Early Childhood and Teaching (PK-3), B.S.Ed. - School of Education

About The Program

Ignite a love of learning in young children, whether you choose to teach in schools or daycare/preschool settings. You'll learn how important development is for these children and how they learn, and you'll also learn about the role of the family and society in education.Our program emphasizes working with young learners in inclusive settings and the value of play in early childhood learning environments. You'll also learn how to be advocates for children to ensure equitable learning opportunities.

Career Paths

Preschool Teacher
Kindergarten Teacher
Elementary School Teacher (Grades 1-3)
Special Education Teacher
Teacher's Assistant/Paraprofessional
Early Childhood Program Director
Childcare Center Director
Educational Consultant
Curriculum Developer
Nanny or Private Tutor
Family Support Specialist
Educational Administrator
Reading Specialist
After-School Program Coordinator
Child Life Specialist

At a Glance

Degree Earned

Bachelor of Science in Education (B.S.Ed.)

Credits: 120

Application Deadlines

November 1: scholarship consideration

January 16: first-year students

March 15: 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.

Degree Requirements

Special requirements

Students must have received a minimum grade of C in all required education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU).
Students must have received a minimum grade of C in all prerequisite courses for all required upper-level education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU).
Required education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU) in which students earn a grade of D or F must be repeated.
Students must achieve a 2.8 GPA to be admitted to teacher preparation and a 3.0 GPA to be admitted to clinical internship.

Degree requirements for Early Childhood Education and Teaching, Bachelor of Science in Education (B.S.Ed.)

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
or PSYC 301 PSYC 301. Child Psychology. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. A study is made of the growth and development of the child until puberty. Childlike is viewed in terms of physical, mental, social, emotional and educational factors. PSYC 304 Life Span Developmental Psychology also may not be taken for credit.	Child Psychology
or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit.	Life Span Developmental Psychology
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. 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, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, both with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pk-12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Foundation Blocks for Early Learning, 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
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	3
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	3
TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours. Semester course; 3 lecture hours. 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 385 TEDU 385. Teaching Writing Through Children’s Literature. 3 Hours. Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will focus on the art of teaching writing through the use of quality children’s literature. The course is designed to give students an appreciation of the value of children’s literature, examine current trends and explore the use of literature across the genres as tools for developing readers and writers. In addition, students will learn to construct a successful community of writers in PK and elementary classrooms. Students will critically examine theory, techniques and strategies in the context of how children learn to think and write. A focus on pedagogical and rhetorical theory will include an examination of personal writing processes.	Teaching Writing Through Children’s Literature	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. 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 5th grade. 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 early childhood curriculum.	Integrating the Arts in Curriculum for Young Children	2
or ARTE 301 ARTE 301. Art for Elementary Teachers. 3 Hours. Continuous courses; 1 lecture, 1 seminar and 2 studio hours. 3-3 credits. Prerequisite: completion of ARTE 301 to enroll in ARTE 302. The nature of art and its function in the lives of individuals and society is considered in addition to materials and methods for guiding the visual expression of children.	Art for Elementary Teachers
TEDU 416 TEDU 416. Math/Science Methods for Early Childhood Education. 4 Hours. Semester course; 3.5 hour lecture and .5 hours field experience hours. 4 credits. A combined math and science early and elementary methods course that focuses on the teaching of mathematics and science in a PK through 3rd grade class. The course is a lecture/ hands-on course connected with a practicum experience in a local PK-3rd grade classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-centered mathematics and science lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and hands-on experiences to help students develop their understanding of abstract math and science concepts. The class will help to position the pre-service teacher as a reflective decision-maker.	Math/Science Methods for Early Childhood Education	4
TEDU 425 TEDU 425. Emergent and Early Literacy. 3 Hours. Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an introduction to the theories, concepts, pedagogical approaches, methods and materials used to promote early literacy acquisition and development. Within the framework of the stages of literacy development, students will develop competency in the components of emergent literacy, including language development, phonological and phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Application of course content in preschool and early elementary classrooms will encourage critical reflection on pedagogical approaches as students meet the diverse language and learning needs of young children ages birth to 8.	Emergent and Early Literacy	3
TEDU 430 TEDU 430. Early Childhood Education Practicum I. 1 Hour. Semester course; 1 practicum hour. 1 credit. Corequisites: TEDU 413 and TEDU 425. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. This practicum experience provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their early childhood or classroom placement. This 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.	Early Childhood Education Practicum I	1
TEDU 431 TEDU 431. Early Childhood Education Practicum II. 1 Hour. Semester course; 1 practicum hour. 1 credit. Prerequisites: TEDU 425 and TEDU 430. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. This 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.	Early Childhood Education Practicum II	1
TEDU 432 TEDU 432. Early Childhood Education Practicum III. 1 Hour. Semester course; 1 practicum hour. 1 credit. Prerequisite: TEDU 431. Corequisites: TEDU 416 and TEDU 490. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood 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.	Early Childhood Education Practicum III	1
TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 425 or TEDU 426. Corequisite: 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. Throughout the semester, students will develop skills as an educator who is a critically reflective practitioner using the VCU School of Education conceptual framework as a guide. 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 471 TEDU 471. Internship I (PK-K). 4 Hours. Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 475 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including 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 early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a PK/K classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.	Internship I (PK-K)	4
TEDU 475 TEDU 475. Internship II (Grades 1-3). 4 Hours. Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 471 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including 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 early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a grade 1-3 classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.	Internship II (Grades 1-3)	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 490 TEDU 490. Social Studies Methods for Early Learners. 2 Hours. Semester course; 1.75 lecture and .25 field experience hours. 2 credits. This course’s design is centered on helping the pre-service PK-3 early childhood/elementary teacher examine the purpose of social studies education, the connections between social studies and other curricular areas, and the persisting issues in social studies education, and to do it 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.	Social Studies Methods for Early Learners	2
Ancillary 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 (either satisfies general education quantitative foundations)	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 (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 hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or satisfactory score on 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 152, PHYZ 101, PHYZ 103, CHEZ 101, CHEZ 110, ENVZ 105 and URSZ 204.

The minimum number of credit hours required for this degree is 120.

Plan of Study

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.

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
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. 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.Play course video for Focused Inquiry I 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 Focused Inquiry I	Focused Inquiry I (satisfies general education UNIV foundations)	3
General education course		3
Science lab (if taken)		1
	Term Hours:	16
Spring semester
CHEM 101 CHEM 101. General Chemistry I. 3 Hours. Semester course; 3 lecture and 1 recitation hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or satisfactory score on 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
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
UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.Play course video for Focused Inquiry II 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
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. or PSYC 301 PSYC 301. Child Psychology. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. A study is made of the growth and development of the child until puberty. Childlike is viewed in terms of physical, mental, social, emotional and educational factors. PSYC 304 Life Span Developmental Psychology also may not be taken for credit. or PSYC 304 PSYC 304. Life Span Developmental Psychology. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. Reviews the basic concepts and principles of physical, cognitive and social development at each major stage of life-prenatal, infancy, toddlerhood, preschool, middle childhood, adolescence, adulthood and old age. Consideration is given to the study of development at each stage of life and to different theoretical explanations for development. PSYC 301 Child Psychology may not also be taken for credit.	Human Development and Learning or Child Psychology or Life Span Developmental Psychology	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
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
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
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
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	3
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 385 TEDU 385. Teaching Writing Through Children’s Literature. 3 Hours. Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course will focus on the art of teaching writing through the use of quality children’s literature. The course is designed to give students an appreciation of the value of children’s literature, examine current trends and explore the use of literature across the genres as tools for developing readers and writers. In addition, students will learn to construct a successful community of writers in PK and elementary classrooms. Students will critically examine theory, techniques and strategies in the context of how children learn to think and write. A focus on pedagogical and rhetorical theory will include an examination of personal writing processes.	Teaching Writing Through Children’s Literature	3
TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours. Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, both with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pk-12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Foundation Blocks for Early Learning, diversity, assessment, planning and creating positive learning environments.	Curriculum Methods and Instructional Models	3
TEDU 425 TEDU 425. Emergent and Early Literacy. 3 Hours. Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides an introduction to the theories, concepts, pedagogical approaches, methods and materials used to promote early literacy acquisition and development. Within the framework of the stages of literacy development, students will develop competency in the components of emergent literacy, including language development, phonological and phonemic awareness, phonics, fluency, comprehension, vocabulary and writing. Application of course content in preschool and early elementary classrooms will encourage critical reflection on pedagogical approaches as students meet the diverse language and learning needs of young children ages birth to 8.	Emergent and Early Literacy	3
TEDU 430 TEDU 430. Early Childhood Education Practicum I. 1 Hour. Semester course; 1 practicum hour. 1 credit. Corequisites: TEDU 413 and TEDU 425. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. This practicum experience provides an opportunity for students to observe, learn from and interact with effective school-based educators and students in their early childhood or classroom placement. This 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.	Early Childhood Education Practicum I	1
	Term Hours:	16
Spring semester
3.0 GPA required for admission to clinical internship
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	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
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 431 TEDU 431. Early Childhood Education Practicum II. 1 Hour. Semester course; 1 practicum hour. 1 credit. Prerequisites: TEDU 425 and TEDU 430. Corequisite: TEDU 466. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood Education and Teaching program. This 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.	Early Childhood Education Practicum II	1
TEDU 466 TEDU 466. Literacy Assessment and Intervention in the Early/Elementary Classroom. 3 Hours. Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 425 or TEDU 426. Corequisite: 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. Throughout the semester, students will develop skills as an educator who is a critically reflective practitioner using the VCU School of Education conceptual framework as a guide. 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:	16
Senior year
Fall semester
TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours. Semester course; 3 lecture hours. 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. 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 5th grade. 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 early childhood curriculum. or ARTE 301 ARTE 301. Art for Elementary Teachers. 3 Hours. Continuous courses; 1 lecture, 1 seminar and 2 studio hours. 3-3 credits. Prerequisite: completion of ARTE 301 to enroll in ARTE 302. The nature of art and its function in the lives of individuals and society is considered in addition to materials and methods for guiding the visual expression of children.	Integrating the Arts in Curriculum for Young Children or Art for Elementary Teachers	2
TEDU 416 TEDU 416. Math/Science Methods for Early Childhood Education. 4 Hours. Semester course; 3.5 hour lecture and .5 hours field experience hours. 4 credits. A combined math and science early and elementary methods course that focuses on the teaching of mathematics and science in a PK through 3rd grade class. The course is a lecture/ hands-on course connected with a practicum experience in a local PK-3rd grade classroom. This course is designed to teach pre-service teachers how to plan, implement and assess strong student-centered mathematics and science lessons in today’s diverse classrooms. Activities and assignments will focus on research-based practices, effectively using a variety of instructional strategies and hands-on experiences to help students develop their understanding of abstract math and science concepts. The class will help to position the pre-service teacher as a reflective decision-maker.	Math/Science Methods for Early Childhood Education	4
TEDU 432 TEDU 432. Early Childhood Education Practicum III. 1 Hour. Semester course; 1 practicum hour. 1 credit. Prerequisite: TEDU 431. Corequisites: TEDU 416 and TEDU 490. Enrollment is restricted to students enrolled in the B.S.Ed. in Early Childhood 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.	Early Childhood Education Practicum III	1
TEDU 490 TEDU 490. Social Studies Methods for Early Learners. 2 Hours. Semester course; 1.75 lecture and .25 field experience hours. 2 credits. This course’s design is centered on helping the pre-service PK-3 early childhood/elementary teacher examine the purpose of social studies education, the connections between social studies and other curricular areas, and the persisting issues in social studies education, and to do it 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.	Social Studies Methods for Early 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
	Term Hours:	14
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 471 TEDU 471. Internship I (PK-K). 4 Hours. Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 475 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including 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 early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a PK/K classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.	Internship I (PK-K)	4
TEDU 475 TEDU 475. Internship II (Grades 1-3). 4 Hours. Semester course; 4 field experience hours. 4 credits. Prerequisites: TEDU 416, TEDU 466 and TEDU 490. Corequisites: TEDU 471 and TEDU 481. Enrollment is restricted to students who have completed the student teaching approval process (including 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 early childhood classroom setting. Teacher candidates complete a full-time seven-to-eight-week placement in a grade 1-3 classroom and assume full responsibility for planning and implementing instruction under the tutelage of a cooperating teacher for a minimum of two weeks.	Internship II (Grades 1-3)	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.

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.