100-400 level courses pertain to the undergraduate program.
500 level and above courses pertain to graduate programs.
EDUC 103 (3)
Teaching, Learning and Human Development
An introductory experience to the teaching profession emphasizing the major principles of human growth and development as they relate to teaching and learning. Students will explore historical, philosophical and sociological themes in American education. Field experiences provide the opportunity for application.
EDUC 107 (3)
Appropriate Teaching Practices in Early Childhood Education
This course will focus on strategies for teaching all students in the early childhood classroom including the child with special needs. Emphasis will be placed on typical and atypical patterns of early childhood development. Three hours per week of field experience in the campus school is required.
EDUC 211 (3)
The Exceptional Learner
This course is an introduction to major issues in the field of special education with emphasis placed on understanding the characteristics, definitions, and etiologies of individuals with diverse needs. Topics explored include: historical perspectives of special education, legal issues, ethical considerations, and the indentification of the qualities of home, school, and community environments that support special education students in achieving their full potential. V5
EDUC 225 (3)
Literacy Development I
This course will explore current philosophies, assessment strategies, methods, and resources to support literacy development for emergent, beginning, transitional, and specialized readers. This course will develop the skills required to administer and analyze early literacy screenings, diagnostic spelling analyses, informal reading inventories, running records, readability and fluency ratings, and writing assessments. Particular attention will be given to assessment options and techniques that provide the rationale for instruction of individual students and enhance their progress through the stages of literacy development. Field experience in a public school setting is required.
EDUC 227 (3)
Literacy Development II
This course will examine principles, strategies, and resources used in developing a balanced literacy program for the elementary classroom based on assessment philosophies and techniques introduced in Literacy Development I. This course focuses on correlating individual assessment results with research-based methods for teaching reading, phonics, phonological awareness, word study, comprehension, fluency, and writing. Designing developmentally appropriate literacy lessons to meet a range of readiness levels, interests, and learning styles is a major emphasis. Field experience in a public school setting is required.
EDUC 233 (3)
Reading in Content Areas
Examines problems ecncountered by middle and secondary school teachers in dealing with particular content area reading problems. Focus is on topics such as vocabulary development comprehension, critical writing and reading, study skills, and adapting instruction for students with special needs. Also included are strategies for development and planning of lessons and units of study. Field experience in a public school setting is required.
EDUC 261 (1)
The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
EDUC 313 (3)
Adapting for Diverse Learners in General Education K-12
This course focuses on creating responsive environments, planning and organizing instruction, and various educational approaches for diverse learners with mild/moderate disabilities. It is designed to provide pre-service teachers with specific strategies and knowledge of materials which are important in meeting the needs of students with mild disabilities in a variety of classroom settings.
EDUC 316 (3)
Classroom Management: Techniques and Interventions K-12
This course provides students with an understanding of behavior management strategies and skills needed for effective school and classroom management. Focus is on functional behavioral assessments and individualized interventions. This course will also address how the legal system and its resources can interact with the school system to successfully deal with behavior issues.
EDUC 322 (3)
Assessments in Special Education General Curriculum K-12
This course addresses psycho-educational assessment instruments, procedures used to determine eligibility, and instructional planning based on evaluation results for students in special education general curriculum K-12. Emphasis will be placed on an administration of formal and informal assessments, interpretation of results, and formulation of individual educational plans based on assessment results.
EDUC 355 (3)
Models of Teaching
This course focuses on the variety of instructional models available for the K-12 classroom. Students practice implementing and assessing these models in a field experience setting.
EDUC 361 (1)
The study of an intermediate level topic by an individual student or by a small group of students under the immediate supervision of a faculty member.
EDUC 377 (1)
Provides a formative experience for students in teacher licensure programs. An internship in a public or private school setting provides students with opportunities to explore the "real world" of teaching through intensive classroom experience. Requires 120 hourse of supervised field experience. This course is graded P/CR/NC only.
EDUC 410 (3)
Transition, Collaboration, and Consultation in Special Education K-12
This course provides an understanding of the transition process as defined by IDEA and the skills needed to implement an effective transition plan, an understanding of collaboration, the collaborative team, and the roles and responsibilities of each team member as well as appropriate strategies for consulting with general educators, parents, and other resource agencies. Field experience required.
EDUC 416 (3)
Curriculum, Instruction, and Assessment
An introduction to the basic concepts and issues related to the development, design, and implementation of K-12 curricula. This course will address techniques for assessing student performance.
EDUC 450 (3)
Mentor Teacher/Clinical Faculty Development
This course is presented collaboratively with Randolph College and local school divisions. The goal of the course is to prepare teachers to serve as mentors to first-year teachers and as cooperating teachers (clinical faculty) to pre-service teachers. Course content includes characteristics of beginning teachers and effective teaching, skills of mentoring, reflective decision making, observation and feedback strategies and the action research process. This course is offered on a P/CR/NC grading option only.
EDUC 461 (1)
Pursuit of an upper level research project determined in advance by the student in consultation with a facilty member who will act as the sponsor.
EDUC 509 (3)
Introduction to the Gifted and Talented
This course provides a basic understanding of the characteristics and needs of gifted and talented children and provides an overview of the current issues in the study of gifted and talented students and the programs designed to meet their needs. Offered alternate years.
EDUC 511 (3)
Special Populations of Gifted Students
This course has been designed to introduce the student to the issues concerning specific populations of gifted students, such as the gifted/learning disabled student and the creatively gifted student. Identification, programming methods, and curricular options for these special populations will be addressed. Offered alternate years.
EDUC 514 (3)
Methods and Strategies for Teaching the Gifted
Participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Emphasis will be placed on understanding both the theoretical and practical implications of the models and strategies as well as how they contribute to developing learning environments that promote academic challenge and learner independence. Offered alternate years.
EDUC 601 (3)
Special Topics in Curriculum and Instruction
An exploratiion of a specific topic in curriculum and instruction related to differentiation. Emphasis will be placed on making differentiation part of classroom practice. Topics will vary by semester and the course may be repeated when course content changes.
EDUC 603 (2)
Controversial Issues in Education
This seminar focuses on the identification, investigation, and analysis of critical issues in education. Each student must write and defend a paper based on her/his analysis of a critical issue. Technological resources and applications are required.
EDUC 605 (2)
The Multicultural Classroom
This course prepares participants to understand the relevance of multiculturalism to today's classroom. Students explore their own backgrounds and identify their own bias and how these perceptions influence the classroom learning environment.
EDUC 607 (2)
Seminar on Assessment
In best practice teaching assessment results inform curricular and instructional decisions. This course will examine formal and informal assessment, portfolio and authentic assessment, and self-assessment strategies as a means for effectively matching the design of lessons to the needs of learners. The course will emphasize the creation of rubrics, quality indicators, and performance criteria for clearly defining learning goals.
EDUC 615 (3)
Reading in the Content Areas
This course examines particular content area reading challenges encountered by middle and secondary school students and appropriate research-based instructional strategies to meet those challenges. Field experience in a public school setting is required. As part of their field work, students will conduct research that measures and analyzes student response to specific instructional strategies in order to make predictions and recommendations about student performance. This course is not open to students who have credit for EDUC 233 and it does not fulfill any graduate program requirements.
EDUC 619 (3)
Concepts in Educational Research
This course provides an introduction to the quantitative and qualitative techniques used in educational research. Students will be expected to use their understanding to read and critique published articles on a special issue or problem of interest to them.
EDUC 625 (3)
Seminar on Curriculum Design
In this course students will develop and assess a differentiated curriculum unit based on a content course taken as part of the master's program. A study of current theories and practices in curriculum design, research on how people learn, and an analysis of national and state standards will provide the foundation for unit development. Master teachers from local schools will show their expertise in planning and implementing differentiated curriculum.
EDUC 633 (3)
Instructional Strategies for the Differentiated Classroom
The expert teacher chooses instructional strategies carefully to respect students' readiness levels, interests, and learning profiles. This course will study reseach- based, responsive strategies for whole group, small group, and individual insrtuction that enhance essential understanding of content and have shown to increase student achievement. A field experience will allow students to model and apply knowledge gained as well as to collect and analyze learners' responses in K-12 classrooms.
EDUC 644 (9)
Student Teaching, PreK-12
Supervised teaching in the K-12 classroom for a minimum of 300 hours. Student teachers are expected to demonstrate best practice curriculum design, to differentiate instruction, and to complete a research project. Required for licensure and for completion of the MAT degree.
EDUC 646 (3)
Student Teaching Seminar
This seminar requires students to complete a research project based on their student teaching experience. Students are expected to present the development, design, and results of their research during the semester.
EDUC 656 (3)
Inquiry Methods in Math and Science
Through a year-long inquiry based process involving hands-on investigation, discussion, and fieldwork, teachers will increase their understanding and ability to apply inquiry- based methods of teaching math and science with focus on grades 3-8. Participants will examine current research and apply knowledge in their own classes to develop, implement, and assess an inquiry-based unit.
EDUC 657 (3)
Inquiry Design & Methodology
In this follow-up course to EDUC 656, teacher-participants will be continuing their study of the inquiry method as applied to the teaching and learning of math and science. Teacher-participants will continue to develop their skills as inquiry teachers, focusing on assessment strategies. An in-class action research project will be required. The course will work on developing the teacher-participants' capacity to carry out professional in-service programs on inquiry methods in math and science for their peers.
EDUC 661 (1)
Pursuit of a graduate level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
EDUC 710 (3)
Research Design and Methodology
This course focuses students on the development and design of a research project that is a requirement of the M.Ed program. Students will design and implement a research project, defending their proposals in the seminar.
EDUC 712 (9)
Professional Development Project
Following the completion of the research proposal, students conduct research and present their finding in a thesis. Degree candidates must present their findings and defend the results.