education<strong>Sweet</strong> <strong>Briar</strong> <strong>College</strong>EDUC 225 (3)–Literacy Development IPrerequisite: EDUC 103. This course will explorecurrent philosophies, assessment strategies, methods,and resources to support literacy developmentfor emergent, beginning, transitional, and specializedreaders. This course will develop the skillsrequired to administer and analyze early literacyscreenings, diagnostic spelling analyses, informalreading inventories, running records, readabilityand fluency ratings, and writing assessments.Particular attention will be given to assessmentoptions and techniques that provide the rationalefor instruction of individual students and enhancetheir progress through the stages of literacy development.Field experience in a public school settingis required.EDUC 227 (3)–Literacy Development IIPrerequisite: EDUC 225. This course will examineprinciples, strategies, and resources used indeveloping a balanced literacy program for theelementary classroom based on assessment philosophiesand techniques introduced in LiteracyDevelopment I. This course focuses on correlatingindividual assessment results with research-basedmethods for teaching reading, phonics, phonologicalawareness, word study, comprehension, fluency,and writing. Designing developmentally appropriateliteracy lessons to meet a range of readinesslevels, interests, and learning styles is a majoremphasis. Field experience in a public school settingis required.EDUC 233 (3)–Reading in Content AreasPrerequisite: EDUC 103. Examines problemsencountered by middle and secondary schoolteachers in dealing with particular content areareading problems. Focus is on topics such asvocabulary development comprehension, criticalwriting and reading, study skills, and adaptinginstruction for students with special needs.Also included are strategies for developmentand planning of lessons and units of study. Fieldexperience in a public school setting is required.EDUC 261 (1, 2, or 3)–Directed StudyPrerequisites: One EDUC course and permissionof the instructor. The study of introductorylevel material by an individual student or by asmall group of students under the immediatesupervision of a faculty member.EDUC 313 (3)–Adapting for DiverseLearners in General Education K-12Prerequisite: EDUC 211. This course focuseson creating responsive environments, planningand organizing instruction, and various educationalapproaches for diverse learners with mild/moderate disabilities. It is designed to providepre-service teachers with specific strategies andknowledge of materials which are important inmeeting the needs of students with mild disabilitiesin a variety of classroom settings.EDUC 316 (3)–Classroom Management:Techniques and Interventions K-12Prerequisite: EDUC 211. This course providesstudents with an understanding of behaviormanagement strategies and skills needed foreffective school and classroom management.Focus is on functional behavioral assessmentsand individualized interventions. This coursewill also address how the legal system and itsresources can interact with the school system tosuccessfully deal with behavior issues.EDUC 322 (3)–Assessments in SpecialEducation General Curriculum K-12Prerequisite: EDUC 313. This course addressespsycho-educational assessment instruments,procedures used to determine eligibility, andinstructional planning based on evaluationresults for students in special education generalcurriculum K-12. Emphasis will be placed onadministration of formal and informal assessments,interpretation of results, and formulationof individual educational plans based on assessmentresults.EDUC 355 (3)–Models of TeachingPrerequisite: Acceptance into the TeacherEducation Program. This course focuses on thevariety of instructional models available for theK-12 classroom. Students practice implementingand assessing these models in a field experiencesetting.EDUC 361 (1, 2, or 3)–Special StudyPrerequisites: 100-level EDUC course and permissionof the instructor. The study of an intermediatelevel topic by an individual student orby a small group of students under the immediatesupervision of a faculty member.90
<strong>2010</strong>-<strong>2011</strong> Catalog englishEDUC 377 (1, 2, or 3)–InternshipPrerequisites: Acceptance to Teacher EducationProgram and permission of department chairand dean. Provides a formative experiencefor students in teacher licensure programs. Aninternship in a public or private school settingprovides students with opportunities to explorethe “real world” of teaching through intensiveclassroom experience. Requires 120 hoursof supervised field experience. This course isgraded P/CR/NC only.EDUC 410 (3)–Transition, Collaboration,and Consultation in Special Education K-12Prerequisite: EDUC 322. This course providesan understanding of the transition process asdefined by IDEA and the skills needed to implementan effective transition plan. This coursealso builds an understanding of collaboration,the collaborative team, and the roles and responsibilitiesof each team member as well as appropriatestrategies for consulting with generaleducators, parents, and other resource agencies.Field experience required.EDUC 416 (3)–Curriculum, Instruction,and AssessmentPrerequisite: Acceptance into the TeacherEducation Program. An introduction to thebasic concepts and issues related to the development,design, and implementation of K-12curricula. This course will address techniques forassessing student performance.EDUC 450 (3)–Mentor Teacher/ClinicalFaculty DevelopmentPrerequisite: Open only to special studentswho meet the VACTE/ATE-VA Standardsfor Teacher Education Clinical Faculty.This course is presented collaboratively withRandolph-Macon Woman’s <strong>College</strong> and localschool divisions. The goal of the course is toprepare teachers to serve as mentors to firstyear teachers and as cooperating teachers (clinicalfaculty) to pre-service teachers. Coursecontent includes characteristics of beginningteachers and effective teaching, skills of mentoring,reflective decision making, observationand feedback strategies, and the action researchprocess. This course is offered only on a P/CR/NC grading option.EDUC 461 (1, 2, or 3)–Independent StudyPrerequisites: One 100-level EDUC course,one 200-level EDUC course, permission ofthe instructor, and junior or senior standing.Pursuit of an upper level research project determinedin advance by the student in consultationwith a faculty member who will act as the sponsor.EngineeringSee Department of Physics and Engineering onpage 169.EnglishThe English Department at <strong>Sweet</strong> <strong>Briar</strong><strong>College</strong> promotes the study of literature,creative and critical writing, and film. Ourimmediate objectives are to teach students toread with understanding and to write withclarity and precision. By stressing imaginativethinking and interpretive rigor we encouragethem to become intellectually independent.All students read a wide variety of literaturewritten in English including works from differenthistorical periods, literary genres, andEnglish-speaking cultures. They also study awide variety of critical viewpoints and interpretivestrategies. In this way they gain a largerhistorical perspective as well as the criticalskills and cultural awareness needed in a globalcommunity. To supplement <strong>Sweet</strong> <strong>Briar</strong>’s program,we urge qualified students to spend atleast a part of their junior year in the exchangeprograms at the University of London or theUniversity of St. Andrews in Scotland or toparticipate in summer study in the VirginiaProgram at Oxford University.Creative writing students work in a varietyof genres: fiction, poetry, and creative nonfiction.They participate in workshops thatemphasize specificity, precision, and heightenedediting skills, with publication as a desir-91
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