Course meets Triad Education Program Requirement in specified area.
Education Program of Study
EDU 116 – College Academic Strategies for Triad Learning Effectiveness 1-2cr
In addition to whole class meetings where the complexities of learning are explored, students work individually with the instructor to define and address areas of need or interest that will enhance the college experience. Topics might include goal-setting and prioritizing, time management, focus strategies, memory and studying, reading and note-taking, preparation for exams, and major and career planning. Students are evaluated on a Pass/Fail basis. This course may be repeated once using EDU 117.
EDU 209 – Emergent Literacy for Children 4cr
This course is designed to allow students to examine the world of children’s literature and explore the significance of emergent literacy skills. It emphasizes skills that are related to literacy development from infancy through third grade. Students analyze books from different genres, discover the benefits of bibliotherapy, create their own children’s book, and explore strategies to develop literacy with children. Throughout the course, students practice ways to expose children to core literacy components through work with children in early childhood classrooms, preschools, and kindergarten.
EDU 212 – Teaching Foundations: Middle School/High School
This course gives students a theoretical framework for exploring the nature of teaching and learning within a public school setting for middle and high school students. Students explore the function of middle and secondary schools, the cognitive and social/emotional development of middle and high school students, as well as contemporary issues facing schools and educators. The course features focused on-site observations and one-on-one teaching experiences within public middle and high school classrooms. Approved as an AIM5 Service Learning course beginning Spring 2014.
EDU 221 – Science Teaching Methods 2cr
This course is for students considering a career teaching science to children or adolescents. The focus is on the nature of science teaching in K-12 schools and in other settings not requiring teaching licenses, such as environmental centers. The course focuses on science teaching methods while also considering science teaching standards, philosophy, and assessment and challenges particular to the teaching of science. The course includes off-campus field work observing and participating in local schools and science centers. Careers in science education are explored and discussed.
EDU 235 – Exploring Teaching: Elementary and Early Childhood 2cr
This course provides students with an opportunity to explore teaching at the pre-school and early elementary levels. Relevant topics to prepare students for experiences working with children in classrooms are addressed on campus. A majority of the course is conducted on-site in an elementary school or at the Mountain Area Child and Family Center under the joint supervision of the instructor and the classroom teacher. May be repeated for credit.
Prerequisite: Either PSY 202 Infant Development, PSY 203 Child Development, PSY 204 Adolescent Development, or PSY 100 Introduction to Psychology.
EDU 260 – Experiential Teaching Methods 4cr
This course gives students a foundation in the history and application of experiential teaching methodology. The course provides a framework for the philosophical foundations of experiential methodology that led to its contemporary application in traditional and non-traditional learning environments. In this course, students explore and engage in experiential teaching and learning through a fieldwork component, teaching within the college classroom and through an engaged research project on the college campus.
EDU 303 – Learning with Children 4cr
This course provides students an opportunity to study specific concepts related to teaching children in settings such as the Mountain Area Child and Family Center adjacent to the Warren Wilson campus. Students gain practical experience observing and learning with toddlers and young children and further their knowledge of child development, curriculum, early childhood best practices, educational environments, lesson planning, and team teaching. They also learn approaches to effective evaluation and reflection that will inform their professional growth.
EDU 305 – Educational Psychology 4cr
This course covers psychological principles and research findings as they apply to teaching and learning. Topics include examination of appropriate developmental practices, intelligence, cognition, motivation, cultural diversity, classroom community, and classroom management. In addition, students will examine and practice the implementation of a variety of instructional strategies that incorporate learning theory. Particular emphasis is placed on the application of research-based practices as they can be used in a variety of learning situations. A field component in which students observe and teach in a public school classroom is a significant component of this course.
EDU 315 – Culturally Competent Educators 4cr
This course is designed to prepare students to work with children and youth from diverse backgrounds and to help students develop a culturally competent teaching practice. This course exposes students to the complicated nature of racism and bias and the strong hold it has on children, schools, teachers, and families within our society. Through readings, discussions, speakers from community anti-racist groups, and service-learning in a public school, students examine their own racism and develop strategies to teach effectively in multicultural settings. One key component of the course is required attendance in Building Bridges of Asheville, a nine-week community based anti-racism program. There is a $30 registration fee.
EDU 350 – Group Leadership Practicum I 2cr
Students who are selected to be Peer Group Leaders are eligible to receive credit for this course. Each student is expected to participate in a training program, lead a peer group during orientation and first term, keep a journal, and write a summary paper. Students have the opportunity to develop, apply, and assess a broad range of leadership skills in a group setting. This course is graded on a Pass/Fail basis.
EDU 352 – Group Leadership Practicum II 2cr
Students selected to be Peer Group Leaders for a second year are eligible to receive credit for this course. In addition to participating in the training program and leading a peer group, they design and administer an evaluation of the training program. They also design and implement a program to meet an assessed social need of the freshman class. Students have the opportunity to further develop leadership and program administration skills. This course is graded on a Pass/Fail basis.
Course meets Triad Education Program Requirement in specified area.