Details of the Extended Teacher Preparation program can be found in the Graduate Bulletin. Students interested in the program should speak with their adviser for more information.

Adult education

ADLT 402. How Adults Learn. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Overview of the adult as a learner. Topics include how and what adults learn, why adults participate in learning and major barriers to learning for adults. Implications for teachers/trainers of adults are explored.

Educational studies

EDUS 101. Teacher Cadet Program. 3 Hours.

Semester course; 3 hours. 3 credtis. Open only to students concurrently enrolled through a Teacher Cadet program at a participating Virginia high school. Designed to provide an introduction and foundation for the teaching profession, including awareness of personal attributes related to education, learning and cognitive styles, student growth and development, history and trends in public education, basic instructional approaches and the structure and governance of public education. The program includes an extended clinical component.

EDUS 200. Education in American Society. 3 Hours.

Semester course; 3 lecture hours. 3 credits. An elective course for non-education majors, including those who may be exploring careers in education. An examination of the complex nature of our American educational system and various societal influences on that system. The course will include an exploration of some critical issues affecting the future of American education, on-site visits to educational institutions, and other field experiences in settings that will permit exploration of career options.

EDUS 300. Foundations of Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. The historical, sociological and philosophical backgrounds of educational theories and practices. The aim of the course is to help the student develop a basic understanding of education in the modern world.

EDUS 301. Human Development and Learning. 3 Hours.

Semester course; 3 lecture hours. 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning, and basic concepts of learning theories.

EDUS 305. Educational Psychology. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. Crosslisted as: PSYC 305.

EDUS 400. Independent Study. 1-6 Hours.

Semester course; 1-6 hours. 1-6 credits. Opportunities are provided for supervised research and independent study in selected areas. Designed for advanced students. All work offered on an individual basis with the approval of instructor and departmental chair.

EDUS 476. Methods for Residence Hall Assistants. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: serve in VCU residence halls or permission of instructor. Course designed primarily to present resident assistants and others with student development concepts, peer assistance and helping skills, and group techniques. Residence halls will be used as primary learning laboratories.

EDUS 494. Topical Seminar in Education. 1-3 Hours.

Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 6 credits. A seminar intended for group study by personnel interested in examining topics, issues or problems related to the teaching, learning and development of students.

Reading and study skills

RDSS 100. Reading and College Study Skills. 3 Hours.

Semester course; 3 lecture hours. 3 credits. A study of effective reading and study skills at the college-level. Emphasis is placed on vocabulary development as well as reading and study strategies.

RDSS 101. Advanced Reading, Study and Communication Skills. 3 Hours.

Semester course; 3 lecture and laboratory hours. 3 credits. Prerequisite: RDSS 100, adviser's recommendation, or instructor's permission. A study of advanced reading and study skills at the college-level. Students develop and apply critical reading-thinking skills, library research skills and advanced vocabulary.

Special education and disability policy

SEDP 330. Survey of Special Education. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved.

SEDP 492. Independent Study. 1-3 Hours.

Semester course; 1-3 lecture hours. 1-3 credits. Opportunities are provided for supervised independent study in selected areas. All work offered on an individual basis with the approval of instructor and department chair.

Teacher education

TEDU 101. Introduction to Teaching. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms.

TEDU 203. Focus on Choice. 1-3 Hours.

Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 3 credits. A career planning experience for adults focusing on discontinuity in life patterns and a review of current educational and occupational opportunities. Consideration of the world of work, fields of education and volunteer service, and the development of one’s own potential will be featured.

TEDU 310. Elementary School Practicum A. 2 Hours.

Semester course; 2 lecture hours. 2 credits. Corequisites: TEDU 410, TEDU 414 and TEDU 426. Restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded pass/fail.

TEDU 311. Middle School Practicum. 2 Hours.

Semester course; 2 lecture hours. 2 credits. Corequisite: TEDU 537. Restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded pass/fail.

TEDU 312. High School Practicum. 1 Hour.

Semester course; 1 lecture hour. 1 credit. Pre- or corequisite: TEDU 311; corequisite: TEDU 540, 545, 547 or 548. Restricted to students admitted to the M.T. program with concentrations in secondary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Course graded as pass/fail.

TEDU 313. Elementary School Practicum B. 2 Hours.

Semester course; 2 lecture hours. 2 credits. Prerequisite: TEDU 310; corequisites: TEDU 517, TEDU 522 and TEDU 591. Restricted to students admitted to the M.T. program with a concentration in early and elementary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group and whole class involvement.

TEDU 386. Children's Literature I. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, 202, 203, 204, 205, 206, 211, 215, 236, 291 or 295. Designed to give students an appreciation of children's literature; includes biography, fable, myth, traditional and modern fanciful tales and poetry, as well as a survey of the history of children's literature. Crosslisted as: ENGL 386.

TEDU 387. Literature for Adolescents. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, 202, 203, 204, 205, 206, 211, 215, 236, 291, or 295. Designed to acquaint the prospective middle and secondary school English teacher with the nature, scope and uses of adolescent literature. The student is acquainted with reading materials for meeting the varied needs and interests of adolescents. Crosslisted as: ENGL 387.

TEDU 389. The Teaching of Writing Skills. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Studies the theory and methods for teaching writing to students in middle and secondary schools. Teaches strategies for prewriting, composing, peer revision, evaluation and topic construction. Includes extensive journal and essay writing. Crosslisted as: ENGL 389.

TEDU 390. Physical Education for the Elementary Teacher. 3 Hours.

Semester course; 2 lecture and 2 laboratory hours. 3 credits. Methods and curriculum planning in physical education for the elementary school teacher and physical education specialist. Emphasis is placed on using activities and games to foster the growth and development of the child with a focus on the psychomotor and affective domains.

TEDU 400. Independent Study. 1-6 Hours.

Semester course; 1-6 hours. 1-6 credits. Opportunities are provided for supervised research and independent study in selected areas. Designed for advanced students. All work offered on an individual basis with the approval of instructor and departmental chair.

TEDU 410. Classroom Management in Elementary Schools. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Designed to help students develop their understanding of effective classroom management techniques. Students will examine management models and research and evaluate antecedent factors of a management scheme such as their philosophy of education, management style, learning styles and school and classroom climate.

TEDU 411. Integrating the Arts in Curriculum for Young Children. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children ages 3 to 8. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into early childhood curriculum.

TEDU 414. Curriculum and Methods for Early/Elementary Children. 4 Hours.

Semester course; 4 lecture hours. 4 credits. Prerequisite: admission to teacher preparation program. Corequisites: TEDU 310 (Practicum A) and 426. A study of developmentally appropriate curriculum and methods for early/elementary children, including diversity, assessment, behavior guidance and management, planning instruction and creating positive learning environments. Includes an overview of the history of early/elementary education and issues currently facing the profession.

TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.

Semester course; 3 lecture hours. 3 credits. Presents teaching strategies and materials in reading and the other language arts based on current theory and research. Emphasizes the interrelatedness of listening, speaking, reading and writing and the importance of naturalistic language experiences.

TEDU 485. Directed Student Teaching I. 6 Hours.

6 credits. Prerequisites: admission to TEDU 310 or equivalent with a minimum grade of C, recommendation of practicum supervisor and passing score on the VCLA test. A classroom teaching experience in a public school or other approved setting, which includes opportunities for increasing involvement with children. Culminates in full responsibility for planning, implementing and evaluating classroom activities.

TEDU 486. Directed Student Teaching II. 6 Hours.

6 credits. Prerequisites: admission to TEDU 310 or equivalent with a grade of C or better and recommendation of practicum supervisor. A classroom teaching experience in a public school or other approved setting, which includes opportunities for increasing involvement with children. Culminates in full responsibility for planning, implementing and evaluating classroom activities.

TEDU 494. Topical Seminar in Education. 1-3 Hours.

Semester course; variable hours. 1-3 credits. May be repeated for a maximum of 6 credits. A seminar intended for group study by personnel interested in examining topics, issues or problems related to the teaching, learning and development of students.