Warren Wilson College Catalog 05-06

Go to the current College Catalog

Courses in Education (EDU)

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 215 Exploratory Fieldwork I 2cr

Students considering a career in any form of pre K-12 education should begin with this course, which explores the nature of schooling and the experience of being a student and a teacher. The course spans the semester in order to give ample time for observing and, within limits, participating in local schools--public and private, traditional and alternative. Students are introduced to the world of educational research and the many perspectives available for understanding diverse students, teachers, and schools. Students are also introduced to the Teacher Education Program, PRAXIS I, and other admission requirements. (Students are evaluated on a pass/fail basis.)

EDU 235-435 Fieldwork Courses II-IV

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 12 of the 16 weeks of the semester, with a requirement of 20 contact hours per credit. 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. Fieldwork courses are designed to accompany professional education courses and in some cases students' experiences in the field will direct their assignments in these courses. (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 215 Exploratory Fieldwork I 2cr

Students considering a career in any form of pre K-12 education should begin with this course, which explores the nature of schooling and the experience of being a student and a teacher. The course spans the semester in order to give ample time for observing and, within limits, participating in local schools-public and private, traditional and alternative. Students are introduced to the world of educational research and the many perspectives available for understanding diverse students, teachers, and schools. Students are also introduced to the Teacher Education Program, PRAXIS I, and other admission requirements. (Students are evaluated on a pass/fail basis.)

EDU 220 Health, Safety, and Nutrition 2cr **

This course is designed to build the student's professional knowledge base in health, safety, and nutrition laws for B-K home and group settings and for elementary schools. The course is held at the Mountain Area Child and Family Center. The course content includes knowledge about basic nutritional and mental health needs, appropriate health appraisals, concepts and theories of accident prevention, procedures for making referrals and for changing the environment to meet the needs of individual children, and elementary health curricula. A course fee is charged for standard First Aid Certification.

EDU 235 Fieldwork II 1-2cr


Prerequisite: EDU 215 Exploratory Fieldwork I

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 293 Explorations in Science Education 2cr * (2005-06)

This course is for students considering a career teaching science to children or adolescents. The focus will be on the nature of science teaching in K-12 schools and in other settings not requiring teaching licenses, such as environmental centers. The course spans the semester in order to give ample time for observing and, within limits, participating in local schools and science centers. Careers in science education will be explored and discussed. Students will be introduced to the Teacher Education Program and provided information about state and other requirements for teacher licensing.

EDU 294 ST: Arts in the Lives of Children 4cr * (2005-06)

This course builds on the artistic and creative abilities of those who plan to teach or work with elementary aged children in public school classrooms or other community organizations. Participants will become familiar with an integrated approach to arts education in the elementary school. Arts areas will include (as does The North Carolina Standard Course of Study) visual arts, music, theater arts, and dance/movement. Students will examine a range of literature exploring the connections between children's cognitive, social, and emotional growth and their experiences in the arts. Students will plan and implement arts activities that are designed to support and enhance conceptual development in the elementary curriculum areas of language arts, math, science, and social studies. Particular emphasis will be placed on the arts as expression of culture and on employing art activities to teach the value of cultural diversity.

EDU 299 Independent Study 1-4cr

EDU 301 Infant/Toddler Curriculum and Practicum (0-2 yrs) 2cr **

A course designed to provide experiences for the preservice teacher in the development and implementation of appropriate curriculum for infants and toddlers. Under staff supervision, students will observe, plan, teach, and evaluate children in their learning environments at the Mountain Area Child and Family Center.
Prerequisite: PSY 202 Infant Development or consent of instructor.

EDU 302 Foundations of Education 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 Exploratory Field Experience or consent of instructor.

EDU 303 Early Childhood Curriculum and Practicum 4cr

Students work at the Mountain Area Child and Family Center located adjacent to the campus. Under staff supervision, 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.
Prerequisite: Either PSY 202 Infant Development, PSY 203 Child Development, PSY 204 Adolescent Development, or PSY 100 Introduction to Psychology. Recommended co-enrollment in EDU 235 Fieldwork II.

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, recommended co-enrollment in EDU 235 Fieldwork II

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 work on their own writing in a writer's workshop to help develop skills and knowledge needed to implement a writer's workshop in their own teaching. In the co-requisite Fieldwork III course students will spend two hours per week in a K-6 classroom during Language Arts instruction. Co-requisite: EDU 335 Field Experience III

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 Fieldwork III 1-2cr

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 teaching. 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 Fieldwork IV

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 Field Experience IV

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 1-2cr


Prerequisite: EDU 335 Fieldwork III 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