This seminar provides students an opportunity to integrate prior learning with their full-time experience student teaching. They will develop and apply data-driven decision-making. As appropriate, they will observe and experience the interaction of families and school. They will finalize their ePortfolio to demonstrate their mastery of InTASC standards and be introduced to the VA’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. Students will study the foundations of public education in the U.S. They will explore the job search process.
One 300-level EDUC course, permission of the instructor, and junior or senior standing. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
EDUC 470Advanced Honors
CR: 3 Upper-level research or creative project determined in advance by the student in consultation with two faculty members who will serve as primary and secondary project sponsors. The course is required for the Honors Degree, and serves as the capstone experience for Honors students who do not pursue a senior Honors thesis project. This course is typically taken in the student’s junior or senior year.
CR: 3 During this course, a senior is expected to refine and submit their thesis proposal under the supervision of a thesis advisor. The senior will submit their thesis proposal to the Student Advancement Committee by the deadline determined by the Honors Program. Pending approval by the Student Advancement Committee, the student will spend the remainder of the semester beginning the research described in their proposal. If a student does not submit an acceptable thesis proposal as determined by the Student Advancement Committee, they will not be allowed to continue in the pursuit of the Honors Degree/Program Honors. This course will carry the rubric of the student’s major in which the thesis is based.
CR: 3 In this course, the student is expected to continue the research proposed and approved by the Student Advancement Committee in the 471 Proposal/Research course. This work is completed under the supervision of faculty advisors, culminating in the student defending their thesis before a committee.
EDUC 641 This course introduces students to qualitative, quantitative, and mixed-method research methods, especially action research methods. Students will evaluate educational research and their experiences in field placements to develop research questions designed to improve their quality or effectiveness as a teacher. Students will engage in an in-depth literature review and design an empirical research study. They will carry out the research study during the semester following student teaching (EDUC 677) and related seminar (EDUC 678).
EDUC 678 -Teacher Researcher Seminar. This course involves supervised student teaching for a minimum of 400 hours in a PreK-12 school setting. Student teachers are expected to demonstrate a readiness to teach in the areas of learner development, learning differences, learning environments, content knowledge, application of content, assessment, planning for instruction, instructional strategies, professional learning and ethical practice, and leadership and collaboration. Additionally, students will implement the research study methods designed within EDUC 673. A
