Warren Wilson College Catalog 07-08

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Courses in Education (EDU)

In 2007-08 the current Teacher Education Program will be phased out. Beginning in the fall of 2008 the department plans to offer an innovative licensure program, a high-quality model for teaching based on what makes Warren Wilson College a special place. Although still in planning stages, the program is expected to be a focused professional year completed in addition to a bachelor’s degree earned at Warren Wilson College or elsewhere.

The courses listed below will be offered as currently enrolled students complete the Teacher Education Program. Contact the Education Department for further information.

The Fieldwork Sequence

Field experiences are a method for deepening the pre-service teacher's understanding of the program's central goal, which is to create teachers who are reflective innovators serving in communities with head, heart, and hands. Fieldwork enables students to observe and work with practitioners who share these same goals. Fieldwork experiences offer opportunities for candidates to interact with students with exceptionalities and students from different ethnic, racial, gender, socioeconomic, language, and religious groups. Fieldwork opportunities allow pre-service candidates to become involved in a variety of school-based activities focused on improving teaching and learning. Through the advanced fieldwork experiences, students have opportunities to become members of instructional teams in the school and to become more than witnesses to professional collaborative decisions.

EDU 335 Literacy Fieldwork K-6 2cr

Elementary Education Students independently travel to and work with an assigned local teacher during literacy instruction for the duration of the semester. Students are expected to be at the site at least 10 of the 16 weeks of the semester. The class meeting time is reserved for these fieldwork experiences, but the student may arrange different hours for fieldwork with the approval of the instructor and the assigned classroom teacher. Students will complete an extensive observation log and submit a weekly reflective journal. This fieldwork course is designed to accompany EDU 321 Reading/Language Arts Curriculum. (Students are evaluated on a pass/fail basis.)

EDU 435 Curriculum Fieldwork K-12

Students independently travel to and work with assigned local teacher (K-6, or 9-12) for the duration of the semester. Students are expected to be at the site at least 10 of the 16 weeks of the semester, with a requirement of 20 contact hours per credit. Students will work closely with the host teacher in order to understand and participate in curriculum design and, as appropriate, instruction. Students will serve in a classroom where they may apply to be placed as a student teacher in a subsequent semester. The class meeting time is reserved for these fieldwork experiences, but the student may arrange different hours for fieldwork with the approval of the instructor and the assigned classroom teacher. Students will complete an extensive observation log and submit a weekly reflective journal This fieldwork course is designed to accompany EDU 402 Secondary School Curriculum or EDU 416 Integrated Curriculum K-6. (Students are evaluated on a pass/fail basis.)

The Coursework Sequence

EDU 116 College Academic Skills 1-2cr

In addition to whole class meetings in which we examine the complexities of the learning process, students work individually with the instructor to define and address areas of need or interest that will enhance the college academic experience. Topics covered might include goal setting and prioritizing; time management; focus strategies; memory and studying; reading and note-taking techniques; preparation for exams; and major and career planning. (Students are evaluated on a pass/fail basis.)

EDU 199 Independent Study 1-4cr

EDU 209 Child and Adolescent Literature 4cr

Students will develop working knowledge of the field of child and adolescent literature from a broad range of cultures and traditions. They will build competency in applying that knowledge as they create opportunities for learning (activities, lessons, and units) in a variety of classrooms and situations. Content includes, but is not limited to, traditional literature, poetry, fiction, and non-fiction as they enhance the young readers' appreciation and respect for members of a diverse community. Students will gain familiarity with a variety of media and technology applications as well as the North Carolina Standard Course of Study.

EDU 290-298 Special Topics in Education 2-4cr

In-depth consideration of a topic of particular concern within the disciplines of Education. May be repeated for credit under different topics.

EDU 299 Independent Study 1-4cr

EDU 302 Education Policy and Classroom Practice 4cr

Education's roots are in philosophy, sociology, history, and psychology. This course focuses on understanding the foundations of the education professions and the rationales for schooling in this culture and in others, including the development of curriculum goals, instructional methods, and professional ethics. Particular attention is given to social justice and equity issues, and resulting school law, organization, and finance in the United States. Students develop and articulate a personal educational philosophy, and discuss the settings where they will best be able to act on their beliefs and values. Substantial work in educational writing and policy analysis and research is required.
Triad: College Composition II
Prerequisite: EDU 215 Classroom Observation K-12 or consent of instructor.

EDU 303 Early Childhood Curriculum and Practicum 4cr

In this course, students have the unique opportunity to learn both within the college classroom and with the preschool children at the Mountain Area Child and Family Center located adjacent to the campus. Students gain practical experience observing and learning with infants, toddlers, and young children through accompanying assignments and reflections relevant to the developing educator. Students strengthen observational skills, further their child development knowledge, study appropriate curriculum areas, design environments, plan units, and team teach. After each teaching experience, the students will evaluate and reflect upon their teaching, the curriculum, the children, and the total school environment.
Prerequisite: PSY 202 Infancy and Early Childhood Development or PSY 203 Child Development.

EDU 305 Educational Psychology 4cr

In this course, students consider psychological principles and research findings as they apply to teaching and learning. Topics include examination of intelligence, cognition, motivation, cultural diversity, community, and classroom leadership and management. In addition, students will examine a variety of instructional strategies and methods of assessing the learner's progress. Particular emphasis will be placed on the application of research-based practices as they can be used in a variety of learning situations in a pluralistic community. A service learning componant is required.
Prerequisite: Either PSY 202 Infant Development, PSY 203 Child Development, PSY 204 Adolescent Development, or PSY 100 Introduction to Psychology.

EDU 312 Exceptionalities and Inclusion I 2cr

This course is for the student who anticipates working in any capacity with children or young adults who have special needs that affect more than 5% of the population. It is designed to survey the major aspects/characteristics of high incidence disabilities. Major influences from litigation and legislation are discussed along with contemporary issues and trends in special education. Learning activities include guest speakers, videos, simulations, written reflections, article reviews, and cooperative group opportunities.
Prerequisite: EDU 305 Educational Psychology.

EDU 313 Exceptionalities and Inclusion II 2cr

This course is for the student who anticipates working in any capacity with children or young adults who have special needs that affect fewer than 5% of the population. It is designed to survey the major aspects/characteristics of low incidence disabilities. Major influences from litigation and legislation are discussed along with contemporary issues and trends in special education. Learning activities include guest speakers, videos, simulations, written reflections, article reviews, and cooperative group opportunities.
Prerequisite: EDU 312 Exceptionalities and Inclusion I

EDU 321 Reading/Language Arts Curriculum K-6 4cr

This course focuses on students’ gaining knowledge and experience for effectively teaching literacy to diverse learners in grades K-6. Through course readings, discussions, and experiential learning, students will have opportunities to connect theory and research to best practices in teaching speaking, listening, viewing, reading, and writing. Special emphasis will be given to linking assessment to instruction. Students will gain familiarity with use of technology tools and the North Carolina Standard Course of Study. Participants will develop expertise with lesson planning, literature unit development and facilitation of writer’s workshop. In the co-requisite Literacy Fieldwork K-6 course students will spend two hours per week in a K-6 classroom during Language Arts instruction. Co-requisite: EDU 335 Literacy Fieldwork K-12

EDU 324 Math Curriculum K-6 4 cr

Elementary Education students will explore successful research-based approaches that facilitate understanding of mathematics for children in grades K-6. Students will examine assessment procedures as well as create a variety of activities, learning materials, and lesson plans associated with thinking about and doing mathematics. Students will focus on best teaching practices for a diverse population of learners that follows the North Carolina Standard Course of Study. Emphasis will be placed on facilitating the development of concepts using discovery, critical thinking, observing patterns and relationships, and supporting spatial, numerical, and logical reasoning.
Prerequisite: Successful completion of Mathematics requirement in General Education

EDU 335 Literacy Fieldwork K-6 1cr

Elementary Education Students independently travel to and work with an assigned local teacher during literacy instruction for the duration of the semester. Students are expected to be at the site at least 10 of the 16 weeks of the semester. The class meeting time is reserved for these fieldwork experiences, but the student may arrange different hours for fieldwork with the approval of the instructor and the assigned classroom teacher. Students will complete an extensive observation log and submit a weekly reflective journal. This fieldwork course is designed to accompany EDU 321 Reading/Language Arts Curriculum. (Students are evaluated on a pass/fail basis.) Co-requisite: EDU 321 Reading/Language Arts Curriculum, K-6

EDU 390 Pre-Student Teaching Field Assignment 1-2cr

This course is a fieldwork opportunity for students who have a semester between their Curriculum Activities courses in the Elementary Education Major or the Secondary Licensing Program and their student teaching assignment. Registration for this course facilitates an extended on- site experience with the expected or requested cooperating teacher. In addition to observing in the classroom and assisting the teacher, students must do some project to benefit the classroom. This project may incorporate a service-learning extended project. For example, students enrolled might build a butterfly garden with the students in the classroom, or aid with technology utilization for a project, or do sustained tutoring with a select group of individuals.
Prerequisite: Admission to the Teacher Education Program

EDU 392 Internship in Education 2-16cr **

An Education Department internship is a term- or semester-long extended assignment in an educational setting, typically not a K-12 public school. The Education Internship is a carefully planned and well-supervised work experience in some dimension of educational activity different from classroom teaching. Students may work with a non-profit organization, in a school's special services office, or in an education-related government agency. The Education Internship can not replace student teaching in the requirements for North Carolina Licensure. Upon approval, a 16-credit Education Internship may complete the Elementary Education Major. Students must find an appropriate supervisor at the site and recruit this individual to communicate with the College supervisor for ongoing progress and evaluative purposes. Students are required to use e-mail for extended regular contacts with the College (Education Department) supervisor of the internship. Students are required to complete a portfolio illustrating and reflecting upon their experiences, and teach about or present their internship experiences upon their return.

EDU 399 Independent Study 1-4cr

EDU 401 Classroom Assessment 2cr

This course focuses on evaluation tools that teachers use in order to design their curricular and instructional strategies. It addresses multiple dimensions of assessment from grading individual student work to understanding standardized testing. The course promotes a research perspective on understanding student learning, and the use of assessment for differentiating instruction. The course is geared toward the content areas of future secondary teachers and others planning to educate adolescents, but it is open to educators of earlier grade levels. Students will learn to assess reading abilities, consider assessment's relationship to motivation, and weigh textbook utilization. Students demonstrate how they integrate communications skills and educational technology through the creation of a wide range of assessments.

EDU 402 Secondary School Curriculum 4cr

This course prepares students for teaching in a secondary (9-12) school, addressing curricular design and instructional strategies through the creation of unit and lesson plans. Students integrate their growing professional knowledge of how humans learn and develop with further attention to the specifics of school context and the roles of teachers in the secondary schools. Classroom management, instructional technology, reading in the content areas, professional ethics, and evaluation and accountability issues are also addressed.
Prerequisite: Admission to the Teacher Education Program. Corequisite: EDU 435 Curriculum Fieldwork

EDU 406 Student Teaching in the Secondary School 16cr

The student teaching experience includes 15 weeks on site in a local public school where the future teacher gradually assumes the full responsibility for a classroom. Teaming with a college representative and at least one public school teacher, each student teacher experiences the full range of activities, including developing and implementing lesson and unit plans, maintaining a good learning environment, evaluating student work, and keeping accurate records of progress. The required regular group meetings of student teachers, supplemented by individual conferences, are for mutual support and reflection on teaching. These seminars include revisiting content area and planning strategies; brainstorming about classroom management techniques; reporting experiences to the Teacher Education Committee; and clarifying legal, safety, and other professional issues facing new teachers. Additional emphasis is given to the roles of parents and the wider school community as encountered by the future teacher, as well as managing responsibilities, stress, and job hunting. As a culmination of their experience in the public schools, student teachers complete the Teacher Education Program's performance assessment, called the "Four Envelopes Process" and present their work to the College and local community. Please note: Student teachers follow the calendar of the public school to which they are assigned.
Prerequisite: Admission to the Teacher Education Program one year in advance and Student Teaching Placement approved in the previous semester

EDU 416 Integrated Curriculum K-6 4cr

In this course students will explore the K-6 curriculum as it relates to planning and implementing inquiry based instruction, using and creating tools for assessment and evaluation of student learning, and creating and managing supportive learning environments. Students will have opportunities to develop knowledge of best practices for teaching diverse learners in culturally responsive classrooms. Activities will center on lesson planning, evaluation, and use of resources including media and technology, and building familiarity with the North Carolina Standard Course of Study. Students will initially focus on curriculum activities in science and social studies and then move toward interdisciplinary thematic approaches integrating science, social studies, health, arts, and physical education into the core curriculum areas of reading/language arts and mathematics. Students will demonstrate their knowledge of curriculum and their skills in implementing learning activities through peer teaching in the College classroom as well as through participation in the K-6 placement for Fieldwork IV.
Prerequisite: Admission to the Teacher Education Program. Co-requisite: EDU 435 Curriculum Fieldwork K-12

EDU 420 Student Teaching in the K-6 School 16cr

The student teaching experience includes 15 weeks on site in a local public school where the future teacher gradually assumes the full responsibility for a classroom. Teaming with a College representative and at least one public school teacher, each student teacher experiences the full range of activities, including developing and implementing lesson and unit plans, maintaining an effective learning environment, evaluating student work, and keeping accurate records of progress. The required regular group meetings of student teachers, supplemented by individual conferences, are for mutual support and reflection on teaching. These seminars include revisiting content area and planning strategies; reflecting on classroom management techniques; reporting experiences to the Teacher Education Committee; and clarifying legal, safety, and other professional issues facing new teachers. Additional emphasis is given to the roles of parents and the wider school community as encountered by the future teacher, as well as managing responsibilities, stress, and job search. As a culmination of their experience in the public schools, student teachers complete the Teacher Education Program's performance assessment, called the "Four Envelopes Process" and present their work to the college and local community. Please note: Student teachers follow the calendar of the public school to which they are assigned.
Prerequisite: Admission to the Teacher Education Program one year in advance and Student Teaching Placement approved in the previous semester

EDU 435 Fieldwork IV 2cr

Students independently travel to and work with assigned local teacher (K-6, or 9-12) for the duration of the semester. Students are expected to be at the site at least 10 of the 16 weeks of the semester, with a requirement of 20 contact hours per credit. Students will work closely with the host teacher in order to understand and participate in curriculum design and, as appropriate, instruction. Students will serve in a classroom where they may apply to be placed as a student teacher in a subsequent semester. The class meeting time is reserved for these fieldwork experiences, but the student may arrange different hours for fieldwork with the approval of the instructor and the assigned classroom teacher. Students will complete an extensive observation log and submit a weekly reflective journal. (Students are evaluated on a pass/fail basis.)
Prerequisite: EDU 335 Literacy Fieldwork K-6 or admission to the Teacher Education Program. Co-requisite: EDU 402 Secondary School Curriculum or EDU 416 Integrated Curriculum K-6

EDU 490-498 Special Topics in Education 2-4cr

In-depth consideration of a topic of particular concern within the disciplines of Education. May be repeated for credit under different topics.

EDU 499 Independent Study 1-4cr