Education (EDUC)

Introduces the students to an interdisciplinary study of the future within the context of education. Various topic areas, such as population, science/technology, lifestyle, economics, international relations, energy and religion will be explored in terms of future trends and how education responds to these trends and their impacts.

This course provides an overview of the U.S. American public education system. Specific emphasis will be placed on the role, funding and history of education as they relate to social justice, equity and the diversity of U.S. American society. May be used for general education credit.

This course examines the social, cultural, and educational contexts - through the lifespan - of individuals with exceptionalities. Specific focus will be given to the study of historical perspectives, models, theories, philosophies and trends in the field of special education. In addition, the role of culture, environment, family and individual differences will be explored.

This course examines development and sociocultural dynamics, informed by 21st century skills, with a retrospective focus on how past developmental experiences impact present and future learning. Students will apply knowledge and research about human development to identify best practices for learning and resilience. This course may be used for general education credit.

This course addresses understanding of American education, philosophical approaches to education, the history of education, and the socio-cultural changes in U.S. society with characteristics of today's schools and with current educational issues.

Students will study and compare educational goals, practices, policies and beliefs in countries and cultures around the world. Content is grounded in social, cultural, historical and economic processes that are influenced and influence cultural understandings and systems of education.

This is an introductory course that examines the historical, sociological, philosophical, and psychological perspectives that influence and support the curricular and instructional structures of general education. Throughout the course the implementation of those structures through a systematic process of planning for effective classroom instruction and evaluation will be examined. Connections to how they reflect an understanding of various models of learning and cognition and their implications for educational practice will be established.

This course engages students in critical studies of educational outcomes and practices for minority populations in contemporary and historical contexts.

This course will examine how personal and professional values, attitudes, beliefs, and behaviors affect teaching and learning. The pre-service teachers will develop an understanding of similar unique characteristics of Pre-K to 12 grade students and their families, including culture, race, ethnicity, heritage language and learning abilities, gender socialization, and sexual orientation.

In this course, learners will establish a foundational understanding of technology and media as a means to empower pedagogical practice and set conditions for learning. The course is intended to help develop awareness of, and appreciation for, a range of technical skills and reflective practices that may be applied in daily life and in future course work and careers. Learners will create an ePortfolio of digital media developed in this course.

Workshop experiences for the development and training of teachers.

Students will learn about, reflect on and critique the ways in which systemic racism influences American society, U.S. education systems and their own lives. The course is organized to promote race reflection through critical explorations of the ways race and racism are inscribed within places and spaces. Students will critically engage with course texts and materials, unearth artifacts on an archaeological dig at Montpelier, explore numerous exhibits at Montpelier and other local historic sites in and around Orange County, Virginia, and confront structural racism while planning anti-racist K-12 curriculum.

This course illuminates the role of educators in presenting environmental topics in learning communities. Activities will include principles for formal classrooms and other educational settings, such as museums, parks and zoos. In a local classroom /learning environment, participants will collaborate with practicing educators to teach learners about local environmental topics.

Undergraduate students in education majors will serve as teaching assistants in large-format education courses. Students will perform essential duties, including facilitating classroom discussions, maintaining accurate class records and assisting the instructor with class lectures.

Enables students to apply, in the public school classrooms and the comprehensive child development programs, those skills and attitudes acquired in all components of teacher education. Under the guidance of university supervisors, students are provided activities designed to familiarize them with the classroom teacher's role.

This course offers an in-depth examination of selected topics which are of current importance in the field of education. This course may be repeated for credit when course content changes.

Independent research topic initiated and completed by qualified upper-division students. See catalog descriptions entitled "Graduation with Distinction" and "Graduation with Honors."

Independent research topic initiated and completed by qualified upper-division students. See catalog descriptions entitled "Graduation with Distinction" and "Graduation with Honors."

Independent research topic initiated and completed by qualified upper-division students. See catalog descriptions entitled "Graduation with Distinction" and "Graduation with Honors."

Workshop experience relative to the current needs evident in elementary and secondary school programs. No more than six credit hours earned in workshops in education may be applied to a major program in education or no more than three hours may be applied to a minor program in education.

Students will learn about, reflect on and critique the ways in which systemic racism influences American society, U.S. education systems and their own lives. The course is organized to promote race reflection through critical explorations of the ways race and racism are inscribed within places and spaces. Students will critically engage with course texts and materials, unearth artifacts on an archaeological dig at Montpelier, explore numerous exhibits at Montpelier and other local historic sites in and around Orange County, Virginia, and confront structural racism while analyzing, planning and sharing anti-racist K-12 curriculum.

The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.

Develops concepts and skills related to educational technology including selecting, producing, evaluating and using traditional forms of media and newer information technologies, including computers and videodiscs, to enhance delivery of instruction.

An in-depth study of selected issues related to working with individuals in diverse learning communities such as industry, community colleges, prek-12 classroom and other educational contexts.

This course focuses on the nature of educational change in American schooling. Emphasis will be placed upon contemporary issues facing education, their historical and philosophical roots and the implementation of educational change.

The course is designed to help practicing educators improve their development and use of assessment tools and techniques. Attention will also be given to analyzing and interpreting assessment results and investigating newer developments in the evaluation of learning and instructional programs.

The purpose of this course is to help students develop skills, insights and understanding that will enable them to become intelligent and critical consumers of educational inquiry and productive participants in the inquiry process.

Studies of topics related to educational inquiry. Emphasis on inquiry designs and skills specific to students' areas of inquiry interests.

This seminar will allow graduate students to discuss their learning environment based inquiry projects. They will problem solve issues that arise in the implementation of their projects as well as analyze data and draw appropriate conclusions from their findings. From those conclusions, they will generate implications for and connections to their reading.

This course focuses on the theories and research that guide the understanding of diverse learners, processes of learning and development, the role of the teacher, the design and delivery of instruction, the processes and strategies of teaching, and research-based decision-making.

Curriculum theory and issues focus on the historical, philosophical, sociological and political perspectives involved with decisions about teaching and learning. Reflection on purposes, content, design and assessment of educational programs form the core of curriculum studies.

This graduate-level course explores the global, cultural and community forces that shape educational systems and informal learning environments. Designed for educators and leaders, the practicum fosters cultural humility and global competence through immersive engagement in diverse sociocultural contexts. Students critically examine how identity, power and systemic structures (political, economic, historical, socio-cultural, environmental) influence educational experiences across settings. Learning agreements, co-developed with instructors, guide individualized pathways through preparatory materials and in-country activities such as homestays, school visits, community service and site-based learning. Through reflective practice and scholarly inquiry, students synthesize their experiences into meaningful academic products that demonstrate personal growth and professional relevance. Students may earn a maximum of six credits for this course.

Opportunities for directed reading and research in areas of special interest. Reading and research may be done only in the major field of study.

This internship provides a context in which to demonstrate and integrate the skills, knowledge and dispositions that are essential for success as an educator in prek-12, community college, industry, business or other learning environments. Participants will experience the full range of conditions and tasks expected of an educator and are expected to develop and demonstrate competencies in teaching with the supervision and support of an experienced educator or trainer.

Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.

This course is graded on a satisfactory/unsatisfactory (S/U) basis.