School of Education

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Overview

The School of Education provides professional education programs and degrees at the graduate level for professionals in Learning Sciences, prospective and experienced teachers in CTE, Elementary, Math, Music, and Science, counselors, researchers, and leaders at the elementary, middle, secondary, and post-secondary levels. Undergraduate degrees are offered for CTE-Agricultural Education, English, and History and Social Studies. These programs prepare education professionals for varied employment settings. Special emphasis is placed on science, math, technology, and leadership. Advanced programs are offered at the master's, education specialist, and doctoral levels. To obtain specific information about these programs and their requirements, interested students should visit the School of Education's website (www.soe.vt.edu).

Entrance to the School of Education

Undergraduate students enter the education program in their freshman or sophomore year, and take courses in their content area and in education. Students are encouraged to complete double majors in education and their teaching content area. Official entrance to the teacher education program occurs before the junior year through successful completion of foundational courses and required state testing.

Graduate students enter education programs after completing a bachelor's degree with a major in a content field. Content fields vary depending on the teaching, counseling, or administrative license sought or other educational career goal of the student. There is a link to a listing of the appropriate undergraduate majors for teaching licensure in the Office of Academic Programs section of the School of Education website.

Licensure and Employment Opportunities

Teacher, counselor, and educational leadership education students completing professional preparation programs are endorsed to receive licenses in Virginia, and these licenses are also accepted in most other states. All initial teacher education programs are fully accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Virginia Department of Education. Graduates of professional preparation programs are well prepared for their initial responsibilities and are actively recruited by school systems across the state. Advisors counsel students early in their programs with respect to post-graduation placement opportunities.

Professional Preparation Programs Offered in the School of Education

The School of Education offers undergraduate teacher education programs in CTE-Agriculture, English, and History and Social Studies. The School of Education also offers graduate professional preparation programs. Please consult the Graduate Catalog (www.graduateschool.vt.edu) and the School of Education's website (www.soe.vt.edu) for admission and graduation requirements.

Undergraduate Course Descriptions (EDCI)

1004: PROFESSIONAL DISPOSITIONS IN ELEMENTARY EDUCATION Introductory course for Elementary Education majors. Encourages self-awareness and explores professional dispositions, state licensure requirements, and the range of careers in education. (3H,3C)

2004: DISCOVERING THE ELEMENTARY CLASSROOM: FIELD STUDIES IN PRE-EDUCATION Experiential learning,10 hours per week, in a PreK through 6th classroom setting, public or private, exposing students to knowledge, skills, and dispositions of professional educators. Allows for integration of experiential and course-based learning in professional identity formation and classroom management. Introduces students to concepts and terminology necessary for upper-level educator preparation courses. Pre: 1004. (3H,3C)

2414: DESIGN BASED BIOTECHNICAL LEARNING STEM disciplinary content and practice. Design, construction, evaluate, and iterate working biotechnical prototype solutions addressing authentic human needs. Ethical decision-making based on technological solutions appropriate for local and/or global communities. (3H,3C)

2574: SOCIAL FOUNDATIONS OF EDUCATION History, purpose, and social contexts of education and the PK 12 public education system in the US. Diversity and culturally sensitive approaches to education. Historical, philosophical, social, cultural, and political factors that influence teachers roles and responsibilities and educational practice. (3H,3C)

2614: THE READING MIND: LEARNING TO READ Survey of theories and research that explain how people learn to read. Brief overview of English written systems. Models of skilled reading, literacy stages, and component processes (e.g., decoding, comprehension). Application of course concepts to self, common myths, media, and products. Analysis of patterns of inequity in reading achievement. (3H,3C)

2674: LANGUAGE, CULTURE, AND LEARNING This course explores connections between language, culture, and learning. Emphasis on recognizing and critically examining ways that diversity of cultural contexts and social identities influence learning, and challenging students to consider ethical responsibilities in supporting and participating in an equitable society. (3H,3C)

2984: SPECIAL STUDY Repeatable with different course content. Variable credit course.

3004: PRE-EDUCATION SEMINAR Experiential learning in a PreK through 12th grade setting, public or private, exposing students to knowledge, skills, and dispositions of professional educators. Allows for integration of experiential and course-based learning in professional identity formation and exploration of education careers. NOT student teaching. May be repeated for elective credit up to a maximum of 12 credit hours. Pre: Junior standing. Variable credit course. X-grade allowed.

3024: ISSUES OF SCHOOLING IN THE UNITED STATES Exploration of U.S. education, purposes, and roles. Impacts of historic, social, political, economic, religious, cultural, global, and curricular issues. Analysis of equal educational opportunity. Role of the teaching profession in educational reforms. (3H,3C)

3074: ELEMENTARY CURRICULUM: METHODS IN TEACHING Instructional approaches in elementary education curriculum with a focus on: family engagement, collaboration, teaching strategies, behavior and classroom management, assessment, and differentiation. Design and implementation of lesson plans for elementary school students. Professional educator standards. Co: 3964. (3H,3C)

3144 (HD 3144): EDUCATION OF EXCEPTIONAL LEARNERS Introduction to the historical, ethical, legal, and economic models relevant to understanding students with disabilities and meeting their needs to increase their potential for success throughout their lives. Addresses research in early intervention, K-12 instruction, post-secondary education, and transition into work settings. (3H,3C)

3234: FOUNDATIONS OF READING INSTRUCTION (PK-6) Theoretical, practical, and research-based foundations in the science of reading instruction for grades PK-6. Phonics, phonological awareness, fluency, vocabulary, and comprehension instruction. Assessment-informed instruction, classroom organization, reader-text matching. (3H,3C)

3244: CURRICULUM & INSTRUCTION IN ELEMENTARY MATHEMATICS, PK-3 Key concepts in curriculum and instruction in grades PK-3 mathematics: mathematical thinking, number and number sense, computation and estimation, geometry and measurement, mathematical discourse within elementary classrooms, teaching methods in grades PK-3, and the role of mental arithmetic. Teaching mathematics through problem solving, reasoning, and communication to support the learning process for all elementary students. (3H,3C)

3254: ELEMENTARY METHODS IN SCIENCE Study and analysis of approaches to elementary science instruction; assessment for learning; instructional design and methods; content integration in lesson plans; inquiry based science investigations; planning science investigations; needs of students; and inclusiveness of learners. (3H,3C)

3334: TEACHING LANGUAGE ARTS IN THE ELEMENTARY CLASSROOM Implementation and assessment of curriculum and instruction in elementary language arts. The six focus areas of writing, speaking, listening, reading, visual representation, and viewing are the core components and the role of childrens literature in language learning. (4H,4C)

3354: STEM IN ELEMENTARY SCHOOLS STEM education for pre-service elementary education teachers. Equity in elementary science education. Inquiry as a process in society. Integration of inquiry-based practices and engineering design. STEM activities that mirror real-world problem solving and innovation. Next Generation Science and VDOE standards and engineering models, including 5E Instructional Model, in instructional design. Pre: 3254. (3H,3C)

3464: ELEMENTARY SOCIAL STUDIES TEACHING METHODS Emphasizes foundational concepts of curriculum in Social Studies for preservice teachers to effectively utilize state and federal standards to guide instructional strategies and assessments in the elementary classroom (PK-6). Functions of Virginia state and local governments. Exploration of alternative approaches with instructional strategies. (3H,3C)

3474: ASSESSMENT & DIAGNOSIS IN ELEMENTARY MATHEMATICS CLASSROOM Research in assessment and diagnosis in PK-5 mathematics classroom. Comparison of evaluation and assessment methods and development of assessment models appropriate for use in PK-5 mathematics classrooms. This course involves the exploration of formative and summative assessment tools, formal and informal assessment strategies, and critical issues in assessment practices. (3H,3C)

3954: STUDY ABROAD Variable credit course.

3954G: STUDY ABROAD Variable credit course.

3964: FIELD STUDY Variable credit course.

3984: SPECIAL STUDY Variable credit course.

4024: HUMANIZING THE K-12 CLASSROOM Social, political, economic and historic structures maintaining power and privilege in the K-12 education system that disadvantage students of different racial, ethic, socioeconomic, class, and cultural groups. Classroom environmental design to support equity and social justice. Impact of teacher and student identity development on student learning. Twenty hours of experiential learning in educational setting. Pre: Junior Standing. (3H,3C)

4074: CULTURALLY RESPONSIVE TEACHING IN THE ELEMENTARY CLASSROOM In-depth, extensive, and reflective understandings of diversity regarding individual students, families, communities, and schooling contexts. Classroom instructional and management strategies that are responsive to cultural and linguistic differences. Co: 4964. (3H,3C)

4244: CURRICULUM AND INSTRUCTION IN MIDDLE SCHOOL MATHEMATICS (4-8) Key concepts in curriculum and instruction in grades 4-8 mathematics to meet diverse learning needs. Algebraic structure of the rational numbers as it relates to childrens understanding of fractions, decimals, and percents, algebraic and proportional reasoning, and probability and data analysis. Childrens mathematical thinking and learning from a psychological perspective. Teaching mathematics through problem solving, reasoning, and communication to promote an inclusive community of learning based on appropriate educational theories. (3H,3C)

4264: INTRO TO READING INSTRUCTION FOR ELEMENTARY STUDENTS: A CLINICAL COURSE Overview of reading theory, terminology, and development in grade K-5. Introduction to reading assessment, text selection, lesson planning, and instructional strategies. Supervised clinical setting instructing K-5 learner. Pre: Junior or senior standing. (3H,3C)

4454 (ME 4454): ENGR. LEADERSHIP/MGMT Introduction to management and mentoring skills associated with the application of the engineering design process. Course covers skills necessary for leading diverse teams of people through a technical design project. Managing teams of local high school students through an authentic technical design experience associated with design competitions. Course addresses the practical applications of science, math and engineering, while building and managing teams of people to meet technical project goals. Prerequisite: ME 4015 or similar team-based design experience, or by permission of instructor. (2H,3L,3C)

4554: EDUCATING EXCEPTIONAL LEARNERS Analysis of purpose, rationale, and foci of educational programs, and related services for individuals with special needs. Identification of characteristics associated with each exceptionality covered by the Individuals with Disabilities Education Act. Review of procedures for assessment, eligibility decisions, and the development of individualized educational programs. Overview of selected instructional strategies, environmental adaptations, and special materials. Examination of findings concerning program efficacy. Pre: Junior standing. (3H,3C)

4724: SECONDARY SCHOOL TEACHING METHODS I Methods for designing and implementing instruction in specific middle and high school content area classrooms (CTE, English, history, social sciences, mathematics, and music) in conjunction with a field experience course. Lesson planning, assessment, differentiation, technology, standards, and adolescent learning development. Reflectivity and collaboration for continuous improvement. Pre: Junior standing. (3H,3C)

4734: ADOLESCENT LITERACY AND READING Challenges to adolescent literacy. Basic processes related to reading, comprehension, vocabulary development, and conceptual knowledge; diverse adolescent readers. Effective plans and teaching strategies for comprehending and using information in disciplinary texts in middle and high school content area classrooms. (Career and Technical, English, history, math, music, and science). (3H,3C)

4744: SECONDARY SCHOOL TEACHING METHODS II Methods for designing and implementing a variety of instructional approaches in specific middle and high school content area classrooms (CTE, English, history, social sciences, mathematics, and music) in conjunction with student teaching internship. Emphasis on planning and implementation of instructional design, research inquiry, classroom management, integration of technology. Unit plan development and evaluation. Pre: 4724. (3H,3C)

4964: FIELD STUDY Variable credit course. X-grade allowed.

4974: INDEPENDENT STUDY Variable credit course.

4984: SPECIAL STUDY Repeatable with different content. Variable credit course.

4994: UNDERGRADUATE RESEARCH Variable credit course. X-grade allowed.

Undergraduate Course Descriptions (EDCO)

2004: HEALTHY RELATIONSHIPS: UNDERSTANDING SELF AND OTHERS Basic concepts, skills, and theory associated with creating and sustaining healthy relationships in social and professional settings. Self-awareness as it relates to relationship-building. Characteristics and identities of self and others as they relate to relationship-building. Relationship-building skills such as active listening, perspective taking, and empathy. (3H,3C)

2984: SPECIAL STUDY Variable credit course.

Undergraduate Course Descriptions (EDCT)

1474: COMPUTER INFORMATION SYSTEMS Fundamentals of Information Technology. Social and individual impact of technology. Software and hardware technologies. Networking, programming, and development. (3H,3C)

2604: INTRODUCTION TO CAREER AND TECHNICAL EDUCATION Philosophies, history, legislation, context, administration and delivery systems of the various licensure areas included in Career and Technical Education. X-grade allowed. (3H,3C)

2964: FIELD STUDY Variable credit course. X-grade allowed.

3964: FIELD STUDY Variable credit course.

4004: INTERNATIONAL TRENDS IN WORKFORCE DEVELOPMENT Trends in international workforce development including global talent supply and demand; portable skills and workforce readiness; social, economic and employment issues; worker values; impact of technology, and workplace communication skills for effective writing, speaking, reading, and listening. (3H,3C)

4034 (ALCE 4034): METHODS OF PLANNING EDUCATIONAL PROGRAMS IN AGRICULTURE Course examines the procedures involved in the development of courses, curriculum, and instructional materials for education programs in agriculture. Variable credit course.

4624: MANAGING A CAREER AND TECHNICAL EDUCATION PROGRAM Responsibilities of a Career and Technical Education teacher. Managing CTE program based on operational polices, promoting program to in-school and external stakeholders, implementing work-based learning, advising program student organizations, and creating a community-based program. (3H,3C)

4634: STUDENT ASSESSMENT IN CAREER AND TECHNICAL EDUCATION Assessment of standards-based outcomes of learning in workforce development and career and technical education programs. Focus on work-based learning, hands-on competencies, Cognitive Learning Targets, and performance assessment. Pre: Senior standing. Pre: 2604, 2964. (3H,3C)

4754: INTERNSHIP IN EDUCATION Planned program of clinical practice in education under the direction and supervision of a university supervisor and a selected practitioner. Pre: Recommendation of program area and successful completion of Professional Studies requirement. Variable credit course. X-grade allowed.

4884 (ALCE 4884): YOUTH PROGRAM MANAGEMENT Organizational design of educational youth programs such as 4-H and FFA, including administrative planning, human resource development, recruitment, marketing, and budgeting. (3H,3C)

4964: FIELD STUDY/PRACTICUM Variable credit course.

4984: SPECIAL STUDY Variable credit course. X-grade allowed.

Undergraduate Course Descriptions (EDEP)

2374: EDUCATIONAL PSYCHOLOGY FOR PK-12 TEACHERS Theoretical, empirical, and practical foundations of educational psychology, including human learning, cognitive processes, development, motivation, classroom management, and instructional strategies for diverse students. Emphasis on application of theory to practice. Sophomore standing. (3H,3C)

2444: MOTIVATING YOURSELF AND OTHERS Survey of human motivation research and research methodologies in education, psychology, and neuroscience. Application of this research in diverse populations, including analysis of human motivation and design of motivating activities. (3H,3C) (3H,3C)

2984: SPECIAL STUDY Variable credit course.

3154 (PSYC 3154): PSYCHOLOGICAL FOUNDATIONS OF EDUCATION Emphasizes theories of human learning and the relationship of learning principles to educational practice in general. Within the context of cognitive, social, and behavioral models of learning, attention is given to instructional procedures, student motivation and discipline, and the assessment of educational progress. (3H,3C)

3474: PRINCIPLES AND PRACTICES IN PK-12 ASSESSMENT Theoretical, empirical, and practical foundations of assessment in PK-12. Basic test design and measurement principles and practices, the use of assessments in education, the use of assessment data, and critical issues in assessment. Emphasis on creating classroom-level assessment systems. (3H,3C)

4984: SPECIAL STUDY Variable credit course.

Undergraduate Course Descriptions (EDIT)

4614: INSTRUCTIONAL TECHNOLOGY: AUDIO-VISUAL AND COMPUTER USES An introductory instructional technology course. Principles and production of audio-visual materials and methods in instruction. Application of microcomputers in instruction, emphasizing computer literacy, programming and evaluation of instructional software. Course in methods of teaching, field teaching experience, or teaching experience required. Pass/Fail only. (2H,3L,3C)

4974: INDEPENDENT STUDY Variable credit course.

4994: UNDERGRADUATE RESEARCH Variable credit course.

Undergraduate Course Descriptions (EDTE)

2964: FIELD STUDY/PRACTICUM Variable credit course.

2984: SPECIAL STUDY Variable credit course. X-grade allowed.

4754 (ALS 4754): INTERNSHIP IN EDUCATION Planned program of clinical practice in education under the direction and supervision of a university supervisor and a selected practitioner. Recommendation of program area and successful completion of Professional Studies required. Variable credit course. X-grade allowed.

4964: FIELD STUDY/PRACTICUM Variable credit course.

4974: INDEPENDENT STUDY Variable credit course. X-grade allowed.

4984: SPECIAL STUDY Variable credit course.