Education

Professors

Sandra Frederick, Chair

Mark Hainsworth, Director of Neff Center

Charity Hensley

Janie Hull, visiting professor

Susan Kilby, Adjunct

Toni Lawson, Adjunct

Doug Arnold, Adjunct

Elaine Daniels, Adjunct

Connie Phillips, Adjunct

Lisa McCoy, Adjunct

Dennis Carter, Adjunct

 

Students seeking licensure to teach in elementary or middle school complete a B.A. degree in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. Students seeking licensure to teach at the secondary level should select the appropriate bachelor’s degree track in the major they wish to pursue. Requirements in Professional Studies constitute the contextual and support area for teacher preparation students. For details about each program, consult the faculty advisors in the Neff Center for Teacher Education.

Teacher preparation programs at Emory & Henry are based on the conviction that a broad liberal arts background, a strong program of study in an academic discipline, and a rigorous but minimal set of professional experiences constitute the proper undergraduate education for a teacher.

The Department of Education is a component of the William N. Neff Center for Teacher Education. The center and the department work with academic departments of the college to provide programs leading to licensure at the elementary, middle school and secondary school levels.

Students interested in teaching licensure must:

  • Contact the Director of the Neff Center to indicate interest.
  • Complete and file with the Registrar the appropriate form indicating their area of interest for teacher  preparation.
  • Verify each semester’s schedule with an advisor in the Education Department, since graduation and licensure requirements are not always the same.
  • Meet all degree and licensure requirements.
  • Complete student teaching successfully. Completion does not guarantee recommendation for licensure. Apply through the Neff Center for Virginia teaching licensure.

Admissions Requirements: A GPA of 2.5 overall and 2.75 in the major, successful program interview, passing scores on the Praxis I Math subtest or Virginia Department Of Education approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (required for PK-3, PK- 6 and Special Education - General Curriculum K-12 only) and the appropriate Praxis II subject area assessment are required for admission into Emory & Henry Teacher Preparation Programs.

Required Assessments: Students interested in teacher preparation must take the Praxis I Math subtest and the Virginia Communication and Literacy Assessment (VCLA) during the same semester in which they take EDUC 114. Reading for Virginia Educators must be taken at the end of the semester in which students take EDUC 410/549E. The Praxis II subject area test should be taken after all course requirements in the student’s major are completed.

Students are responsible for all testing fees.

For detailed information on admission and retention procedures and course requirements, consult the Neff Center for Teacher Education. Emory & Henry’s teacher preparation programs are accredited by the Teacher Education Accreditation Council nationally and by the Commonwealth of Virginia, meet standards of the National Association of State Directors of Teacher Education and Certification, and qualify for interstate acceptance under the terms of the Interstate Licensure Contracts.

The college provides approved programs in these areas:
(1) elementary (PK-3, PK-6), elementary and middle school (PK-6, 6-8), all centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences; (2) secondary licensure in the following subjects for grades indicated:

Art PK-12
Biology 6-12
Business Education 6-12
Chemistry 6-12
Earth Science 6-12
English, English and Journalism, English and Theatre, English and Speech 6-12 French PK-12
Geography 6-12
History and Social Sciences 6-12
Mathematics 6-12
Music - Choral/Vocal PK-12
Music - Instrumental PK-12
Physical Education PK-12
Physics 6-12
Spanish PK-12

Courses are also available for add-on endorsements in other areas, including driver education and English as a Second Language. Students interested in teaching but not enrolled in an approved program should consult the Director of the Neff Center for Teacher Education.

VIRGINIA LICENSURE REQUIREMENTS

The requirements of all Emory & Henry College Virginia-approved teacher education programs meet or exceed the Virginia licensure requirements which were in effect at the time the programs were approved. From time to time, the Virginia Board of Education and/or the Virginia General Assembly make substantive changes in these requirements and set deadlines for their implementation. Students enrolled in Emory & Henry College teacher preparation programs will be required to meet the current standards for licensure, even if these requirements are not reflected in the college catalog under which the student entered.

Common licensure requirements for interdisciplinary programs

Licensure options share many common objectives and course requirements. Academic work is centered around a major in Interdisciplinary English, Interdisciplinary Mathematics, or Interdisciplinary History and Social Sciences. To complete all requirements in four years, a student should choose core courses carefully, selecting those that meet both core requirements and teacher preparation requirements. It is also important to pay particular attention to sequential courses and courses that are taught only in fall semesters or only in spring semesters.

All students interested in teacher preparation should register with the Neff Center for Teacher Education during the first year or sophomore year in addition to the relevant academic department.

Degrees and Certificates

Classes

EDUC 114 : Introduction to Education

Introduction to the career of teaching and the field of education through early field experience and discussion. Preparation for Praxis I, a prerequisite for acceptance into the teacher education program. Education 114 should be completed in the first semester of the sophomore year and should be taken prior to the first Education 115.

Semester Hours

1

Prerequisites

.

EDUC 115 : Early Field Experience

Pre-student teaching experience during sophomore and junior years. Observation and teacher-aiding in a variety of elementary, secondary, and special education settings. Minimum 20 hours per experience. Expenses are the responsibility of the student. Two enrollments in Education 115 (with passing grade) are required of all teacher preparation students. Students are urged to make early contact with one of the Neff Center faculty to discuss the teacher preparation program and register for an initial field experience. The 115 experience may begin as early as the sophomore year and must be completed before the professional semester. Some courses related to teacher preparation will require a concurrent 115 registration.

Semester Hours

0.5

Prerequisites

114.

EDUC 116 : Field Experience/Tutoring

Intensive training as reading or math tutors, and then one-on-one work with children in area K-12 schools, typically twice a week for one hour each visit. On-campus training and supplies are provided. Each 116 registration earns one semester hour. May be taken twice for credit. Pass-Fail only.

Semester Hours

1

EDUC 305 : Human Growth & Development

Study of growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Includes a service learning component. 

Semester Hours

3

Prerequisites

Must be enrolled in EDUC 114 during the same semester or have instructor permission. 

EDUC 310 : Teach Read & the Language Arts

Introduction to the reading process; exploration of how meaning is constructed in relation to written texts, and the teacher's role in helping elementary and middle school students including those with cultural, linguistic, and other learning differences learn this developmental process. Comprehension, skill acquisition, and assessment; explanation of how to provide students with integrated language arts instruction that includes a strong systematic, explicit phonics component; Virginia Standards of Learning.

Semester Hours

3

Prerequisites

Be enrolled in EDUC 114 the same semester or receive instructor approval. 

Junior status.

EDUC 324 : Assessing for Learning

Understanding, skill development, and application of creating, selecting, and implementing valid and reliable assessments including needs of diverse learners. Why we assess students, how to appropriately assess, creating authentic assessments, types of assessments, how to analyze assessment data, and using assessment information to drive instructional decision marking.

Semester Hours

3

Prerequisites

Be enrolled in EDUC 114 the same semester or receive instructor approval.

EDUC 340 : Teaching of Math/Sci in Elem/Ms

Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school science and mathematics education. Developing and identifying science and mathematics materials and approaches.

Semester Hours

3

Prerequisites

Education 115, junior status, and one course in laboratory science (biology, chemistry, or physics) and one course in mathematics.

EDUC 350 : Special Topics

Particular issues, movements, or initiatives that are timely and of interest and value especially to the student in teacher education. Not restricted to students in teacher education. One to three semester hours.

Semester Hours

3

EDUC 351 : Fundamentals Science/Lab Pedagogy

Laboratory teaching for those seeking secondary teaching endorsements in biology, chemistry, physics, or earth science. Understanding and application of the knowledge, skills, and processes for teaching laboratory science, including the ability to: implement classroom, field, and laboratory safety rules and procedures; conduct research projects and experiments including applications of the design processes and technology; conduct systematic field investigations using school grounds, the community, and regional resources, and organize key biology, chemistry, physics, or earth science content (whichever is applicable to the students's major), skills, and practices into meaningful units of instruction that actively engage students in learning. Two semester hours.

Semester Hours

2

EDUC 370 : Survey of Exceptional Children

Diverse and exceptional students, their learning needs, and protection under the law. Focus on creating instructional contexts and using appropriate teaching strategies to accommodate the special learning needs of students who are academically at-risk, including but not limited to students who are labeled learning dis/Abled, emotionally disturbed, developmentally delayed, autistic, other health impaired, traumatic brain injury, multiple dis/Abilities, gifted and talented, and those who come from culturally, linguistically, socioeconomically, or multiculturally diverse backgrounds. This course satisfies the proficiency requirement for Critical Thinking in the disciplines.

Semester Hours

3

Prerequisites

Be enrolled in EDUC 114 the same semester or receive instructor approval. 

EDUC 401 : Practicum in Education

Required of all persons seeking PK-6 licensure. Suggested for all persons seeking secondary licensure who are interested in teaching middle school. Approximately 80 hours on-site experience.

Semester Hours

2

Prerequisites

Be enrolled in EDUC 114 the same semester or receive instructor approval. 

 

EDUC 410 : Practicum: Reading Problems

Techniques in evaluation of reading process, difficulties encountered by children in reading-learning process, and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures.

Semester Hours

3

Prerequisites

C- or higher in 310.

EDUC 420 : Teaching in Elem/Middle

Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.

Semester Hours

2

Prerequisites

Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. 

EDUC 421 : Supv Teach in Elementary & Middle

Student teaching requires a full semester of actual classroom experience under supervision - including observation, participation, responsible teaching, and conferences. Application for admission to supervised teaching must be filed the semester before student teaching. All travel and personal expenses are the responsibility of the student. Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. Elementary and Secondary - senior status, overall GPA of at least 2.75 and 2.75 major subject field at Emory & Henry College, approval of Committee on Teacher Preparation, and admission to the teacher preparation program, including passing scores for the following examinations: Praxis I Math or Satisfaction of VDOE approved alternatives, Virginia Communication and Literacy Assessment, Reading for Virginia Educators (PK-3, PK-6, Special Education - General Curriculum only), and appropriate Praxis II. Student teaching is the senior project for teacher preparation, but individual department may have additional senior project requirements.

Semester Hours

10

EDUC 430 : Elem/Middle Methods

Current curricular methods, materials, philosophies, and Virginia Standards of Learning in elementary and middle school social studies and writing education. Developing and identifying social studies and writing materials and approaches.

Semester Hours

3

Prerequisites

Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. 

EDUC 440 : Seminar: Teaching Secondary School

Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.

Semester Hours

2

Prerequisites

Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching. 

EDUC 445 : Foundations of Education

History and contemporary issues in general and special education. Historical, philosophical, social, political, and cultural factors affecting the nature of schooling, curriculum, and individual education attainment for students with and without dis/Abilities. Legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with and without dis/Abilities. Virginia Standards of Learning and the organization of schools. This course satisfies the proficiency requirement for Ethical Reasoning in the disciplines.

Semester Hours

3

Prerequisites

junior or senior status or permission of instructor.

EDUC 449 : Reading & Writing in Content Areas

Instructional techniques useful to secondary teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Discipline-specific methods during content instruction, including the appropriate use of technology and texts, and specific strategies for supporting students with cultural, linguistic, and other learning differences. Must be taken in the semester immediately prior to student teaching.

Semester Hours

3

Prerequisites

senior status or permission of department.

EDUC 450 : Curriculum&instruct in Sec School

Organization and direction of classroom activities and experiences. Varied teaching methods, techniques and strategies, lesson planning, and Virginia Standards of Learning. Guest lecturers, individual or small group study directed by departmental representatives. Student presentations to demonstrate grasp of content.

Semester Hours

3

Prerequisites

Students enrolled in the course must have taken and passed all EDUC coursework required for licensure and receive department approval via the Application for Student Teaching.

EDUC 451 : Instructional Methods for Esl

Introduction to and practice of effective strategies and methods for teaching English to speakers of other languages,for future teachers. Practicum included.

Semester Hours

3

Prerequisites

permission of Neff Center Director.

EDUC 452 : Esl Curriculum Development

Current second language curriculum models, with emphasis on theoretical and practical aspects of cross-cultural communication which underlie their use in various classrooms.

Semester Hours

3

Prerequisites

permission of Neff Center Director.

EDUC 453 : Esl Assessment Principles

Testing methods for the second language classroom. Design of various assessment tools for use in practical settings,implementing a selection, and reporting on their relative effectiveness.

Semester Hours

3

Prerequisites

permission of Neff Center Director.

EDUC 460 : Independent Study

Supervised research in selected areas. Offered to advanced students on individual basis with approval of instructor and department chair.

Semester Hours

4

SPED 402 : Curr Des & Inst in Sp Educ

Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting.

Semester Hours

3

Prerequisites

370 or 570.

SPED 403 : Asmt & Coll in Sp & Incl Educ

Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions.

Semester Hours

3

Prerequisites

370 or 570.

SPED 422 : Managing Learning Environment

Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance.

Semester Hours

3

Prerequisites

305 or 505, and 370 or 570.