Academic Catalog

2019-2020 Undergraduate Academic Catalog

Teacher Education Program (TEP)

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Majors

Liberal Studies Major

Teacher Licensure

Elementary (PreK-6)

Secondary (6-12)

Designated Disciplines (PreK-12)

Bridgewater College provides a state-approved program for the preparation of elementary and secondary teachers. Candidates who successfully complete this program and pass the Praxis Core Academic Skills for Educators: Mathematics, Virginia Communication and Literacy Assessment (VCLA), Reading for Virginia Educators (PreK–6 only) and Praxis II within individual content certification areas receive licensure in Virginia and may receive initial licensure to teach in many other states through reciprocal certification contracts.
 
The elementary education program prepares the candidate to teach in PreK–6 (PreKindergarten through grade 6). The secondary education program prepares candidates to teach grades 6–12 in the following content areas: Biology, Chemistry, Computer Science, English, Family and Consumer Sciences, History and Social Studies, Mathematics and Physics. The following are PreK–12 licensure areas: Health and Physical Education, Music (Instrumental or Vocal), Theatre Arts, Visual Arts and World Language (French, Spanish). Candidates may also seek add-on endorsements in Algebra I, Driver Education and English as a Second Language.
 

TEP Program Gateways

  1. Pre-Admission (Gateway 1)
  2. Admission to the Teacher Education Program (TEP) (Gateway 2)
  3. Admission to Student Teaching (Gateway 3)
  4. Criteria for Application for Licensure to the Commonwealth of Virginia Department of Education (Gateway 4)
  5. Alumni (Gateway 5)

Gateway 1:  Pre-admission

Candidates pursuing teacher licensure may enroll in EDUC-140, EDUC-200, EDUC-215 and EDUC-316 while in the process of applying for admission to the TEP.

Gateway 2:  Admission to the Teacher Education Program (TEP)

Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates.
 
The following requirements must be met for the interview for admission to the Bridgewater College TEP and maintained to continue participation:
 
  1. Achieve an overall grade point average of 2.5 or better
  2. Pass the Virginia Communication and Literacy Assessment (VCLA)
  3. Pass the following three subtests of the Praxis Core Academic Skills for Educators Tests: Reading(5712) with a pass-score of 156 or higher, Writing (5722) with a pass-score of 162 or higher, and Mathematics (5732) with a pass-score of 150 or higher
  4. Complete an application for admission to the TEP
  5. Receive positive recommendations from a TEP faculty member, the academic advisor, the dean of students and at least one outside reference
  6. Verify previous work or volunteer experience with youth
  7. Be interviewed and recommended for admission by a departmental faculty member
  8. Be approved by the director of the TEP and/or the Committee on Teacher Education
Please note that application to the TEP is the first step to becoming a teacher. In order to proceed, you will need to apply separately to student teaching.
 

Admission to the TEP Field Experiences

Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates. Candidates may enroll in EDUC-215 if they have:
 
  1. Achieved an overall grade point average of 2.5 or better
  2. Taken the Praxis Core Academic Skills for Educators: Mathematics (150) or were exempt based on SAT/ACT scores
  3. Completed an application for admission to the TEP
  4. Set a time-frame to have the Virginia Communications and Literacy Assessment passed
Candidates pursuing teacher licensure may not be enrolled in education courses at the 300-level that have field experiences until they have been admitted to the TEP. In addition, they must:
 
  1. Have maintained the requirements set for admission to the TEP
  2. Have continued to advance in knowledge, skills and dispositions in general education, content area major, and TEP courses and experiences
  3. Have met the prerequisites of the EDUC course as outlined in this catalog

Gateway 3:  Admission to Student Teaching

Candidates seeking to be admitted to student teaching must complete an application for student teaching by December 1 to teach in the fall semester of the next academic year and March 1 to teach in the spring semester of the next academic year. Application materials and an application checklist are available through the TEP website. Candidates must have the support of their content major department as part of the process of admission to student teaching. Further, candidates must:
 
  1. Have maintained the requirements set for admission to the TEP
  2. Have continued to advance in knowledge, skills and dispositions in general education, content area major, and TEP courses and experiences
  3. Have completed all professional education courses with a grade of “C” or higher
  4. Complete the Student Teaching Application, which includes a plan to have taken the Praxis II Content Area Assessment and, for PreK-6, Reading for Virginia Educators (RVE), prior to the start of student teaching
  5. Have demonstrated dispositions of personal and professional behaviors that support student learning and/or the performance of other professional responsibilities as measured by field experience evaluations by classroom clinical faculty and Bridgewater’s TEP supervisors

Gateway 4:  Licensure Application (Commonwealth of Virginia)

Candidates who already hold a bachelor’s degree and are seeking to fulfill requirements for certification and licensure must adhere to the same requirements as degree seeking candidates. Candidates who have successfully completed student teaching (EDUC-460 and EDUC-465; or EDUC-470) and who have met all the College requirements for graduation may make application for Teacher Licensure Certification. Candidates must be program completers before the College can recommend them for licensure. The
awarding of certification and licensure is granted by the Virginia Department of Education (doe.virginia.gov/teaching/licensure). In order to be considered a program completer, and be recommended for certification and licensure a candidate must have done the following :
 
  1. Completed all professional education EDUC courses with a grade of “C” or higher
  2. Completed all field experiences and EDUC-380X with a grade of “C” or higher, and completed student teaching with a grade of “S”
  3. Completed the following courses with a grade of “C” or higher: ENG-110; MATH-105 and MATH-115 or MATH-110 or MATH-118; and COMM-100
  4. Successfully passed the Praxis Core Academic Skills for Educators: Mathematics, VCLA, Praxis II Content Area Assessment and RVE (elementary licensure)
  5. Completed CPR, First Aid, AED, and Bloodborne Pathogens training and Child Abuse and Dyslexia modules as required by VA-DOE.
  6. Completed all requirements for the B.S. or the B.A. degree
  7. Maintained an overall GPA of 2.5 or higher
  8. Completed all required paperwork for application for licensure and provided a check or money order for the cost of processing

Dismissal from the TEP

The TEP may issue a warning or dismiss a candidate from the program for failure to meet, satisfy, or demonstrate satisfactory performance in one, or more, of the following areas:
 
  1. The candidate fails to maintain the requirements set for admission to the TEP
  2. A school determines that the candidate has behaved unprofessionally in a field experience
  3. The candidate lacks the ability to communicate and work effectively with peers, school personnel and PreK–12 students
  4. The candidate’s behavior is deemed professionally inappropriate by school personnel, BC TEP supervisors or other BC faculty
  5. The candidate fails to meet the legal requirements and professional expectations as set forth by the Virginia Department of Education Teacher Licensure Regulations

Procedure for Warning and Dismissal from the TEP

  1. Once notified of the incident, the elementary or secondary coordinator will meet with the candidate and his/her academic advisor to review the complaint/incident. The coordinator may consult with a course instructor, a BC TEP supervisor, a school administrator or a classroom teacher to gather further information. The coordinator will then make a written recommendation to the candidate and to the director of TEP. A copy of this recommendation will be placed in the candidate’s TEP file.
  2. Upon receipt of the recommendation, the director of the TEP will call a meeting with the candidate, his/her academic advisor and the appropriate coordinator to review the incident and may choose to warn or dismiss the candidate from the program. The director notifies the candidate in writing of the decision.
  3. If the candidate is dismissed and is presently in a field experience, the director of the TEP will notify the appropriate school personnel of the dismissal.
  4. A candidate who receives a warning or is dismissed may make an appeal following the College policy as found at bridgewater.edu/life-at-bridgewater/services-for-students/grievance-procedures.

Technology Competencies

Candidates seeking certification to teach are required to meet all minimum technology competencies identified by the Virginia Department of Education. All courses in the education department emphasize the use of instructional technology in preparing teachers for today’s schools. Candidates satisfy these competencies by successfully completing the Education course sequence.
 

Education Curriculum

All candidates admitted to the TEP must take required education courses outlined for their endorsement/program level. These courses have been designed to meet the professional competencies outlined in the Virginia Department of Education Licensure Regulations for School Personnel and Technology Standards for Instructional Personnel guidelines. Transfer candidates should meet with a member of the education department upon arrival at Bridgewater in order to plan their education course sequence.

Liberal Studies Major

Degree Type Offered: B.A. Major

The following core courses are required for the liberal studies major. 

Core Courses:

ECON-200 Principles of Macroeconomics

Credits: 3 Term Offered: Fall and Spring

Introduces scarcity, opportunity cost, and supply and demand analysis, with special emphasis on aggregate economic growth, unemployment, inflation, and fiscal and monetary policies. Prerequisite: FILA-150 or FILA-350EW FILA general education: social sciences

-or-

ECON-210 Principles of Microeconomics

Credits: 3 Term Offered: Fall and Spring

Analysis of individual choice and market behavior, with special emphasis on price and output relationships and the economics of the firm. Prerequisite: FILA-150 or FILA-350EW FILA general education: social sciences

PWR-275 Grammar, Style & Editing

Credits: 3 Term Offered: Spring Only

Overview of what is traditionally called grammar, including syntax, mechanics, style, punctuation, spelling, vocabulary-building and proofreading for teaching writing at the elementary and secondary levels as well as for publication at a professional level. Develops competency in creation, analysis and editing of written English. Prerequisite: ENG-110

or

ENG-300 Linguistics

Credits: 3 Term Offered: Fall Only

Linguistic analysis incorporating traditional grammar, phonology, syntax, sociolinguistics, morphology semantics and historical linguistics (including the history of the English language). Prerequisite: ENG-110

ENG-345W Literature for Children

Credits: 3 Term Offered: Fall and Spring

Development and analysis of the major types of children's literature are addressed, including picture books, poetry, fables, folktales, fantasy, realism, and historical fiction. Students read and analyze classic examples of each type. Prerequisites: FILA-150 or FILA-350EW and ENG-110 FILA general education: literature and writing intensive

MATH-105 Mathematical Theory & Computation I

Credits: 3 Term Offered: Fall Only

The courses are logically divided into four primary areas: arithmetic, geometry, algebra, and problem solving. Each of the four areas is studied in both terms. The theory of problem solving is an integral part of all aspects of the courses. The study of arithmetic includes the theory arithmetic operations and the development of skills in computation; number theory and patterns in sequences of numbers are used to introduce the basics of mathematical proofs. The study of geometry includes identification of plane and solid geometric shapes, computations of perimeter, area and volume, and trigonometry of right triangles. The study of algebra includes basic algebraic operations, computation using functions, and graphing.

MATH-115 Mathematical Theory & Computation II

Credits: 3 Term Offered: Spring Only

The courses are logically divided into four primary areas: arithmetic, geometry, algebra, and problem solving. Each of the four areas is studied in both terms. The theory of problem solving is an integral part of all aspects of the courses. The study of arithmetic includes the theory arithmetic operations and the development of skills in computation; number theory and patterns in sequences of numbers are used to introduce the basics of mathematical proofs. The study of geometry includes identification of plane and solid geometric shapes, computations of perimeter, area and volume, and trigonometry of right triangles. The study of algebra includes basic algebraic operations, computation using functions, and graphing. FILA general education: master core skills

MATH-140 Introduction to Statistics

Credits: 3 Term Offered: Fall and Spring

Basic descriptive statistics, probability, hypothesis testing, correlation, and regression. Statistical computer software is used to analyze data. Prerequisites: MATH-118, MATH-110, MATH-115, or satisfactory performance on placement test

HIST-105 World History to 1500

Credits: 3 Term Offered: Fall and Spring

An examination of the multiple global narratives that comprise human development and interaction prior to 1500 with primary focus on early human activity, the development of complex societies, classical and post-classical ages, and expansion of post-classical cross-cultural involvement. Corequisite: FILA-150 or FILA-350EW FILA general education: history

-or-

HIST-110 World History Since 1500

Credits: 3 Term Offered: Fall and Spring

An examination of the multiple global narratives that comprise human development and interaction since 1500 with primary focus on the origins of global interdependence, the ages of revolution, industry, and empire, and the twentieth century. Corequisite: FILA-150 or FILA-350EW FILA general education: history

HIST-201 History of the United States to 1877

Credits: 3 Term Offered: Fall Only

The United States from settlement to Reconstruction. Major themes include the development of a new society, evolution of democratic behavior, and the growth of sectionalism. Includes both social and political approaches.

HIST-202 History of the United States Since 1877

Credits: 3 Term Offered: Spring Only

The United States from Reconstruction until the present. Major themes include industrialization and modernization, the increased role of government, greater U. S. involvement in international affairs, and the impact of these changes on society. A continuation of HIST-201.

GEOG-195 World Regional Geography

Credits: 3 Term Offered: Fall Only

A human geographic exploration of all world regions, emphasizing population, cultural, economic and political geographies. Prerequisites: Completion of the FILA general education history requirement and one of the following: ECON-200, ECON-210 or SOC-101, or permission of instructor

BIOL-100 The Nature of the Biological World

Credits: 4 Term Offered: Fall and Spring

Survey of the discipline of biology designed for the non-major. Content varies with the expertise of the instructor, but all sections focus on the relevance/importance of biology in everyday life. Laboratory focuses on understanding science as a process and includes an independent research project with oral presentation. Three lectures and one lab per week. Corequisite: MATH-118 FILA general education: natural and physical sciences

PHYS-110 Introductory Astronomy

Credits: 4 Term Offered: Fall and Spring

Designed to help students appreciate and understand their physical environment and the methods of physical science through the study of basic astronomy. Topics include the history of astronomy; motion of celestial objects; planets of the solar system; birth, life, and death of stars; galaxies; and cosmology. Three hours in class and two hours in laboratory per week. Prerequisites: MATH-110 or MATH-115 or MATH-118 FILA general education: natural and physical sciences

-or-

PHYS-119 Physics and the Modern World

Credits: 4 Term Offered: Fall and Spring

Physics has given humanity the ability to better understand our world as well as transform our relationship with it. This course investigates the influence of physics principles, discoveries, and applications in human endeavors, such as electricity and nuclear radiation. The role that physics plays in energy use, technology and modern society is explored along with the impacts these discoveries and applications have on global and personal scales. Prerequisites: MATH-110 or MATH-115 or MATH-118 FILA general education: natural and physical sciences

-or-

PHYS-125 Concepts of Physics

Credits: 4 Term Offered: Fall and Spring

An introduction to the basic concepts of physics emphasizing practical applications of physical laws to common occurrences. Physical descriptions are presented on how things move, the behavior of sound and light, uses of electricity and magnetism, and the behavior of fundamental particles. Three hours in class and two hours in laboratory per week. Prerequisites: MATH-110 or MATH-115 or MATH-118 FILA general education: natural and physical sciences

FCS-345 Child Development

Credits: 4 Term Offered: Fall and Spring

Examine issues related to physical, cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children. Prerequisite: junior standing

-or-

FCS-408X Parent and Child Relations

Credits: 3 Term Offered: Spring Only

Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development, as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. Prerequisites: FILA-150 or FILA-350EW FILA general education: experiential learning

Licensure (PreK-6) Track:

This track in the liberal studies major is linked to teacher licensure, thus all requirements (core and education courses) must be completed prior to graduation. A candidate cannot graduate with this track and then return to complete student teaching.

In addition to the core requirements, complete the following professional education courses for Elementary Education (Pre-K-6) Licensure:

EDUC-140 Introduction to Teaching

Credits: 3 Term Offered: Fall and Spring

Helps candidates explore the career of teaching. Emphasis on the historical, sociological and pedagogical foundations of American public education, as well as culturally responsive pedagogy with academically, culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local, state and national requirements of the teaching profession.

EDUC-200 Educational Psychology

Credits: 3 Term Offered: Fall and Spring

Surveys principles of development, learning and evaluation as they relate to learners' educational growth. The study of the physical, social, emotional and intellectual development of the learner focuses on how this development relates to pedagogy, motivation, classroom management, and assessment.

EDUC-215 Diversity in the Classroom

Credits: 4 Term Offered: Fall and Spring

Explores cultural, linguistic and academic diversity, with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Includes a minimum 10 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: minimum 2.5 GPA, application to the TEP, have taken Praxis Core Academic Skills for Educators Tests: Mathematics, have taken or registered for the Virginia Communication and Literacy Assessment (VCLA); Sophomore standing.

EDUC-316 Strategies for Teaching Mathematics In the Elementary Classroom

Credits: 3 Term Offered: Fall and Spring

Provides prospective teachers in grades PreK-6 with the knowledge, skills and understanding to implement effective mathematics instruction. Emphasizes the teaching/learning process to best enable students to develop appropriate mathematics skills, attitudes, and concepts. Topics include national and state mathematics standards, assessment, diagnostic and remedial strategies, the use of manipulatives, the use of educational technology, the contributions of different cultures toward the development of mathematics, and the role of mathematics in culture and society. Required for PreK-6 licensure only.

EDUC-330 Early Literacy

Credits: 4 Term Offered: Fall and Spring

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level with a focus on phonemic awareness, phonics, vocabulary, beginning fluency and comprehension. Explorations of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Includes 20 hours in public schools. Successful field experience is necessary for a passing grade in the class. Prerequisite: admission to the TEP

EDUC-332 Intermediate Literacy

Credits: 2 Term Offered: Fall and Spring

Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas, stages in the writing process, vocabulary, fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Prerequisites: EDUC-330 and Admission to the Teacher Education Program

EDUC-371E Classroom Management, Elementary

Credits: 4 Term Offered: Fall and Spring

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours field experience in an elementary classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: FILA-150 or FILA-350EW, ENG-110, and admission to the TEP FILA general education: ethical reasoning

EDUC-380X Practicum in Current Teaching Techniques

Credits: 3 Term Offered: May Term & Summe

Three-week, full-day, field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement, but within their range of licensure and certification. Candidates teach a minimum of two times, participates in all professional activities of their classroom cooperating teacher, and engage in reflective seminars back on campus, or through online delivery. Prerequisites: FILA-150 or FILA-350EW, admission to the TEP, successful completion of EDUC-371E or EDUC-372E and taken in May Term or summer before student teaching FILA general education: experiential learning Note: Those seeking ESL certification take this course the junior year but after having taken EDUC-371E or EDUC-372E.

EDUC-406 Curriculum and Instruction Elem Class Elementary Classroom

Credits: 4 Term Offered: Fall and Spring

Instructional practice in the elementary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning (PK-6) with particular emphasis given to science and social studies. Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of field experience in an elementary (PK-6) classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP, taken the semester before student teaching

EDUC-451 Seminar in Educational Practices, Elementary

Credits: 1 Term Offered: Fall and Spring

Taken during the student teaching experience, this course emphasizes professional licensure requirements and teacher performance standards, measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field. Prerequisites: admission to the TEP Corequisites: EDUC-465 or EDUC-470

EDUC-470 Professional Student Teaching

Credits: 13 Term Offered: Fall and Spring

Fifteen-week final field experience involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite: EDUC-451 or EDUC-452

GEOG-195 World Regional Geography

Credits: 3 Term Offered: Fall Only

A human geographic exploration of all world regions, emphasizing population, cultural, economic and political geographies. Prerequisites: Completion of the FILA general education history requirement and one of the following: ECON-200, ECON-210 or SOC-101, or permission of instructor

Non-Licensure Track:

In addition to the core requirements, choose 9 hours from the following :

Choose one:

FCS-319 Families and Individuals in Societal Contexts

Credits: 3 Term Offered: Spring Only

Students will examine family and interpersonal relationships from a variety of theoretical and conceptual frameworks to gain an understanding of the changes in society relative to marriage and family. Students will engage in critical examination of issues related to families, work, and their interrelationships. Using family science theories, students will consider the contextual factors that influence the family. Emphasis placed upon the reciprocal impacts of relationships within the family and a person's relationships to individuals and society. This course focuses on family as a basic social institution, the various theoretical perspectives on the family, and provides an overview of current social scientific research on the family. The history, structure, and functions of the family will be addressed as will topics such as dating, cohabitation, marriage, parenting, family violence, and divorce. Corequisites: FILA-150 or FILA-350EW FILA general education: social sciences

FCS-345 Child Development

Credits: 4 Term Offered: Fall and Spring

Examine issues related to physical, cognitive and socio-emotional development of the child from conception through early adolescence. Students will develop theoretical and practical knowledge of child development concepts. Provisions are made for observing and working with preschool children. Prerequisite: junior standing

FCS-346 Adolescent Development

Credits: 3 Term Offered: Fall Only

Developmental changes of individuals in families throughout the adolescent years into emerging adulthood. Emphasis placed on knowledge of physical, emotional, cognitive, and social aspects of development.

FCS-347 Family Law and Public Policy

Credits: 3 Term Offered: Spring Only

Students will develop an understanding of the legal issues, policies, and law influencing the well-being of families. Topics include family and the law relating to marriage, divorce, family support, child custody, child protection and rights, family planning, social services, education, the economy religion, and public policy as it affects the family, including tax, civil rights, social security, economic support laws, and regulations.

FCS-408X Parent and Child Relations

Credits: 3 Term Offered: Spring Only

Overview of the process of parenting in diverse cultural and familial structures. Exploration of issues related to parenting at various stages of development, as well as formation of parenting goals and styles. Emphasis placed on parent-child interactions through the child rearing years. Provides an emphasis on evidence-based practices and evaluation of programming. Prerequisites: FILA-150 or FILA-350EW FILA general education: experiential learning

FCS-440 Family Life Education Methodology

Credits: 3 Term Offered: Spring Only

Critical examination of principles of the general philosophy and broad principles of family life education in conjunction with the ability to plan, implement, and evaluate such educational programs. An understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues as they relate to professional practice and community concerns and values.

Choose one:

EDUC-330 Early Literacy

Credits: 4 Term Offered: Fall and Spring

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level with a focus on phonemic awareness, phonics, vocabulary, beginning fluency and comprehension. Explorations of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Includes 20 hours in public schools. Successful field experience is necessary for a passing grade in the class. Prerequisite: admission to the TEP

EDUC-371E Classroom Management, Elementary

Credits: 4 Term Offered: Fall and Spring

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours field experience in an elementary classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: FILA-150 or FILA-350EW, ENG-110, and admission to the TEP FILA general education: ethical reasoning

SOC-334 Gender and Sexuality Studies

Credits: 3 Term Offered: Spring Only

Introduction to a variety of conceptual frameworks and theoretical lenses relating to human gender and sexualities, including social constructionism, political economy, and cultural studies. A critical, global, historical, and sociological approach will be emphasized to unpack gendered ad sexualized social structures like patriarchy, heterosexism, and hegemonic masculinity. Special attention will be paid to social movements and challenges to power/resource inequalities made by gender and sexuality-based minority groups. Prerequisites: FILA-150 or FILA-350EW and SOC-101 FILA general education: global dynamics Offered alternate years

SOC-368W Sociology of the Family

Credits: 3 Term Offered: Fall Only

Examination of the human family historically and comparatively in various cultures with major emphasis placed upon the modern American family. Included are such topics as the diversity of family structures, the social construction of emotions, gender expectations and roles, parenting, the life cycle, and family tensions. Prerequisites: FILA-150 or FILA-350EW, SOC-101 and ENG-110 FILA general education: writing intensive (Cross-listed as FCS-368W)

Choose one:

FCS-480 Internship

Credits: 3 Term Offered: All Terms

Provides an opportunity for a student to gain field experience in an area related to the student's concentration or career goals. Supervision of an intern is provided by an appropriate faculty member and by a staff member of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon policies and guidelines as approved by the Council on Education and the faculty. To be considered for an internship, a student must have junior or senior status and at least a 2.00 grade point average. Internships are graded on an S or U basis. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation.

EDUC-480 Internship

Credits: 3 Term Offered: All Terms

Provides an opportunity for a student to gain field experience in an area related to the student's concentration or career goals. Supervision of an intern is provided by an appropriate faculty member and by a staff member of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon policies and guidelines as approved by the Council on Education and the faculty. To be considered for an internship, a student must have junior or senior status and at least a 2.00 grade point average. Internships are graded on an S or U basis. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation.

Elementary (PreK-6)

Degree Type Offered: Teacher Licensure

The elementary education program prepares the candidate to teach in PreK–6 (PreKindergarten through grade 6).

Secondary (6-12)

Degree Type Offered: Teacher Licensure

The secondary education program prepares candidates to teach grades 6–12 in the following content areas: Biology, Chemistry, Computer Science, English, Family and Consumer Sciences, History and Social Studies, Mathematics and Physics.

EDUC-140 Introduction to Teaching

Credits: 3 Term Offered: Fall and Spring

Helps candidates explore the career of teaching. Emphasis on the historical, sociological and pedagogical foundations of American public education, as well as culturally responsive pedagogy with academically, culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local, state and national requirements of the teaching profession.

EDUC-200 Educational Psychology

Credits: 3 Term Offered: Fall and Spring

Surveys principles of development, learning and evaluation as they relate to learners' educational growth. The study of the physical, social, emotional and intellectual development of the learner focuses on how this development relates to pedagogy, motivation, classroom management, and assessment.

EDUC-215 Diversity in the Classroom

Credits: 4 Term Offered: Fall and Spring

Explores cultural, linguistic and academic diversity, with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Includes a minimum 10 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: minimum 2.5 GPA, application to the TEP, have taken Praxis Core Academic Skills for Educators Tests: Mathematics, have taken or registered for the Virginia Communication and Literacy Assessment (VCLA); Sophomore standing.

EDUC-334 Literacy in the Context Area

Credits: 3 Term Offered: Fall and Spring

Helps secondary education candidates describe and develop effective content literacy strategies for academically, culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including: vocabulary development; literal, interpretive, critical and evaluative comprehension; critical thinking; writing strategies; and listening and speaking skills. Includes minimum 20 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP and junior standing

EDUC-372E Classroom Management, Secondary

Credits: 4 Term Offered: Fall and Spring

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours field experience in 6-12 classroom (or in a classroom of the licensure.) Successful field experience is necessary for a passing grade in the class. Prerequisites: FILA-150 or FILA-350EW, ENG-110, and admission to the TEP FILA general education: ethical reasoning

EDUC-380X Practicum in Current Teaching Techniques

Credits: 3 Term Offered: May Term & Summe

Three-week, full-day, field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement, but within their range of licensure and certification. Candidates teach a minimum of two times, participates in all professional activities of their classroom cooperating teacher, and engage in reflective seminars back on campus, or through online delivery. Prerequisites: FILA-150 or FILA-350EW, admission to the TEP, successful completion of EDUC-371E or EDUC-372E and taken in May Term or summer before student teaching FILA general education: experiential learning Note: Those seeking ESL certification take this course the junior year but after having taken EDUC-371E or EDUC-372E.

EDUC-412 Curriculum and Instruction Second Class Secondary Classroom

Credits: 4 Term Offered: Fall Only

Instructional practice in the secondary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning or National Standards in specified content area (PK-12 or 6-12). Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of field experience in an elementary (PK-12 or 6-12) classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP, taken the semester before student teaching

EDUC-452 Seminar in Educational Practices, Secondary

Credits: 1 Term Offered: Fall and Spring

Taken during the student teaching experience, this course emphasizes professional licensure requirements and teacher performance standards, measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field. Prerequisites: admission to the TEP Corequisites: EDUC-465 or EDUC-470

EDUC-470 Professional Student Teaching

Credits: 13 Term Offered: Fall and Spring

Fifteen-week final field experience involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite: EDUC-451 or EDUC-452

Designated Disciplines (PreK-12)

Degree Type Offered: Teacher Licensure

The following are PreK–12 licensure areas: Health and Physical Education, Music (Instrumental or Vocal), Theatre Arts, Visual Arts and World Language (French, Spanish). Candidates may also seek add-on endorsements in Algebra I, Driver Education and English as a Second Language.

Health and Physical Education Licensure (PreK–12)

The same education course sequence as for secondary licensure except EDUC-412. Also refer to the health and physical education major in the Department of Health and Human Sciences section of this catalog.

Music Education (Vocal and Instrumental) Licensure (PreK–12)

Refer to the music department section of this catalog for the education course sequence.

Theatre Arts Education Licensure (PreK–12)

The same education course sequence as for secondary. Also, refer to the Department of Communication Studies and Theatre section of this catalog for the required theatre course sequence.

Visual Arts Education Licensure (PreK–12)

The same education course sequence as for secondary licensure.

World Languages Education Licensure (PreK–12)

The same education course sequence as for secondary licensure.

Add-On Endorsement Options to the Initial Licensure Area (PRAXIS Required):

Algebra I

Refer to the mathematics and computer science department for required coursework.

Driver’s Education

Refer to the health and human sciences department section, ES-441 and ES-445.

English as a Second Language—ESL (PreK–12)

For ESL endorsement, the following courses are required in addition to the major and the education courses listed for either the elementary or secondary licensure.

COMM-100 Oral Communication

Credits: 3 Term Offered: Fall and Spring

Teaches students how to create and respond to verbal and nonverbal messages across a variety of rhetorical situations. Students will learn the core concepts of public speaking and develop the skills to select, organize, and deliver material based on the needs of a specific audience. The course will focus on informative and persuasive speaking, and may also include introductory speeches, special-occasion speeches, and business presentations. FILA general education: master core skills

EDUC-330 Early Literacy

Credits: 4 Term Offered: Fall and Spring

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level with a focus on phonemic awareness, phonics, vocabulary, beginning fluency and comprehension. Explorations of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Includes 20 hours in public schools. Successful field experience is necessary for a passing grade in the class. Prerequisite: admission to the TEP

EDUC-332 Intermediate Literacy

Credits: 2 Term Offered: Fall and Spring

Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas, stages in the writing process, vocabulary, fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Prerequisites: EDUC-330 and Admission to the Teacher Education Program

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EDUC-334 Literacy in the Context Area

Credits: 3 Term Offered: Fall and Spring

Helps secondary education candidates describe and develop effective content literacy strategies for academically, culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including: vocabulary development; literal, interpretive, critical and evaluative comprehension; critical thinking; writing strategies; and listening and speaking skills. Includes minimum 20 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP and junior standing

ENG-110 Effective Writing

Credits: 3 Term Offered: Fall and Spring

Introduction to academic expository and argumentative writing, with a focus on developing rhetorical skills and practices appropriate to a range of disciplines. Instruction in ethical use of material from sources and academic documentation systems. Supplementary writer's workshop required, based on placement. FILA general education: master core skills

ENG-300 Linguistics

Credits: 3 Term Offered: Fall Only

Linguistic analysis incorporating traditional grammar, phonology, syntax, sociolinguistics, morphology semantics and historical linguistics (including the history of the English language). Prerequisite: ENG-110

EDUC-215 Diversity in the Classroom

Credits: 4 Term Offered: Fall and Spring

Explores cultural, linguistic and academic diversity, with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Includes a minimum 10 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: minimum 2.5 GPA, application to the TEP, have taken Praxis Core Academic Skills for Educators Tests: Mathematics, have taken or registered for the Virginia Communication and Literacy Assessment (VCLA); Sophomore standing.

EDUC-307 Practicum in Current Teaching Techniques for ESL Endorsement

Credits: 2 Term Offered: Fall Only

Forty-hour intensive field experience immersed in an ESL school environment for the prospective ESL teacher. While working on developing an understanding of the whole child, emphasis is placed on identifying and meeting the needs of students who are engaged in becoming acclimated to living in a culture other than their native one and learning English; identifying and continuing to develop classroom management techniques in preparation for the student teaching experience; and beginning to plan and create SOL-based lesson plans. Prerequisites: admission to the Teacher Education Program Note: Cannot be taken simultaneously with more than one other EDUC field experience

EDUC-406 Curriculum and Instruction Elem Class Elementary Classroom

Credits: 4 Term Offered: Fall and Spring

Instructional practice in the elementary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning (PK-6) with particular emphasis given to science and social studies. Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of field experience in an elementary (PK-6) classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP, taken the semester before student teaching

FREN/SPAN 6 credits

ENG/FREN/SPAN-317 ESL and World Language Teaching

Credits: 3 Term Offered: Fall Only

Covers materials on instructional practice and student assessment as they relate to the teaching of English as a Second Language (ESL) and foreign languages. Material and discussions are focused on the central theme of how to contextualize language instruction and how to run a proficiency-oriented classroom. Taught in English. Required for students seeking ESL endorsement. Strongly recommended for students preparing to teach Spanish or French. Prerequisite: ENG-110 (Cross-listed as FREN/SPAN-317)

EDUC-460 Professional ESL Student Teaching

Credits: 4 Term Offered: Fall and Spring

Eight-week student teaching field experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Provides students seeking an ESL endorsement an opportunity to teach in an ESL environment. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: admission to the Teacher Education Program and completion of all coursework in the ESL certification and TEP Corequisite: EDUC-451 or EDUC-452

EDUC-465 Professional Student Teaching for Dual ESL Endorsement

Credits: 12 Term Offered: Fall and Spring

Ten-week student teaching field experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: EDUC-460 and ESL endorsements with Pre-K-6, 6-12, PreK-12 content area endorsements Corequisite: EDUC-451 or EDUC-452

Courses

EDUC-140 Introduction to Teaching

Credits: 3 Term Offered: Fall and Spring

Helps candidates explore the career of teaching. Emphasis on the historical, sociological and pedagogical foundations of American public education, as well as culturally responsive pedagogy with academically, culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local, state and national requirements of the teaching profession.

EDUC-200 Educational Psychology

Credits: 3 Term Offered: Fall and Spring

Surveys principles of development, learning and evaluation as they relate to learners' educational growth. The study of the physical, social, emotional and intellectual development of the learner focuses on how this development relates to pedagogy, motivation, classroom management, and assessment.

EDUC-210 Assessment and Learning

Credits: 3 Term Offered: Fall and Spring

Emphasis on reading and interpreting data to design curriculum and lesson plans that measure student academic progress. Prerequisite: EDUC-200

EDUC-215 Diversity in the Classroom

Credits: 4 Term Offered: Fall and Spring

Explores cultural, linguistic and academic diversity, with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Includes a minimum 10 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: minimum 2.5 GPA, application to the TEP, have taken Praxis Core Academic Skills for Educators Tests: Mathematics, have taken or registered for the Virginia Communication and Literacy Assessment (VCLA); Sophomore standing.

EDUC-301 Field Experience in Education

Credits: 1 Term Offered: Fall and Spring

Twenty-hour (per credit hour) optional observational and participatory experience occurring in an elementary, middle or secondary school or in a related setting. Related readings, reflection and a journal of the experience required. Prerequisites: admission to the TEP, approval by advisor, director

EDUC-307 Practicum in Current Teaching Techniques for ESL Endorsement

Credits: 2 Term Offered: Fall Only

Forty-hour intensive field experience immersed in an ESL school environment for the prospective ESL teacher. While working on developing an understanding of the whole child, emphasis is placed on identifying and meeting the needs of students who are engaged in becoming acclimated to living in a culture other than their native one and learning English; identifying and continuing to develop classroom management techniques in preparation for the student teaching experience; and beginning to plan and create SOL-based lesson plans. Prerequisites: admission to the Teacher Education Program Note: Cannot be taken simultaneously with more than one other EDUC field experience

EDUC-316 Strategies for Teaching Mathematics In the Elementary Classroom

Credits: 3 Term Offered: Fall and Spring

Provides prospective teachers in grades PreK-6 with the knowledge, skills and understanding to implement effective mathematics instruction. Emphasizes the teaching/learning process to best enable students to develop appropriate mathematics skills, attitudes, and concepts. Topics include national and state mathematics standards, assessment, diagnostic and remedial strategies, the use of manipulatives, the use of educational technology, the contributions of different cultures toward the development of mathematics, and the role of mathematics in culture and society. Required for PreK-6 licensure only.

EDUC-330 Early Literacy

Credits: 4 Term Offered: Fall and Spring

Theory and practice related to readers at emergent and beginning stages. Includes discussion of the complex factors involved in literacy acquisition at the elementary level with a focus on phonemic awareness, phonics, vocabulary, beginning fluency and comprehension. Explorations of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Includes 20 hours in public schools. Successful field experience is necessary for a passing grade in the class. Prerequisite: admission to the TEP

EDUC-332 Intermediate Literacy

Credits: 2 Term Offered: Fall and Spring

Theory and practice related to readers at the intermediate stage. Includes discussion of the complex factors involved in literacy acquisition at the intermediate level with a focus on reading in the content areas, stages in the writing process, vocabulary, fluency and comprehension. Exploration of assessment methods and strategies for teaching diverse learners, including English language learners, are emphasized. Prerequisites: EDUC-330 and Admission to the Teacher Education Program

EDUC-334 Literacy in the Context Area

Credits: 3 Term Offered: Fall and Spring

Helps secondary education candidates describe and develop effective content literacy strategies for academically, culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including: vocabulary development; literal, interpretive, critical and evaluative comprehension; critical thinking; writing strategies; and listening and speaking skills. Includes minimum 20 hours of field experience. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP and junior standing

EDUC-371E Classroom Management, Elementary

Credits: 4 Term Offered: Fall and Spring

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours field experience in an elementary classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: FILA-150 or FILA-350EW, ENG-110, and admission to the TEP FILA general education: ethical reasoning

EDUC-372E Classroom Management, Secondary

Credits: 4 Term Offered: Fall and Spring

Effective and efficient management of time, space and resources, including lessons and classroom behaviors, are examined as a means of promoting learning. Candidates develop a management plan that is inclusive, respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Includes a minimum of 20 hours field experience in 6-12 classroom (or in a classroom of the licensure.) Successful field experience is necessary for a passing grade in the class. Prerequisites: FILA-150 or FILA-350EW, ENG-110, and admission to the TEP FILA general education: ethical reasoning

EDUC-380X Practicum in Current Teaching Techniques

Credits: 3 Term Offered: May Term & Summe

Three-week, full-day, field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement, but within their range of licensure and certification. Candidates teach a minimum of two times, participates in all professional activities of their classroom cooperating teacher, and engage in reflective seminars back on campus, or through online delivery. Prerequisites: FILA-150 or FILA-350EW, admission to the TEP, successful completion of EDUC-371E or EDUC-372E and taken in May Term or summer before student teaching FILA general education: experiential learning Note: Those seeking ESL certification take this course the junior year but after having taken EDUC-371E or EDUC-372E.

EDUC-406 Curriculum and Instruction Elem Class Elementary Classroom

Credits: 4 Term Offered: Fall and Spring

Instructional practice in the elementary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning (PK-6) with particular emphasis given to science and social studies. Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of field experience in an elementary (PK-6) classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP, taken the semester before student teaching

EDUC-412 Curriculum and Instruction Second Class Secondary Classroom

Credits: 4 Term Offered: Fall Only

Instructional practice in the secondary classroom. Strategies for effective teaching of content based on Virginia Standards of Learning or National Standards in specified content area (PK-12 or 6-12). Significant emphasis will be placed on curriculum content, lesson planning, research-based instructional strategies, and assessment. Taken the semester immediately prior to student teaching. Includes minimum of 20 hours of field experience in an elementary (PK-12 or 6-12) classroom. Successful field experience is necessary for a passing grade in the class. Prerequisites: admission to the TEP, taken the semester before student teaching

EDUC-451 Seminar in Educational Practices, Elementary

Credits: 1 Term Offered: Fall and Spring

Taken during the student teaching experience, this course emphasizes professional licensure requirements and teacher performance standards, measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field. Prerequisites: admission to the TEP Corequisites: EDUC-465 or EDUC-470

EDUC-452 Seminar in Educational Practices, Secondary

Credits: 1 Term Offered: Fall and Spring

Taken during the student teaching experience, this course emphasizes professional licensure requirements and teacher performance standards, measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources, including the development of an online educational portfolio, consistent with InTASC standards for obtaining employment in the education field. Prerequisites: admission to the TEP Corequisites: EDUC-465 or EDUC-470

EDUC-460 Professional ESL Student Teaching

Credits: 4 Term Offered: Fall and Spring

Eight-week student teaching field experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Provides students seeking an ESL endorsement an opportunity to teach in an ESL environment. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: admission to the Teacher Education Program and completion of all coursework in the ESL certification and TEP Corequisite: EDUC-451 or EDUC-452

EDUC-465 Professional Student Teaching for Dual ESL Endorsement

Credits: 12 Term Offered: Fall and Spring

Ten-week student teaching field experience for the ESL endorsement involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: EDUC-460 and ESL endorsements with Pre-K-6, 6-12, PreK-12 content area endorsements Corequisite: EDUC-451 or EDUC-452

EDUC-470 Professional Student Teaching

Credits: 13 Term Offered: Fall and Spring

Fifteen-week final field experience involving instructional planning, observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites: admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite: EDUC-451 or EDUC-452

EDUC-480 Internship

Credits: 3 Term Offered: All Terms

Provides an opportunity for a student to gain field experience in an area related to the student's concentration or career goals. Supervision of an intern is provided by an appropriate faculty member and by a staff member of the agency or business in which the student is an intern. A student who wishes to engage in an internship must consult with the appropriate faculty member at least eight weeks in advance of the start of the term in which the internship is to be completed. A description of the internship, signed by the student and the faculty sponsor, must be filed with the director of internships by the first day of the semester prior to the start of the internship. Approval of each application for an internship is made by the director of internships based upon policies and guidelines as approved by the Council on Education and the faculty. To be considered for an internship, a student must have junior or senior status and at least a 2.00 grade point average. Internships are graded on an S or U basis. A student may enroll in an internship program for 3 credits per semester, and internship credit may be earned in subsequent semesters subject to the limitations that no more than two internships may be pursued in any one agency or business and a maximum of 9 credits in internships may be applied toward graduation.

EDUC-490 Independent Study

Credits: 3 Term Offered: All Terms

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for no more than three independent studies or research projects.

EDUC-491 Research

Credits: 3 Term Offered: All Terms

Upon approval of the department and the division head, a student with a cumulative grade point average of 2.20 or better may engage in an independent study or research project. One desiring to pursue independent study or research must submit a written description of the proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. At the end of the semester, the supervising professor files with the registrar a grade for the student and a description of the work accomplished. Credit may be received for not more than three independent studies or research projects.

EDUC-499 Honors Project

Credits: 3 Term Offered: All Terms

An honors project is one in which a student researches a subject, by examination of relevant literature or by experimentation or both; the student reports the results in an accurately documented and well-written paper or appropriate representation of the work. Whenever the study deals with the subject of an established course, the student is expected to go well beyond the usual work of the course in research and in assimilation of the results as revealed in the report. Juniors and seniors with a cumulative grade point average of 3.40 or above may register for an honors project. One desiring to pursue an honors project must submit a written description of his or her proposed work to the chair of the appropriate department and to the appropriate division head prior to the last day of the drop and add period for the semester in which the study is to be conducted. Upon the completion of the honors project, the student must present an oral defense of his or her project. The final grade must include a satisfactory performance on the oral defense, assessed by a three-faculty member team. The project advisor will authorize the make-up of the oral defense team and will assign the final grade on the project. The honors project title will be noted on the student's transcript. It is the student's responsibility to provide a copy of the written paper or appropriate representation of the work to the library in compliance with specifications approved by the Council on Education. The library director arranges for binding and storage.

SPED-200 Working with Individuals Learning Diff

Credits: 3 Term Offered: May Term

An overview of characteristics of individuals with learning differences and provides strategies to create equitable educational and workplace environments.

SPED-210 General Education Teachers and Special Needs Learners

Credits: 3 Term Offered: Spring Only

Theory and practice related to what general education teachers need to know as they work with learners who are provided special education services. Emphasis is on implementing IEPs, providing accommodation and differentiation, and collaborating /co-teaching with special educators. Prerequisite: EDUC-140 and EDUC-200 or permission of instructor

SPED-323 American Sign Language I

Credits: 3 Term Offered: Fall Only

Introduction to the fundamental elements of American Sign Language. Emphasis placed on development of basic expressive and receptive skills. Deaf culture, and history of ASL via lecture, video presentation, interactive dyads. No prerequisites: open to all students

SPED-324 American Sign Language II

Credits: 3 Term Offered: Spring Only

Emphasis on grammar, syntax, advanced lexicon of ASL. Continuance of receptive/expressive skills development and Deaf culture sensitivity. Minimum of 10 observations/volunteer hours in Deaf community. Student presentation in ASL required. Prerequisites: SPED-323 or permission of instructor Offered alternate years