153 courses with the subject TEDU, 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.
TEDU 101Introduction to Teaching3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms.
Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 3 credits. A career planning experience for adults focusing on discontinuity in life patterns and a review of current educational and occupational opportunities. Consideration of the world of work, fields of education and volunteer service, and the development of one’s own potential will be featured.
Semester course; 3 lecture hours (delivered in hybrid format). 3 credits. This course is designed to enhance students’ knowledge of urban schools through the examination of historical, economic, political and socio-cultural frameworks that explore how issues of race, class, gender and immigration status have affected the distribution of equal educational opportunities in urban schools in the United States. Diversity in human experiences will be examined within urban cultures and educational settings. Students will engage with research and various literature about inequities in urban schools but also investigate the complexity and challenges of providing excellent education in urban school contexts. The research projects and class book discussions will provide an understanding of communities, their resources, demographics and economy in urban settings that affect education in various ways.
TEDU 210Debunking Classroom Myths: How and Why Do We Learn Ideas Incorrectly?3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Ever wonder why concepts are taught over and over and are still difficult to explain? This course explores misconceptions commonly learned in K-12 math, science, humanities and social sciences. Students will investigate these ideas through the lens of their own experiences and what is known about how people learn. This course builds understanding of best practices in learning through reading, discussion, reflection and presentation.
Semester course; 3 lecture hours. 3 credits. This course explores books that have been censored or challenged in America’s public schools (mostly grades 6-12). Students will read censored books and learn how and why those books were targeted by people on the political right and the political left. By reading censored books and by studying efforts to remove these books from public schools, students will clarify their own views of censorship and learn about the politics of education in a democratic society.
TEDU 212Creating Digital Art and Music Through Computer Coding3
Semester course; 3 lecture hours. 3 credits. This course provides an introduction to design and creativity through the use of computers to create art and music. The goal of the course is to provide an introduction to creativity at the intersection of technology and the arts. The first half of the course focuses on digital art and the second half of the course focuses on digital music. Digital animations are woven throughout the course. During this course students will create original visual and musical artifacts through computer programming. This course is designed for novices in both music/art composition and computer programming. No previous computer programming experience is required.
Semester course; 2 practicum hours (delivered online, face-to-face or hybrid). 2 credits. Corequisites: TEDU 410, TEDU 414 and TEDU 426. Enrollment is restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
Semester course; 2 practicum hours (delivered online, face-to-face or hybrid). 2 credits. Enrollment is restricted to students admitted to a teacher preparation program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Concurrent prerequisite: TEDU 311. Enrollment is restricted to undergraduate students. The course is a field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
Semester course; 2 practicum hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 310. Corequisites: TEDU 517, TEDU 522 and TEDU 591. Enrollment is restricted to students admitted to the Master of Teaching with a concentration in early and elementary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group and whole class involvement. Graded as pass/fail.
TEDU 381Middle School Practicum for Engineering Education2
Semester course; 2 practicum hours. 2 credits. Corequisites: TEDU 382, TEDU 413 and TEDU 420. Enrollment is restricted to students in the B.S.Ed. in Secondary Education and Teaching with a concentration in engineering education program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
TEDU 382High School Practicum for Engineering Education1
Semester course; 1 practicum hour. 1 credit. Corequisites: TEDU 381, TEDU 413 and TEDU 420. Enrollment is restricted to students in the B.S.Ed. in Secondary Education and Teaching with a concentration in engineering education program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
TEDU 385Teaching Writing Through Children’s Literature3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course will focus on the art of teaching writing through the use of quality children’s literature. The course is designed to give students an appreciation of the value of children’s literature, examine current trends and explore the use of literature across the genres as tools for developing readers and writers. In addition, students will learn to construct a successful community of writers in Pre-K and elementary classrooms. The class will also address the assessment of Pre-K through grade three student writing and how to use that information to plan effective instruction. Students will critically examine theory, techniques and strategies in the context of how children learn to think and write.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course critically examines theories, techniques and strategies that contribute to proficient written expression skills in the Pre-K through grade six classroom. It emphasizes the importance of the phases of the writing process and researched-based practices in facilitating the development of written language skills. The class will also address the assessment of Pre-K through grade six student writing and how to use that information to plan effective instruction. The course includes an examination of the student’s personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements.
Semester course; 1-6 hours. 1-6 credits. Opportunities are provided for supervised research and independent study in selected areas. Designed for advanced students. All work offered on an individual basis with the approval of instructor and departmental chair.
Semester course; 1 lecture hour. 1 credit. Corequisites: TEDU 493 and TEDU 495. This seminar is “attached” to the student teaching internship in the schools and is intended as a companion piece to that semester experience. Issues, including those which have been identified by members of the seminar, as well as issues that arise in the classroom and those that are of perennial concern to teachers of health and physical education are the basis for this class. The teacher as the critically reflective educator is the focus of this seminar: what choices the teacher has in the classroom and what effect those choices have upon student learning.
TEDU 410Building a Community of Learners: Classroom Management3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410.
TEDU 411Integrating the Arts in Curriculum for Young Children2
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Corequisites: TEDU 469 and TEDU 470. The course examines contemporary approaches to secondary education with an integrated focus on assessment, curriculum design and inclusive teaching practices. Students will explore the background and objectives of modern secondary education while developing expertise in assessment literacy and instructional planning that addresses diverse learning needs, including those of students with disabilities and multilingual students. Students must contact their adviser for information regarding which section to register for based on their program.
TEDU 413Curriculum Methods and Instructional Models3
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, each with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pre-K through grade 12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Early Learning and Development Standards, diversity, assessment, planning and creating positive learning environments.
TEDU 414Curriculum and Methods for Early/Elementary Children4
Semester course; 4 lecture hours (delivered online, face-to-face or hybrid). 4 credits. Corequisites: TEDU 310 (Practicum A) and TEDU 426. Enrollment is restricted to students admitted to the Extended Teacher Preparation Program. A study of developmentally appropriate curriculum and methods for early/elementary children, including diversity, assessment, behavior guidance and management, planning instruction and creating positive learning environments. Includes an overview of the history of early/elementary education and issues currently facing the profession.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The central question is: How can we teach secondary school students to be active readers of good texts (e.g., good young adult literature)? The main purposes of the course are (a) to read and evaluate different kinds of young adult literature, (b) to examine methods of teaching reading, and (c) to examine methods of teaching emergent multilingual learners. Note for teacher preparation students: TEDU 548 focuses on teaching writing and grammar and working with students with disabilities.
TEDU 416Math/Science Methods for Early Childhood Education4
Semester course; 4 lecture hours (delivered online, face-to-face, or hybrid). 4 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 208 or STAT 210. Corequisites: TEDU 432 and TEDU 490. A combined math and science early and elementary methods course that focuses on the teaching of mathematics and science in a Pre-K through grade three class. The course is a lecture course connected with a practicum experience in a local Pre-K through grade three classroom. The course is designed to teach pre-service teachers how to plan, implement and assess strong student-centered mathematics and science lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and hands-on experiences to help students develop their understanding of abstract math and science concepts. The class will help to position the pre-service teacher as a reflective decision-maker.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 422, TEDU 442 and TEDU 496. An undergraduate course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the elementary classroom and the community. New materials will be examined in the light of current trends, research findings and professional recommendations.
TEDU 420Teaching Middle and High School Engineering3
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 301. Enrollment is restricted to students admitted to teacher preparation or by permission of instructor. Examines the teaching strategies, materials and objectives of engineering education in middle and high schools. Emphasizes the engineering processes, engineering design cycle, integration of science and mathematics into engineering and use of design challenges to engage students in real-world applications of engineering.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 208 or STAT 210. Corequisites: TEDU 417, TEDU 442 and TEDU 496. An early and elementary mathematics methods course that focuses on the teaching of mathematics in the Pre-K through grade six classroom. The course is designed to teach pre-service teachers how to plan, implement and assess strong student-based mathematics lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and using math manipulatives to help students discuss their thinking. The class will help to position the pre-service teacher as a reflective decision-maker.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course provides an introduction to the theories, concepts, pedagogical approaches, methods and materials used to promote early literacy acquisition and development. Students will develop competency in the components of early literacy, including language development, phonological and phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Application of course content in preschool and early elementary classrooms will encourage critical reflection on pedagogical approaches as students meet the diverse language and learning needs of all young children ages birth to 8.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Corequisites: TEDU 413 and TEDU 440. Students will acquire an understanding of the concepts, methods and materials used to promote children’s language and literacy acquisition and development based on current theory and research with an emphasis on the interrelatedness of listening, speaking, reading and writing. Within the framework of the stages of literacy development, the course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Beginning teachers will be encouraged to be critically reflective practitioners as they apply reading knowledge to their unique teaching environments, curriculum and standards in order to choose the most appropriate instructional techniques for their classrooms.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 425. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. The practicum experience provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their early childhood or kindergarten through grade three classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 425 and TEDU 430. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 431. Corequisites: TEDU 416 and TEDU 490. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 426. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their elementary classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 426 and TEDU 440. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 441. Corequisites: TEDU 422, TEDU 417 and TEDU 496. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms.
Semester course; 4 lecture hours. 4 credits. Prerequisites: TEDU 312, TEDU 410, TEDU 414 and TEDU 420. Corequisites: TEDU 464 and TEDU 481. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in a secondary classroom.
Semester course; 4 lecture hours. 4 credits. Prerequisites: TEDU 312, TEDU 410, TEDU 413 and TEDU 420. Corequisites: TEDU 462 and TEDU 480. Enrollment is restricted to students who have received passing scores on VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. Teacher candidates complete a full-time placement that provides them with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in a secondary classroom.
TEDU 466Literacy Assessment and Intervention in the Early/Elementary Classroom3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: TEDU 425 or TEDU 426. Corequisites: TEDU 431 or TEDU 441. Students will examine reading problems by focusing on reading diagnosis and intervention related to classroom settings. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. Students will apply skills acquired in this course during a supervised practicum experience in the corequisite course in which students will evaluate and tutor individual students with reading difficulties.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid). 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition, it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a full-time seven to eight week placement in a secondary classroom.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid) 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a second full-time seven to eight week placement in a secondary classroom.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 475 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including passing scores on VCLA and Praxis II). This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a PK/K classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 474 and TEDU 481. Enrollment is restricted to students with passing scores on VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a pre-K/kindergarten to 2nd grade classroom.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 472 and TEDU 481. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a 3rd through 5th grade classroom. For this internship there is sometimes an option to be placed in a sixth grade classroom as well.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 471 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including passing scores on VCLA and Praxis II). This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a grade 1-3 classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 382, TEDU 410, TEDU 413 and TEDU 420. Corequisites: TEDU 479 and TEDU 480. Enrollment is restricted to students who have received passing scores on the VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in a secondary classroom.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 382, TEDU 410, TEDU 413 and TEDU 420. Corequisites: TEDU 478 and TEDU 480. Enrollment is restricted to students who have received passing scores on the VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. Teacher candidates complete a full-time placement that provides an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in a secondary classroom.
TEDU 480Investigations and Trends in Teaching: Engineering3
Semester course; 3 lecture hours. 3 credits. Corequisites: TEDU 462 and TEDU 464. This course is a companion to the student internship in secondary education. Its major purposes are to cultivate the knowledge, dispositions and skills of a critically reflective practitioner into actual teaching practice. To do so, this class provides opportunities for interns to describe, analyze and evaluate the curricular, instructional and management decisions they make during their internship. The course also focuses on professionalism and ethical standards, as well as personal integrity in the teaching profession.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 432 or TEDU 442. Corequisites: TEDU 472 and TEDU 474; or TEDU 471 and TEDU 475. This course is a companion piece to the student internship in elementary education. Its major purposes are to cultivate the knowledge, dispositions and skills of a critically reflective practitioner into actual teaching practice. To do so, this class provides opportunities for interns to describe, analyze and evaluate the curricular, instructional and management decisions they make during their internship. The course also focuses on professionalism and ethical standards, as well as personal integrity in the teaching profession.
TEDU 483Second Language Acquisition: Concepts, Curriculum and Assessment3
Semester course; 3 lecture hours. 3 credits. This course is designed as an introduction to the processes of second language acquisition, with a focus on SLA theories and concepts and how they apply in classroom settings. The course addresses the application of SLA theories, principles and current research to the use of curriculum and assessment. In-depth analysis of readings will enhance the students’ understanding of SLA and the research related to this field. Students examine videos of classroom teaching, analyzing the application of SLA theories utilized in various instructional settings.
6 credits. Prerequisites: admission to TEDU 310 or equivalent with a minimum grade of C, recommendation of practicum supervisor and passing score on the VCLA test. A classroom teaching experience in a public school or other approved setting, which includes opportunities for increasing involvement with children. Culminates in full responsibility for planning, implementing and evaluating classroom activities.
6 credits. Prerequisites: admission to TEDU 310 or equivalent with a grade of C or better and recommendation of practicum supervisor. A classroom teaching experience in a public school or other approved setting, which includes opportunities for increasing involvement with children. Culminates in full responsibility for planning, implementing and evaluating classroom activities.
TEDU 490Social Studies Methods for Early Learners2
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Corequisites: TEDU 416 and TEDU 432. The course’s design is centered on helping the pre-service Pre-K through grade three early childhood/elementary teacher examine the purpose of social studies education, the connections between social studies and other curricular areas, and the persisting issues in social studies education, in an equitable way to meet the needs of all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Students will be prepared to understand the role of the teacher as a reflective decision-maker.
Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 6 credits. A seminar intended for group study by personnel interested in examining topics, issues or problems related to the teaching, learning and development of students.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 417, TEDU 422 and TEDU 442. The course’s design is centered on helping the Pre-K through grade six teacher examine the purpose of social studies education, the connections between the discipline of social studies and other curricular areas, and the persisting issues in social studies education in an equitable way for all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Its ultimate goal is to prepare students to understand the role of the teacher as a reflective decision-maker.
Semester course; 1-3 credits. Repeatable to 6 credits. Designed to focus on a single topic within a curriculum area, the workshop offers graduate students exposure to new information strategies and materials in the context of a flexible instructional framework. Activities emphasize a hands-on approach with direct application to the educational setting.
3 credits. Prerequisite: permission of instructor. Focuses on the role of clinical faculty as site-based supervisors of student teachers. Provides knowledge, skills and training necessary to supervise and evaluate student teachers.
Semester course; 3 lecture hours. 3 credits. An introduction to guidance strategies for assisting exceptional children. Special attention is given to the interrelationships of home, school and community resources.
TEDU 510Instructional Technology in PK-12 Environments2
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into PreK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course.
TEDU 511Curriculum and Instruction in Elementary Classrooms3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Enrollment is restricted to students enrolled in the RTR program or provisionally licensed teachers. This course is designed to support students to understand and use developmentally appropriate instructional methods to teach today’s diverse students. The course will explore multiple curriculum models as well as Virginia’s Standards of Learning and the Early Learning and Development Standards as the foundation for making strong and informed instructional decisions.
TEDU 512Teaching Elementary Health and Physical Education3
Semester course; 2 lecture and 2 laboratory hours. 3 credits. Restricted to students in general health and physical education who have been admitted to teacher preparation program. Designed to enhance knowledge and advanced pedagogical skills in teaching elementary health and physical education. Through an analysis of the NASPE and AHEE standards, state SOL, goals, objectives and programs, students construct year-round curricula and daily lesson plans for use in public school settings. Emphasis also placed upon classroom management skills and administrative and organizational strategies dealing with facilities, equipment, teaching aids, measurement and safety.
Semester course; 2 lecture and 2 laboratory hours. 3 credits. Restricted to students in general health and physical education who have been admitted to teacher preparation program. Prepares students to become independent problem-solvers and decision-makers by applying previously acquired knowledge to advanced instructional techniques in the public school health classroom. Students acquire advanced pedagogical skills and gain insight into the development of health education programs for middle and secondary schools. Course includes the development of curricula, unit plans and lesson plans.
Semester course; 2 lecture and 2 laboratory hours. 3 credits. Restricted to students in general health and physical education who have been admitted to teacher preparation program. Designed to enhance knowledge and advanced pedagogical skills in teaching secondary physical education. Through an analysis of the national standards, state SOL, goals, objectives and programs, students construct year-round curricula, units and daily lesson plans to be used in public schools. Emphasis also placed upon the acquisition of administrative and organizational knowledge dealing with facilities, equipment, teaching aids, measurement and safety.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Enrollment is restricted to students in the RTR program. This course is centered on helping participants in the RTR program to examine the purpose of social studies education, the connections between the social studies discipline and other curricular areas and the persisting issues in social studies education, including local government and civics instruction. It will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials.
TEDU 517Science Education in the Elementary School3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the classroom and the community. New materials and methodologies will be examined in the light of current trends, research findings and professional recommendations.
TEDU 521Teaching Mathematics for Middle Education3
Semester course; 3 lecture hours. 3 credits. Emphasis on current instructional strategies, learning theories and manipulative materials appropriate for teaching mathematics to children. The content focuses on middle grades, but the developmental approach includes some topics from the primary grades.
TEDU 522Teaching Mathematics for Elementary Education3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Emphasis on current instructional strategies, learning theories and manipulative materials appropriate for teaching mathematics to children. The content focus is on the primary and elementary grades.
TEDU 523Implementing and Administering Programs for Young Children3
Semester course; 3 lecture hours. 3 credits. Provides the student with fundamental knowledge and skills in the implementation, supervision and administration of educational programs in schools, centers and homes for infants and young children. A problems approach will be utilized with emphasis on creative management and evaluative processes.
TEDU 524Cross-cultural Perspectives in Child Rearing and Early Education3
Semester course; 3 lecture hours. 3 credits. Analysis of the impact of linguistic patterns, child-rearing techniques and socialization processes on the education of young children in various cultural settings.
Semester course; 3 lecture hours. 3 credits. Teaching techniques and materials for the developmental teaching of communication skills. Students will explore significant research and current literature related to content, organization and instruction in language arts for the elementary and middle schools.
Semester course; 3 lecture hours. 3 credits. Integrates the linguistic, historical, theoretical and research bases of developmental spelling and word knowledge (phonics, phonemic awareness and vocabulary). A primary focus is on the stages of spelling development, including assessment and instruction of orthographic knowledge at each stage.
Semester course; 3 lecture hours. 3 credits. A study of classic and current children's books from a variety of literary genres. Magazines and media-related reference resources and journals are reviewed. The creative use of literature, its sociocultural functions and its contribution to the development of the oral and written expression of children from nursery to grade eight are explored. A focus on children with special problems is included. May not be taken for credit toward undergraduate English major if student has taken ENGL 351/TEDU 351. May not be used to fulfill literature requirement for M.A. in English or M.F.A. in Creative Writing, but may be taken as elective credit. Crosslisted as: ENGL 528.
Semester course; 3 lecture hours. 3 credits. Offered in online and traditional formats. Explores the role of media in society and methods for incorporating media literacy instruction in the K-12 school classroom. Participants will study the foundations of media literacy, critical thinking and the ways media shapes our views of culture, society and education. Through hands-on activities and projects, participants will become familiar with a variety of media tools and instructional methods for utilizing media to support student learning. Participants will research methods for assessing student learning when using paper-based and digital media.
Semester course; 3-6 credits. Prerequisite: Permission of instructor and appropriate teaching experience. An in-depth investigation into the nature of and alternatives to problems encountered by students while teaching. Developing and evaluating instructional alternatives will be stressed.
TEDU 537Inclusive Curriculum in Secondary Schools3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Studies the background and objectives of the contemporary secondary school; basic issues, current trends and practices in curriculum construction and instructional planning are examined with an emphasis on the inclusion of students with different abilities and disabilities.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 301 and admission to teacher preparation or permission of instructor. Examines the teaching strategies, materials and objectives of the sciences in middle and high schools. Emphasizes the nature of science in science instruction, teaching of experimental design and translating science education research into teaching practices.
Semester course; 3 lecture hours. 3 credits. An examination of the nature and capabilities of the middle school student, the school environment, teacher characteristics, instructional modes, the curriculum and the future of the middle school movement.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: upper-division mathematical sciences major or EDUS 301 and admission to teacher preparation or permission of instructor. Examines materials, resources, innovations, procedures, methods, equipment and learning principles appropriate for decision-making related to the teaching of secondary mathematics.
Semester course; 3 lecture hours. 3 credits. The goal of the course is to provide pre-service and in-service teachers with the theoretical and practical strategies necessary for successful foreign language teaching in K-12 school settings. This course offers a comprehensive approach to designing curriculum, instruction and assessment for foreign language programs in the schools.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Examines demands involved in secondary social studies instruction; preparatory approaches to using academic and professional insights in confronting the demands; formulating and implementing appropriate methodological approaches.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 301 and admission to teacher preparation or permission of instructor. Studies teaching strategies, materials and objectives for literature, language and composition; developing and organizing English instruction; applying learning theory; examining evaluation strategies; questioning techniques; and classroom management.
TEDU 549Diagnostic Reading in the Secondary School3
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 561 or 562 or permission of instructor. For prospective and practicing secondary school teachers. Studies diagnostic teaching of reading and techniques to help struggling readers in grades 6 through 12, as well as the role of the secondary reading specialist in reading instruction. Reading levels and selection of appropriate materials are considered. Various techniques and strategies for improving reading are investigated. Emphasis on evaluation of reading progress, differentiation of instruction, reading difficulties, and diagnostic and prescriptive procedures. Course techniques are practiced with students in grades 6 through 12.
TEDU 550Teaching Interdisciplinary Language Arts and Social Studies in the Middle School3
Semester course; 3 lecture hours. 3 credits. Describes and applies basic principles of middle school education and early adolescence with attention to the persistence of the academic disciplines and traditional curricular approaches to English and social studies. Offers a rationale for interdisciplinary instruction and proposes solutions to the practical dilemmas that confront interdisciplinary teaching in the middle school. Identifies interdisciplinary themes drawn from history, the social sciences and literature; plans units of instruction around such themes; devises instructional strategies for the teaching of interdisciplinary skills and content.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will focus on the historical foundations of bilingual education in the U.S., current models of bilingual programs in PK-12 school settings and contemporary understandings of bilingualism/biliteracy development using sociolinguistic and sociocultural perspectives.
TEDU 552Methods for Teaching Multilingual Learners3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides students who plan to teach people whose native language is not English with a variety of instructional/learning strategies. Presents and explores current approaches and methodology, as these relate to linguistic features and pedagogy. Crosslisted as: ENGL 552/LING 552.
TEDU 554Applications of Computers in the Teaching of Mathematics3
Semester course; 2 lecture and 2 laboratory hours. 3 credits. Prerequisite: College calculus course or permission of instructor. Introduction to computers and programming using the language, BASIC. Applications of the computer in algebra, geometry, trigonometry, statistics and calculus.
Semester course; 3 lecture hours. 3 credits. A survey of geographic concepts and processes as a basis for examining curricular projects for and developing instructional approaches to geography as part of the social studies curriculum.
TEDU 556Advanced Computer Applications in Education3
Semester course; 3 lecture hours. 3 credits. Prerequsites: TEDU 507or its equivalent, a portfolio demonstrating content and skills covered in TEDU 507, or permission of instructor. Develops the technology instructional framework, including teaching strategies, models of instruction and best practices in technology integration; creation of instructional lessons integrating technology by using typical office suite production tools; and connecting theory to practice. Will satisfy most of the ISTE and state technology standards.
TEDU 560Instructional Strategies Using the Internet3
Semester course; 3 lecture hours. 3 credits. Emphasizes understanding of informational technology instructional strategies; theoretical underpinnings of constructivism; preparation and assessment of instructional models that include project-based learning, inquiry-based learning, problem-based learning and collaborative learning using resources on the Internet.
TEDU 561Literacy Foundations and Language Acquisition3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The purpose of the course is to provide an understanding of the theories, processes and methodologies of literacy instruction and children’s language acquisition. Multidisciplinary, multicultural aspects of literacy instruction are stressed. Topics of particular importance to the classroom teacher are emphasized, including reading, writing, listening and speaking and digital literacies. The course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction.
Semester course; 3 lecture hours. 3 credits. Curriculum development and organization of activities for the gifted at different maturational levels with specific attention given to program content, materials, resources and guidance.
Semester course; 2.5 lecture and 0.5 practicum hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 426 or TEDU 561. Studies reading problems by focusing on reading diagnosis and correction related to classroom and clinic. Involves evaluating and tutoring individuals with reading difficulties. A supervised practicum is a course component that includes site-based requirements.
Semester course; 3 lecture hours. 3 credits. For classroom and resource teachers working with children whose arithmetic achievement is significantly lower than grade-level placement or expectancy level; designed to remediate learning problems in arithmetic at the child's level and to aid teachers in the sequential development of skills and concepts.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). An experientially oriented seminar for persons preparing for or in careers necessitating intercultural communication among persons of differing cultural and/or national backgrounds. Special attention is given to teachers and other professionals who work with a clientele from Latin America, the Middle East, Asia, Africa and Eastern Europe. American cultural patterns broaden understanding of specific groups and engagement in intercultural communication. Crosslisted as: FRLG 575.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Designed to assist teachers in becoming effective classroom managers. Emphasis on application of classroom management, motivational and instructional theories. Models of classroom management explored; personal management plans developed.
TEDU 591Social Studies Education in the Elementary School3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A course designed to renew and/or expand the knowledge and skills of the classroom teacher in the teaching of social studies. Curriculum emphasis on the development of knowledge, skills, values and attitudes will be examined in the light of professional recommendations, current trends and research findings.
Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 6 credits. A seminar intended for group study by students interested in examining topics, issues or problems related to teaching and learning.
TEDU 602National Board Certification I and Externship Proposal Development3
Semester course; 3 credits. Prerequisites: participation in a two-day pre-candidacy workshop and approval of department. Analyze and reflect on teaching practices, study national teaching standards, and develop initial portfolio entries. Development of externship proposal.
TEDU 609Curriculum and Instruction in Elementary Classrooms3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Enrollment is restricted to students enrolled in the RTR program or provisionally licensed teachers. The course is designed to support students to understand and use developmentally appropriate instructional methods to teach today’s diverse students. The course will explore multiple curriculum models as well as Virginia’s Standards of Learning and the Early Learning and Development Standards as the foundation for making strong and informed instructional decisions.
TEDU 610Developing and Critiquing Visual Literacy3
Semester course; 3 lecture hours. 3 credits. Develop skills and evaluate the effectiveness and appropriateness of the use of media. Understand imagery, develop visual communication skills to appropriately represent data, video or text by applying design principles in creating print, as well as non-print, as an instructional resource.
TEDU 611Critical Investigations in Mathematics Education3
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 521, 522 or 545, or permission of instructor. A critical investigation of current and appropriate learning theories, instructional activities, programs and manipulative materials applicable to mathematics education in the elementary school. This course assumes an overall knowledge of the more prominent techniques and materials used to teach mathematics in elementary and middle schools. Students will undertake in-depth critical studies of alternative curricula, materials and strategies based on experience, learning theory and research findings.
Semester course; 2 practicum hours (delivered online, face-to-face or hybrid). 2 credits. Enrollment is restricted to students admitted to a teacher preparation program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
Semester course; 1 practicum hour (delivered online or face-to-face) 1 credits. Enrollment is restricted to students admitted to the Master of Teaching with a concentration in secondary education program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded as pass/fail.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A basic graduate course in curriculum development. Curriculum decision making is examined in relation to foundation areas, content areas and current educational trends. Various conceptions of curriculum are explored.
Semester course; 3 lecture hours. 3 credits. This course introduces students to major educational theories they will encounter throughout their studies, such as behaviorism, critical theory, cognitive constructivism and social constructivism. Students will learn to use their experience and the phenomena they study in the field to enter into a dialogue with theories: refining them, challenging them and sometimes even replacing them.
Semester course; 3-6 lecture hours. 3-6 credits. A study of curriculum problems with special attention given to the organization and preparation of teaching units. The course is individualized to meet student needs and nature of study.
Semester course; 3 lecture hours. 3 credits. A study of curriculum theory, research, and practice for advanced students. The seminar is an opportunity for students to integrate previous course work and professional experiences in curriculum.
TEDU 623Child Study and Assessment in Early Childhood Education3
Semester course; 3 lecture hours. 3 credits. Investigation and application of methods of observing, recording, and interpreting the behavior of young children. Review of criterion and norm-referenced measures for assessing capacities and needs in early childhood education as a baseline for prescribing/providing appropriate activities.
TEDU 624Early Childhood Education Programs and Policies3
Semester course; 3 lecture hours. 3 credits. A study of Early Childhood Education paradigms including historical, federally funded and current center and home-based programs. A review of legislation, state and federal, that has affected ECE program development.
Semester course; 3 lecture hours. 3 credits. Translation of curriculum development principles into appropriate curricular programs for young children. Impact of recent research on these curricula. Consideration of child development as related to planned activities and expected outcomes.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 414 or permission of instructor. Studies the rationale, methods, programs and current research of family-school partnerships, preschool through secondary education.
Semester course; 3 lecture hours. 3 credits. This course is designed to introduce students interested in the fields of public history and history teaching to the contemporary scholarship on how people become conscious of history in schools and in the culture at large. Two inquiry questions will guide our work: What does it mean to be conscious of history? and How do people learn to understand history?.
Semester course; 3 lecture hours. 3 credits. A cross-disciplinary examination of issues related to race, ethnicity and cultural diversity in education. This course works under the premise that race is an essential social category of analysis for the policies and everyday practices experienced in U.S. society. Students will review a variety of historical and contemporary theories of race from early foundations of race theory to relevant contemporary theories and methodological approaches to research and problem resolution strategies. Crosslisted as: EDUS 639.
Semester course; 3 lecture hours. 3 credits. Prerequisites: TEDU 556 or 560, or permission of instructor. Emphasizes identification of appropriate methods of instructional delivery to meet online learner needs, develop online modules and lessons for different virtual learning environments, including team and collaborative projects, and best practices associated with the development of online instruction.
Semester course; 1-6 credits. May be repeated for a maximum of 9 credits. Determination of the amount of credit and permission of the instructor and department chair must be procured prior to registration. Cannot be used in place of existing courses. An individual study of a specialized issue or problem in education.
Semester course; 3 lecture hours. 3 credits. Designed to develop skills in mentoring, coaching and observing teachers to improve instruction. Students learn how to build an effective mentoring relationship, select appropriate coaching strategies, collect and analyze data during instruction; provide strategic feedback to teachers using supportive language and behavior; assist teachers in analyzing K-12 student work; employ differentiated instruction; and help teachers set professional goals. Emphasis on developing the knowledge, skills and dispositions necessary to respond to teachers' individual and contextual needs through ongoing examination of classroom practice for the purpose of promoting high achievement for all students.
Semester course; 3 lecture hours. 3 credits. Designed to help teachers become more effective leaders by assessing and developing their leadership skills, deepening knowledge about policy, sharpening skills at influencing change and developing action plans and issue portfolios to address educational issues.
Semester course; 3 lecture hours. 3 credits. Designed for teacher leadership as opposed to administrative leadership. Explores practical and theoretical models of leadership across several fields, with an emphasis on teacher leadership. Research examined on meaningful collegiality, the art and science of teaching, and the principles of leadership.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 507 or permission of instructor. Development of materials for the classroom with an emphasis on determining medium, designing the message, producing the material and evaluating the effect. The design of these materials will be predicated on the learning modes and instructional styles.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 507 or permission of instructor. An analysis of educational media with emphasis on the use of media in instructional design and development of teaching strategies.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed for those who plan to work with English language learners in diverse instructional settings. A major focus of the course is analyzing second language acquisition theories and how they apply in classroom settings. In-depth analysis of readings will enhance the students’ understanding of SLA and the research related to this field. Students will observe classroom teaching, analyzing the application of SLA theories utilized in the instructional setting. Crosslisted as: LING 650.
Semester course; variable hours. 1-3 credits. May be repeated for 9 credits. Check with department for specific prerequisites. A course for the examination of specialized issues, topics, readings or problems in education.
TEDU 652Methods for Teaching Multilingual Learners3
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides students who plan to teach people whose native language is not English with a variety of instructional/learning strategies. Presents and explores current approaches and methodology, as these relate to linguistic features and pedagogy.
Semester course; 3 lecture hours. 3 credits. Analyze and reflect on mathematics instruction in the grades K- 8 classroom with respect to design, teaching and evaluation of mathematical tasks, inquiry based instruction and discourse. Appropriate learning theories, instructional programs and technology are investigated. This course is an introduction to the role of the mathematics specialist and is a core course for preparation as a K-8 mathematics specialist.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 657 or permission of instructor. Designed for teachers to build skills, understandings and dispositions necessary for mathematics education leadership roles. Emphasis is on developing and refining coaching and professional development skills, becoming familiar with a body of research within mathematics education, and building one’s ability to work within and to lead a school-level mathematics learning community. This is a core course for preparation as a K-8 mathematics specialist.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 658 or permission of instructor. Designed to acquaint prospective mathematics specialists with those skills, understandings and dispositions needed to facilitate the lesson study process, create and use formative and summative assessments for diagnosing student mathematical understandings and misunderstandings, and increase communication and formal professional presentation skills to work within and lead a district-level mathematics learning community. This is a core course for preparation as a K-8 mathematics specialist.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Students will investigate and critically consider emerging technological tools and their impact on various forms of virtual teaching and learning. Affordances and constraints of emerging technologies will be identified and participants will consider the implications of these technologies on various content areas and pedagogical strategies.
Semester course; 3 lecture hours; 3 credits. This introductory course in online teaching provides participants the opportunity to explore current research in online teaching, standards for course design and facilitation, methods and models, and the latest tools available. Participants will explore multiple learning management systems, as well as discover how to work outside of these systems to design effective learning environments. This course will benefit teachers working in solely online environments as well as those who wish to use elements of online teaching in their face-to-face and hybrid courses.
Semester course; 3 lecture hours; 3 credits. The heart of online courses exists in communication: between instructors and students and among the students themselves. This communication requires strong writing and facilitation skills. This course will provide an overview of research related to online course communication as well as practical application for facilitating communications in online courses. Participants in the course will learn how to develop online discussions, employ a variety of techniques to encourage discussions, utilize a variety of tools to support discussion and moderate online conflict to create a healthy online learning environment. Activities will include analysis of online discussions to identify various discussion techniques, work in small groups to guide discussions and learning, respond to scenarios related to solving online conflict and experiment with Web-based discussion tools.
TEDU 664Instructional Design of Online Environments2
Semester course; 2 lecture hours; 2 credits. This course emphasizes a systematic instructional planning for online teaching and was created based on the idea of the technological pedagogical content knowledge model. Students will learn how effectively they can prepare their online teaching through a systematic instructional planning process and the use of effective technology integration for pedagogy around their specific subject matter. Students will explore both basic concepts and applied examples in accordance with each step of the online instructional planning processes.
TEDU 665Assessment and Evaluation in Online Environments1
Semester course; 1 lecture hour; 1 credit. Providing in-depth assessment and evaluation in online courses can be one of the most challenging parts of teaching and learning online. How does the instructor provide creative and useful assignments that incorporate Web-based tools and require students to demonstrate their learning in authentic ways? This course will provide an overview of formative and summative assessment techniques as they relate to online teaching and learning and provide participants with opportunities to practice those skills.
Semester course; 1 workshop hour; 1 credit. Effective technology integration requires an understanding of all aspects of teaching including content, pedagogy and technology. Participants in this course will be introduced to the TPACK model that focuses on the knowledge needed to make effective choices for the use of technology to support content-based instruction. In addition, they will learn about activity types as tools for planning pedagogically sound instruction. Students will practice using the model and the activity types to develop technology enhanced curriculum using the framework.
Semester course; 3 practicum hours; 3 credits. This course provides participants with collaborative support and guidance to effectively utilize the knowledge and skills gained from prerequisite courses in foundations of online teaching, facilitating digital communications, instructional design, and assessment and evaluation. Practicum participants will work with a group of peers and the course instructor to finalize the development of their online course.
TEDU 668Time and Course Management for Online Learning1
Semester course; 1 lecture hour; 1 credit. Teaching and learning online makes different demands on both instructors and participants than the traditional face-to-face experience. In particular, working asynchronously means that instructors and participants must learn new ways of communicating -- with both the instructor and other students. One important role of the instructor is to help participants navigate this online learning environment, including developing appropriate time-management skills for discussion participation and assignment completion and managing student expectations related to instructor support and feedback. Participants in this course will develop policies and procedures to use as part of their online courses.
Semester course; 3 practicum hours; 3 credits. In this practicum experience, participants will facilitate an online learning course with the guidance of an experienced mentor. The exact details of the experience will be dependent on each participant’s situation. Participants will collaboratively work together to reflect on various aspects of the experience to identify best practices, hurdles and other aspects of the experience.
Semester course; 4 practicum hours. 4 credits. May be repeated for a maximum of 12 credits. Prerequisites: Passing scores on Praxis II examination and Virginia Communication and Literacy Assessment. Enrollment is restricted by permission of the adviser. For early and elementary education, secondary education and art education. Study and integration of theory with practice in clinical or off-campus settings supervised by an approved professional and university faculty. May include seminars, selected readings, projects and other activities designed and evaluated by supervising faculty. Students must consult with their adviser to determine the correct section.
TEDU 673Technology Leadership and Staff Development3
Semester course; 3 lecture hours. 3 credits. Prerequisites: Admission to IT certificate or master's in curriculum and instruction program, or permission of instructor. Emphasis on professional preparation in educational technology leadership; studies of and experiences with leadership, staff development, and supervisory concepts and skills as they relate to the use of technology in K-12 education. Participation in field experience to observe the use of technology to support instruction required.
Semester course; 1-6 practicum hours. 1-6 credits. May be repeated for a maximum of five credits toward graduation. Prerequisite: Passing scores on Praxis examination. Enrollment is restricted by permission of the adviser. For early and elementary education, secondary education and art education. Study and integration of theory with practice in clinical or off-campus settings supervised by an approved professional and university faculty member. May include seminars, selected readings, projects and other activities designed and evaluated by supervising faculty.
Subject
TEDU
Credits (min)
1
Credits (max)
6
Credit unit
Hours
Type
course
Repeatable
May be repeated for a maximum of five credits toward graduation.
Semester course; 3 field experience hours (150 contact hours). 3 credits. Enrollment requires permission of instructor. The ESL internship serves as an integrative application experience. Candidates are expected to implement a planned internship project with English language learners, apply knowledge in their area of focus within the field of ESL/TESOL education and demonstrate their ability to be a critically reflective practitioner. This course includes site-based requirements. Graded as Pass/Fail.
Semester course; 3 lecture hours. 3 credits. Prerequisites: enrolled in M.I.S. degree, mathematics specialist track; approval of externship goals by faculty specialist. Develops and refines the skills applicable to the preparation of an acceptable draft of an externship proposal.
TEDU 681Instruction, Assessment and the Teaching Profession: ____1-3
Semester course; 1-3 lecture hours (delivered online, face-to-face or hybrid. May be repeated for a maximum of nine credits. Enrollment is restricted by permission of the adviser. For curriculum and instruction, secondary social studies, secondary science, secondary English, secondary mathematics and elementary education. A course designed to familiarize educational professionals with strategies for organizing learning experiences and creating, selecting and implementing valid and reliable classroom-based formative and summative assessments of student learning. The class provides opportunities for interpreting valid assessments across diverse formats to gauge students' mastery of essential skills, and analyzing assessment data to enhance instructional strategies and student outcomes. The course also focuses on professionalism, ethical standards, personal integrity and the legal status of teachers and students, including federal and state laws and regulations. Special note: Despite the connection to student teaching and the demands of such being acknowledged, the lecture is a course with requirements that cannot be waived or abridged.
TEDU 682Curriculum Development in Science Education3
Semester course; 3 lecture hours. 3 credits. A course for science teacher-developed curriculum innovations that emphasize the initiation of formal and informal classroom work on current scientific trends, as well as special class work and laboratory programs.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides future ESOL teachers with the ESL trends and assessment practices in K-12 settings including specific skills regarding instruction, evaluation, assessment and test construction for English learners. Examines policies that influence assessment and the role of standards in assessment.
Semester course; 1-6 credits. May be repeated for a maximum of 9 credits. Prerequisite: Permission of department. Plan of work designed by extern with prior approval of the offering department. State certification or equivalent may be required for some externships. Off-campus planned experiences for advanced graduate students designed to extend professional competencies, carried out in a setting, under supervision of an approved professional. Externship activities monitored and evaluated by university faculty. Graded P/F.
TEDU 702National Board Certification II and Externship3
Semester course; 3 credits. Prerequisite: TEDU 602 with a minimum grade of B. Apply advanced analysis and reflection on teaching practice, culminating in the completion of a portfolio that provides evidence of meeting national teaching standards. Conduct externship.
TEDU 730Teacher Education and Professional Development3
Semester course; 3 lecture hours. 3 credits. In this course, students will critically analyze theory and research on teacher education for pre-service teachers and professional development for practicing teachers. Students will explore various conceptions of the teaching profession, the history of teacher education in the United States, debates on how best to educate teachers, and how teacher education and professional development can contribute to more equitable, just and inclusive education. This course cannot be used to meet a requirement for endorsement as a supervisor of instruction in Virginia.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 617. Enrollment is restricted to graduate students. The purpose of the course is to provide students with an overview of classroom-based research, particularly from the socio-cultural tradition. This course explores research on the classroom through recent and classic works of theory and empirical studies of teaching and learning. Throughout the course students will engage the tension between educational ends (educational theory, institutional goals and teachers’ goals) and students’ needs and desires.
Semester course; 3 lecture hours. 3 credits. Completion of TEDU 617 is recommended prior to enrollment. Designed to engage doctoral students in a range of readings, writings, discussions and other experiences that address the questions: What should be taught in schools? and Why? The course builds on earlier course work that examines curricular movements and frameworks, and considers contemporary approaches to curriculum study and the implications and effects of their epistemic and philosophical stances -- regarding the nature of knowledge, learners, schools and society -- on instruction.
TEDU 780Researching Lived Experience: Post Phenomenology3
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 711, NURS 770, SWKD 704, SBHD 638 or equivalent basic qualitative research course or with permission of the instructor. This advanced qualitative research course focuses on “sensitive” approaches to the study of lived experience (phenomenology) before it is reduced by reflection to words and even before lived experience is felt or emerges as “an experience” (posthumanism). In this course, cherished qualitative notions — validity, experience, subjectivity, coding, thematic analysis, identity, voice, language, etc. — are interrogated, and rigor is invested in an open style of wondering, engaging, writing and creating that transcends the authority of an author acting on its own. The course is conceptually grounded in continental philosophy. Lively philosophical passages and research studies — drawn from feminism, affect theory, critical theory and other fields — are augmented with activities that keep concepts vibrant, immediately useful and dynamically in play throughout the semester. Crosslisted as: EDUS 780.
Semester course; 1-6 credits. May be repeated for a maximum of 6 credits. A research study of a topic or problem approved by the student's supervisory committee and completed in accordance with acceptable standards for thesis writing.
