Education (EDUC)

This course focuses on contemporary issues in education and how the topics intersect with and are impacted by other fields of study. It is designed for freshmen and sophomores, including non-education majors and minors, who desire to engage in discourse with guest speakers from various disciplines as students explore multiple perspectives on education. Students will be guided as they explore topics relevant to their personal educational experiences. Active participation in class, personal interviews, and discourse with guest speakers are central components. Is not required for the education major or minor.

Curriculum: DI

Comparative Education explores the major differences between public education systems in the United States and in other parts of the world. Students will analyze what can be learned from other school systems using current research and a comparison of graduation rates, funding, teacher quality, commitment to equity, standardization, and accountability. This course will sometimes be offered as a travel course and is open to all students seeking an overview of the challenges and solutions to America's public education through comparison of high performing school systems. The course will engage students interested in problem solving and examining the complexities of public education. Is not required for the education minor.

Curriculum: CL,EL,SS

Technology & Education in the Modern Age" is a comprehensive course designed for first-year undergraduate students to explore and master contemporary technological tools and applications, while refining personal skills needed for success in college. Over the span of the semester, students will gain practical skills in productivity software, digital design, video editing, artificial intelligence, and emerging technologies. The course emphasizes hands-on learning and real-world applications, preparing students to utilize technology effectively in both academic and professional settings.

Curriculum: OC

Teaching is a valuable skill for leaders in business, healthcare, technology, government, nonprofit organizations, and more. Designed for students from any discipline, this course provides practical strategies for sharing expertise in professional, personal, or community settings. You will learn to break down complex tasks, create engaging content, and design instruction tailored to your target audience. Through interactive activities and peer teaching sessions, you will develop real-world teaching skills that can be applied across various contexts. No formal teaching experience or educational coursework is required. Students from any major are welcome.

Curriculum: OC

These courses focus on areas of education not specifically covered in the general curriculum and are designed to meet the needs of students.

The philosophical, historical, and sociological foundations of American education form a context from which students analyze the institutional characteristics and curricular patterns, objectives, and resources of contemporary elementary and secondary schools. Emphasis is placed on issues, problems, and challenges which influence curriculum and instruction in grades PreK-12 today. This course is a prerequisite to all other education courses.

This course, which provides the fieldwork concerning curriculum and instruction, must be taken concurrently with EDUC 220. Fulfills the CAR for Experiential Field Studies.

Curriculum: EL

The foundations for educating students with disabilities are presented, including historical, ethical, and legal aspects; identification, education, and evaluation of students with disabilities; and definitions, characteristics, and learning and behavioral support needs of students with disabilities who are accessing the general education curriculum at the elementary, middle, and high school levels.

Curriculum: DI

This is the fieldwork class to be completed in conjunction with EDUC 235 Characteristics of Exceptional Learners. Collaboration skills and reflective practice are practiced and emphasized. Students will complete a fieldwork assignment with a special educator.

These courses focus on areas of education not specifically covered in the general curriculum and are designed to meet the needs of students.

This one-credit course is designed for all students seeking teaching licensure during their junior fall and spring semesters and senior fall semester, prior to the commencement of their clinical experience in senior spring semester. Candidates accepted into the Teacher Preparation Program will follow a block of education courses designed specifically for education students. Included in the block of education courses is the critical piece of field experiences, with a concentration on transitioning from student to teacher. This specifically designed field course adds to the cohesiveness of the cohorted model of education students during their junior and senior semesters and provides opportunities in weekly class meetings for discussions, discourse, and reflections relating to shared experiences within education program. Course may be repeated for credit a maximum of three times. Instructor Permission Only.

This course is an introduction to teaching multilingual learners of English (MLLs/ELs) in inclusive classrooms. Students will develop a foundational understanding of language acquisition and the sociocultural issues that can affect language learning. We will explore and apply the dispositions, tools, and skills needed to provide an effective and equitable educational experience for MLLs/ELs in U.S. schools. Active participation in class is a central component.

Curriculum: CL,SS

This course is designed to prepare students who are seeking teacher licensure in Elementary Education (pK6) and in History and Social Sciences for Secondary Education, 6-12 endorsement with the skills and understanding they need to appropriate teach topics related to geography. This course is only open to students who are seeking teacher licensure or who are declared EDST majors who meet the prerequisite requirements.

A study of human growth and development (physical, cognitive, emotional, social, and moral) through the adolescent period. Other major topics include theories of learning, intelligence, motivation, higher level cognitive processes, and student diversity. Brain-based learning and 21st century frameworks are modeled through classroom practices. This course enables students to apply psychological principles to the educational process and classroom teaching. Units on assessment, measurement and evaluation; and recognizing, reporting, and responding to child abuse and neglect are included. Required course for all education programs. Students must complete 10 hours of fieldwork at a K-12 school, which requires a criminal background check.

This course examines best practices for creating and maintaining caring, respectful classroom communities in which learners feel safe, valued, and welcomed as they grow both academically and socially. Through a focus on proactive, interactive, and reflective decision-making skills, this course will strengthen students’ understanding of the relationships between the classroom environment, classroom behavior, and learning. Students will build the tools and dispositions for successful classroom management.

This course will present students with the best current practices and principles of assessment and grading across the curriculum of PK-12 schools in professional studies on the topic of assessment of and for student learning. This course is required for elementary and secondary programs.

This course will help students examine the ways in which electronic and digital technology can be effectively integrated into educational settings to enhance teaching and learning. Required course for elementary and secondary programs.

This course is designed to clarify and develop future teachers' understanding of diversity and teaching children from diverse backgrounds through an exploration of multicultural education. Specifically, this course is designed to examine 1) historical and curricular perspectives on multicultural education; 2) the nature and function of culture; 3) the development of individual and group cultural identity; 5) definitions and implications of diversity, and 6) the influences of culture on learning, development, and pedagogy. This course is required for all programs.

This course explores how ALL students comprehend and learn literacy strategies and how teachers can apply these processes in their content area(s). Students will examine and utilize literacy and instructional strategies that promote understanding and application of a variety of multi-modal texts in 21st century classrooms. Fieldwork is required in this course. Required course for Secondary, Arts, and Language Education majors. This course meets the requirements of the Virginia Literacy Act.

Curriculum: CC

This course integrates writing as a tool for learning across all subjects. Preservice teachers will acquire an understanding of the concepts and methods used to promote effective writing instruction and build upon themes taught in other literacy and methods courses. This course is grounded in evidence-based writing instruction and science-based writing research as required by the Virginia Department of Education through the Virginia Standards of Learning K-12, the Virginia Literacy Act (HB 319, VA, 2022), and the Virginia Administrative Code for Teacher Preparation Programs (8VAC20-543-100 to 450 as appropriate).

Curriculum: CC

This methods course is for preservice teachers who plan to teach in a secondary, arts (music or theatre), or language classroom. Preservice teachers will conduct an in-depth examination of fundamental concepts specific to their content area and subject-specific pedagogy. Course content emphasizes instructional design and integrates state and national standards, project-based learning approaches, curriculum integration strategies, content area literacy, and current research. This course includes 10 hours of fieldwork in a classroom appropriate for their content area.

Curriculum: OC

These courses focus on areas of education not specifically covered in the general curriculum and are designed to meet the needs of advanced students.

This capstone course, which is required as part of the senior block plan, is designed and organized in modules around topics essential to the continuing development of the student teacher and the job search. The student teacher learns to create an electronic professional portfolio and use of current technologies in K-12 teaching. In addition, the seminar provides the student teacher with opportunities for analysis, synthesis, reflection and evaluation of his/her student teaching experience.

This capstone course, which is required as part of the senior block plan, is designed and organized in modules around topics essential to the continuing development of the student teacher and the job search. The student teacher learns to create an electronic professional portfolio and use of current technologies in K-12 teaching. In addition, the seminar provides the student teacher with opportunities for analysis, synthesis, reflection and evaluation of his/her student teaching experience.

Observation (150 contact hours) and EDUC 426 - Student Teaching (150 contact hours) are the capstone experiences for all Education minors. Students integrate knowledge and experiences from all other education courses and fieldwork. These include: professional, academic, and creative integrations. EDUC 425 includes 4 to 5 weeks of observation, participation, and specific assignments to prepare the student for ten weeks of full-time student teaching. Elementary and special education student teachers have two separate placements for ten to twelve weeks of full-time student teaching. This course is taught as part of the student teaching block and must be taken concurrently with EDUC 426.

Student teaching is the culminating experience for the Education minor. Student teaching is designed to integrate and refine knowledge, skills and experiences to become a highly qualified teacher. During student teaching, students assume full teaching responsibilities. Reflective practice is required throughout the experience. Student teaching is a full-time ten to thirteen week teaching experience.

Curriculum: CS,EL

Designed for juniors or seniors with a minimum of a 2.25 GPA who desire an immersion experience in an educational setting other than those available through education courses. The qualified student should have a specific area of educational interest which might include: specialized careers in education such as special education, guidance, administration, and reading, or in other settings such as, museums, humane societies, or athletic facilities. Education faculty will work with the qualified student to develop placements in the student's area of interest. For elective credit only, this course may not count towards an education minor. Application is required. A special fee ($200) is charged for this course.

Curriculum: EL,CS

This course provides an opportunity, under unusual circumstances, for a qualified student to gain practical experience or research study with an educational institution through field placement. This course does not fulfill any requirement of the Teacher Preparation Program. A special fee ($200) is charged for this course.

Curriculum: EL

This course provides an opportunity, under unusual circumstances, for a qualified student to gain practical experience or research study with an educational institution through field placement. This course does not fulfill any requirement of the Teacher Preparation Program.

Curriculum: EL,CS