EDUC 150. Special Topics Credits: 4. May also be offered at 250, 350 and 450 levels.
EDUC 201. Philosophical and Ethical Reflection in Education Credits: 4. Discovery of questions and issues which concern educators, inquiry into how these questions and issues have been and are being approached by others and search for one’s own reflective understanding. Focuses on the self, the educational community and the library/educational research methodologies as spheres of inquiry.
EDUC 202. Educational Psychology in Classrooms Credits: 4. An interdisciplinary introduction to learning and teaching. Theories of knowledge, development and learning provide a context for experiences with individual students in the schools, interviews with Guilford faculty and observation and analysis of learning processes. A minimum of 5 hours of fieldwork in the public schools is required. Prerequisite: PSY 224 or may be taken concurrently with PSY 224.
EDUC 203. Contemporary/Historical Issues in Education Credits: 4. Analysis of contemporary social, cultural and political issues in education within an historical context. Action research based on 20 hours of fieldwork is required. Fulfills social science requirement.
EDUC 260. Independent Study Credits: 1-4. May also be offered at 360 and 460 levels.
EDUC 290. Internship Credits: 1-4. May also be offered at the 390 level.
EDUC 302. Field Study in Cross-Cultural Education Credits: 4. Combines coursework with a 50-hour cross-cultural internship to deepen students’ understanding of both their own and others’ cultures. Students may choose to travel abroad or to work locally to complete the cross-cultural fieldwork requirement. Students who choose to travel abroad may complete the course work (e.g, readings, papers, etc.) for EDUC 302 either from their overseas location or upon their return to the United States the following semester. With prior approval from the department, students who do their field work locally may also complete their field work prior to or simultaneously with enrollment in the course.
EDUC 306. Processes in Teaching Elementary School Science Credits: 4. May be taken separately from or in combination with the EDUC 307, EDUC 308, and 309 block. Prerequisites: successful completion (a grade of C or better) in EDUC 201, EDUC 202, and EDUC 203; completion of natural science and math requirement or equivalent lab science.
EDUC 307. Literacies Across the Curriculum Credits: 4. This course includes the study of how teachers facilitate the development of literacy skills in the language arts with elementary school-aged children. Corequisites: EDUC 308 and EDUC 309.
EDUC 308. Internship in Leadership, Collaboration and Community Credits: 4. This course includes an internship that involves working two days a week in a public school classroom for 15 weeks. Unless the candidate is a full-time employee of the public school system, Guilford faculty will make placements for the internship in one of the college's partner schools. Corequisites: EDUC 307 and EDUC 309.
EDUC 309. Planning for Teaching and Learning Credits: 4. Develops candidates’ professional skills, knowledge and dispositions in instructional planning, assessment and classroom management. Corequisites: EDUC 307 and EDUC 308.
EDUC 312. Seminar in the Processes of Secondary and K-12 Teaching Credits: 4. Study of school structures and curricula; study and practice of methodologies appropriate to specialty areas and to integrated curricula. A focus on lesson planning, development and classroom presentation is emphasized. Corequisite: EDUC 313.
EDUC 313. Seminar in the Processes of Secondary and K-12 Teaching: Theory into Practice Credits: 4. Students begin to combine their understanding of lesson planning on the secondary level with lesson planning and teaching while focusing on the integration of pedagogical content knowledge. Students also become immersed in the public schools during a 50-60-hour internship where they have opportunities to learn about the secondary school culture and begin to interact with and teach students in the secondary schools and re-examine themselves as educators. Corequisite: EDUC 312.
EDUC 410. Elementary Student Teaching Seminar Credits: 4. Integrated with student teaching (EDUC 440), this course provides reflection on the student-teaching experience and help with individual needs. Emphasis on appropriate materials and methods for the elementary level. In addition, student teachers complete certain assignments related to state requirements. Corequisite: EDUC 440.
EDUC 420. Secondary Student Teaching Seminar Credits: 4. Integrated with student teaching (EDUC 440), this course provides reflection on the student-teaching experience and help with individual needs. Emphasis on appropriate materials and methods for secondary and K-12 school levels. In addition, student teachers complete certain assignments related to state requirements. Corequisite: EDUC 440. This course is only offered in the fall.
EDUC 440. Student Teaching Credits: 12. Observation and directed teaching in area of licensure, supervised by the school’s cooperating teacher and college personnel. There is a final two-week capstone experience at the conclusion of student-teaching. During the capstone, students reflect on their student teaching experience in relationship to their theoretical and philosophical grounding. They also explore leadership roles that they may take in the future. Prerequisites: senior standing and completion of major courses. Corequisite: EDUC 410 or EDUC 420. Note: for secondary education majors, this course is only offered in the fall. CR/NC.
EDUC 470. Senior Thesis Credits: 4. NOTE: Student teachers may not take additional credits, participate in a varsity sport in season or work without written permission from the department.
EDUC 490. Departmental Honors Credits: 4-8.
Licensure Only: Individuals who hold a bachelor’s degree from a four-year, regionally accredited college or university may complete teaching licenses in each of the five licensure tracks. Licensure Only students typically complete just the courses listed for an education student's major; however, additional coursework may be required. For licensure only in Secondary or K-12 licensure areas, if the first degree is not in English, history, Spanish or French, the additional coursework may be extensive.
Secondary Social Studies: must complete one 200–level or above HIST course at Guilford. Students who completed an upper-division history research seminar at another accredited college or university may petition the Department of History to waive this requirement. Secondary English: must complete at least one 300-level or above ENGL course at Guilford. If the previous degree is more than five years old, the English department strongly recommends ENGL 200 Introduction to Literary Studies. Licensure Only students are exempt from PRAXIS I if their cumulative grade-point average for their first degree is 2.75 or greater. Guilford’s cumulative grade-point average does not count towards exemption from PRAXIS.