50 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.
This course serves as an introduction to the field of education. It focuses on the historical, philosophical, and sociological foundations of public education in the United States and provides an overview of curriculum and instructional planning.
Co-requisite: . This course examines the range of human development from early childhood through adolescence, including the physical, social, emotional, and cognitive development of children and the ability to use this understanding to plan curriculum and develop instructional strategies. Educational theorists will be explored in relation to instructional practices.
This course is designed to equip educators with the knowledge and skills needed to foster a culture of creativity, innovation, and hands-on learning in K-12 classrooms. Participants will explore the principles of makerspaces and develop a maker mindset while gaining practical experiences in integrating maker education into their teaching practice.
Off-campus experience tutoring youth in grades K-8 through the Hazel Hill Homework Club. UMW students engage one-on-one and in small group settings to support students in grades K-8 as they complete assigned homework and engage in content-based enrichment activities.
Topics in education chosen according to timely interest and designed for students not necessarily in the education program. Topics will vary. May be repeated with different topics.
Prerequisite: EDUC 206 and EDUC 207. Co-requisite: EDUC 291 and EDSE 250. In EDUC 290 students will learn instructional methods for teaching English learners in elementary and secondary general education classrooms. This course combines theory, research, and practice to enable participants to develop the knowledge to work with students who function in more than one language and across cultures.
Prerequisite: EDUC 206 and EDUC 207. Co-requisite: EDUC 290 and EDSE 250. Off-campus experience in a K-12 school setting exploring the teaching and assessment of learners with linguistic and learning differences. Prospective teachers develop observation and reflection skills necessary for meeting the academic and behavioral needs of students in inclusive classrooms.
Prerequisite: EDUC 351A and EDUC 388. This course provides students with training and practice in using an assortment of developmentally appropriate teaching methods for elementary science and technology. Also provides students with an understanding of the current Virginia Standards of Learning for Elementary Science and Computer Science and how instruction may be designed to meet the requirements of those Standards. Field experience required.
Prerequisites: All required courses in phases I, II and III of the B.S. Ed. program and MATH 204. Mathematical concepts and methods of teaching for the elementary school. Topics include geometry, measurement, probability and statistics, with a focus on differentiation.
Prerequisite: EDUC 351A and EDUC 388. Educational approaches that encourage children’s expressive development through the integration of literature, the arts, and media throughout the elementary curriculum. Students will read a variety of genres of children’s literature and learn basic information about dance, drama, visual arts, and music, as well as strategies for teaching science, math, social studies, reading and language using children’s literature and these art forms.
Prerequisite: EDUC 290, EDSE 250, and EDUC 291. This course provides a foundation in interpreting curriculum and planning instruction and assessment in K-12 classrooms, with a focus on evidence-based practices. 30-hour field experience required.
Prerequisite: EDUC 351A and EDUC 388. Study of language development and learner-sensitive approaches to early childhood literacy instruction for emerging readers. Focus is on teaching and assessment strategies for literacy instruction in the primary grades (K-2).
Prerequisite: EDUC 351A, EDUC 371, and EDUC 388. Explores literacy development and evidence-based teaching/assessment strategies for literacy instruction in upper elementary grades (3-6). Emphasizes how to effectively teach/assess comprehension, fluency, vocabulary, orthography, and writing to optimize learning across the curriculum, and addresses the language and literacy needs of multilingual learners and students with learning differences. Field experience required.
Prerequisite: EDUC 290, EDSE 250, and EDUC 291. Teacher candidates will learn a variety of approaches to secondary classroom management. Emphasis is on establishing a classroom community, working with challenging adolescents, and communicating with parents
Co-requisite: EDUC 351A. Teacher candidates will learn the major orientations to the social studies and their corresponding methods. Emphasis is on researching, writing, and implementing lessons that teach for understanding and inspire critical thinking.
Prerequisite: EDUC 290, EDSE 250, and EDUC 291. Teacher candidates will learn a variety of approaches to elementary classroom management. Emphasis is on establishing a classroom community, working with challenging children, and communicating with parents.
instructional technology teaching and learning tools. It explores theories and practical applications of using and evaluating digital technologies in the classroom to improve learning for students. Students develop a digital portfolio demonstrating knowledge and skills designing learning experiences using a variety of technologies for education. Cross-listed with INDT 501.
Prerequisites: EDUC 351A and EDUC 385 or EDUC 388. All courses in Phases I, II and III for the 4-year Secondary and Pre-K-12 licensure pathways. This course explores reading and language acquisition in the content areas. Emphasis is placed on comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension. Students explore strategies to foster appreciation of literature that supports the curriculum. This course is cross-listed as EDCI 515.
Prospective teachers become independent, reflective decision makers by critically examining the philosophical, ethical, historical, legal, and social contexts of the American school.
Prerequisite: EDUC 351A and EDUC 385 or EDUC 388. In this teaching lab course, students will develop and demonstrate proficiency in monitoring student progress, using educational technology, evaluating practice, and reflecting deeply on their professional teaching practices in preparation for the full-time internship. Students will develop and teach at least two lesson plans for a minimum of one total hour of instructional time, one of which will be video recorded, and reflect on their implementation.
Prerequisite: EDUC 351A and EDUC 385 or EDUC 388. Co-requisite: EDUC 453 or EDUC 454 or EDUC 455 or EDUC 456 or EDUC 457 or EDUC 458 or EDUC 459. In this teaching lab course, students will develop and demonstrate proficiency in monitoring student progress, using educational technology, evaluating practice, and reflecting deeply on their professional teaching practices in preparation for the full-time internship. Students will develop and teach at least two lesson plans for a minimum of one total hour of instructional time, one of which will be video recorded, and reflect on their implementation.
advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 553.
advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 554. 2026-27 University of Mary Washington Undergraduate Catalog 217
advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 555.
Prerequisite: EDUC 351A. In this course students will develop an advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 556.
advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 557.
Prerequisite: EDUC 351A. In this course students will develop an advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 558.
Prerequisite: EDUC 351A. In this course students will develop an advanced level of proficiency in the following areas: discipline-specific teaching methods and standards, differentiation, assessment strategies, use of technology for instruction, and use of writing as an instructional and assessment tool. Professional organizations and methods to monitor student progress and analyze student data will be introduced. Field experience required. Writing Intensive Course. Cross-listed as EDCI 559.
Prerequisite: EDUC 452, EDUC 415, and EDUC 453 or EDUC 454 or EDUC 455 or EDUC 456 or EDUC 457 or EDUC 458 or EDUC 459. Co-requisite: EDUC 499. In this seminar course, students will develop and demonstrate proficiency in monitoring student progress, using educational technology, reviewing research, and reflecting deeply on their professional teaching practices in the internship. Students will complete a digital portfolio of artifacts that demonstrate their accumulated skills and knowledge.
Prerequisite: EDUC 206, EDUC 207, EDSE 250, EDUC 290, EDUC 291, EDUC 388, EDUC 351A, EDUC 371, EDUC 311, MATH 204, EDUC 305, EDUC 373, EDUC 303, EDUC 386, and EDUC 451 or EDSE 450. Co-requisite: EDUC 499. In this seminar course, students will develop and demonstrate proficiency in monitoring student progress, using educational technology, evaluating research, and reflecting deeply on their professional teaching practices in the internship. Students will complete a digital portfolio of artifacts that demonstrate their accumulated skills and knowledge.
Co-requisite: EDUC 460 or 461. This course offers a structured, non-licensure pathway for students who completed education coursework without a final internship. It provides advanced classroom experience with a mentor teacher, where students plan instruction, assess learning, monitor progress, communicate with stakeholders, and reflect on teaching, with responsibilities based on course credit and placement time.
Prerequisite: EDUC 206 and EDUC 207 or permission of the instructor. This course is designed to provide a targeted focus on current topics in education that are of particular interest to program participants. Special topics may be repeated for credit with a change in topic.
Prerequisite: Successful completion of all coursework in the Pre-K-12, Secondary or Elementary Pathways. Corequisites: EDUC 460 or 461. Semester-long orientation to teaching under the direction of mentor teachers in the public schools. Interns plan and deliver instruction and assessment, monitor student progress, develop communication skills to work with all school stakeholders, and reflect on their teaching practices.
This course focuses on instructional practices that general and special educators use to differentiate the curriculum and academic environment for learners with and without special needs. Specific attention is also given to learning the definitions, incidence, and characteristics of each special education exceptionality. Requires a BA/BS/BLS degree and completion of all undergraduate education courses.
This course focuses on inclusive instructional practices utilized by general and special educators to apply universal design for learning and differentiate the curriculum and academic environment for learners with and without specialized needs. Specific attention is given to learning strategies to support students receiving special education services.
This course challenges students to delve deeply into theories of learning and development and their application to elementary teaching. Students are asked to think critically about how to use particular theories of learning and models of instruction, and their application to diverse learner needs.
This course explores research techniques and methodology. The emphasis is on understanding and conducting educational research for instructional improvement and professional development. It provides exposure to theoretical frameworks and research literature in a variety of methods. It also covers essentials of research project development.
Study of research techniques, and methodology as preparation to conduct classroom- based teacher research.
Prerequisite or corequisiste: EDUC 521. Study of advanced content area teaching methods and current research in arts education. Field experience required.
Study of advanced content area teaching methods and current research in each specialization area. Taken concurrently with EDUC 521.
Study of advanced content area teaching methods and current research in each specialization area. Taken concurrently with EDUC 521.
Study of advanced content area teaching methods and current research in each specialization area. Taken concurrently with EDUC 521.
Study of advanced content area teaching methods and current research in each specialization area. Taken concurrently with EDUC 521.
Implementation of action research project in a classroom and final preparation of a research project.
Prerequisite: EDUC 520 (may be taken concurrently). This course introduces M.Ed. candidates to scholarly research and writing in the field of education. The emphasis is on understanding how to plan and conduct action research for instructional improvement and professional development. It builds on the content of EDUC 520 to utilize students' knowledge of theoretical and research literature and quantitative and qualitative research methodologies. It also covers essentials of research proposal development, including development of research question, an extensive review and synthesis of related literature, plan for collection and analysis of data, and use of APA style. Students conduct a literature review, draft a quality research proposal, and secure IRB approval from the university (and, if necessary, the school district where the research will occur) upon completion of the course. Students' proposals should be designed to be implemented in a future course, during EDUC 540.
Advanced study of theory, research and practice as it relates to planning, instruction, and assessment in the secondary and PreK-12 classroom.
Construct and implement a mini unit for secondary students using constructivist principles, aligned instruction an assessment, and varied models of instruction. Analyze the effects and impact of one’s teaching practice on students. Link the theory of advanced pedagogy with prior courses with practice in internship. Field experience required.
Students meet to discuss internship work and experiences, hear from guest speakers including public school personnel and graduates from the M.S. in Elementary Education program now working as teachers, review and update internship assignments and expectations, and develop portfolios.
Orientation to teaching under the direction of mentor teachers in the public schools.
Students meet to discuss internship work and experiences, hear from guest speakers including public school personnel and graduates.
Source: University of Mary Washington's catalog, linked per course · table learning_unit · CourseShelf publish 59
