EDUC - Education

A study of American education today as viewed from historical, philosophical and social perspectives. Emphasis is placed on what constitutes effective teaching and learning. A half day per week field experience in a partner school is required. This course is for students considering a major in education.

Prerequisite: PSY 101  or permission of instructor. A study of human development from conception through adolescence. Emphasis is given to cognitive and personality/social theories of development. Includes observations in the Georgetown Hill at Hood College Lab School.

Prerequisite: PSY 101 or permission of instructor. This course is designed to provide teacher candidates and in-service teachers with the foundations related to literacy processes and acquisition. Effective literacy teaching begins with a deep understanding of the component processes associated with reading and writing and the ways that students develop into skilled and motivated readers and writers. The course is organized along five major themes: the component processes involved in reading and writing; the nature and structure of the English language; the ways that native English speakers and English learners differ in the ways they read and write; the developmental phases associated with learning to read and write for native English speakers and English learners; and the many factors that influence literacy development.  Where appropriate, students in this course will also explore how to assess literacy processes and acquisition.

A survey of the characteristics and education of students with disabilities and other diverse learning needs. Historical perspectives, legislative issues and inclusion will be considered. Field observations are required.

This course is a general topics course in education, allowing faculty and students to study particular topics of interest.

Prerequisites: Admission to Phase I. Focuses on differentiating instruction in primary classrooms (kindergarten-grade 3). This course gives students opportunities to apply their understandings to specific populations including English language learners, students with special needs and gifted/talented students.

Prerequisites: EDUC 204; EDUC 223; EDUC 224; EDUC 236. To be successful in all parts of the Education Program, students are required to master the art of lesson planning. This 1-credit course will prepare students to successfully write and implement lesson plans in Phases I-III.

Prerequisites: Admission to Phase I. This course is designed to prepare teacher candidates and in-service teachers with the knowledge and skills to design and deliver effective literacy instruction for a diverse community of learners. Participants will learn how to design and deliver instruction focused on the core components of reading that lead to proficient and motivated reading behavior for all students, provide instruction focused on the core components of writing that lead to proficient and motivated writing behavior for all students, and manage speaking and listening opportunities that lead to more active, equitable and academically oriented conversations for all students. In addition, participants will understand the role of classroom literacy instruction in a multi-tiered system of supports and learn how to work with colleagues to provide evidence-based interventions for students who struggle as readers and writers.

Prerequisites: Admission to Phase I. EDUC 316 with a grade of C or above or permission of the instructor. An examination of modern science methods and materials using a constructivist-based instructional approach. Emphasis is on curricular innovations and Science-Technology-Engineering-Mathematics (STEM). Requires a field experience in a Professional Development School.

Prerequisites: Admission to Phase I. EDUC 316 with a grade of C or above or permission of the instructor. A study of philosophies, theories and methods of teaching young children in a preK-grade 3 settings. Students apply the theoretic concepts they are learning in the lecture section of this course during guided teaching in the Georgetown Hill at Hood College Lab School and in a partner school.

Prerequisites: Admission to Phase I. EDUC 316 with a grade of C or above or permission of the instructor.

This course equips early childhood and elementary/special education teacher candidates with the skills to design and implement effective instruction and assessment in geography, economics, history, and civics. Candidates will create engaging and meaningful learning experiences grounded in the science of learning. Emphasis is placed on integration, developing and planning inquiries, applying disciplinary concepts and tools, evaluating sources and evidence, and communicating conclusions. Requires a weekly field experience.

Prerequisites: Admission to Phase I. A survey of assistive technologies available for students with high and low incidence disabilities. Examination of AT legal requirements, implementation models, and realities of using technology to teach students with disabilities. Emphasis is placed upon technological accommodations and modifications across all content areas for students with mild/moderate disabilities. Requires a field experience. This course must be taken in Phase I.

Prerequisites: Admission to Phase I. EDUC 316 and EDUC 353 with a grade of C or above. EDUC 353 may be taken concurrently. A study of special education curriculum, methods, and materials used in a variety of educational settings. Instructional strategies are discussed in light of current theories and research. Topics include problem solving, remedial reading, comprehension, written expression, mathematics, science, social studies, and functional skills. Emphasis placed upon curriculum and methods for students with mild to moderate disabilities. A half day per week field experience in a professional development school is a requirement for this course. This course must be taken in Phase 1.

Prerequisite: EDUC 316. Open to juniors and seniors. Supervised work involving continuous diagnosis of disabled readers and the planning and implementation of appropriate corrective/remedial instructional programs. Each student will be placed with one graduate clinician and will work as an apprentice with that clinician assisting in planning, diagnosis, instruction and supervision for a group of students.

Prerequisites: Admission to Phase I. A study of theoretical and practical aspects of educational evaluation of children and youth with mild/moderate disabilities in grades 1-8. Topics include standard and informal procedures for assessing psycholinguistic processes, oral or written language and academic achievement. Requires a field experience in a partner school.

Prerequisite: 6 credits in education. Open to juniors and seniors. A professional investigation or project evolving from individual interests in education. The project proposal must have the approval of the instructor. Weekly conferences with the instructor.

An upper-level special topics course offered at the discretion of the department. The content and methods vary with the interest of students and faculty members

Prerequisite: 9 credits in education. Supervised part-time work in educational settings approved by the department. Grading is on a satisfactory/unsatisfactory basis.

A seminar taken during the first semester of the year-long teaching internship. Teacher candidates explore research and best practices for creating a positive and effective classroom environment for all students as outlined in the Charlotte Danielson Framework for Teaching. Topics include lesson planning and preparation, classroom management and restorative practices, student engagement and effortful thinking, writing an education philosophy and preparing for teacher interviews. This course connects to the Phase II 1.5 day per week field experience and must be taken in Phase II.

Prerequisites: EDUC 204 and EDUC 308. Open only to students enrolled in Phase I of the secondary teacher licensure program. This course covers the features of disciplinary literacy, including examination of theory and best practices in developing content literacy for secondary students. Topics include an examination of various types of literacies, cognitive comprehension processes, complex text features, and vocabulary. Additionally, learner characteristics, equity, and student engagement, as they relate to literacy, will be emphasized. This course connects to the Phase 1 half-day per week field experience. 

Prerequisites: 18 credits in the major subject, EDUC 412 and EDUC 469. Open only to students enrolled in Phase II of the secondary teacher licensure program. A study of the theories and best practices for the content areas: art, English, foreign language, history, mathematics or science in grades 7-12 (preK-12 for art and foreign language). Topics include lesson planning, multiculturalism, critical thinking, technological resources and differentiated instruction. This course connects to the Phase II 1.5 day per week internship.

Prerequisite: EDUC 409 and EDUC 413. Open only to students enrolled in Phase I of the secondary teacher licensure program. This course develops candidates’ competence with theory and best practices related to content literacy in secondary classrooms, including academic language, discourse, writing, and multimodal literacy support and instruction. Emphasis is on creating student-centered learning environments and supporting diverse learners in all aspects of literacy. This course connects to the Phase 1 half-day per week field experience.

This course equips early childhood and elementary/special education teacher candidates with the skills to design and implement effective math instruction. Candidates will sequence learning targets, create engaging and collaborative learning experiences, address misconceptions, and design rich mathematical tasks. Emphasis is placed on assessment, instructional strategies, and supporting perseverance in math.

Prerequisite: Admission to Phase II. This course is designed to assist teacher candidates and in-service teachers in becoming proficient consumers and users of classroom-based assessment and assessment data. Participants will explore the purposes of assessment and the types of assessment tools, learn how to administer and use valid and reliable, formal and informal assessments of literacy and related skills, examine how to effectively interpret the results of assessments, and learn how to communicate assessment results in a variety of contexts.

This course equips teacher candidates in general and special education with the essential skills and strategies to create safe, inclusive, culturally responsive learning environments to support all students to become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Emphasis is placed on positive behavior supports, collection of behavior assessment data, and development of behavior interventions.

Prerequisite: EDUC 448D; admittance to Phase III. Supervised teaching in a designated elementary partner school. The elementary/special education candidate will be in a grade 1-5 placement full-time throughout the semester.

Prerequisite: EDUC 448C; admittance to Phase III. Supervised teaching in a designated elementary or middle school partner school. The elementary/special education candidate will be in a special education program for students with mild/moderate disabilities full-time throughout the semester.

A seminar taken during the first semester of the year-long teaching internship. Teacher candidates explore research and best practices for creating a positive and effective classroom environment for all students as outlined in the Charlotte Danielson Framework for Teaching. Topics include lesson planning and preparation, classroom management and restorative practices, student engagement and effortful thinking, writing an education philosophy and preparing for teacher interviews. This course includes a two to three days per week internship in an assigned school partner classroom. EDUC 450 must be taken in Phase II.

Prerequisite: EDUC 448B; admission to Phase III. Supervised teaching in a designated elementary partner school. The early childhood candidate will be in a pre-K or kindergarten placement full-time throughout the semester.

Prerequisite: EDUC 448A; admission to Phase III. Supervised teaching in a designated elementary partner school. The early childhood education candidate will be in a grade 1-3 placement full-time throughout the semester.

Prerequisite: Admission to Phase III. Taken with the final phase of the yearlong teaching internship. Candidates will analyze their roles and their development as teachers as they implement instruction and will complete the edTPA.

Prerequisites: EDUC 409 and EDUC 413. Open only to students in Phase I of the secondary teacher licensure program. Students are introduced to strategies and tools for differentiating instruction within general education classrooms. Topics include approaches for adapting the curriculum to meet the needs of students with identified disabilities. This course connects to the Phase 1 half-day per week field experience.

Prerequisite: By invitation of the department. The departmental honors paper is a two-semester senior-year program designed for students who wish to pursue intensive research or special projects in close coordination with faculty advisers. Departmental honors students are known as the Christine P. Tischer Scholars and receive 6 credits for this work.

Prerequisite: By invitation of the department. The departmental honors paper is a two-semester senior-year program designed for students who wish to pursue intensive research or special projects in close coordination with faculty advisers. Departmental honors students are known as the Christine P. Tischer Scholars and receive 6 credits for this work.