Teachers touch the future, so Presbyterian College prepares its education majors to ensure that the future is in good hands. Our education degree is built on a solid base of knowledge, including psychology, fine arts, health, mathematics, and speech. Students begin in their junior year with practical experience which provides real world experience through actual in-school visits, class participation, and teacher observation, and they engage in classroom instruction on a selected topic.

201. Introduction to Education (3)
Extensive treatment of the social, political, economic, and philosophical influences that have shaped American education will be covered in
this course.

202. History of Education (3)
The evolution of educational theories and philosophies with particular emphasis on their impact upon educational developments in the United States. (Fall)

258. Special Topics (1-6). See page 37 in Book of Majors.

391, 392, 393. Practicum (1, 1, 1) (Prereq: acceptance into Teacher Education Program required prior to EDUC 393.)
The three practicum experiences comprise the fieldwork component of the Teacher Education Program. Fieldwork totals 100 hours and is conducted in school settings. Seminars include School-to-Work, mentoring, shadowing, service learning, legal issues, assessment, etc.

442. Directed Studies (1-3). See page 36.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 37.
446. Readings. See page 37.
448. Research. See page 37.
450. Seminar. See page 37.
452. Special Projects. See page 37.
458. Special Topics. See page 37.

Early Childhood Education (EDEC)

303. Early Childhood Education Curriculum (3)
This course will provide an overview of types of programs for young children with emphasis on the history of early childhood education,
current trends, and issues. Other areas of focus will include analysis of classroom design, selection of appropriate materials for young children, instructional planning, guidance, developmentally appropriate assessment, referral sources, modifications for children with disabilities, and parent/home relationships and communication. (Fall)

305. Science Methods and Materials for Young Children (3) (Prereq: EDEC 303)
This course focuses on the content, methods, and materials for teaching science to young children (Pre-K through 3rd grade). Teacher candidates will use early childhood science standards, developmentally appropriate pedagogies, and a variety of assessment strategies in designing, implementing, and evaluating science experiences in early childhood settings. Classroom management strategies, safety considerations, family and community connections, and the use of technology will also be addressed. (Fall)

306. Social Studies Methods and Materials for Young Children (3) (Prereq: EDEC 303 and 305)
This course focuses on the content, methods, and materials for teaching social studies to young children (Pre-K through 3rd grade). Teacher candidates will use early childhood social studies standards, developmentally appropriate pedagogies, and a variety of assessment strategies in designing, implementing, and evaluating integrative social studies experiences in early childhood settings. Classroom management strategies, family and community connections, and the use of technology will also be addressed. A minimum grade of “C” is required. (Fall)

310. Literature for the Young Child (3)
This course will provide a survey of literature for children, acquaintance with outstanding authors and illustrators in the field and genres of literature, experiences in evaluating and selecting appropriate literature for children, and techniques for presenting literature to children and integrating it across the curriculum.

311. Reading Methods and Materials for Young Children (3)
This course will provide undergraduate students content knowledge and experiences in developing a literacy program for young children, ages birth to eight years (or third grade). The content will focus on language development; cultural and linguistic diversity; appropriate strategies for fostering emergent literacy; appropriate formal leaning experiences in reading, writing, speaking and listening; and varied assessment strategies. Students will study various methods of primary grade instruction, including but not limited to, phonics; language experience; literature-based, shared-book experience; and the writing process. Students will also have opportunities to engage young children in literacy activities through field-based experiences. A minimum grade of “C” is required. (Fall)

312. Math Methods and Materials for Young Children (3) (Prereq: MATH 200)
Students will be provided content knowledge and experiences for developing a mathematics program for young children, ages birth to eight years (or third grade). The content will focus on development of mathematical concepts during preoperational and concrete operational stages, inquiry approach to mathematics, use of concrete materials to teach mathematics concepts, communication of mathematics ideas through speaking and writing, and the integration of mathematics with other curriculum areas. Students will also have opportunities to engage young children in math activities through field-based experiences. (Fall)

313. Developing Readers and Writers (3) (Prereq: EDEC 311, EDMS 342, EDSD 403, or SPED 305)
This course builds on the knowledge, skills, and dispositions acquired in EDEC 312, Reading Methods and Materials for Young Children. The content focuses on effective pedagogy for early and fluent readers and writers; developmentally appropriate literacy materials and experiences; cultural and linguistic diversity; and diagnosis and remediation for struggling readers and writers. Candidates will have the opportunity to engage early and fluent readers and writers in literacy activities through fieldbased experiences. (Fall)

398. Honors Research (3-6). See page 37.
Available for students during the junior and senior years, with approval of the departmental faculty. Students with a 3.2 GPA in all courses and a 3.4 GPA in major courses may undertake an Honors Research Program. Oral and written presentations of the results of the project will be required. Students who successfully complete the departmental Honors Research program will graduate with honors in the major discipline. (Fall or Spring)

408. (Observation/Assessment)
409. (Planning)

410. (Teaching) Directed Teaching in Early Childhood Education (3, 3, 6)
Provides for directed and closely supervised performance of student teachers in the full range of duties of classroom teachers. Regular seminars and personal conferences are an integral component of the course. A minimum grade of “C” is required to receive the College’s recommendation for certification. Enrollment is limited to seniors enrolled in the Teacher Education Program who have met all prerequisites.

442. Directed Studies. See page 36.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 37.
446. Readings. See page 37.
448. Research. See page 37.
450. Seminar. See page 37.
452. Special Projects. See page 37.
458. Special Topics. See page 37.

Middle School Education (EDMS)

340. Teaching Adolescents (3)
Middle-level teacher candidates learn about the educational implications of the developmental period of early adolescence. The focus is learning about and applying models of effective teaching, learning, and schooling for this age group. The role of middle level teachers on the healthy development of young adolescents is discussed. (Fall)

341. Middle School Philosophy and Organization (3)
This course will explore the historical perspective of middle schools and programs and examine current trends and issues in middle-level schooling, curriculum, and research. Effective programs and practices in the middle school are explored. (Fall)

342. Interdisciplinary Connections through Reading and Writing (3)
The focus of this course is the active engagement of students as readers and writers across the content areas. Students evaluate texts and learn ways to make reading and writing more meaningful for middle-level learners. A minimum grade of “C” is required.

350. Literacy Technology and Instruction (3)
This course is designed to assist teacher candidates with the necessary skills to develop instructional practices that will allow them to incorporate technologies successfully into their classrooms. Projects might include web pages, web quests, computer-based grade books, newsletters, book making, etc. (Spring)

398. Honors Research (3-6). See page 44.
Available for students during the junior and senior years with approval of the departmental faculty. Students with a 3.20 GPA in all courses and a 3.40 GPA in major courses may undertake an honors research program. Oral and written presentations of the results of the project will be required. Students who successfully complete the departmental honors research program will graduate with honors in the major discipline. (Fall or Spring, or Fall and Spring)

400. Middle School – Language Arts Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level language arts. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level language arts students, classes, teams, and teachers. Teacher candidates will use middle-level language arts standards, pedagogy, and assessments. This course is team-taught with education faculty, arts and science faculty, and classroom teachers. (Fall)

401. Middle School – Social Studies Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level social studies. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level social studies students, classes, teams, and teachers. Teacher candidates will use middle-level social studies standards, pedagogy, and assessments. This course is team-taught with education faculty, arts and science faculty, and classroom teachers. (Fall)

402. Middle School – Science Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level science. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level science students, classes, teams, and teachers. Teacher candidates will use middle-level science standards, pedagogy, and assessments. This course is team-taught with education faculty, arts and science faculty, and classroom teachers. (Fall)

403. Middle School – Math Methods (2) (Prereq: EDMS 341, 342; seniors status)
A study of content-specific methodology for middle-level math. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level math students, classes, teams, and teachers. Teacher candidates will use middle-level math standards, pedagogy, and assessments. This course is team-taught with
education faculty, arts and science faculty, and classroom teachers. (Fall)

410. Middle School (Observation/Assessment)
411. Middle School (Planning)

412. Middle School (Teaching) Directed Teaching in Middle-School Education (3, 3, 6) (Prereq: EDUC 393)
This course provides for directed and closely supervised performance in the full range of duties of a middle-school teacher. Conducted in cooperating middle schools and accompanied by conferences and seminars. Students observe, assess, plan, and teach. A minimum grade of “C” is required to receive the College’s recommendation for certification. Limited to seniors who have been accepted into the Teacher Education Program and who have met all prerequisites. (Spring)

442. Directed Studies. See page 36.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 37.
446. Readings. See page 37.
448. Research. See page 37.
450. Seminar. See page 37.
452. Special Projects. See page 37.
458. Special Topics. See page 37.

Secondary Education Certification (EDSD)

301. Principles and Philosophies of Education (3) (Prereq: EDUC 391)
Analysis of the organizational structure, curriculum development, and social influences that shape American “secondary” education as they affect the classroom teacher. (Fall)

302. Methods and Materials of High School Teaching (3)
Limited to those students seeking the professional teaching certificate. A consideration of current theories, methods, and materials of secondary school instruction including the development of instructional practices and materials appropriate for the secondary school and familiarization with curriculum materials. Activities and topics are individualized according to the teaching programs of those enrolled. Sections EDSD 302A-J are offered, reflecting teaching candidate major program areas. A minimum grade of C is required. (Fall)

313. Adolescent Literature (3) (Prereq: ENGL 110-111; cross-listed with English; required for certification in English education)
A survey of adolescent literature (including print and nonprint media) and informational materials suited to the use of junior and senior high school students. Attention given to reading interests and needs of the adolescent. Also considered is the relation of the teacher to the school library program or media center and current trends in teaching with books. (Fall, even years)

381. The Teaching of Composition (3) (Prereq: ENGL 110-111; cross-listed with English; required for certification in English education)
Beginning with a brief review of grammar, the course introduces future secondary English teachers to composition theory and the teaching of writing. Students will gain practical experience in working individually with students and grading essays. (Fall, odd years)

398. Honors Research (3-6) See page 44.
Available for students during the junior and senior years, with approval of the departmental faculty. Students with a 3.2 GPA in all courses and a 3.4 GPA in major courses may undertake an Honors Research Program. Oral and written presentations of the results of the project will be required. Students who successfully complete the departmental Honors Research program will graduate with honors in the major discipline. (Fall or Spring)

400. (Observation/Assessment)
401. (Planning)

402. (Teaching) Directed Teaching In the Secondary School Education (3, 3, 6)
A program of supervised observation and teaching in cooperation with selected secondary schools in which opportunities are provided for the student to practice the skills of teaching. A minimum grade of “C” is required to receive the College’s recommendation for certification. Enrollment is limited to seniors enrolled in the Teacher Education Program who have met all prerequisites.

403. Reading in the Secondary School (3)
Required for certification in all secondary areas. Emphasis placed on methods and techniques that teachers can use to teach the content area comprehension. (Fall)

442. Directed Studies. See page 36.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 37.
446. Readings. See page 37.
448. Research. See page 37.
450. Seminar. See page 37.
452. Special Projects. See page 37.
458. Special Topics. See page 37.

Special Education/Learning Disabilities (SPED)

305. Reading for Special Education Students (3) (Prereq: SPED 371)
This course will emphasize the instructional strategies effective for teaching: speaking, writing, listening, and reading to handicapped students. The course will offer exposure to and experience with transactional reading, basal reading, and special instructional approaches for high-risk, bilingual, and semantically/syntactically diverse language patterns. (Fall)

371. The Exceptional Child (3)
An introductory course surveying all exceptionalities, introduction to and definitions of each area, incidence, characteristics, educational procedures, and resources as well as the causes of educational, social and psychological problems in each area. (Spring)

372. Methods and Materials for Students with Learning Disabilities (3) (Prereq: admission into teacher program)
This course will expose the candidates to an array of teaching methodologies, strategies, and techniques to enhance the academic, social, and emotional performances of students with learning disabilities. This course will survey the pedagogic aspects of learning disabilities. Candidates who complete this course will employ the assessment-teaching process, learn to find the perceptual processing breakdown points, acquire a variety of teaching strategies, and develop a knowledge base to use each strategy. (Spring)

398. Honors Research (3-6). See page 44.

434. The Nature of Learning Disabilities (3) (Prereq: SPED 371)
This introductory course deals with the characteristics of children and adults with identified, specific learning disabilities. The content of the course will include appropriate multi-factored evaluation procedures, effective planning of long-term goals and short-term objectives, classroom management techniques, and current best practices in curricular intervention techniques. (Fall)

442. Directed Studies. See page 36.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 37.
446. Readings. See page 34.
448. Research. See page 37.
450. Seminar. See page 37.
452. Special Projects. See page 37.
458. Special Topics. See page 37.

Early Childhood Education (PDF)