Course Offerings

Fall 2015

See complete information about these courses in the course offerings database. For more information about a specific course, including course type, schedule and location, click on its title.

Foundations of Education

EDUC 200 - Sigler, Haley W.

An introduction to the issues relating to American public education in the 21st century. Students are introduced to information about teaching strategies and school policy upon which future courses can build. Emphasis is given to school efforts to create environments which promote equity and excellence within a multicultural system. Required for teacher licensure in Virginia.

Practicum: Foundation of Education

EDUC 201 - Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This practicum is designed to provide an experience observing and participating in a primary or secondary classroom. Additionally, a forum is provided for discussion of issues in education such as classroom management, differentiation, standardized curriculum and more. With these topics in mind, students challenge and refine beliefs as they spend time in a classroom. Working closely with a supervising teacher is invaluable to meeting the goals of this course. To meet the course requirements, students must complete 24 hours of fieldwork during the term.

Fieldwork in Education

EDUC 210 - Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This course provides students who are not in the teacher-education program an opportunity to observe and assist in elementary and secondary classrooms in the local school systems. It is intended for those students who wish to explore education as a profession or who are interested in post-graduate programs such as Teach for America or Fulbright teaching positions. Students in the teacher-education program should take the practicum courses that correspond to upper level education courses. May be repeated for up to 3 credits total.

Earth Science and Chemistry for K-6 Elementary Education

EDUC 215 - Sigler, Haley W. / Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This 30-hour required seminar includes a review of key science content for the elementary classroom, as required by the Virginia Standards of Learning. The course involves online work, using the Annenberg Learner series for teachers, as well as face-to-face meetings and includes the following topics: Interrelationships in Earth/Space Systems; Earth Patterns, Cycles, and Change; Earth Resources; and Matter. Students also analyze the specific SOLs needed for K-6 Elementary Science instruction and create and practice hands-on lessons for elementary students. Emphasis is placed on helping elementary children understand the underlying concepts of science.

Teaching the Exceptional Learner

EDUC 302 - Ojure, Lenna P.

This course addresses education for exceptional individuals by examining the key issues surrounding instruction for children and adolescents with disabilities or special talents. Students study the identification, etiology, and incidence of exceptionality. Through case-study review and individual research projects, students investigate the educational, social, and cultural dimensions of life in American society for exceptional individuals. Required for teacher licensure in Virginia.

Practicum: The Exceptional Learner

EDUC 303 - Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 302 by providing students with an opportunity to explore special education in the field through observing and assisting in inclusive classrooms and special classes. Students also study the relationship between general-education and special-education teachers.

Music and Movement for Elementary Education

EDUC 315 - Kearney, Kimberley M. / Sigler, Haley W.

A study of the variety of media related to music and movement appropriate for preschool and elementary school children. Topics covered include the nature and analysis of music and movement, teaching strategies and techniques, and development and implementation of lesson plans which include the Virginia Standards of Learning and the Foundation Blocks for Early Learning. Students are required to visit local elementary physical education and music classrooms where they teach lesson plans that they have designed. Offered at Southern Virginia University.

Elementary Math and Science Methods

EDUC 343 - Kearney, Kimberley M. / Sigler, Haley W.

This course prepares students to teach mathematics and science in the elementary classroom. Participants develop an understanding of the theories of mathematics and science instruction and examine current research in inquiry-based mathematics and science instruction. Students learn strategies for direct instruction and group learning to meet the needs of learners at different stages of development. Students also learn how to plan and prepare lessons while managing the learning environment of the math and science classroom.

Practicum: Elementary Math and Science Methods

EDUC 344 - Kearney, Kimberley M. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 343. This observation and participation in area schools gives the students the opportunity to carry out instructional techniques and examine mathematics and science instruction in an authentic environment.

Elementary and Secondary Vocal Music Methods

EDUC 345 - Lynch, Shane M.

An overview of singers' vocal development including analysis of common vocal challenges, study of pedagogical techniques in group settings, evaluation of vocal and choral literature and texts, construction of vocal interviews, and guidelines for performance at the elementary and secondary levels.

Practicum: Elementary and Secondary Vocal Music Methods

EDUC 346 - Lynch, Shane M.

This fieldwork placement permits students to work in the schools with choral groups to observe and practice the instructional techniques covered in EDUC 345. Course work includes non-music observations in public schools and a music project In which students observe and participate as instructional aides. Class sessions focus on techniques for observing and recording classroom behavior, relationships between teaching of music and the planning of music instruction. May be repeated for up to three credits total.

Middle and Secondary Content Area Reading and Writing

EDUC 353 - Ojure, Lenna P.

In this course, students examine research on adolescent literacy and study instructional strategies for secondary content area subjects. Students examine how literacy can be developed through specific strategies in the content area classroom. Specifically, the course highlights methods for incorporating reading and writing across the curriculum through content-based reading and writing activities, questioning and discussion techniques, vocabulary exercises, and research-based study techniques. In addition, students examine ways to integrate the arts across all content areas to foster student comprehension and critical thinking

Practicum: Secondary Content Area Reading and Writing

EDUC 354 - Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 353 and provides students with an opportunity to teach several lessons they have designed. To meet the course requirements, students must complete 30 hours of fieldwork during the term.

Methods for Foreign Language

EDUC 365 - Kuettner, Paul R. (Dick)

This course prepares students to teach foreign language in elementary and secondary classrooms. Participants develop an understanding of theories of foreign-language pedagogy and examine current research in foreign-language instruction. Students learn strategies for direct instruction and group learning to meet the needs of learners at different stages of development. Students also learn how to plan and prepare lessons while managing the learning environment of the classroom.

Practicum: Methods for Foreign Language

EDUC 366 - Kuettner, Paul R. (Dick)

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 365. It provides students with an opportunity to observe and participate in foreign-language instruction in an authentic environment. To meet the course requirements, students must complete 30 hours of fieldwork during the term. May be taken for a second credit if a different placement is completed.

Elementary and Secondary Instrumental Music Methods for Strings and Percussion

EDUC 377 - STAFF / Ojure, Lenna P.

This course is designed to teach students sound contemporary methods for instruction in strings and percussion in elementary, middle, and secondary schools. It is also designed to determine the wide range of students who possess various levels of ability, from beginners to advanced strings and percussion students.

Practicum in Elementary and Secondary Instrumental Music Methods for Strings and Percussion.

EDUC 378 - STAFF / Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. An introduction to the teacher's role in instructional settings. Includes non-music observations in public schools and a music project in which students observe and participate as instructional aides. Class sessions focus on techniques for observing and recording classroom behavior, relationships between the teaching of reading and the teaching of music, and planning music instruction. Students must complete a placement on both the elementary and the secondary level. To meet the course requirements, students must complete 30 hours of fieldwork during the term. May be taken for a second credit if a different placement is completed.

Directed Individual Study

EDUC 401 - Sigler, Haley W.

Students investigate current issues in education through research and work in the field and have opportunities to put educational theory into practice in elementary and secondary school settings. May be repeated for degree credit if the topics are different.

Directed Teaching Seminar: Pre-K to 12

EDUC 451A - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching Seminar: Elementary

EDUC 451E - Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching Seminar: Middle and Secondary

EDUC 451S - Ojure, Lenna P.

This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching: Pre-K to 12

EDUC 461A - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.

Directed Teaching: Elementary

EDUC 461E - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.

Directed Teaching: Middle and Secondary

EDUC 461S - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.


Spring 2015

See complete information about these courses in the course offerings database. For more information about a specific course, including course type, schedule and location, click on its title.

Urban Education and Poverty

EDUC 369 - Sigler, Haley W.

Not open to students with credit for ECON 234. In this course, students explore pedagogy, curriculum, and social issues related to urban education by working in schools in the Richmond area for three weeks. Students read about and discuss the broader social and economic forces, particularly poverty, that have shaped urban schools and the ramifications of those forces for school design. The Richmond schools provide the opportunity to observe critical components of teaching and learning in the urban classroom. Housing is provided with alumni during the week. Students return to Lexington for Friday seminars and for the fourth week of the term for seminars and discussion.


Winter 2015

See complete information about these courses in the course offerings database. For more information about a specific course, including course type, schedule and location, click on its title.

Foundations of Education

EDUC 200 - Ojure, Lenna P.

An introduction to the issues relating to American public education in the 21st century. Students are introduced to information about teaching strategies and school policy upon which future courses can build. Emphasis is given to school efforts to create environments which promote equity and excellence within a multicultural system. Required for teacher licensure in Virginia.

Practicum: Foundation of Education

EDUC 201 - Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This practicum is designed to provide an experience observing and participating in a primary or secondary classroom. Additionally, a forum is provided for discussion of issues in education such as classroom management, differentiation, standardized curriculum and more. With these topics in mind, students challenge and refine beliefs as they spend time in a classroom. Working closely with a supervising teacher is invaluable to meeting the goals of this course. To meet the course requirements, students must complete 24 hours of fieldwork during the term.

Fieldwork in Education

EDUC 210 - Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This course provides students who are not in the teacher-education program an opportunity to observe and assist in elementary and secondary classrooms in the local school systems. It is intended for those students who wish to explore education as a profession or who are interested in post-graduate programs such as Teach for America or Fulbright teaching positions. Students in the teacher-education program should take the practicum courses that correspond to upper level education courses. May be repeated for up to 3 credits total.

Earth Science and Chemistry for K-6 Elementary Education

EDUC 215 - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This 30-hour required seminar includes a review of key science content for the elementary classroom, as required by the Virginia Standards of Learning. The course involves online work, using the Annenberg Learner series for teachers, as well as face-to-face meetings and includes the following topics: Interrelationships in Earth/Space Systems; Earth Patterns, Cycles, and Change; Earth Resources; and Matter. Students also analyze the specific SOLs needed for K-6 Elementary Science instruction and create and practice hands-on lessons for elementary students. Emphasis is placed on helping elementary children understand the underlying concepts of science.

Teaching the Exceptional Learner

EDUC 302 - Ojure, Lenna P.

This course addresses education for exceptional individuals by examining the key issues surrounding instruction for children and adolescents with disabilities or special talents. Students study the identification, etiology, and incidence of exceptionality. Through case-study review and individual research projects, students investigate the educational, social, and cultural dimensions of life in American society for exceptional individuals. Required for teacher licensure in Virginia.

Practicum: The Exceptional Learner

EDUC 303 - Ojure, Lenna P.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 302 by providing students with an opportunity to explore special education in the field through observing and assisting in inclusive classrooms and special classes. Students also study the relationship between general-education and special-education teachers.

Teaching Elementary Reading

EDUC 305 - Sigler, Haley W.

This course prepares students to teach reading in the elementary classroom. Participants will develop an understanding of the reading process, consider theories of reading instruction, examine current research in reading development and investigate elements of a balanced literacy program. Strategies for teaching word study, phonemic awareness, phonics, vocabulary, comprehension and spelling will be studied for each developmental reading stage. Students will also examine formal and informal diagnostic techniques and instructional procedures for dealing with various types of reading difficulties.

Practicum: Teaching Elementary Reading

EDUC 306 - Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This practicum course accompanies Education 305, and provides students with the opportunity to observe and practice reading methods used in elementary education.

Art for Elementary Education

EDUC 310 - Kearney, Kimberley M.

This course is intended to introduce students to some of the basic educational theories and methods used for guides for teaching art to children. The emphasis is on art as an experience for children that facilitates their self-expression, growth, and development. We discuss the supportive role of the teacher as well as developing, administering, and evaluating an art program. Developing meaningful art lesson plans with the implementation of Virginia Standards of Learning is a major objective of this course. Throughout the course, we focus on safety issues regarding art materials in a classroom environment.

Elementary Language Arts and Social Studies Methods

EDUC 340 - Sigler, Haley W.

This course prepares students to teach language arts and social studies in the elementary classroom. Participants develop an understanding of the theories of language arts and social studies instruction and examine current research in language arts and social studies instruction. Students learn strategies for direct instruction and group learning to meet the needs of learners at different stages of development. Students also learn how to plan and prepare lessons while managing the learning environment of the classroom.

Practicum: Elementary Language Arts and Social Studies Methods

EDUC 341 - Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 340. This observation and participation in area schools gives the students the opportunity to carry out instructional techniques and examine language arts and social studies instruction in an authentic environment.

Elementary Math and Science Methods

EDUC 343 - Kearney, Kimberley M.

This course prepares students to teach mathematics and science in the elementary classroom. Participants develop an understanding of the theories of mathematics and science instruction and examine current research in inquiry-based mathematics and science instruction. Students learn strategies for direct instruction and group learning to meet the needs of learners at different stages of development. Students also learn how to plan and prepare lessons while managing the learning environment of the math and science classroom.

Practicum: Elementary Math and Science Methods

EDUC 344 - Kearney, Kimberley M.

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 343. This observation and participation in area schools gives the students the opportunity to carry out instructional techniques and examine mathematics and science instruction in an authentic environment.

Practicum: Methods for Foreign Language

EDUC 366 - Kuettner, Paul R. (Dick)

Graded Satisfactory/Unsatisfactory. This practicum reinforces the content of EDUC 365. It provides students with an opportunity to observe and participate in foreign-language instruction in an authentic environment. To meet the course requirements, students must complete 30 hours of fieldwork during the term. May be taken for a second credit if a different placement is completed.

Directed Individual Study

EDUC 401 - Ojure, Lenna P.

Students must have completed at least one course in professional studies and have had relevant field experience. May be completed in the Lexington area. Students investigate current issues in education through research and work in the field and have opportunities to put educational theory into practice in elementary and secondary school settings. May be repeated for degree credit if the topics are different.

Directed Individual Study

EDUC 403 - Ojure, Lenna P.

Students must have completed at least one course in professional studies and have had relevant field experience. May be completed in the Lexington area. Students investigate current issues in education through research and work in the field and have opportunities to put educational theory into practice in elementary and secondary school settings. May be repeated for degree credit if the topics are different.

Directed Individual Study

EDUC 403 - Ojure, Lenna P.

Students must have completed at least one course in professional studies and have had relevant field experience. May be completed in the Lexington area. Students investigate current issues in education through research and work in the field and have opportunities to put educational theory into practice in elementary and secondary school settings. May be repeated for degree credit if the topics are different.

Directed Individual Study

EDUC 403 - Ojure, Lenna P.

Students must have completed at least one course in professional studies and have had relevant field experience. May be completed in the Lexington area. Students investigate current issues in education through research and work in the field and have opportunities to put educational theory into practice in elementary and secondary school settings. May be repeated for degree credit if the topics are different.

Directed Teaching Seminar: Pre-K to 12

EDUC 451A - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching Seminar: Elementary

EDUC 451E - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching Seminar: Middle and Secondary

EDUC 451S - Ojure, Lenna P. / Sigler, Haley W.

This directed-teaching seminar is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students meet weekly in a 90-minute seminar. The focus of the seminar is on developing a portfolio that reflects each student's behavioral management plan, educational philosophy, curriculum design experience and fieldwork experience.

Directed Teaching: Pre-K to 12

EDUC 461A - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.

Directed Teaching: Elementary

EDUC 461E - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.

Directed Teaching: Middle and Secondary

EDUC 461S - Ojure, Lenna P. / Sigler, Haley W.

Graded Satisfactory/Unsatisfactory. This directed-teaching experience is designed for students seeking licensure in the area of elementary, secondary, and Pre-Kindergarten-to-12 education. Students participate in designated field settings for a minimum of 12 weeks. Specific activities are conducted within these settings to demonstrate competencies necessary for licensure. On-site supervision is provided to the student at least four times during the term of the placement. Pre-K-12 students must complete two seven-week placements; three observations per placement are completed for their directed teaching experience.