Course Work

The course offerings listed below are for the traditional teacher education licensure program at the undergraduate level and for the Master of Arts in Education. View the online Early Childhood Education major curriculum.

Course Descriptions

EDU 0111: Mathematics Skills for Teachers
This non-credit elective course is designed to give students the opportunity to improve understandings of mathematical concepts needed for success in the Teacher Education Program.  Students may take the course if they fail to achieve the minimum score in Praxis Core: Mathematics, also known as the Pre-Professional Test of Basic Skills or PPST, an entry-level assessment of basic skills required by the Virginia Board of Education of all students entering an approved teacher education program (8VAC20-542-40).  Grading is Pass/Fail. Prerequisite: Praxis Core: Mathematics. (Upon Demand)

EDU 2003 Human Growth & Development for Educators
This course includes a study of human growth and development birth through adolescence.  The course focuses on skills that contribute to an understanding of the physical, social, emotional, and intellectual development of children and the ability to use this understanding in guiding learning experiences.  The interactions of children with individual differences are incorporated.    Includes a 15-hour early field experience. Background check requirements required for future field experiences and admission to the Teacher Education Program will be completed during this course. Membership in the Student Virginia Education Association (SVEA) is required. Prerequisite: PSY 1013 with a grade of C (2.00) or better.  (Fall and Spring)

EDU 2013  Foundations of Education
This course is designed to develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States.  Attention is given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education.  (Fall and/or Spring)

EDU 2212 Introduction to Instructional Media and Technology
This is an introductory course in the basics of instructional technology, computers, media, and their education application.  The course is designed to meet the technology standards outlined in the Virginia Standards of Learning. (Spring)

EDU 3043  Curriculum, Assessment, and Instruction in Secondary Schools
This course provides opportunities for students to design and model instruction based on Virginia Standards of Learning for their endorsement area, learning theories, and effective school research.  Students will construct and interpret various assessment tools for evaluation of pupil learning and use them, as well as the Standards of Learning assessments, to develop differentiated instruction for learners with diverse needs.  Students will develop communication strategies to promote family involvement in pupil learning.  A 20-hour field experience is required.  Membership in the Student Virginia Education Association (SVEA) is required. Prerequisite:  Formal admission to the Teacher Education Program. (Fall)

EDU 3053  Reading and Language Arts
This course is designed as a study of reading and language arts as communication.  The course will include methods of teaching writing, spelling, phonics, and grammatical skills and how to include their use in an integrated elementary curriculum.  The use of literature will be included as a way of teaching skills such as phoneme awareness, word recognition skills, and comprehension skills.  Writing and reading workshops will also be introduced as a way to use writing skills.  Methods are presented for working with gifted students and those with disabilities.  Teaching methods and materials are based on requirements found in the Virginia Standards of Learning for Reading and English.  A 15-hour field experience in the public schools will be required as part of the class work.  Membership in the Student Virginia Education Association (SVEA) is required. Prerequisite:  Formal admission to the Teacher Education Program. (Fall)

EDU 3133  Introduction to the Exceptional Child
This course is designed as a study the characteristics of students with exceptionalities, including gifted and talented, and to provide for their instruction in an educational setting.  Special attention is paid to developmental disabilities and issues such as attention deficit disorder, substance abuse, child abuse, cultural diversity and working with families. The course also includes a study of the legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with disabilities, addressing the rights and responsibilities of parents, students, teachers, and schools as they relate to individuals with disabilities.  A 15-hour field experience in the public schools will be required as part of the class work.  Membership in the Student Virginia Education Association (SVEA) is required. Prerequisite:  EDU 2003 with a grade of C (2.00) or better and completion of background check requirements. (Fall and/or Spring)

EDU 3163 Methods in Teaching Prek-6 Mathematics
This course will provide students who plan to teach mathematics in grades Prek-6 with strategies for planning and presenting the mathematics content found in Virginia’s Standards of Learning to a variety of learners.  Mathematical content from the Prek-6 Standards of Learning and related mathematical concepts will be emphasized.  Prerequisite:  Formal admission to the Teacher Education Program. (Fall)

EDU 3193 Teaching Science & Social Studies PreK-6
This course provides opportunities for students to design and model instruction based on Virginia Standards of Learning for elementary science and social studies, along with discipline-specific learning theories, and effective school research.  Topics include integrated curriculum, participatory citizenship, scientific inquiry, and safety in the classroom. Students will construct and interpret various assessment tools for evaluation of pupil learning and use them, as well as the Standards of Learning assessments, to develop differentiated instruction for learners with diverse needs. Students will develop communication strategies to promote family involvement in pupil learning.  Prerequisite: Formal admission to the Teacher Education Program. (Spring)

EDU 3182 Methods in Teaching Mathematics 6-12
This course will provide students who plan to teach mathematics in grades 6-12 with strategies for planning, presenting, and assessing the mathematics content found in Virginia’s Standards of Learning to a variety of learners.  Prerequisite:  Formal admission to the Teacher Education Program.  (Upon demand)

EDU 3253 Teaching Reading in the Content Area
This course is a survey of the strategies and materials which facilitate students’ reading, thinking, and study skills required in secondary subject areas.  The primary emphasis will be on engaging all students regardless of reading ability in reading and writing activities as the means to learning content material.    Prerequisite: Formal admission to the Teacher Education Program.  (Spring)

EDU 3801 Pre-Student Teaching Field Experience I
In this course, the student is placed in a public school classroom for practical experience as an observer/participant under the supervision of classroom teachers and college faculty.    Students will attend on campus seminars as scheduled and will spend a minimum of 20 hours in a public school classroom. Background check requirements required for future field experiences and admission to the Teacher Education Program will be completed during this course if a student transfers in EDU 2003. Prerequisite:  EDU 2003 with a grade of C (2.00) or better.  Membership in the Student Virginia Education Association is required for placement.  (Fall and Spring)

EDU 3901 Pre-Student Teaching Field Experience II
In this course, the student is placed in a public school classroom for practical experience as an observer/participant under the supervision of classroom teachers and college faculty.    Students will attend on campus seminars as scheduled and will spend 25 hours in a public school classroom.    Prerequisite:  EDU 3801 with a grade of C (2.00) or better and formal admission to the Teacher Education Program.  Membership in the Student Virginia Education Association is required for placement.  (Fall and Spring)

EDU 4053 Diagnostic Reading
This course is designed to aid teachers in evaluating and identifying students with reading difficulties.  The course will include the use of assessment and screening measures for language proficiency, phonemic awareness, decoding, word recognition skills, comprehension skills and other related skills and how to include their use in an integrated curriculum.  Teaching methods and materials are based on requirements found in the Virginia Standards of Learning for Reading and English.  A 15-hour field experience in the public schools will be required as part of the class work.  Membership in the Student Virginia Education Association (SVEA) is required.  Prerequisites:  EDU 3053 with a grade of C (2.00) or better and formal admission to the Teacher Education Program.(Spring)

EDU 4101 Pre-Student Teaching Field Experience III
In this course, the student is placed in a public school classroom for practical experience as an observer/participant under the supervision of classroom teachers and college faculty.    Students will attend on campus seminars as scheduled and will spend 30 hours in a public school classroom. Students will also be required to obtain certification or training in: Emergency first aid, Cardiopulmonary resuscitation (CPR), and the use of automated external defibrillators (AED) in order to meet the requirements for student teaching and licensure. Prerequisite:  EDU 3801 and EDU 3901 with a grade of C (2.00) or better and formal admission to the Teacher Education Program.  Membership in the Student Virginia Education Association is required for placement.  (Fall and Spring)

EDU 4341: Classroom Management
This course, taken during the semester of student teaching, provides opportunities for students to study theories of classroom and behavior management including current research about classroom behavior, interventions, and case studies.  Using analyses of their own classroom experiences and knowledge of effective approaches for students with diverse needs, student teachers will develop a serviceable classroom management plan consistent with the school environment. Co-requisite: Must be taken in the same semester with EDU 4608, EDU 4708, or EDU 4908 (Student Teaching). (Fall and Spring)

EDU 4433: Assessment and Evaluation in Special Education
This is a course designed to study the variety of assessment and evaluation techniques and their specific purposes, including eligibility for students with disabilities, instructional decision making, and program improvement.   This course explores the relationship among the general curriculum, formal and informal assessment results, and instruction for students with disabilities to support instructional planning, decision-making and self-reflection. A 15-hour field experience in the public schools will be required as part of the class work.  Membership in the Student Virginia Education Association (SVEA) is required. Prerequisite: EDU 3133 with a grade of C (2.00) or better and formal admission to the Teacher Education Program. (Upon Demand)

EDU 4443:  Teaching Students with Disabilities for Success in the General Curriculum
This course explores the characteristics and supports needs of students with disabilities in the general education setting and delves into the development of individual education planning and group instruction at the elementary, middle, and high school levels. Specific learning strategies, multisensory approaches, and organizational and environmental considerations will be investigated through the scope and sequence of the general education curriculum. Alternative ways of instruction and assessment will be examined to support student learning needs with effective and student-appropriate strategies and accommodations to promote successful integration with nondisabled peers in general education classrooms and, as appropriate, in other instructional settings, representing the continuum of special education services. Prerequisite: EDU 3133 with a grade of C (2.00) or better and formal admission to the Teacher Education Program. (Upon Demand)

EDU 4453:  Collaboration and Transition for Students with Disabilities throughout the Educational Experience
This course is designed to prepare teacher candidates with the ability to work with students and their families to provide successful student transitions throughout the educational experience.  Additionally, teacher candidates will learn strategies for successful consultation, case management and collaboration to address the areas of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations in order to establish an effective school environment and postsecondary training for securing employment and independent living.  This course includes a 15 hour early field experience.  Membership in the Student Virginia Education Association (SVEA) is required.  Prerequisite: EDU 3133 with a grade of C (2.00) or better and formal admission to the Teacher Education Program. (Upon Demand)

EDU 4501, 4502, 4503 Special Topics in Education
Prerequisite: Junior/Senior Standing.

EDU 4608 PreK-12 Student Teaching
Student teaching is a semester of continuous full-time professional activities in a public school under the supervision of public school and college personnel. VCLA and Praxis II (also RVE for *Special Education) must be passed prior to beginning student teaching. 12 semester hours credit.  Membership in the Student Virginia Education Association is required for placement.  Prerequisite:  Formal admission to student teaching. (Fall and Spring)

EDU 4708 6-12 Student Teaching
Student teaching is a semester of continuous full-time professional activities in a public school under the supervision of public school and college personnel. VCLA and Praxis II must be passed prior to beginning student teaching. 12 semester hours credit.  Membership in the Student Virginia Education Association is required for placement.  Prerequisite:  Formal admission to student teaching. (Fall and Spring)

EDU 4908 PreK-6 Student Teaching
Student teaching is a semester of continuous full-time professional activities in a public school under the supervision of public school and college personnel. VCLA, Praxis II, and RVE must be passed prior to beginning student teaching. 12 semester hours credit.  Membership in the Student Virginia Education Association is required for placement.  Prerequisite:  Formal admission to student teaching. (Fall and Spring)

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EDU 5113: Advanced Educational Psychology
This course is an advanced study of the physical, emotional, social, and cognitive characteristics, in addition to speech and language development, of Prek-12 students; principles of learning theories will be examined as they apply to teaching, learning, motivation, and classroom environment. Prerequisite:  PSY 1013 Introduction to Psychology or EDU 2003 Human Growth and Development for Education

EDU 5123:  Education and Society
This course focuses on the ever-changing landscape of education. Students will develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States using research in current events to analyze modern education structures in view of their foundations.

EDU 5133: Foundations of Special Education
This course centers onknowledge of the foundation for educating students with disabilities, including historical perspective, characteristics of children and youth with disabilities, influence of family and community, ethical issues and standards of professional behavior. Students will also gain an understanding and application of the legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with disabilities.  Prerequisite or Co-requisite:  EDU 5113 Advanced Educational Psychology

EDU 5143:  Teaching Strategies for Student Learning
This course centers on effective teaching for a variety of learners using media, technology, and other educational materials. Students will develop and demonstrate teaching strategies based on education theory, best practice research, and differentiation related to student differences.

EDU 5213:  Assessment and Evaluation for Student Growth
This course focuses on the relationships among assessment, instruction, monitoring student progress, and student performance measures in grading practices.  Students will construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment. Students will also analyze assessment data to make decisions about how to improve instruction and student performance.

EDU 5233:  Understanding and Implementation of Curriculum
The course is an advanced application course to guide K-12 teachers through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of instruction. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of students in the context of best instructional practices and philosophies of education.

EDU 5243:  Classroom Management and Behavior in a Diverse Society
This course focuses on the understanding and application of classroom and behavior management techniques and individual interventions based on educational theory and best practice research. Students will develop means of improving communication between schools and families and ways of increasing family involvement in student learning at home and in school. This course will address these approaches within the context of home and community.

EDU 5323: Research in Education
In this course, students will examine educational research (both qualitative and quantitative) and statistical methods in light of current research on effective teaching, school practices, and data-driven decision making. Candidates locate, read, and critique research and develop a research proposal relative to important classroom and school issues which will be applied when completing their culminating research project in the research class following this course.

EDU 5333: Teachers as Leaders
In this course, students will examine models of teacher-leadership in the classroom, the school, community, and beyond. They will gain strategies for goal-setting, planning, implementing, evaluating, and revising plans for improvement. Communication, networking, and motivation skills will be emphasized within a framework of persistence.

EDU 5343: Action Research in Education
Candidates identify a specific classroom, school, or community-based educational problem, then design and conduct a research project written in formal academic APA style that addresses the candidate’s integration of the professional knowledge and the School of Education's conceptual framework in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. (Candidates must be eligible to graduate in the subsequent academic term.) Prerequisite:  EDU 5323 Research in Education

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