Course Offerings
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- Winter 2024
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Winter 2024▲
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 - Margalus, Sarah
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.
Practicum: Foundation of Education
EDUC 201 - Sigler, Haley W.
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 - Moffa, Eric D.
This course provides students an opportunity to observe, assist, or tutor in a local educational setting. It is intended for those students who wish to explore education as a profession or who are interested in post-graduate programs and jobs in education and education policy.
Burish Service Leadership Internship
EDUC 211 - Sigler, Haley W.
The course is reserved for students appointed to the Burish Internship Program. It is designed to provide interns an opportunity to learn, reflect, and grow through their fieldwork as a Burish Service Leader in a local K-12 school. Burish Interns meet independently with the instructor during the semester, complete a small set of readings relevant to the course objectives, communicate frequently through the Canvas discussion tool, and complete a final reflective project.
Educating Citizens for Democracy
EDUC 230 - Moffa, Eric D.
Students study the relationship between education and democracy by critically examining various theories of democracy, competing conceptions of citizenship, and its implications for formal education. Specifically, students investigate the actual and possible roles for citizens in a democracy and the function of education in reproducing, altering, or challenging these roles. Students analyze and evaluate historic and philosophical texts, educational research, and conduct a narrative inquiry project to help draw conclusions about the best practices and policies for educating citizens for democracy.
Teaching the Exceptional Learner
EDUC 302 - Clark, Jordan J.
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.
Practicum: The Exceptional Learner
EDUC 303 - Clark, Jordan J.
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.
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.
Prerequisite: EDUC 200 and instructor consent. 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. 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.
Secondary Vocal Music Methods
EDUC 335 - Lynch, Shane M.
Focuses on techniques, pedagogy, classroom management, literature, and other skills necessary to become an effective middle school or high school vocal/choral teacher.
Secondary Instrument Music Methods
EDUC 336 - Dobbins, Heather F.
This course includes methodologies for teaching instrumental music in the secondary classroom environment. Emphasis is placed on the music selection process, the day-to-day administration of a secondary instrumental music program, learning theories applicable to secondary students, and current research in the field of secondary instrumental music education.
Practicum: Secondary Music
EDUC 337 - Dobbins, Heather F.
This fieldwork placement permits students to work in the schools to observe and practice instructional techniques covered in EDUC 335 and EDUC 336.
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.
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.
Middle and Secondary Content Area Reading and Writing
EDUC 353 - Moffa, Eric D.
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 - Moffa, Eric D.
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.
Practicum: Methods for World Language
EDUC 366 - Kuettner, Paul R. (Dick)
This practicum reinforces the content of EDUC 365. It provides students with an opportunity to observe and participate in world-languages instruction in an authentic environment. To meet the course requirements, students must complete 30 hours of fieldwork during the term.
Education Studies Capstone
EDUC 390 - Moffa, Eric D. / Sigler, Haley W.
The capstone course in Education Studies centers around the creation and implementation of an authentic project in curriculum, instruction, or education policy. The capstone project is the culminating experience for all Education minors (Education or Education Policy) that are not seeking teacher licensure. (Students seeking teacher licensure will complete the specific course requirements for licensure, including a term of directed-teaching and the directed-teaching CAP or Cumulative Assessment Portfolio). The Education Studies Capstone is an opportunity to apply the interests, knowledge, and skills students have developed during their studies at W&L to complete an original project in education or education policy.
Directed Teaching Seminar: Elementary
EDUC 451E - Perini, Rebecca
This directed-teaching seminar is designed for students seeking licensure in the area of 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: Elementary
EDUC 464E - Perini, Rebecca
This directed-teaching experience is designed for students seeking licensure in the area of 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.
Fall 2023▲
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. / Margalus, Sarah
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.
First-Year Seminar: Foundations of Education
EDUC 200A - Sigler, Haley W.
First-Year Seminar. 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.
Practicum: Foundation of Education
EDUC 201 - Sigler, Haley W.
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.
This course provides students an opportunity to observe, assist, or tutor in a local educational setting. It is intended for those students who wish to explore education as a profession or who are interested in post-graduate programs and jobs in education and education policy.
Earth Science and Chemistry for K-6 Elementary Education
EDUC 215 - Kearney, Kimberley M.
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 - Sigler, Haley W. / Clark, Jordan J.
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.
Practicum: The Exceptional Learner
EDUC 303 - Sigler, Haley W. / Clark, Jordan J.
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 - Sigler, Haley W. / Kearney, Kimberley M.
Prerequisite: EDUC 200. 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.
Elementary and General Music Methods
EDUC 330 - Dobbins, Heather F.
This course includes methodologies for teaching music in the classroom (Orff, Kodaly, and Dalcroze approaches), computer applications. music textbooks. and classroom materials for music education in the elementary and general music classroom. This course also includes the study of learning theories appropriate to elementary-aged music students combined with applications in practical lesson plans.
Practicum: Elementary and General Music Methods
EDUC 331 - Dobbins, Heather F.
An introduction to the teacher's role in instructional settings. 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.
Elementary Math and Science Methods
EDUC 343 - Sigler, Haley W. / Kearney, Kimberley M.
Prerequisite: EDUC 200. 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 - Sigler, Haley W. / Kearney, Kimberley M.
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.
Methods for World Language
EDUC 365 - Kuettner, Paul R. (Dick)
This course prepares students to teach world languages in elementary and secondary classrooms, including English as a Second Language. Participants develop an understanding of theories of world-language pedagogy and examine current research in world-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 World Language
EDUC 366 - Kuettner, Paul R. (Dick)
This practicum reinforces the content of EDUC 365. It provides students with an opportunity to observe and participate in world-languages instruction in an authentic environment. To meet the course requirements, students must complete 30 hours of fieldwork during the term.
Directed Individual Study: Speech and Language Development in Children
EDUC 403D - 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 Individual Study: Social-Emotional Learning in Classrooms
EDUC 403E - Sigler, Haley W.
In this independent study, the student will learn the importance of Social Emotional Learning (SEL) in education. The course will examine the five SEL competencies: self-awareness, self-management, growth mindset, self-efficacy and social awareness. The student will develop their own understanding of each of these competencies, and then apply this knowledge in an educational context.
Spring 2023▲
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.
Educating for Global Citizenship: Policies, Practices, and Purposes in the US & Italy
EDUC 235 - Moffa, Eric D. / Sigler, Haley W.
An examination of global citizenship education--its development, characteristics, andoutcomes--in Italy and the United States. Beginning with study and fieldwork in Lexington,students then travel to Italy to study in the Tuscany Region, including immersion in the schoolsof Castiglion Fiorentino where they critically analyze sociopolitical contexts of schooling whiledeveloping and implementing educational programming on global citizenship, with opportunities for further cultural travels around Italy. As a culminating experience, students connect US and Italian students using digital communication technologies. Throughout the term, students read and evaluate a variety of texts on the politics and economics of globalization, global citizenship education, education policy, and curriculum theory.