University of Virginia's College at Wise · Courses
EDU
38 courses with the subject EDU, 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.
EDU 2510Foundations Ed & The Tch Profession3
Credit(s) 3 A study of American education including the history of education and the major philosophical and sociological forces affecting education, with emphasis on contemporary issues, problems, and patterns relative to curriculum design and development in American schools, as well as an introduction to a teacher’s role in understanding and developing collaborative relationships with their students’ families to support students’ physical, cognitive, and social development. Attention is also given to the legal status of teachers and students with respect to federal and state regulations. Requires 20 logged hours of observation in an elementary and/or secondary school setting.
Credit(s) 3 This workshop course may address assessment remediation for no credit. If this workshop course is designed to address special topics for credit the credit hours may not be counted toward a major at The University of Virginia’s College at Wise.
Credit(s) 1 This course was developed by the Center for Teaching Excellence (CTE) as an enhancement of the 2 credit-hour Foundations of Education course and will address student assessment.
EDU 3040Introduction to Driver Education: Driver Task Analysis3
Credit(s) 3 Identification and application of knowledge and skills for traffic safety decision making. Under the supervision of a certified driver education instructor, the student will demonstrate the knowledge and skills required to provide effective instruction in the safe operation of a vehicle. May not be used to meet degree requirements except for students seeking licensure to teach Drivers Education.
Credit(s) 3 Theory and practice of methods, knowledge, and materials for teaching and evaluating classroom and laboratory instruction in driver education. Topics are the legal aspects for operating a motor vehicle, safety and first aid principles, and the demonstration of the knowledge and skills required to provide effective instruction in the safe operation of a vehicle. May not be used to meet degree requirements except for students seeking certification to teach Driver Education. Prerequisites EDU 3040
Credit(s) 3 This course provides an introduction to ways various methods of technology and media format can be integrated into classroom instruction. This class offers a systematic approach for using technology and media to facilitate student learning. Topics such as technology and media tools; preparation for teaching in today’s learning environments and future environments; and how to select, use, and evaluate technology and media to assure that learning takes place.
Credit(s) 3 An introduction to educational and computer technologies, this course is required of all students seeking a license to teach. Students taking this course will develop an understanding and familiarity with computers. This course will rapidly cover advanced computer topics. Students will explore the State Standards of Learning (SOL) and demonstrate computer competencies in their respective educational discipline. A number of required projects will be assigned; however, individual exploration will also be incorporated into the course. Prerequisites CSC 1100 and EDU 2510
Credit(s) 3 A study of literature for readers from grades six through twelve with presentation of appropriate bibliographies, indexes, review sources, and teaching methods. The course is required for English majors seeking licensure for teaching in grades 6-12 and for all students seeking licensure for teaching in grades 6-12 and for all students seeking licensure in library science. The course may not be used to satisfy general education requirements.
Credit(s) 3 This course is designed to provide information on balanced reading instruction in grades Pre-K-6. Specific topics addressed will include: theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). Students enrolled in this course are required to complete 30 hours of field experience in a K-6 classroom setting.
EDU 3470Exploring the Language Arts Through Children’s Literature3
Credit(s) 3 This course is designed to provide information for integrating the study of the language arts (listening, speaking, reading, and writing) with the study of children’s literature in a K-6 classroom setting. Specific topics addressed will include: understanding the theoretical foundations for integration, selecting and evaluating children’s literature, identifying categories of children’s literature, utilizing children’s literature across the curriculum, constructing thematic units, conducting activities for sharing and responding to literature (through read-alouds, shared reading, and guided reading activities, etc.), guiding children through the writing process, constructing listening and speaking activities, and assessing children’s success with the language arts.
Credit(s) 3 The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading/writing strategies within grades 6-12 content areas (i.e. literature, history/social science, mathematics, science, etc.). Emphasis is placed on procedures for evaluating textbooks, strategies to help students develop comprehension and study skills, and methods for teaching vocabulary and concepts. This course requires 30 hours of field experience in a 6-12 school setting.
Credit(s) 3 Provides an overview of current writing theory and practices in multicultural, public educational settings. Course themes include: culture (including issues in ESL and nonstandard dialects), literacy, writing pedagogy (process, expressive, narrative, collaborative, student-sponsored), conferencing, assessment, and technology. Students will develop demonstrations of teaching practices, as well as a portfolio that will include teaching philosophy, a dialogic learning log, a strategy for assessment, and a final paper addressing one of the class themes. Students will work with Appalachian Writing Project teacher consultants, who will model cutting-edge practices in teaching writing K-12. This course is cross-referenced because it is appropriate both to students who plan to become K-12 teachers, and English students who plan to attend graduate school and may be teaching composition. This course requires 20 hours of field experience/observation in a 6-12 school setting. (Dual listing with ENGL 343.)
Credit(s) 3 A study of the development of the whole child: physical traits, learning and intelligence, social and emotional behavior, and personality adjustment. Emphasis on birth to adolescence with a special emphasis on development in grades Prek-K-6.
Credit(s) 3 This 3-hour course is one of the four courses required for the early childhood add-on endorsement. As such, it was specifically designed to address the understanding of child growth and development from birth through age five. With a specific focus on three- and four-year old students. In addition, understanding principles of developmental practice, with a focus on three-year-olds and four-year-olds, including practices.
EDU 3602Early Childhood: Health, Wellness, and Assessment3
Credit(s) 3 This 3-hour course is one of the four courses required for the Early Childhood Add-On endorsement. As such, it was specifically designed to address the understanding of health and nutritional practices that influence early learning and the understanding and application of formal and informal assessment procedures for documenting development and knowledge of how to use assessment to plan curriculum. Prerequisites Admission to TEP
Credit(s) 3 This 3-hour course is one of the four courses required for the Early Childhood Add-On endorsement. As such, it was specifically designed to address understanding strategies for planning, implementing, assessing, and modifying physical and psychological aspects of the learning environment to support language, physical, cognitive, and social, as well as emotional, well-being in children with a broad range of developmental levels, special needs, individual interests, and cultural backgrounds. Prerequisites Admission to TEP
EDU 3604Early Childhood: Relationships and Student Behaviors3
Credit(s) 3 This 3-hour course is one of the four courses required for the Early Childhood Add-On endorsement. As such, it was specifically designed to address understanding of strategies that create positive and nurturing relationships with each child based on respect, trust, and acceptance of individual differences in ability levels, temperament, and other characteristics.
Credit(s) 3 Instruction in this course focuses on the various forms of children’s literature (prose and poetry) and how to evaluate and effectively utilize and present (i.e. read-alouds, shared readings, choral readings, etc.) this literature in a PreK-6 setting. This course should be considered as “writing intensive” since students are required to turn in numerous critiques/reviews of children’s literature plus a formal thematic unit.
Credit(s) 4 This course provides a comprehensive study of the characteristics of specific learning disabilities and intellectual disabilities. Specific learning disorders related issues (e.g., medical aspects, assessment, early identification and intervention, learning and teaching theories, reading, oral language, writing, math, social and emotional behavior and study skills) and related teaching methods will be studied. The course also provides extensive study on understanding the characteristics of mental retardation, teaching and training approaches for school children with mental retardation. This course requires 20 hours of a field experience working with children with cognitive disabilities. Prerequisites EDU 2510
Credit(s) 3 A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social and physical handicaps into the least restrictive educational environment. Requires 30 hours of observation/participation in the elementary and/or secondary school classroom.
Credit(s) 3 Study of the basic principles and techniques of evaluation. Emphasizes concepts and methods for oral and written reporting of educational, diagnostic and prescriptive information concerning students with various handicaps. Prerequisites EDU 3690
Credit(s) 3 Techniques for assessing and remediating specific learning and behavior problems of elementary age learning disabled students. Specific attention is given to teaching basic academic subjects and methods of classroom management. Prerequisites EDU 3690 and EDU 3450
Credit(s) 3 This course is designed to provide special education teacher candidates an extensive study of the components of effective transition education curriculum and service models, service guidelines, parents’ involvement, transition assessment, job placement, training and supervision, transition to adult life, instructional strategies, and community resources. Candidates will study the scope and sequence of the secondary curriculum and will also learn to develop an individualized transitional curriculum relevant to vocational training, life skills and functional skills domain. The course emphasizes techniques for fostering motivation to acquire basic academic and social/personal skills as well as meeting the long term goals of transition education in the special education program. Secondly, this course will provide training to students on special education collaboration and consultation procedures. Fundamentals of collaboration, applications of collaboration (i.e., consultation, and team work, co-teaching, staff development, interpersonal problem solving, pragmatic issues of collaboration, techniques in interpersonal communication, etc.) and issues in collaboration are also studied.
Credit(s) 3 This course presents various alternatives for classroom management and the development of classroom management plans for students at both the elementary and secondary levels. Prerequisites EDU 3000, TEP
Credit(s) 1 This course provides a study of the historical, philosophical, and sociological foundations of instructional design based on assessment data including the relationships among assessment, instruction, and monitoring student progress. Topics include student performance measures in grading practices, construction and interpretation of valid assessments to measure student attainment of essential skills in a standards-based environment, and analysis of assessment data to improve instruction and student performance. Prerequisites EDU 2510 , TEP
Credit(s) 3 Instruction in this course focuses on the techniques, methods, and materials that can be used in effectively diagnosing reading difficulties/deficiencies and strengths in children in the PreK-6 setting. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver reading instruction to a PreK-6 child. As part of the service learning component for the course, students will be required to serve as a tutor for a K-6 grade child enrolled in the College’s Reading Clinic. A formal case study must be completed by students based upon this clinical experience. Prerequisites EDU 3450 , TEP
Credit(s) 3 Principles and techniques of planning and teaching at the kindergarten and primary levels. Requires 30 logged hours of observation and participation in kindergarten and primary classrooms. Required for students seeking Pre-K-6 teaching certification. Prerequisites TEP
Credit(s) 3 Development of knowledge and skills required for planning, implementing and evaluating instructional procedures in middle school education, grades 5-8. Prerequisites TEP
Credit(s) 3 Development of classroom teaching skills in designing, implementing and evaluating instructional materials in the business curriculum. This course requires 20 hours of field experience/observation in a 6-12 school setting. Prerequisites TEP
Credit(s) 3 Development of knowledge and skills for designing, implementing, and evaluating instruction in middle and secondary education. Requires 20 hours observation in middle or secondary education setting. Prerequisites TEP
Credit(s) 6 Under the direction of cooperative teachers and college supervisors, students will assume part-time teaching responsibilities in public school classrooms appropriate to the endorsement grades PK-12 for one semester. Demonstration of academic and pedagogical skills is required. Prerequisites TEP
Credit(s) 12 Under the direction of cooperating teachers and college supervisors, students assume full-time teaching responsibilities in public school classrooms appropriate to the endorsement, grades PK-12 for one semester. Demonstration of academic and pedagogical skills is required. Prerequisites TEP
Credit(s) 12 Under the direction of cooperating teachers and College supervisors, students assume full-time teaching responsibilities in public school classrooms, Pre-K-6, for one semester. Demonstration of academic and pedagogical skills is required. Prerequisites TEP
Credit(s) 12 Under the direction of cooperating teachers and college supervisors, students assume full-time teaching responsibilities in public school classrooms, grades 6-8 and/or grades 6-12, for one semester. Demonstration of academic and pedagogical skills is required. Prerequisites TEP
