Education

  • Department Information

    Education

    Patricia Stohr-Hunt, Chair
    Associate Professor Brown
    Assistant Professor Stohr-Hunt
    Director of Clinical Practice Napoli
    Director of Curriculum Materials Center (CMC) Leeper
    Director of Reading Milby
    Director of Special Education and Elementary Instruction Brenning
    Affiliated Faculty in SPCS Cassada, Kuti, Shields, Spires


    Mission and Goals

    Undergraduate teacher education at the University of Richmond is a campus-wide responsibility, designed to ensure that all of our students are knowledgeable professionals who possess both a theoretical and practical knowledge base. Students acquire a broad undergraduate background of essential intellectual skills through the liberal arts and sciences based on the University's general education requirements, upon which students then build concentrated study in their major field of study.

    The mission of the Teacher Preparation Program at the University of Richmond is to improve the understanding and practice of teaching and learning in preK-12 environments through reflective thought. Graduates are prepared to apply deep and broad content knowledge through multiple pedagogies in diverse settings while demonstrating a commitment to professionalism. For information on specific endorsement requirements and becoming a licensed teacher, please see education.richmond.edu/teacher-education/index.html.

    Based on this mission, the goals for the education minor are:

    Goal 1

    Develop candidates who are knowledgeable about learners and are able to employ instructional strategies that meet the needs of all students, including students with disabilities, gifted students, students with limited proficiency in English, and students with diverse cultural needs.

    Goal 2

    Develop candidates who have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subject is created, organized, linked to other disciplines, and applied to real-world settings.

    Goal 3

    Develop candidates who are able to employ best practices in the planning, delivery, and assessment of instruction so that they may transform content for teaching purposes in ways that make it accessible and meaningful to students.

    Goal 4

    Develop candidates who have the knowledge and skills to bring the highest levels of professionalism to their practice as instructional leaders and have the disposition to reflect upon and change that practice as necessary.

    State-Approved Programs at the University of Richmond

    The Teacher Preparation Program at the University of Richmond prepares teachers for licensure in Elementary Education (preK-6), Secondary Education (6-12) or Comprehensive Education (preK-12). The University of Richmond was first granted an Approved Teacher Education Program by the Virginia State Board of Education in 1972. Since that time the University's Department of Education has maintained approved program status and, as such, participates in reciprocity of licensure with states that have interstate agreements with Virginia. Currently Virginia has licensure reciprocity with 48 states, territories and the District of Columbia.

    In order for programs to remain current with licensure regulations as mandated by the Virginia State Department of Education, the requirements as stated may be subject to change. Please check with the department for the most recent version of licensure and endorsement requirements.

    Title II Results

    In October 1998, the U.S. Congress enacted amendments to the Higher Education Act (HEA). As amended, Title II of the HEA included new accountability measures and reporting requirements for institutions and states on teacher preparation and licensing. Each year the University of Richmond is required to submit an Institutional Report that contains:

    • Program completer pass rates
    • Basic features of the teacher preparation program
    • Whether the teacher preparation program has been classified as "low performing"
    • Supplemental information the institution believes is important to providing necessary context

    For the most current copies of the University Institutional Report, visit our website.

  • General Information-Elementary Education Major

    General Information - Elementary Education Major

    The Elementary Education major prepares students to teach at the elementary level (preK-6). Students must go through a formal application process to be admitted to the major. The application process takes place while students are enrolled in EDUC 217 or EDUC 218. To be eligible for admission to the major students must:

    1. Submit a completed application 
    2. Possess a minimum cumulative grade point average of 2.70 (3.00 preferred) 
    3. Submit official scores for one of the following tests:
      1. Minimum scores of 156 for Reading, 162 for Writing, and 150 for Mathematics on Praxis I Core Academic Skills for Educators. 
      2. A minimum composite score of 24 on the ACT, with a minimum score of 22 on Math and a minimum combined score of 46 on English plus Reading. 
      3. A minimum score of 1170 with at least 580 on the Evidence-based Reading and Writing Section and 560 on the Math Section.

    Once formally admitted to the major, students will be assigned an advisor in the department who will help them map out their program of study to include a semester of student teaching.

    Note: The grade point average of the coursework comprising the major must be no less than 3.00 with no course grade below B- (2.70). A maximum of one course may be taken at another institution or through an approved study abroad program, with departmental approval.

    Content Requirements

    Students seeking to be endorsed in elementary education (preK-6) must complete the following core content requirements:

    English

    Complete two units in English and pass a rigorous assessment in elementary English prescribed by the Board of Education.

    Students can meet this requirement in the following ways:

    • One FYS course and one FSLT course will fully satisfy this requirement.
    • A score of 4 or 5 on the English language AP exam will partially satisfy this requirement.
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    • A score of 5 on the English literature AP exam will partially satisfy this requirement.
    • A score of 6 or 7 on the IB Higher Level Subject Exam in English (A) will partially satisfy this requirement.

    History and Social Sciences

    Complete two units in history and social sciences, complete a methods of teaching elementary history and social sciences course, and pass a rigorous assessment in elementary history and social sciences prescribed by the Board of Education.

    Students can meet this requirement in the following ways: 

    • One FSHT course will partially satisfy this requirement. 
    • One FSSA course selected from CLSC 220 Introduction to Archaeology, ECON 101 Principles of Microeconomics, or GEOG 210 Planet Earth: People and Place will partially satisfy this requirement. 
    • PLSC 220 Introduction to American Government will partially satisfy this requirement.
    • A score of 4 or 5 on any of the following AP exams will partially satisfy this requirement: European History, US Government, and US History. 
    • A score of 5 on one of the following AP exams will partially satisfy this requirement: Macroeconomics or Microeconomics. 
    • A score of 6 or 7 on the IB Economics exam will partially satisfy this requirement. 
    • A score of 5, 6 or 7 on any of the IB History exams will partially satisfy this requirement. 
    • A minimum score of 50 on any one of the following CLEP exams will partially satisfy this requirement: Macroeconomics or Microeconomics.

    Mathematics

    Complete two units in mathematics, complete a methods of teaching elementary mathematics course, and pass a rigorous assessment in elementary mathematics prescribed by the Board of Education.

    Students can meet this requirement in the following ways: 

    • One FSSR course will partially satisfy this requirement. 
    • One of the following courses in mathematics will partially satisfy this requirement: MATH 102 Problem Solving Using Finite Mathematics, MATH 209 Introduction to Statistical Modeling, MATH 211 Calculus I, or MATH 212 Calculus II.
    • One of the following courses in computer science will partially satisfy this requirement: CMSC 101 Minds and Machines, CMSC 105 Elementary Programming with Lab, or CMSC 150 Introduction to Computing. 
    • A score of 3, 4, or 5 on the Calculus AB AP exam will partially satisfy this requirement. 
    • A score of 3 on the Calculus BC AP exam will partially satisfy this requirement. 
    • A score of 4 or 5 on the Calculus BC AP exam will fully satisfy this requirement. 
    • A score of 4 or 5 on any of the following AP exams will partially satisfy these requirements: Computer Science A or Computer Science Principles. 
    • A score of 6 or 7 on any of the following IB Higher Level Subject Exams will partially satisfy these requirements: Computer Science and Mathematics.

    Science

    Complete two units in laboratory sciences in two science disciplines, complete a methods of teaching elementary science course, and pass a rigorous assessment in elementary science prescribed by the Board of Education. Please note course fulfilling this requirement must come from two different disciplines.

    Students can meet this requirement in the following ways: 

    • One Natural Science (FSNB, FSNC, FSNP) course will partially satisfy this requirement. 
    • A score of 4 or 5 on one of the following AP exams will partially satisfy this requirement: Biology, Environmental Science, Physics 1, Physics 2, Physics B, Physics C: Mechanics or Physics C: Electricity & Magnetism. 
    • A score of 4 or 5 on the AP Chemistry exam will partially satisfy this requirement. 
    • A score of 5, 6 or 7 on any of the following IB Higher Level Subject Exams will partially satisfy this requirement: Biology and Chemistry. 
    • A score of 6 or 7 on the IB Higher Level Subject Exam in Physics will partially satisfy this requirement. 
    • A score of 50 or higher on the CLEP exam for Chemistry will partially satisfy this requirement.
  • Elementary Education Major

    Elementary Education Major Requirements

    Elementary Education

    Note: The grade point average of the coursework comprising the major must be no less than 3.00 with no course grade below B- (2.70). A maximum of one course may be taken at another institution or through an approved study abroad program, with departmental approval

    13 units, including:

    EDUC 217 Foundations of Education

    EDUC 218 Diverse Learners

    EDUC 307 Instruction and Assessment in Elementary Science

    EDUC 308 Instruction and Assessment in Elementary Social Studies

    EDUC 310 Concepts and Methods in Elementary Math

    EDUC 311 Assessment and Differentiation in Elementary Math

    EDUC 324 Reading Foundations for Early Literacy Instruction

    EDUC 326 Assessment, Intervention, and Literacy Strategies for Elementary Readers

    EDUC 356 Elementary Classroom and Behavior Management

    EDUC 475 Teaching Internship

    EDUC 485 Capstone Seminar

  • Elementary Education Honors Program

    Elementary Education Honors Program

    Highly qualified and motivated students with exceptional initiative, the ability to work with a high degree of independence, and the desire to pursue academic achievement beyond the level of standard coursework may seek departmental honors. This program enables qualified students to extend the training in their major field of study by pursuing education courses and undertaking a supervised research thesis in a related area in the study of education. It is understood that students will pursue a wide range of thesis projects with intellectual tools from a variety of academic disciplines in the social sciences and humanities, while engaging directly with communities of practice, working alongside educators and reformers on and off campus.

    To be eligible for admission to the Honors Program a student should have: 

    • 18 or more units of completed work 
    • A cumulative grade point average of at least 3.5 and at least a 3.3 GPA in education course work 
    • 3 or more units completed with distinction (above the 200-level) in the major field

    To receive honors in elementary education, an approved applicant must complete an honors thesis, as well as the following additional courses: 

    • EDUC 346 Philosophy of Education 
    • EDUC 376 Social Justice in Education 
    • EDUC 498 Honors Thesis Research 
    • EDUC 499 Honors Thesis Writing

    Students should apply for the Honors program during the fall or spring of the junior year. The summer following their acceptance into the program, students should begin preparing for their thesis work. The student will complete the research for the project in the fall term of the senior year and will write the thesis in the spring term. In the Spring semester of the senior year, each student in the Honors Program will give a public presentation to articulate their research question and findings.

  • Teacher Education Minors

    Teacher Education Minors Requirements

    Teacher Education minors are designed for students who wish to pursue preparation in teaching, and consists of two different areas. The level and subject of teaching endorsement students seek define these areas. Please note that students completing a teacher education minor are NOT automatically eligible for a teaching license. Students who wish to be licensed must be formally admitted to the Teacher Preparation Program and successfully complete the teaching internship and capstone seminar.

    Note: The grade point average of the coursework comprising the minor must be no less than 3.00 with no course grade below B- (2.70). A maximum of one course may be taken at another institution or through an approved study abroad program, with departmental approval.

     

    Teacher Education: Secondary (6-12)

    Seven units, including:

    EDUC 217 Foundations of Education

    EDUC 218 Diverse Learners and Human Development

    EDUC 338 Technology-Enhanced 21st Century Teaching and Learning

    EDUC 342 Teaching and Learning in 6-12 Classrooms

    EDUC 343 Assessment and Evaluation in Education

    EDUC 350 Content Area Literacy

    EDUC 357 Secondary Classroom and Behavior Management

    Teacher Education: Comprehensive (preK-12)

    Seven units, including:

    EDUC 217 Foundations of Education

    EDUC 218 Diverse Learners and Human Development

    EDUC 338 Technology-Enhanced 21st Century Teaching and Learning

    EDUC 342 Teaching and Learning in 6-12 Classrooms

    EDUC 343 Assessment and Evaluation in Education

    EDUC 350 Content Area Literacy

    EDUC 357 Secondary Classroom and Behavior Management

  • Education & Society Minor

    Education and Society Minor Requirements

    The Education and Society minor seeks to examine the institution of education and its role in society. It is designed specifically for students concerned with the interpretation, evaluation and reform of the American system of public education. The minor encourages students to reflect on questions of central importance in education such as:

    • What is the purpose of education?
    • How has the history of the system of public education in the United States contributed to its present state?
    • Does our current system of education provide equitable opportunities for all?

    The Education and Society minor is NOT designed to prepare teachers or other school personnel and does NOT lead to certification.

    Education and Society

    Note: The grade point average of the coursework comprising the minor must be no less than 2.00 with no course grade below C (2.0). A maximum of one course may be taken at another institution or through an approved study abroad program, with departmental approval.

    Five units, including:

    EDUC 220 Education in America

    Three electives chosen from the following list. At least two of these selections must be courses where community-based learning pedagogy for exploring current conditions and issues in education is a significant component. Courses using such pedagogy are indicated with a *.

    EDUC 333 Alternate Approaches to K-12 Education*

    EDUC 337 Education and Public Policy*

    EDUC 340 Gender and Education*

    EDUC 341 Leadership in Education*

    EDUC 345 Urban Education*

    EDUC 346 Philosophy of Education

    EDUC 347 Improving America's Schools*

    EDUC 376 Social Justice in Education

    LDST 384 Education and Equity

    EDUC 440 Contemporary Issues in Education

Courses

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  • EDUC 217 Foundations of Education

    Units: 1

    Description

    Introduction to the American educational system. Explores the philosophical, sociological, historical, and political roots of schools today. Attention also 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 including the use of relevant data in instructional decision-making.

  • EDUC 218 Diverse Learners and Human Development

    Units: 1

    Description

    Introduces students to the developmental stages experienced by students between the ages of birth through adolescence with an examination of speech/language, social, physical, intellectual, and emotional development. Explores diverse cultures, communities, and family values. Provides a historical and contemporary perspective on critical issues, professional practices, and sate and federal laws influencing the teaching of students with diverse learning needs.

  • EDUC 220 Education in America

    Units: 1

    Description

    Exploration of contemporary public education and its impact on American society and citizenship. Includes an examination of the history of education in creating responsible citizens in the United States and the interaction of policy and reform in contemporary education.

  • EDUC 307 Instruction and Assessment in Elementary Science

    Units: 1

    Description

    In-depth examination of fundamental science concepts and subject-specific pedagogy, focusing on Earth, life, and physical sciences, the nature of science and scientific inquiry, the social and cultural significance of science, the relationship of science to technology, and the historical development of scientific concepts and scientific reasoning. Course content emphasizes and integrates state and national standards, problem-solving approaches, curriculum integration strategies, content area literacy, and current research.

    Prerequisites

    Education 217 or 218.

  • EDUC 308 Instruction and Assessment in Elementary Social Studies

    Units: 1

    Description

    In-depth examination of fundamental social studies concepts and subject-specific pedagogy, focusing on history, geography, economics, and civics. Course content emphasizes instructional design and integrates state and national standards, project-based learning approaches, curriculum integration strategies, content area literacy, and current research.

    Prerequisites

    Education 217 or 218.

  • EDUC 310 Concepts and Methods in Elementary Math

    Units: 1

    Description

    In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on whole numbers and their operations, algebraic thinking in the early grades, and measurement. Content emphasizes and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory.

    Prerequisites

    EDUC 307.

  • EDUC 311 Assessment and Differentiation in Elementary Math

    Units: 1

    Description

    In-depth examination of fundamental mathematical concepts and subject-specific pedagogy, focusing on rational numbers, algebraic thinking, geometry, probability, and statistics. Emphasizes meeting the needs of struggling students and integrates state and national standards, problem-solving approaches, use of manipulatives and technology, current research, and learning theory. A supervised practical experience using a Response to Intervention (RTI) approach will be incorporated into the course. Emphasis on using data to make decisions based upon students┬┐ needs, monitor progress, and develop individualized mathematical interventions.

    Prerequisites

    EDUC 310.

  • EDUC 312 Independent Study in Education

    Units: .25-1

    Description

    Special projects and practical experience in educational programs.

    Prerequisites

    Permission of department.

  • EDUC 313 Independent Study in Education

    Units: .25-1

    Description

    Special projects and practical experience in educational programs.

    Prerequisites

    Permission of department.

  • EDUC 314 Independent Study in Education

    Units: .25-1

    Description

    Special projects and practical experience in educational programs.

    Prerequisites

    Permission of department.

  • EDUC 324 Reading Foundations for Early Literacy Instruction

    Units: 1

    Description

    In-depth examination of the teaching methods, literacy concepts and development, and materials which are utilized to support and scaffold children's literacy acquisition from birth to the primary grades. Addresses a foundational understanding of the components of reading including phonemic awareness, concepts of print, phonics, fluency, comprehension, vocabulary, and writing. Examines early literacy assessment tools and how to implement interventions for diverse learners. Investigates language development, children's literature, and classroom strategies for early literacy instruction.

    Prerequisites

    Education 217 or 218.

  • EDUC 326 Assessment, Intervention, and Literacy Strategies for Elementary Readers

    Units: 1

    Description

    In-depth examination of reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within elementary classrooms. Exploration across the components of reading of the methods, materials, and assessment tools associated with elementary literacy instruction. Examines assessment tools and learn techniques for meeting the needs of struggling readers. A supervised practical experience will be incorporated into the course. Emphasis is placed on making decisions based upon students' individual needs and critical reflection to improve instructional effectiveness. Analysis of assessment data and use of this information to inform instructional practices including developing reading and writing interventions. Studies effective literacy techniques designed to support diverse learners.

    Prerequisites

    EDUC 324.

  • EDUC 333 Alternate Approaches to K-12 Education

    Units: 1

    Description

    Examination of the multiple alternatives to traditional PK-12 public schools currently available across the United States, including the increasing variety of public, private, parochial, charter, and virtual opportunities available to families seeking choices beyond traditional public education.

    Prerequisites

    Education 217 or 220

  • EDUC 337 Education and Public Policy

    Units: 1

    Description

    Survey of contemporary issues and examination of legislation affecting educational policy at both the state and local level. In-depth examination of current and emerging policy issues, strategies for influencing policy, and techniques for adapting new policy into current school culture and processes.

    Prerequisites

    Education 217 or 220

  • EDUC 338 Technology-Enhanced 21st Century Teaching and Learning

    Units: 1

    Description

    Exploration of how technology may be used as an engaging and effective tool in the 21st Century classroom to facilitate changes in the ways teachers communicate, collaborate, and teach and how students learn and demonstrate their understanding. Examines the issues involved in educational technology access and curriculum, including current educational technology standards and practical application of technology skills, while encouraging reflection on the role various forms of electronic and digital technology can play in the teaching/learning process.

    Prerequisites

    Education 306 or 342.

  • EDUC 340 Gender and Education

    Units: 1

    Description

    Exploration of the multiple and complex relationships between gender and education, primarily in the context of formalized schooling. Topics include the history of women's education; gender identity and socialization, gender discrimination and biases in curriculum and classroom teaching, gender gaps in academic performance, stratification in schools, and the relationship between educational choices and gender. In all topics, gender will be explored in connection with other socially constructed aspects of identity, such as race, class, ethnicity and sexual orientation.

    Prerequisites

    Education 217 or 220

  • EDUC 341 Leadership and Education

    Units: 1

    Description

    Examination of the role of leadership in education through a historical, philosophical, theoretical and political/policy lens. Critical review of how leadership is the cornerstone of understanding the importance of education and citizenship in American society. Includes profiles of historical and contemporary leaders in education who have been at the forefront of public school reform efforts. Examines the role that followers or stakeholders have played in historical movements for public school reform.

    Prerequisites

    Education 217 or 220

  • EDUC 342 Teaching and Learning in 6-12 Classrooms

    Units: 1

    Description

    Comprehensive introduction to pedagogy to include principles of learning; application of skills in discipline and grade-specific methodology; selection and use of materials; state and national curriculum standards; and evaluation of student performance.

    Prerequisites

    Education 217 or 218.

  • EDUC 343 Assessment and Evaluation in Education

    Units: 1

    Description

    Introduction to testing, measurement, and evaluation related to instruction, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures.

    Prerequisites

    EDUC 342.

  • EDUC 345 Urban Education

    Units: 1

    Description

    Examination of the relationship between urban issues and education policies and practices. Includes a broad interdisciplinary look at the relationship between school and urban society and communities. Sociological and philosophical theories will be used to examine how culture, race, and class influence the structure and function of urban education systems. A critical self-reflection on schooling, socio-cultural identity, and philosophical beliefs about education.

    Prerequisites

    Education 217 or 220

  • EDUC 346 Philosophy of Education

    Units: 1

    Description

    Examines exemplars of educational philosophy from ancient times to the present day, emphasizing important thinkers and writers that contributed to the philosophy of the American public education system. Includes a consideration of their relevance and application to current controversies in education (e.g., multiculturalism, gender equity, and school choice).

    Prerequisites

    Education 217 or 220

  • EDUC 347 Improving America's Schools

    Units: 1

    Description

    Examines K-12 American public schools and the variety of programs, policies, and structures in place that influence students, teachers, and parents within the educational system.

  • EDUC 350 Content Area Literacy

    Units: 1

    Description

    In-depth examination of reading, writing, and critical thinking in secondary content areas. Specific techniques for teaching and assessing comprehension, vocabulary knowledge, and study skills. The effects of text organization and relationship between reading and writing are investigated. Integrates theory with practice and is designed to help content area instructors learn how to integrate literacy principles into subject matter instruction. A strong emphasis on the elements of effective comprehension instruction. Literacy techniques designed to support the needs of diverse learners.

    Prerequisites

    Education 217 or 218.

  • EDUC 353 Methods for Teaching Foreign Language

    Units: 1

    Description

    Exploration of current trends in foreign language pedagogy, including national standards, Standards for Foreign Language Learning: Preparing for the 21st Century, and the Proficiency Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Major topics of discussion include standards, theories and practice of second language acquisition, domains of language, cultural aspects of language learning, methods and trends in teaching foreign language, language proficiency testing, technology in language learning, student learning styles, programmatic structures for foreign language instruction, and lesson planning strategies in the foreign language classroom.

  • EDUC 356 Elementary Classroom and Behavior Management

    Units: 1

    Description

    Introduction to theoretical and practical aspects of classroom and behavior management with an emphasis on strong instruction, positive learning climate, individual interventions, including techniques to promote educational well-being, maximize learning time, increase motivation, and address inappropriate behavior. Examination of approaches based on theory and practice to meet the needs of diverse learners. Includes weekly practicum experience in an elementary classroom.

    Prerequisites

    EDUC 327.

  • EDUC 357 Secondary Classroom and Behavior Management

    Units: 1

    Description

    Introduction to theoretical and practical aspects of classroom and behavior management with an emphasis on strong instruction, positive learning climate, individual interventions, including techniques to promote educational well-being, maximize learning time, increase motivation, and address inappropriate behavior. Examination of approaches based on theory and practice to meet the needs of diverse learners. Includes weekly practicum experience in a middle school classroom.

    Prerequisites

    EDUC 342.

  • EDUC 360 Assessment, Intervention, and Literacy Strategies for Adolescents

    Units: 1

    Description

    Investigates reading comprehension, vocabulary development, critical thinking, word study, and writing instruction within the classroom. Study of the methods, materials, and assessment tools associated with elementary and secondary literacy instruction will be explored across the components of reading. Examines assessment tools and learn techniques for meeting the needs of struggling readers. Supervised practical experience will be incorporated into the course.

    Prerequisites

    EDUC 350.

  • EDUC 376 Social Justice in Education

    Units: 1

    Description

    Examines how social inequality impacts public education, and how schools function to perpetuate and/or remediate social injustice. Further explores how socially constructed differences (race, social class, gender, sexual orientation, ethnic, linguistic and cultural backgrounds) may be used to privilege some learners and marginalize others. Considers teachers as agents of change and what individuals and communities can do to ensure that all students have equitable educational opportunities. A community-based learning experience is a required course component.

    Prerequisites

    EDUC 346 (may be taken concurrently).

  • EDUC 398 Selected Topics

    Units: .5-1

    Description

    Topics will vary from semester to semester.

  • EDUC 440 Contemporary Issues in Education

    Units: 1

    Description

    Capstone requirement in the Education and Society minor.

    Prerequisites

    Senior standing and completion of Education and Society minor electives.

  • EDUC 465 Foundations and Legal Aspects of Special Education
  • EDUC 471 Assessment and Evaluation in Special Education

    Units: 1

    Description

    Introduces teacher candidates to 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.

    Prerequisites

    EDUC 324

  • EDUC 474 Understanding and Implementing the IEP

    Units: 1

    Description

    Provides critical information and hands-on practice regarding the development and implementation of the Individual Education Program (IEP), the federally required document that describes all the components of special education services and safeguards for students with disabilities. Examines regulatory background, essential components, procedural requirements, implementation practices, and monitoring strategies that support effective IEP implementation and lead to positive student outcomes. Requires students to analyze and evaluate IEPs, gaining expertise in IEP development and implementation.

    Prerequisites

    EDUC 465

  • EDUC 475 Teaching Internship

    Units: 3.5

    Description

    A fifteen-week field experience which involves the application of theory and skills while working directly with students in the public school classroom on a full-time basis under the direction and support of a cooperating teacher and a university supervisor. The student assumes full teacher responsibility for all instructional periods and school activities. Graded pass/fail with a comprehensive evaluation completed for each student teacher. Requires concurrent registration in Education 485, Student Teaching Seminar.

    Prerequisites

    Department approval.

  • EDUC 484 Pre-Internship Workshop Series

    Units: .25

    Description

    Prepares students enrolled in the teacher preparation program for the required 15-week teaching internship. Guides students through the creation of the final portfolio. Helps students navigate the process of applying for an internship placement and completing background check applications necessary to practice in a K-12 classroom. Employs expert guest speakers to provide a review of critical aspects of K-12 general education. Allows students to practice and reflect upon their own delivery of instruction in mock-classroom situations.

    Prerequisites

    EDUC 326 or 338.

  • EDUC 485 Capstone Seminar

    Units: .5

    Description

    Weekly seminar for student teachers. Provides a forum for reflective discussion and examination of critical issues related to students' teaching responsibilities and competence, specifically, employing best practices in the planning, delivery, and assessment of instruction and student learning. In addition, guidance is provided in the preparation of the Teacher Work Sample Portfolio.

    Prerequisites

    Education 475.

  • EDUC 498 Honors Thesis Research

    Units: 1

    Description

    Research for the honors thesis in Education under the direction of a faculty advisor.

    Prerequisites

    Departmental approval.

  • EDUC 499 Honors Thesis Writing

    Units: 1

    Description

    Writing the honors thesis in Education under the direction of a faculty advisor.