About The Program
Bring your passion for teaching to the elementary classroom, whether you choose to work in schools or community preschool settings. We'll teach you to understand the many development stages of children and how they learn, as well as how family and society play a role in their education. You'll graduate as a reflective education with in-depth understanding of the science, social studies and mathematics instruction elementary-age children need, along with a commitment to balanced literacy approaches. We also prepare you to advocate for equitable learning opportunities for all children.
Career Paths
- Preschool Teacher
- Kindergarten Teacher
- Elementary School Teacher (Grades 1-6)
- Special Education Teacher
- Early Childhood Program Director
- Childcare Center Director
- Educational Consultant
- Elementary School Librarian
- Instructional Coordinator
- Literacy Coach
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: priority decline for first-year students
March 15: priority deadline for transfer students
Program Entry / Delivery Mode
Fall or Spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
Special requirements
- Students must successfully complete all initial licensure milestone requirements. Those not able to complete these requirements may pursue the non-licensure option.
Degree requirements for Elementary Education and Teaching, Bachelor of Science in Education (B.S.Ed.)
Licensure option
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP/EDUS 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, each with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pre-K through grade 12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Early Learning and Development Standards, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| Teacher education requirements | ||
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| TEDU 386 TEDU 386. Children's Literature I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386. | Children's Literature I | 3 |
| TEDU 389 TEDU 389. The Teaching of Writing Skills. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course critically examines theories, techniques and strategies that contribute to proficient written expression skills in the Pre-K through grade six classroom. It emphasizes the importance of the phases of the writing process and researched-based practices in facilitating the development of written language skills. The class will also address the assessment of Pre-K through grade six student writing and how to use that information to plan effective instruction. The course includes an examination of the student’s personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course. | The Teaching of Writing Skills | 3 |
| TEDU 390 TEDU 390. Movement Education. 3 Hours.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements. | Movement Education | 3 |
| TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula. | Integrating the Arts in Curriculum for Young Children | 2 |
| TEDU 417 TEDU 417. Early/Elementary Science Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 422, TEDU 442 and TEDU 496. An undergraduate course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the elementary classroom and the community. New materials will be examined in the light of current trends, research findings and professional recommendations. | Early/Elementary Science Methods | 3 |
| TEDU 422 TEDU 422. Early/Elementary Math Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 206, STAT 208 or STAT 210. Corequisites: TEDU 417, TEDU 442 and TEDU 496. An early and elementary mathematics methods course that focuses on the teaching of mathematics in the Pre-K through grade six classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-based mathematics lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and using math manipulatives to help students discuss their thinking. The class will help to position the pre-service teacher as a reflective decision-maker. | Early/Elementary Math Methods | 3 |
| TEDU 426 TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Corequisites: TEDU 413 and TEDU 440. Students will acquire an understanding of the concepts, methods and materials used to promote children’s language and literacy acquisition and development based on current theory and research with an emphasis on the interrelatedness of listening, speaking, reading and writing. Within the framework of the stages of literacy development, the course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Beginning teachers will be encouraged to be critically reflective practitioners as they apply reading knowledge to their unique teaching environments, curriculum and standards in order to choose the most appropriate instructional techniques for their classrooms. | Teaching Reading and Other Language Arts | 3 |
| TEDU 440 TEDU 440. Elementary Education Practicum I. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 426. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their elementary classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail. | Elementary Education Practicum I | 1 |
| TEDU 441 TEDU 441. Elementary Education Practicum II. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 426 and TEDU 440. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. | Elementary Education Practicum II | 1 |
| TEDU 442 TEDU 442. Elementary Education Practicum III. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 441. Corequisites: TEDU 422, TEDU 417 and TEDU 496. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail. | Elementary Education Practicum III | 1 |
| TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: TEDU 425 or TEDU 426. Corequisites: TEDU 431 or TEDU 441. Students will examine reading problems by focusing on reading diagnosis and intervention related to classroom settings. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. Students will apply skills acquired in this course during a supervised practicum experience in the corequisite course in which students will evaluate and tutor individual students with reading difficulties. | Literacy Assessment and Intervention in the Early/Elementary Classroom | 3 |
| TEDU 472 TEDU 472. Elementary Internship I (PK-2). 4 Hours.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 474 and TEDU 481. Enrollment is restricted to students with passing scores on VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a pre-K/kindergarten to 2nd grade classroom. | Elementary Internship I (PK-2) | 4 |
| TEDU 474 TEDU 474. Elementary Internship II (Grades 3-5). 4 Hours.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 472 and TEDU 481. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a 3rd through 5th grade classroom. For this internship there is sometimes an option to be placed in a sixth grade classroom as well. | Elementary Internship II (Grades 3-5) | 4 |
| TEDU 481 TEDU 481. Teaching as a Profession. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 432 or TEDU 442. Corequisites: TEDU 472 and TEDU 474; or TEDU 471 and TEDU 475. This course is a companion piece to the student internship in elementary education. Its major purposes are to cultivate the knowledge, dispositions and skills of a critically reflective practitioner into actual teaching practice. To do so, this class provides opportunities for interns to describe, analyze and evaluate the curricular, instructional and management decisions they make during their internship. The course also focuses on professionalism and ethical standards, as well as personal integrity in the teaching profession. | Teaching as a Profession | 2 |
| TEDU 496 TEDU 496. Early/Elementary Social Studies Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 417, TEDU 422 and TEDU 442. The course’s design is centered on helping the Pre-K through grade six teacher examine the purpose of social studies education, the connections between the discipline of social studies and other curricular areas, and the persisting issues in social studies education in an equitable way for all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Its ultimate goal is to prepare students to understand the role of the teacher as a reflective decision-maker. | Early/Elementary Social Studies Methods | 3 |
| Additional requirements | ||
| Math requirements | ||
| MATH 303 MATH 303. Investigations in Geometry. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). A study of topics in Euclidean geometry to include congruence, similarity, measurement, coordinate geometry, symmetry and transformation in both two and three dimensions. These topics will be investigated using manipulatives and computer software. | Investigations in Geometry | 3 |
| MATH 361 MATH 361. Numbers and Operations. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 131, STAT 208 or STAT 210 with a minimum grade of C. Pre- or corequisite: TEDU 101. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). Ways of representing numbers, relationships between numbers, number systems, the meanings of operations and how they relate to one another, and computation within the number systems as a foundation for algebra. The course includes structured observations of elementary-level students. | Numbers and Operations | 3 |
| MATH 362 MATH 362. Algebra and Functions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). This course will explore a variety of numerical topics including proportional reasoning, number theory and algebraic concepts. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description and prediction of change. Topics will be investigated through problem-solving and mathematical discourse. The course includes structured observations of elementary-level students. | Algebra and Functions | 3 |
| STAT 208 STAT 208. Statistical Thinking. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or a minimum grade of C in MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. An exploration of the use of statistics in the world around us through in-depth case studies. Emphasis is on understanding statistical studies, charts, tables and graphs frequently seen in various media sources. Some lectures involve activities centered on case studies. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Statistical Thinking | 3 |
| or STAT 210 STAT 210. Basic Practice of Statistics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. Designed for students who will likely take another quantitative reasoning course for which statistics may be a prerequisite. Not open to mathematical sciences or computer science majors. Topics include examining distributions, examining relationships, producing data, sampling distributions and probability, introduction to inference. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Basic Practice of Statistics | |
| Science requirements | ||
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. | Biological Concepts (any satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) | 3 |
| or BIOL 103 BIOL 103. Global Environmental Biology. 3 Hours.
Semester course; 3 lecture hours (delivered online). 3 credits. This course engages students in understanding biological systems through aspects of global change in the Earth’s environment. Global change is explored through the perspective of a biologist in association with social and economic concepts. Topics include climate change, population biology, ecosystems, urbanization, renewable and nonrenewable energy, air and water resources and sustainability goals. Assessments and applied activities reinforce major course concepts. Not applicable as a prerequisite for any biology course at the 200 level or higher nor for credit toward the B.S. in Biology. | Global Environmental Biology | |
| or BIOL 151 BIOL 151. Introduction to Biological Sciences I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Introduction to core biological concepts including cell structure, cellular metabolism, cell division, DNA replication, gene expression and genetics. Designed for biology majors. | Introduction to Biological Sciences I | |
| CHEM 101 CHEM 101. General Chemistry I. 3 Hours.
Semester course; 3 lecture and 1 recitation hour. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or placement into MATH 151, MATH 200 or MATH 201 by the VCU mathematics placement test within the one-year period immediately preceding the beginning of the course; and CHEM 100 with a minimum grade of B or satisfactory score on the chemistry placement exam/assessment within the one-year period immediately preceding the beginning of the course. Fundamental principles and theories of chemistry. | General Chemistry I (satisfies general education AOI for scientific and logical reasoning) | 3 |
| or CHEM 110 CHEM 110. Chemistry and Society. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The basic principles of chemistry are presented through the use of decision-making activities related to real-world societal issues. Not applicable for credit toward the B.S. in Chemistry. | Chemistry and Society | |
| INSC 201 INSC 201. Energy!. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or higher MATH; or BUSN 171*, BUSN 212** or SCMA 301***; or STAT 208, STAT 210, STAT 212 or higher STAT; or satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course. A study of global energy demands, how they are being met, environmental consequences and alternative energy sources. *Formerly MGMT 171, SCMA 171; **formerly MGMT 212, SCMA 212; ***formerly MGMT 301. | Energy! | 3 |
| or INSC 300 INSC 300. Experiencing Science. 3 Hours.
Semester course; 5 studio hours. 3 credits. Prerequisites: 4 credits in biology, 3 credits in physical science, 3 credits in mathematics, and STAT 208, 210, 212, or 312. Study of the methods and processes used by scientists in investigations. Guided, active replication of great discoveries in major scientific disciplines in physical science, life science and earth science. | Experiencing Science | |
| or PHYS 101 PHYS 101. Foundations of Physics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. For non-science majors. Introduction to the fundamental ideas of physics. The course covers selected topics in mechanics, heat, optics, electricity and magnetism, and modern physics. Not applicable toward the physics major. An optional laboratory may be taken with this course; see PHYZ 101. | Foundations of Physics | |
| ENVS 105 ENVS 105. Physical Geology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. A descriptive approach to physical geology dealing with the history and structure of the earth, catastrophic events and geology as it relates to the contemporary environment. An optional laboratory, ENVZ 105, may be taken with this course. | Physical Geology | 3 |
| or ENVS 201 ENVS 201. Earth System Science. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the processes of and linkages among the major systems that drive planet Earth. The biosphere, geosphere, hydrosphere, atmosphere and sociosphere are presented as dynamic and interdependent systems. | Earth System Science | |
| or ENVS 301 ENVS 301. Introduction to Meteorology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes that cause weather. These include atmospheric circulations and the weather patterns that we observe. Emphasis will be placed upon the tracking and display of weather phenomena, as well as their forecast movement and impact. | Introduction to Meteorology | |
| or ENVS 310 ENVS 310. Introduction to Oceanography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes of the world's oceans. These include the systems that impact the oceans: the hydrosphere, the atmosphere, the geosphere, the biosphere and the sociosphere. Emphasis will be placed upon hands-on techniques for understanding these systems, including online simulations and in-class activities. | Introduction to Oceanography | |
| or PHYS 103 PHYS 103. Elementary Astronomy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A descriptive approach to astronomy dealing with basic features of our solar system, our galaxy and the universe. Not applicable toward physics major. An optional laboratory may be taken with this course; see PHYZ 103. | Elementary Astronomy | |
| or URSP 204 URSP 204. Physical Geography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the interrelated systems of the earth and the physical processes that create regional differences in climate and physiography. Provides a solid foundation for better understanding human-environment interactions, such as those related to climate change, by exploring topics such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. | Physical Geography | |
| Science labs 1 | 2 | |
| Social studies/history requirements | ||
| ECON 203 ECON 203. Introduction to Economics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of economic principles, institutions and problems. The course is designed to provide basic economic understanding for students who do not expect to major in economics or in the School of Business. Not applicable for credit toward economics and business majors. Students may receive credit toward graduation for only one of the following three courses: ECON 203, ECON 205 or ECON 210. | Introduction to Economics (satisfies general education AOI for global perspectives) | 3 |
| HIST 103 HIST 103. Survey of American History I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of American civilization from prehistory to Reconstruction, emphasizing the events, ideas and institutions that have shaped, influenced and defined America's place in the world. | Survey of American History I | 3 |
| HIST 205 HIST 205. Survey of Virginia History. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the history of Virginia from the colonial era to the present. Provides foundational knowledge of Virginia government, geography and economics. Discusses not only local history, but also the commonwealth’s relationship with the United States and the world. | Survey of Virginia History | 3 |
| POLI 103 POLI 103. U.S. Government and Politics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of American national government focusing on its underlying political ideas, constitutional basis, major institutions and their interaction in the determination of public policy. | U.S. Government and Politics (satisfies general education BOK for social/behavioral sciences and AOI for diversities in the human experience) | 3 |
| Total Hours | 120 | |
Two of the science content courses must pair with a one-credit lab for a total of two credits of laboratory course work in the degree program. Possible partner laboratory courses include BIOZ 101, BIOZ 151 BIOZ 151. Introduction to Biological Science Laboratory I. 1 Hour.
Semester course; 3 laboratory hours. 1 credit. Prerequisite: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Concurrent prerequisite: BIOL 151. Laboratory investigation of cellular metabolism, genetics and molecular biology, with an emphasis on formation and testing of hypotheses. Laboratory exercises will elaborate themes discussed in BIOL 151. BIOZ 152. Introduction to Biological Science Laboratory II. 1 Hour.
Semester course; 3 laboratory hours. 1 credit. Prerequisites: BIOL 151, BIOZ 151 and CHEM 101, each with a minimum grade of C. Concurrent prerequisite: BIOL 152. Laboratory investigation of evolutionary concepts, evolution of organisms, biological diversity and ecology, with an emphasis on formation and testing of hypotheses. Laboratory exercises will elaborate themes discussed in BIOL 152. CHEZ 101. General Chemistry Laboratory I. 1 Hour.
Semester course; 1 lecture and 2 laboratory hours. 1 credit. Concurrent prerequisite: CHEM 101. Experimental work correlated with CHEM 101 with selected forensic science applications. Each student is charged for breakage incurred. Approved safety glasses are required. Failure to check out of laboratory upon withdrawal or for other reasons will incur a charge billed from the Student Accounting Department. CHEZ 110. Chemistry and Society Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Concurrent prerequisite: CHEM 110. Experimental work correlated with CHEM 110. Not applicable for credit toward the B.S. in Chemistry. Each student is charged for breakage incurred. Approved safety glasses are required. Failure to check out of laboratory upon withdrawal or for other reasons will incur a charge billed from the Student Accounting Department. URSZ 204. Physical Geography Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Concurrent prerequisite: URSP 204. Problem-solving and map-reading exercises related to topics covered in URSP 204, such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. Provides essential analytical skills aimed at a better understanding of human-environment interactions, such as those related to climate change.
The minimum number of credit hours required for this degree is 120.
Non-licensure option
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP/EDUS 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, each with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pre-K through grade 12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Early Learning and Development Standards, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| Teacher education requirements | ||
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| TEDU 386 TEDU 386. Children's Literature I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386. | Children's Literature I | 3 |
| TEDU 389 TEDU 389. The Teaching of Writing Skills. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course critically examines theories, techniques and strategies that contribute to proficient written expression skills in the Pre-K through grade six classroom. It emphasizes the importance of the phases of the writing process and researched-based practices in facilitating the development of written language skills. The class will also address the assessment of Pre-K through grade six student writing and how to use that information to plan effective instruction. The course includes an examination of the student’s personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course. | The Teaching of Writing Skills | 3 |
| TEDU 390 TEDU 390. Movement Education. 3 Hours.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements. | Movement Education | 3 |
| TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula. | Integrating the Arts in Curriculum for Young Children | 2 |
| TEDU 417 TEDU 417. Early/Elementary Science Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 422, TEDU 442 and TEDU 496. An undergraduate course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the elementary classroom and the community. New materials will be examined in the light of current trends, research findings and professional recommendations. | Early/Elementary Science Methods | 3 |
| TEDU 422 TEDU 422. Early/Elementary Math Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 206, STAT 208 or STAT 210. Corequisites: TEDU 417, TEDU 442 and TEDU 496. An early and elementary mathematics methods course that focuses on the teaching of mathematics in the Pre-K through grade six classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-based mathematics lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and using math manipulatives to help students discuss their thinking. The class will help to position the pre-service teacher as a reflective decision-maker. | Early/Elementary Math Methods | 3 |
| TEDU 426 TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Corequisites: TEDU 413 and TEDU 440. Students will acquire an understanding of the concepts, methods and materials used to promote children’s language and literacy acquisition and development based on current theory and research with an emphasis on the interrelatedness of listening, speaking, reading and writing. Within the framework of the stages of literacy development, the course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Beginning teachers will be encouraged to be critically reflective practitioners as they apply reading knowledge to their unique teaching environments, curriculum and standards in order to choose the most appropriate instructional techniques for their classrooms. | Teaching Reading and Other Language Arts | 3 |
| TEDU 440 TEDU 440. Elementary Education Practicum I. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 426. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their elementary classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail. | Elementary Education Practicum I | 1 |
| TEDU 441 TEDU 441. Elementary Education Practicum II. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 426 and TEDU 440. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. | Elementary Education Practicum II | 1 |
| TEDU 442 TEDU 442. Elementary Education Practicum III. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 441. Corequisites: TEDU 422, TEDU 417 and TEDU 496. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail. | Elementary Education Practicum III | 1 |
| TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: TEDU 425 or TEDU 426. Corequisites: TEDU 431 or TEDU 441. Students will examine reading problems by focusing on reading diagnosis and intervention related to classroom settings. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. Students will apply skills acquired in this course during a supervised practicum experience in the corequisite course in which students will evaluate and tutor individual students with reading difficulties. | Literacy Assessment and Intervention in the Early/Elementary Classroom | 3 |
| TEDU 496 TEDU 496. Early/Elementary Social Studies Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 417, TEDU 422 and TEDU 442. The course’s design is centered on helping the Pre-K through grade six teacher examine the purpose of social studies education, the connections between the discipline of social studies and other curricular areas, and the persisting issues in social studies education in an equitable way for all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Its ultimate goal is to prepare students to understand the role of the teacher as a reflective decision-maker. | Early/Elementary Social Studies Methods | 3 |
| Additional requirements | ||
| Math requirements | ||
| MATH 303 MATH 303. Investigations in Geometry. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). A study of topics in Euclidean geometry to include congruence, similarity, measurement, coordinate geometry, symmetry and transformation in both two and three dimensions. These topics will be investigated using manipulatives and computer software. | Investigations in Geometry | 3 |
| MATH 361 MATH 361. Numbers and Operations. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 131, STAT 208 or STAT 210 with a minimum grade of C. Pre- or corequisite: TEDU 101. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). Ways of representing numbers, relationships between numbers, number systems, the meanings of operations and how they relate to one another, and computation within the number systems as a foundation for algebra. The course includes structured observations of elementary-level students. | Numbers and Operations | 3 |
| MATH 362 MATH 362. Algebra and Functions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). This course will explore a variety of numerical topics including proportional reasoning, number theory and algebraic concepts. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description and prediction of change. Topics will be investigated through problem-solving and mathematical discourse. The course includes structured observations of elementary-level students. | Algebra and Functions | 3 |
| STAT 208 STAT 208. Statistical Thinking. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or a minimum grade of C in MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. An exploration of the use of statistics in the world around us through in-depth case studies. Emphasis is on understanding statistical studies, charts, tables and graphs frequently seen in various media sources. Some lectures involve activities centered on case studies. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Statistical Thinking | 3 |
| or STAT 210 STAT 210. Basic Practice of Statistics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. Designed for students who will likely take another quantitative reasoning course for which statistics may be a prerequisite. Not open to mathematical sciences or computer science majors. Topics include examining distributions, examining relationships, producing data, sampling distributions and probability, introduction to inference. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Basic Practice of Statistics | |
| Science requirements | ||
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. | Biological Concepts (any satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) | 3 |
| or BIOL 103 BIOL 103. Global Environmental Biology. 3 Hours.
Semester course; 3 lecture hours (delivered online). 3 credits. This course engages students in understanding biological systems through aspects of global change in the Earth’s environment. Global change is explored through the perspective of a biologist in association with social and economic concepts. Topics include climate change, population biology, ecosystems, urbanization, renewable and nonrenewable energy, air and water resources and sustainability goals. Assessments and applied activities reinforce major course concepts. Not applicable as a prerequisite for any biology course at the 200 level or higher nor for credit toward the B.S. in Biology. | Global Environmental Biology | |
| or BIOL 151 BIOL 151. Introduction to Biological Sciences I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Introduction to core biological concepts including cell structure, cellular metabolism, cell division, DNA replication, gene expression and genetics. Designed for biology majors. | Introduction to Biological Sciences I | |
| CHEM 101 CHEM 101. General Chemistry I. 3 Hours.
Semester course; 3 lecture and 1 recitation hour. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or placement into MATH 151, MATH 200 or MATH 201 by the VCU mathematics placement test within the one-year period immediately preceding the beginning of the course; and CHEM 100 with a minimum grade of B or satisfactory score on the chemistry placement exam/assessment within the one-year period immediately preceding the beginning of the course. Fundamental principles and theories of chemistry. | General Chemistry I (satisfies general education AOI for scientific and logical reasoning) | 3 |
| or CHEM 110 CHEM 110. Chemistry and Society. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The basic principles of chemistry are presented through the use of decision-making activities related to real-world societal issues. Not applicable for credit toward the B.S. in Chemistry. | Chemistry and Society | |
| INSC 201 INSC 201. Energy!. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or higher MATH; or BUSN 171*, BUSN 212** or SCMA 301***; or STAT 208, STAT 210, STAT 212 or higher STAT; or satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course. A study of global energy demands, how they are being met, environmental consequences and alternative energy sources. *Formerly MGMT 171, SCMA 171; **formerly MGMT 212, SCMA 212; ***formerly MGMT 301. | Energy! | 3 |
| or INSC 300 INSC 300. Experiencing Science. 3 Hours.
Semester course; 5 studio hours. 3 credits. Prerequisites: 4 credits in biology, 3 credits in physical science, 3 credits in mathematics, and STAT 208, 210, 212, or 312. Study of the methods and processes used by scientists in investigations. Guided, active replication of great discoveries in major scientific disciplines in physical science, life science and earth science. | Experiencing Science | |
| or PHYS 101 PHYS 101. Foundations of Physics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. For non-science majors. Introduction to the fundamental ideas of physics. The course covers selected topics in mechanics, heat, optics, electricity and magnetism, and modern physics. Not applicable toward the physics major. An optional laboratory may be taken with this course; see PHYZ 101. | Foundations of Physics | |
| ENVS 105 ENVS 105. Physical Geology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. A descriptive approach to physical geology dealing with the history and structure of the earth, catastrophic events and geology as it relates to the contemporary environment. An optional laboratory, ENVZ 105, may be taken with this course. | Physical Geology | 3 |
| or ENVS 201 ENVS 201. Earth System Science. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the processes of and linkages among the major systems that drive planet Earth. The biosphere, geosphere, hydrosphere, atmosphere and sociosphere are presented as dynamic and interdependent systems. | Earth System Science | |
| or ENVS 301 ENVS 301. Introduction to Meteorology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes that cause weather. These include atmospheric circulations and the weather patterns that we observe. Emphasis will be placed upon the tracking and display of weather phenomena, as well as their forecast movement and impact. | Introduction to Meteorology | |
| or ENVS 310 ENVS 310. Introduction to Oceanography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes of the world's oceans. These include the systems that impact the oceans: the hydrosphere, the atmosphere, the geosphere, the biosphere and the sociosphere. Emphasis will be placed upon hands-on techniques for understanding these systems, including online simulations and in-class activities. | Introduction to Oceanography | |
| or PHYS 103 PHYS 103. Elementary Astronomy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A descriptive approach to astronomy dealing with basic features of our solar system, our galaxy and the universe. Not applicable toward physics major. An optional laboratory may be taken with this course; see PHYZ 103. | Elementary Astronomy | |
| or URSP 204 URSP 204. Physical Geography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the interrelated systems of the earth and the physical processes that create regional differences in climate and physiography. Provides a solid foundation for better understanding human-environment interactions, such as those related to climate change, by exploring topics such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. | Physical Geography | |
| Science labs 1 | 2 | |
| Social studies/history requirements | ||
| ECON 203 ECON 203. Introduction to Economics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of economic principles, institutions and problems. The course is designed to provide basic economic understanding for students who do not expect to major in economics or in the School of Business. Not applicable for credit toward economics and business majors. Students may receive credit toward graduation for only one of the following three courses: ECON 203, ECON 205 or ECON 210. | Introduction to Economics (satisfies general education AOI for global perspectives) | 3 |
| HIST 103 HIST 103. Survey of American History I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of American civilization from prehistory to Reconstruction, emphasizing the events, ideas and institutions that have shaped, influenced and defined America's place in the world. | Survey of American History I | 3 |
| HIST 205 HIST 205. Survey of Virginia History. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the history of Virginia from the colonial era to the present. Provides foundational knowledge of Virginia government, geography and economics. Discusses not only local history, but also the commonwealth’s relationship with the United States and the world. | Survey of Virginia History | 3 |
| POLI 103 POLI 103. U.S. Government and Politics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of American national government focusing on its underlying political ideas, constitutional basis, major institutions and their interaction in the determination of public policy. | U.S. Government and Politics (satisfies general education BOK for social/behavioral sciences and AOI for diversities in the human experience) | 3 |
| Restricted electives | ||
| Select 10 credits from the list below. | 10 | |
ADLT 400 ADLT 400. Developing Intercultural Competencies in the Workplace: Diversity, Inclusion and Equity. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to explore the intersection of personal and professional identity as it relates to workplace culture, climate and working relationships. Ultimately, it seeks to aid in the development and understanding of concepts and theories that underpin people relations in professional spaces. Throughout the course students are exposed to various theories and frameworks that situate social identity within larger social structures using the lens of sociological and psychological constructs. In an effort to enhance this understanding, students can expect to explore concepts and theories such as cultural competence, feedback, social cognitive career theory, organizational culture and social identity theory. Additionally, students will begin to contextualize prejudice and oppression and consider how they have operated historically in the workplace and continue to manifest within various social systems. The course intentionally focuses on issues of diversity, inclusion, cultural competence and equity. It is designed to prepare students to be knowledgeable of biases based on social identities (race, ethnicity, culture, religion, age, sex, sexual orientation, social and economic status, political ideology, ability status, etc.) and how each of these contributes to experiences in the workplace. | Developing Intercultural Competencies in the Workplace: Diversity, Inclusion and Equity | |
ADLT 404 ADLT 404. Team Learning and Development. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will explore basic issues and dilemmas fundamental to all groups, such as leadership, mission, goals, group member roles, stages of group development and issues in team performance. The course provides opportunities for learners to examine personal roles and contributions to groups through team assignments. Through an examination of group theory, models and practices, students will explore the nature of intragroup and intergroup behavior, along with the often unconscious processes that occur in the group-as-a-whole. | Team Learning and Development | |
ECSE 301 ECSE 301. Developmental Assessment for Young Children. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The purpose of this course is to equip early childhood professionals with strong foundational knowledge and application skills in screening and assessment of young children birth through age 8 in inclusive settings. The focus of the course is to introduce formal and informal developmental assessment through a variety of formats and approaches. Students will also learn structured and unstructured observations of young children with or without disabilities in inclusive settings. Survey, review and critique of standardized and non-standardized tests as well as the use of test data in planning instruction will be covered. This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with children birth through age 8. Students completing the course will be prepared to make professional decisions regarding the screening, assessment and ongoing evaluation of typically developing children and children with or at risk for disabilities. | Developmental Assessment for Young Children | |
ECSE 304 ECSE 304. Communication and Language Development in Early Childhood. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students with a minimum of 30 hours (sophomore, junior or senior standing). This course emphasizes how children learn to communicate and how to facilitate communication development. The course includes examination of language development, language differences and disorders, language facilitation, and relationship of language to literacy. Course content and assignments include information about evidence-based practices and promote critical reflection and problem-solving skills. | Communication and Language Development in Early Childhood | |
ECSE 410 ECSE 410. Play-based Instruction for Inclusive Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Registration requires permission of the instructor. This course is designed to introduce students to the sources, concepts, theory and integrated approaches to play-based instruction for young children with or without disabilities from diverse backgrounds, and including school, home and community settings. Young children’s development and learning are viewed as integral components of play. Various approaches to formal and informal play will be addressed through a hybrid format of course delivery that includes face-to-face lectures, online discussions and reflections, onsite observations, and case-based inquiries. This course particularly values the critical role of families in child development, therefore emphasizing family involvement in play-based instructions across all settings. | Play-based Instruction for Inclusive Settings | |
EDUS 305 EDUS 305. Educational Psychology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: PSYC 101. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. Crosslisted as: PSYC 305. | Educational Psychology | |
HPED 204 HPED 204. Outdoor Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to examine the principal philosophical foundations of adventure theory and outdoor educational leadership. Concepts of judgment, decision-making, leadership and environmentally correct practices are introduced. Cooperative and team-building practices will be emphasized as a way to promote increased collaboration, communication, critical-thinking and creativity while in the health and physical education environment. Students will learn pedagogical skills needed to teach a number of outdoor education activities, including a variety of teaching styles, the development of lesson plans, assessment in the four domains of physical education and the use of basic class management skills. | Outdoor Education | |
HPED 302 HPED 302. Elementary Methods of Physical Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course is designed to enhance student knowledge of and preparation for the teaching of elementary physical education through lecture, practical experience, small-group work and projects. Students will learn how to plan and conduct an elementary program, control the learning environment, effectively discipline children and analyze children's behavior. Students will also learn the characteristics of a good teacher as well as methods to change personal teaching behaviors to increase classroom effectiveness. Students will design and conduct activities which integrate literacy with physical education. To become a more reflective teacher, students will write self-evaluations throughout the semester. | Elementary Methods of Physical Education | |
HPED 403 HPED 403. Teaching Health Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course has been designed to prepare students to think critically and become independent problem-solvers and decision-makers by applying previously acquired professional knowledge to curriculum design and instruction in multiple settings. Students will learn pedagogical skills including the use of a variety of teaching styles, the development of lesson plans and unit plans, the assessment of student knowledge and skill acquisition, and the use of classroom management skills. Students will also gain insight into the development of a health education curriculum as influenced by philosophies, models, issues and trends. Elementary, middle and high school levels are included in discussion. | Teaching Health Education | |
SEDP 315 SEDP 315. Classroom Management and Behavior Support for Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide an in-depth analysis of theoretical models, research and strategies for supporting positive behavior of students with disabilities. The course focuses on development, implementation and evaluation of behavior management programs, functional assessment, positive behavioral supports and related classroom strategies. Students will also learn about school crisis management and safety plans, restorative justice, and individualized behavioral interventions. This course emphasizes an approach to behavior support that is culturally responsive and asset-based for students from diverse backgrounds and with intersectional identities. Students will reflect on their own identities, biases and assumptions, as well as their personal role in mitigating behavior problems. | Classroom Management and Behavior Support for Students With Disabilities | |
SEDP 378 SEDP 378. Teaching Math to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course focuses on effective mathematics instruction for students with disabilities. Students will gain familiarity with the Virginia Mathematics Standards of Learning and learn principles related to selection of appropriate mathematics curricula and instructional methodologies. Concepts include development of number sense, principles of equitable mathematics instruction, Universal Design for Learning in mathematics, evidence-based practices and strategies for making general education mathematics classrooms and curricula accessible for students with disabilities. | Teaching Math to Students With Disabilities | |
SEDP 380 SEDP 380. Teaching Reading to Students With Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to provide a foundation of literacy instruction for students with disabilities. Students will learn about theories of literacy and literacy development, the components of literacy, and evidence-based instructional practices, with a focus on the foundations of reading. Students will gain familiarity with the Virginia Standards of Learning for Reading and Writing and practice strategies for making general curriculum literacy instruction accessible for students with disabilities, including students with dyslexia. | Teaching Reading to Students With Disabilities | |
SEDP 402 SEDP 402. Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will provide students with foundational ideas and concepts regarding the selection and use of assistive technology and augmentative and alternative communication for infants, toddlers, children and young adults with disabilities. Students will recognize and plan for the uses of technology that will aid children and young adults to access and navigate their environment. This course emphasizes the selection and use of AT and AAC in early intervention and general and special education settings for students across the continuum of disability. | Exceptionality and Technology: Augmentative and Alternative Communication and Assistive Technology | |
SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | |
SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | |
TEDU 483 TEDU 483. Second Language Acquisition: Concepts, Curriculum and Assessment. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed as an introduction to the processes of second language acquisition, with a focus on SLA theories and concepts and how they apply in classroom settings. The course addresses the application of SLA theories, principles and current research to the use of curriculum and assessment. In-depth analysis of readings will enhance the students’ understanding of SLA and the research related to this field. Students examine videos of classroom teaching, analyzing the application of SLA theories utilized in various instructional settings. | Second Language Acquisition: Concepts, Curriculum and Assessment | |
TEDU 562 TEDU 562. Reading Instruction in the Content Areas. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction. | Reading Instruction in the Content Areas | |
| Total Hours | 120 | |
Two of the science content courses must pair with a one-credit lab for a total of two credits of laboratory course work in the degree program. Possible partner laboratory courses include BIOZ 101, BIOZ 151 BIOZ 151. Introduction to Biological Science Laboratory I. 1 Hour.
Semester course; 3 laboratory hours. 1 credit. Prerequisite: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Concurrent prerequisite: BIOL 151. Laboratory investigation of cellular metabolism, genetics and molecular biology, with an emphasis on formation and testing of hypotheses. Laboratory exercises will elaborate themes discussed in BIOL 151. BIOZ 152. Introduction to Biological Science Laboratory II. 1 Hour.
Semester course; 3 laboratory hours. 1 credit. Prerequisites: BIOL 151, BIOZ 151 and CHEM 101, each with a minimum grade of C. Concurrent prerequisite: BIOL 152. Laboratory investigation of evolutionary concepts, evolution of organisms, biological diversity and ecology, with an emphasis on formation and testing of hypotheses. Laboratory exercises will elaborate themes discussed in BIOL 152. CHEZ 101. General Chemistry Laboratory I. 1 Hour.
Semester course; 1 lecture and 2 laboratory hours. 1 credit. Concurrent prerequisite: CHEM 101. Experimental work correlated with CHEM 101 with selected forensic science applications. Each student is charged for breakage incurred. Approved safety glasses are required. Failure to check out of laboratory upon withdrawal or for other reasons will incur a charge billed from the Student Accounting Department. CHEZ 110. Chemistry and Society Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Concurrent prerequisite: CHEM 110. Experimental work correlated with CHEM 110. Not applicable for credit toward the B.S. in Chemistry. Each student is charged for breakage incurred. Approved safety glasses are required. Failure to check out of laboratory upon withdrawal or for other reasons will incur a charge billed from the Student Accounting Department. URSZ 204. Physical Geography Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Concurrent prerequisite: URSP 204. Problem-solving and map-reading exercises related to topics covered in URSP 204, such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. Provides essential analytical skills aimed at a better understanding of human-environment interactions, such as those related to climate change.
The minimum number of credit hours required for this degree is 120.
Students who complete the above requirements will receive a Bachelor of Science in Education in Elementary Education and Teaching.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
Recommended course sequence/plan of study
Licensure option
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. or BIOL 103 BIOL 103. Global Environmental Biology. 3 Hours.
Semester course; 3 lecture hours (delivered online). 3 credits. This course engages students in understanding biological systems through aspects of global change in the Earth’s environment. Global change is explored through the perspective of a biologist in association with social and economic concepts. Topics include climate change, population biology, ecosystems, urbanization, renewable and nonrenewable energy, air and water resources and sustainability goals. Assessments and applied activities reinforce major course concepts. Not applicable as a prerequisite for any biology course at the 200 level or higher nor for credit toward the B.S. in Biology. or BIOL 151 BIOL 151. Introduction to Biological Sciences I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Introduction to core biological concepts including cell structure, cellular metabolism, cell division, DNA replication, gene expression and genetics. Designed for biology majors. | Biological Concepts (any satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) or Global Environmental Biology or Introduction to Biological Sciences I | 3 |
| POLI 103 POLI 103. U.S. Government and Politics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of American national government focusing on its underlying political ideas, constitutional basis, major institutions and their interaction in the determination of public policy. | U.S. Government and Politics (satisfies general education BOK for social/behavioral sciences and AOI for diversities in the human experience) | 3 |
| STAT 208 STAT 208. Statistical Thinking. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or a minimum grade of C in MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. An exploration of the use of statistics in the world around us through in-depth case studies. Emphasis is on understanding statistical studies, charts, tables and graphs frequently seen in various media sources. Some lectures involve activities centered on case studies. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. or STAT 210 STAT 210. Basic Practice of Statistics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. Designed for students who will likely take another quantitative reasoning course for which statistics may be a prerequisite. Not open to mathematical sciences or computer science majors. Topics include examining distributions, examining relationships, producing data, sampling distributions and probability, introduction to inference. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Statistical Thinking (either satisfies general education quantitative foundations) or Basic Practice of Statistics | 3 |
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 16 | |
| Spring semester | ||
| CHEM 101 CHEM 101. General Chemistry I. 3 Hours.
Semester course; 3 lecture and 1 recitation hour. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or placement into MATH 151, MATH 200 or MATH 201 by the VCU mathematics placement test within the one-year period immediately preceding the beginning of the course; and CHEM 100 with a minimum grade of B or satisfactory score on the chemistry placement exam/assessment within the one-year period immediately preceding the beginning of the course. Fundamental principles and theories of chemistry. or CHEM 110 CHEM 110. Chemistry and Society. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The basic principles of chemistry are presented through the use of decision-making activities related to real-world societal issues. Not applicable for credit toward the B.S. in Chemistry. | General Chemistry I (satisfies general education AOI for scientific and logical reasoning) or Chemistry and Society | 3 |
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| HIST 103 HIST 103. Survey of American History I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of American civilization from prehistory to Reconstruction, emphasizing the events, ideas and institutions that have shaped, influenced and defined America's place in the world. | Survey of American History I | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| MATH 361 MATH 361. Numbers and Operations. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 131, STAT 208 or STAT 210 with a minimum grade of C. Pre- or corequisite: TEDU 101. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). Ways of representing numbers, relationships between numbers, number systems, the meanings of operations and how they relate to one another, and computation within the number systems as a foundation for algebra. The course includes structured observations of elementary-level students. | Numbers and Operations | 3 |
| PHYS 101 PHYS 101. Foundations of Physics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. For non-science majors. Introduction to the fundamental ideas of physics. The course covers selected topics in mechanics, heat, optics, electricity and magnetism, and modern physics. Not applicable toward the physics major. An optional laboratory may be taken with this course; see PHYZ 101. or INSC 201 INSC 201. Energy!. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or higher MATH; or BUSN 171*, BUSN 212** or SCMA 301***; or STAT 208, STAT 210, STAT 212 or higher STAT; or satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course. A study of global energy demands, how they are being met, environmental consequences and alternative energy sources. *Formerly MGMT 171, SCMA 171; **formerly MGMT 212, SCMA 212; ***formerly MGMT 301. or INSC 300 INSC 300. Experiencing Science. 3 Hours.
Semester course; 5 studio hours. 3 credits. Prerequisites: 4 credits in biology, 3 credits in physical science, 3 credits in mathematics, and STAT 208, 210, 212, or 312. Study of the methods and processes used by scientists in investigations. Guided, active replication of great discoveries in major scientific disciplines in physical science, life science and earth science. | Foundations of Physics or Energy! or Experiencing Science | 3 |
| TEDU 390 TEDU 390. Movement Education. 3 Hours.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements. | Movement Education | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 16 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| ECON 203 ECON 203. Introduction to Economics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of economic principles, institutions and problems. The course is designed to provide basic economic understanding for students who do not expect to major in economics or in the School of Business. Not applicable for credit toward economics and business majors. Students may receive credit toward graduation for only one of the following three courses: ECON 203, ECON 205 or ECON 210. | Introduction to Economics (satisfies general education AOI for global perspectives) | 3 |
| ENVS 105 ENVS 105. Physical Geology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. A descriptive approach to physical geology dealing with the history and structure of the earth, catastrophic events and geology as it relates to the contemporary environment. An optional laboratory, ENVZ 105, may be taken with this course. or ENVS 201 ENVS 201. Earth System Science. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the processes of and linkages among the major systems that drive planet Earth. The biosphere, geosphere, hydrosphere, atmosphere and sociosphere are presented as dynamic and interdependent systems. or ENVS 301 ENVS 301. Introduction to Meteorology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes that cause weather. These include atmospheric circulations and the weather patterns that we observe. Emphasis will be placed upon the tracking and display of weather phenomena, as well as their forecast movement and impact. or ENVS 310 ENVS 310. Introduction to Oceanography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes of the world's oceans. These include the systems that impact the oceans: the hydrosphere, the atmosphere, the geosphere, the biosphere and the sociosphere. Emphasis will be placed upon hands-on techniques for understanding these systems, including online simulations and in-class activities. or PHYS 103 PHYS 103. Elementary Astronomy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A descriptive approach to astronomy dealing with basic features of our solar system, our galaxy and the universe. Not applicable toward physics major. An optional laboratory may be taken with this course; see PHYZ 103. or URSP 204 URSP 204. Physical Geography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the interrelated systems of the earth and the physical processes that create regional differences in climate and physiography. Provides a solid foundation for better understanding human-environment interactions, such as those related to climate change, by exploring topics such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. | Physical Geology or Earth System Science or Introduction to Meteorology or Introduction to Oceanography or Elementary Astronomy or Physical Geography | 3 |
| MATH 362 MATH 362. Algebra and Functions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). This course will explore a variety of numerical topics including proportional reasoning, number theory and algebraic concepts. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description and prediction of change. Topics will be investigated through problem-solving and mathematical discourse. The course includes structured observations of elementary-level students. | Algebra and Functions | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| General education course | 3 | |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| MATH 303 MATH 303. Investigations in Geometry. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). A study of topics in Euclidean geometry to include congruence, similarity, measurement, coordinate geometry, symmetry and transformation in both two and three dimensions. These topics will be investigated using manipulatives and computer software. | Investigations in Geometry | 3 |
| TEDU 386 TEDU 386. Children's Literature I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386. | Children's Literature I | 3 |
| TEDU 389 TEDU 389. The Teaching of Writing Skills. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course critically examines theories, techniques and strategies that contribute to proficient written expression skills in the Pre-K through grade six classroom. It emphasizes the importance of the phases of the writing process and researched-based practices in facilitating the development of written language skills. The class will also address the assessment of Pre-K through grade six student writing and how to use that information to plan effective instruction. The course includes an examination of the student’s personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course. | The Teaching of Writing Skills | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, each with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pre-K through grade 12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Early Learning and Development Standards, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 426 TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Corequisites: TEDU 413 and TEDU 440. Students will acquire an understanding of the concepts, methods and materials used to promote children’s language and literacy acquisition and development based on current theory and research with an emphasis on the interrelatedness of listening, speaking, reading and writing. Within the framework of the stages of literacy development, the course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Beginning teachers will be encouraged to be critically reflective practitioners as they apply reading knowledge to their unique teaching environments, curriculum and standards in order to choose the most appropriate instructional techniques for their classrooms. | Teaching Reading and Other Language Arts | 3 |
| TEDU 440 TEDU 440. Elementary Education Practicum I. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 426. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their elementary classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail. | Elementary Education Practicum I | 1 |
| Term Hours: | 16 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| HIST 205 HIST 205. Survey of Virginia History. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the history of Virginia from the colonial era to the present. Provides foundational knowledge of Virginia government, geography and economics. Discusses not only local history, but also the commonwealth’s relationship with the United States and the world. | Survey of Virginia History | 3 |
| SEDP/EDUS 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU 441 TEDU 441. Elementary Education Practicum II. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 426 and TEDU 440. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. | Elementary Education Practicum II | 1 |
| TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: TEDU 425 or TEDU 426. Corequisites: TEDU 431 or TEDU 441. Students will examine reading problems by focusing on reading diagnosis and intervention related to classroom settings. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. Students will apply skills acquired in this course during a supervised practicum experience in the corequisite course in which students will evaluate and tutor individual students with reading difficulties. | Literacy Assessment and Intervention in the Early/Elementary Classroom | 3 |
| Term Hours: | 13 | |
| Senior year | ||
| Fall semester | ||
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula. | Integrating the Arts in Curriculum for Young Children | 2 |
| TEDU 417 TEDU 417. Early/Elementary Science Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 422, TEDU 442 and TEDU 496. An undergraduate course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the elementary classroom and the community. New materials will be examined in the light of current trends, research findings and professional recommendations. | Early/Elementary Science Methods | 3 |
| TEDU 422 TEDU 422. Early/Elementary Math Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 206, STAT 208 or STAT 210. Corequisites: TEDU 417, TEDU 442 and TEDU 496. An early and elementary mathematics methods course that focuses on the teaching of mathematics in the Pre-K through grade six classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-based mathematics lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and using math manipulatives to help students discuss their thinking. The class will help to position the pre-service teacher as a reflective decision-maker. | Early/Elementary Math Methods | 3 |
| TEDU 442 TEDU 442. Elementary Education Practicum III. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 441. Corequisites: TEDU 422, TEDU 417 and TEDU 496. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail. | Elementary Education Practicum III | 1 |
| TEDU 496 TEDU 496. Early/Elementary Social Studies Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 417, TEDU 422 and TEDU 442. The course’s design is centered on helping the Pre-K through grade six teacher examine the purpose of social studies education, the connections between the discipline of social studies and other curricular areas, and the persisting issues in social studies education in an equitable way for all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Its ultimate goal is to prepare students to understand the role of the teacher as a reflective decision-maker. | Early/Elementary Social Studies Methods | 3 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| Term Hours: | 17 | |
| Spring semester | ||
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 472 TEDU 472. Elementary Internship I (PK-2). 4 Hours.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 474 and TEDU 481. Enrollment is restricted to students with passing scores on VCLA and Praxis II. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. It also serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a pre-K/kindergarten to 2nd grade classroom. | Elementary Internship I (PK-2) | 4 |
| TEDU 474 TEDU 474. Elementary Internship II (Grades 3-5). 4 Hours.
Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 417, TEDU 422, TEDU 466 and TEDU 496. Corequisites: TEDU 472 and TEDU 481. This internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen teacher candidates’ application of theory to practice in an elementary classroom. Teacher candidates complete a full-time seven-to-eight-week placement in a 3rd through 5th grade classroom. For this internship there is sometimes an option to be placed in a sixth grade classroom as well. | Elementary Internship II (Grades 3-5) | 4 |
| TEDU 481 TEDU 481. Teaching as a Profession. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 432 or TEDU 442. Corequisites: TEDU 472 and TEDU 474; or TEDU 471 and TEDU 475. This course is a companion piece to the student internship in elementary education. Its major purposes are to cultivate the knowledge, dispositions and skills of a critically reflective practitioner into actual teaching practice. To do so, this class provides opportunities for interns to describe, analyze and evaluate the curricular, instructional and management decisions they make during their internship. The course also focuses on professionalism and ethical standards, as well as personal integrity in the teaching profession. | Teaching as a Profession | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
Non-licensure option
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. or BIOL 103 BIOL 103. Global Environmental Biology. 3 Hours.
Semester course; 3 lecture hours (delivered online). 3 credits. This course engages students in understanding biological systems through aspects of global change in the Earth’s environment. Global change is explored through the perspective of a biologist in association with social and economic concepts. Topics include climate change, population biology, ecosystems, urbanization, renewable and nonrenewable energy, air and water resources and sustainability goals. Assessments and applied activities reinforce major course concepts. Not applicable as a prerequisite for any biology course at the 200 level or higher nor for credit toward the B.S. in Biology. or BIOL 151 BIOL 151. Introduction to Biological Sciences I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or a satisfactory score on the math placement exam; and CHEM 100 with a minimum grade of B, CHEM 101 with a minimum grade of C or a satisfactory score on the chemistry placement exam. Introduction to core biological concepts including cell structure, cellular metabolism, cell division, DNA replication, gene expression and genetics. Designed for biology majors. | Biological Concepts (any satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) or Global Environmental Biology or Introduction to Biological Sciences I | 3 |
| POLI 103 POLI 103. U.S. Government and Politics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of American national government focusing on its underlying political ideas, constitutional basis, major institutions and their interaction in the determination of public policy. | U.S. Government and Politics (satisfies general education BOK for social/behavioral sciences and AOI for diversities in the human experience) | 3 |
| STAT 208 STAT 208. Statistical Thinking. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or a minimum grade of C in MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. An exploration of the use of statistics in the world around us through in-depth case studies. Emphasis is on understanding statistical studies, charts, tables and graphs frequently seen in various media sources. Some lectures involve activities centered on case studies. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. or STAT 210 STAT 210. Basic Practice of Statistics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. Designed for students who will likely take another quantitative reasoning course for which statistics may be a prerequisite. Not open to mathematical sciences or computer science majors. Topics include examining distributions, examining relationships, producing data, sampling distributions and probability, introduction to inference. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Statistical Thinking (either satisfies general education quantitative foundations) or Basic Practice of Statistics | 3 |
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections. Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 16 | |
| Spring semester | ||
| CHEM 101 CHEM 101. General Chemistry I. 3 Hours.
Semester course; 3 lecture and 1 recitation hour. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or placement into MATH 151, MATH 200 or MATH 201 by the VCU mathematics placement test within the one-year period immediately preceding the beginning of the course; and CHEM 100 with a minimum grade of B or satisfactory score on the chemistry placement exam/assessment within the one-year period immediately preceding the beginning of the course. Fundamental principles and theories of chemistry. or CHEM 110 CHEM 110. Chemistry and Society. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The basic principles of chemistry are presented through the use of decision-making activities related to real-world societal issues. Not applicable for credit toward the B.S. in Chemistry. | General Chemistry I (satisfies general education AOI for scientific and logical reasoning) or Chemistry and Society | 3 |
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| HIST 103 HIST 103. Survey of American History I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of American civilization from prehistory to Reconstruction, emphasizing the events, ideas and institutions that have shaped, influenced and defined America's place in the world. | Survey of American History I | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| MATH 361 MATH 361. Numbers and Operations. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 131, STAT 208 or STAT 210 with a minimum grade of C. Pre- or corequisite: TEDU 101. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). Ways of representing numbers, relationships between numbers, number systems, the meanings of operations and how they relate to one another, and computation within the number systems as a foundation for algebra. The course includes structured observations of elementary-level students. | Numbers and Operations | 3 |
| PHYS 101 PHYS 101. Foundations of Physics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. For non-science majors. Introduction to the fundamental ideas of physics. The course covers selected topics in mechanics, heat, optics, electricity and magnetism, and modern physics. Not applicable toward the physics major. An optional laboratory may be taken with this course; see PHYZ 101. or INSC 201 INSC 201. Energy!. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or higher MATH; or BUSN 171*, BUSN 212** or SCMA 301***; or STAT 208, STAT 210, STAT 212 or higher STAT; or satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course. A study of global energy demands, how they are being met, environmental consequences and alternative energy sources. *Formerly MGMT 171, SCMA 171; **formerly MGMT 212, SCMA 212; ***formerly MGMT 301. or INSC 300 INSC 300. Experiencing Science. 3 Hours.
Semester course; 5 studio hours. 3 credits. Prerequisites: 4 credits in biology, 3 credits in physical science, 3 credits in mathematics, and STAT 208, 210, 212, or 312. Study of the methods and processes used by scientists in investigations. Guided, active replication of great discoveries in major scientific disciplines in physical science, life science and earth science. | Foundations of Physics or Energy! or Experiencing Science | 3 |
| TEDU 390 TEDU 390. Movement Education. 3 Hours.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements. | Movement Education | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 16 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| ECON 203 ECON 203. Introduction to Economics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of economic principles, institutions and problems. The course is designed to provide basic economic understanding for students who do not expect to major in economics or in the School of Business. Not applicable for credit toward economics and business majors. Students may receive credit toward graduation for only one of the following three courses: ECON 203, ECON 205 or ECON 210. | Introduction to Economics (satisfies general education AOI for global perspectives) | 3 |
| ENVS 105 ENVS 105. Physical Geology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. A descriptive approach to physical geology dealing with the history and structure of the earth, catastrophic events and geology as it relates to the contemporary environment. An optional laboratory, ENVZ 105, may be taken with this course. or ENVS 201 ENVS 201. Earth System Science. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the processes of and linkages among the major systems that drive planet Earth. The biosphere, geosphere, hydrosphere, atmosphere and sociosphere are presented as dynamic and interdependent systems. or ENVS 301 ENVS 301. Introduction to Meteorology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes that cause weather. These include atmospheric circulations and the weather patterns that we observe. Emphasis will be placed upon the tracking and display of weather phenomena, as well as their forecast movement and impact. or ENVS 310 ENVS 310. Introduction to Oceanography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes of the world's oceans. These include the systems that impact the oceans: the hydrosphere, the atmosphere, the geosphere, the biosphere and the sociosphere. Emphasis will be placed upon hands-on techniques for understanding these systems, including online simulations and in-class activities. or PHYS 103 PHYS 103. Elementary Astronomy. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A descriptive approach to astronomy dealing with basic features of our solar system, our galaxy and the universe. Not applicable toward physics major. An optional laboratory may be taken with this course; see PHYZ 103. or URSP 204 URSP 204. Physical Geography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the interrelated systems of the earth and the physical processes that create regional differences in climate and physiography. Provides a solid foundation for better understanding human-environment interactions, such as those related to climate change, by exploring topics such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. | Physical Geology or Earth System Science or Introduction to Meteorology or Introduction to Oceanography or Elementary Astronomy or Physical Geography | 3 |
| MATH 362 MATH 362. Algebra and Functions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). This course will explore a variety of numerical topics including proportional reasoning, number theory and algebraic concepts. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description and prediction of change. Topics will be investigated through problem-solving and mathematical discourse. The course includes structured observations of elementary-level students. | Algebra and Functions | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| General education course | 3 | |
| Science lab (if taken) | 0-1 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| MATH 303 MATH 303. Investigations in Geometry. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). A study of topics in Euclidean geometry to include congruence, similarity, measurement, coordinate geometry, symmetry and transformation in both two and three dimensions. These topics will be investigated using manipulatives and computer software. | Investigations in Geometry | 3 |
| TEDU 386 TEDU 386. Children's Literature I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386. | Children's Literature I | 3 |
| TEDU 389 TEDU 389. The Teaching of Writing Skills. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course critically examines theories, techniques and strategies that contribute to proficient written expression skills in the Pre-K through grade six classroom. It emphasizes the importance of the phases of the writing process and researched-based practices in facilitating the development of written language skills. The class will also address the assessment of Pre-K through grade six student writing and how to use that information to plan effective instruction. The course includes an examination of the student’s personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course. | The Teaching of Writing Skills | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, each with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pre-K through grade 12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Early Learning and Development Standards, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 426 TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Corequisites: TEDU 413 and TEDU 440. Students will acquire an understanding of the concepts, methods and materials used to promote children’s language and literacy acquisition and development based on current theory and research with an emphasis on the interrelatedness of listening, speaking, reading and writing. Within the framework of the stages of literacy development, the course will provide a foundation in the following areas: oral language, phonological/phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Beginning teachers will be encouraged to be critically reflective practitioners as they apply reading knowledge to their unique teaching environments, curriculum and standards in order to choose the most appropriate instructional techniques for their classrooms. | Teaching Reading and Other Language Arts | 3 |
| TEDU 440 TEDU 440. Elementary Education Practicum I. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Corequisites: TEDU 413 and TEDU 426. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their elementary classroom placement. The course allows VCU teacher candidates opportunities to implement strategies and techniques that are taught in their accompanying methods classes. Students will focus on reflective practice and research-based teaching methods in the area of reading and language arts content. Graded as pass/fail. | Elementary Education Practicum I | 1 |
| Term Hours: | 16 | |
| Spring semester | ||
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| HIST 205 HIST 205. Survey of Virginia History. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the history of Virginia from the colonial era to the present. Provides foundational knowledge of Virginia government, geography and economics. Discusses not only local history, but also the commonwealth’s relationship with the United States and the world. | Survey of Virginia History | 3 |
| SEDP/EDUS 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU 441 TEDU 441. Elementary Education Practicum II. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisites: TEDU 426 and TEDU 440. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. The practicum studies reading problems by focusing on reading diagnosis and intervention related to classroom settings. The course involves evaluating and tutoring individual students with reading difficulties. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. | Elementary Education Practicum II | 1 |
| TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: TEDU 425 or TEDU 426. Corequisites: TEDU 431 or TEDU 441. Students will examine reading problems by focusing on reading diagnosis and intervention related to classroom settings. Emphasis is placed on making decisions based upon students’ individual needs and critical reflection to improve instruction. Students will apply skills acquired in this course during a supervised practicum experience in the corequisite course in which students will evaluate and tutor individual students with reading difficulties. | Literacy Assessment and Intervention in the Early/Elementary Classroom | 3 |
| Term Hours: | 13 | |
| Senior year | ||
| Fall semester | ||
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass Pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid), 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in Pre-K through grade six. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into the early childhood and elementary curricula. | Integrating the Arts in Curriculum for Young Children | 2 |
| TEDU 417 TEDU 417. Early/Elementary Science Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 422, TEDU 442 and TEDU 496. An undergraduate course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the elementary classroom and the community. New materials will be examined in the light of current trends, research findings and professional recommendations. | Early/Elementary Science Methods | 3 |
| TEDU 422 TEDU 422. Early/Elementary Math Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Prerequisites: MATH 303, MATH 361 and MATH 362; and STAT 206, STAT 208 or STAT 210. Corequisites: TEDU 417, TEDU 442 and TEDU 496. An early and elementary mathematics methods course that focuses on the teaching of mathematics in the Pre-K through grade six classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-based mathematics lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and using math manipulatives to help students discuss their thinking. The class will help to position the pre-service teacher as a reflective decision-maker. | Early/Elementary Math Methods | 3 |
| TEDU 442 TEDU 442. Elementary Education Practicum III. 1 Hour.
Semester course; 1 practicum hour (delivered online, face-to-face or hybrid). 1 credit. Prerequisite: TEDU 441. Corequisites: TEDU 422, TEDU 417 and TEDU 496. Enrollment is restricted to students enrolled in the B.S.Ed. in Elementary Education and Teaching program. A practicum that precedes student teaching/internship. Field work includes planned observations and teaching activities and lessons to small groups and full classes. Graded as pass/fail. | Elementary Education Practicum III | 1 |
| TEDU 496 TEDU 496. Early/Elementary Social Studies Methods. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 413. Corequisites: TEDU 417, TEDU 422 and TEDU 442. The course’s design is centered on helping the Pre-K through grade six teacher examine the purpose of social studies education, the connections between the discipline of social studies and other curricular areas, and the persisting issues in social studies education in an equitable way for all learners. The course will introduce students to an integrative reflective planning process and a variety of instructional strategies and materials. Its ultimate goal is to prepare students to understand the role of the teacher as a reflective decision-maker. | Early/Elementary Social Studies Methods | 3 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| Term Hours: | 17 | |
| Spring semester | ||
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Restricted electives | 10 | |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.