Education Studies Courses

• 201 Education Inquiry: First Tutorial. 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 as spheres of inquiry.
• 202 Learning and Teaching: Second Tutorial. 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.
• 203 Contemporary/Historical Issues in Education. 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.
• 217 Literacy Seminar (ENGL 217, JPS 217, PSY 217, SOAN 217, WMST 217). 2.
  Students are trained as literacy tutors and spend four hours per week tutoring in community literacy programs. Wider issues of literacy and related problems are considered. CR/NC.
• 301 Field Study in Cross-Cultural Education. 4.
  Usually taken during the study abroad experience. Athletes and adult learners work with diverse populations in the local area. Examination of educational issues pertinent to the location in which the student is studying through readings, interviews, and a 72-hour internship. Students will be required to complete work and attend preparatory meetings the semester before they actually enroll in the course.

NOTE: The following four courses--306/7/8/9--are taken concurrently to provide systematic study of integrating methods of teaching reading, language arts, science, social studies, mathematics, and the arts. Lesson design and social curriculum are included in an interdisciplinary elementary classroom environment prepared for adult teacher preparation. Students are required to attend preparatory meetings the semester before they enrol in this sequence of courses.

• 306 Seminar in the Processes of Elementary Teaching I. 4.

• 307 Seminar in the Processes of Elementary Teaching II. 4.
  
• 308 Seminar in the Processes of Elementary Teaching III. 4.
  
• 309 Seminar in the Processes of Elementary Teaching IV. 4.
  
• 312 Seminar in the Processes of Secondary and K-12 Teaching. 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 presentation is emphasized.
• 313 Seminar in the Processes of Secondary and K-12 Teaching: Theory into Practice. 4.
  A co-requisite of ED 312, students enrolled in ED 313 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 40-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 as they also re-examine themselves as educators.
• 410 Elementary Student Teaching Seminar. 4.
  Integrated with student teaching (EDUC 440). Reflection on student teaching experience and help with individual needs. Emphasis on appropriate materials and methods for elementary level.
• 420 Secondary Student Teaching Seminar. 4.
  Integrated with student teaching (EDUC 440). Reflection on student teaching experience and help with individual needs. Emphasis on appropriate materials and methods for secondary and K-12 school levels.
• 440 Student Teaching. 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.

  Application for student teaching must be made by March 1 preceding the year in which the student expects to do student teaching. Acceptance into student teaching is based on a continuous 2.50 overall grade-point average and support from both major departments. Student teachers may not take additional credits, participate in a varsity sport in season, or work part-time without written permission from the department. Initial licensure is contingent upon successfully completing both majors, the student teaching program, and relevant components of the national Praxis examination. CR/NC.

• 450 Special Topics. 4.
  Also offered at the 250 and 350 levels. Examples: Conflict Resolution with Children; Education and the Religious Quest for Meaning.
• 460 Independent Study and Research. 1-4.
  Also offered at the 260 and 360 levels. Independent study and research with appropriate faculty direction.
• 470 Senior Thesis. 4.
  
• 490 Departmental Honors. 4-8.
  Credit to be determined.
• Licensure Only:
  Individuals who hold a Bachelor's degree may complete teaching licenses in each of the three licensure tracks. Coursework in addition to the Education Studies program may be required.