Education

Wesleyan College department of Education logo

The Conceptual Framework. The Wesleyan College Teacher Education Preparation Program's Conceptual Framework articulates the unit's vision of a diverse and multicultural global society, in which students must be able to confront the challenges of an ever changing, demanding, and information-rich technological world. Furthermore, the Conceptual Framework guides the curriculum for the department's mission of educating exemplary teachers, who are committed to the highest levels of teaching and student learning, intellectual growth, and the continued development of their expertise. These exemplary teachers internalize the ideals of a liberal arts education, demonstrate professional knowledge in the classroom, and demonstrate a deep understanding of the intricacies and ramifications of evaluation.

This unit's theme is "Educating Exemplary Teachers." The three foundational elements of liberal arts education, professional knowledge, and evaluation are integral to the development and sustainment of exemplary teachers.

These three elements are demonstrated by proficiencies that represent the crucial knowledge, skills, and dispositions of exemplary teachers. The proficiencies operationalize the three elements. These proficiencies are on a developmental continuum beginning with emerging status when the candidates start their field experiences and concluding with exemplary status when they complete their student teaching. The knowledge (K), skills (S), and dispositions (D) reflecting the expected proficiencies at the initial and advanced levels are shown below:

I. Liberal Arts Education. It is the experience of the Teacher Education Program that all teachers who possess the critical and intellectual skills that a liberal arts education affords have much to offer the teaching profession. This is because a liberal arts education first and foremost educates one for life. The liberal arts education provided at Wesleyan produces teachers who have a broad-base of knowledge, and they are self-directed, confident, diligent, and reflective about what they do.

Liberal Arts Education (Proficiencies):
I-1a. The candidate possesses knowledge in fine arts, science, mathematics, social studies, and humanities. (K)
I-1b. The candidate applies content knowledge across the curriculum by making curricular decisions based on best practices (e.g., critical thinking, problem-solving, innovation) and students' learning needs. (S)
I-1c. The candidate values intellectual independence (critical thinking, problem-solving, innovation) across the curriculum for all students. (D)
I-2a. The candidate understands the implications of constructivism in the classroom as it pertains to the students' creating their own meaning and their need to interact in a positive learning community. (K)
I-2b. The candidate creates a positive learning community that bolsters the tenets of constructivism by encouraging student interaction and participation in purposeful activities. (S)
I-2c. The candidate believes that a positive constructivist learning community plays a critical role in student active engagement, freedom to think divergently, attitude toward learning, and participation in learning activities. (D)
 
II. Professional Knowledge. "A person cannot teach what he or she does not know" (Danielson, 1996, p. 62). The National Board for Professional Teaching Standards (NBPTS) contends that "accomplished teachers have a rich understanding of the subjects they teach and appreciate how knowledge in their subject is created, organized, linked to each other disciplines and applied to real-world settings" (p. 3). Wesleyan College's candidates are those who attain a high degree of competence in the knowledge and skills necessary to lead a classroom of students.
 

In addition to professional knowledge, exemplary teachers must possess interpersonal knowledge (i.e., human interactions and caring relationships). While Wesleyan College's candidates recognize the importance of professional knowledge, they recognize the preeminence of human relationships in teaching. Exemplary teachers must possess interpersonal knowledge (i.e., human interactions and caring relationships).

Wesleyan's professors make the connection between the academic subjects and caring. The professors in the teacher education program and other departments at Wesleyan strive to impart this sense of caring in all the classes by requiring candidates to participate in service initiatives. Their choices of service projects often include the students with whom they work. The candidates learn about other cultures and the plight of various people as they study history and sociology. The candidates begin to inculcate this sense of caring in some of their methods courses as they observe in special education classrooms and complete case studies. By the time the candidates graduate, their commitment to service is established in their psyche and they understand that service to their community is an exemplar of caring. They have an understanding that a caring disposition is important in building positive relationships with their students and impacting students' academic achievement.

A critical facet of caring is appreciating diversity. In Wesleyan's teacher education program, diversity is used in its broadest sense, including not only race, ethnicity, sexual preference and gender, but also cognitive and developmental differences. "Difference" is the operative word since many exceptionalities can be viewed largely as a matter of differences, rather than deficits.

Professional Knowledge (Proficiencies):
II-3a. The candidate understands best practices, various learning theories, subject matter, curriculum development, and learner development necessary to make informed decisions about curriculum and instructional strategies. (K)
II-3b. The candidate develops lesson plans and units that demonstrate the use of a variety of instructional methods, resources, and technology based on knowledge of learner development. (S)
II-3c. The candidate appreciates the impact of learner development (physical, social, emotional, and cognitive) on instructional decisions. (D)
II-4a. The candidate understands the broad range of diversity (race, ethnicity, gender, sexual orientation, cognitive, skills, talents, interests, background, developmental). (K)
II-4b. The candidate structures the classroom and curriculum to meet the learning needs of diverse learners. (S)
II-4c. The candidate appreciates and shows respect for diversity by acknowledging the flexibility and fluidity of curricular decisions based on students' diverse learning needs. (D)
II-5a. The candidate understands how to create a viable classroom management plan. (K)
II-5b. The candidate creates a positive classroom environment by implementing an effective classroom management plan. (S)
II-5c. The candidate realizes the impact of a positive classroom environment in fostering a climate of teaching and learning. (D)
II-6a. The candidate understands effective methods of building and nurturing interpersonal relationships in the classroom. (K)
II-6b. The candidate builds effective interpersonal relationships in the classroom. (S)
II-6c. The candidate believes that building caring relationships with students is critical to a lifetime of learning. (D)
 

III. Evaluation (Self and P-12 Student). Reflecting as an active process requires teachers to examine their past and present practices and use the analyses of these practices to make decisions about future practices. The real reason effective teachers monitor and reflect on their teaching is to become better teachers, thereby making a positive difference in their students' lives (Stronge, 2002).

Wesleyan's candidates understand that exemplary teachers must carefully choose multiple ways in which they assess their students, whether the assessment is for a grade or for diagnostic reasons. Wesleyan's constructivist-based principles compel candidates to learn to use forms of assessment that are authentic and measure the depth and breadth of learning. They also learn about standardized tests and the purposes of these tests in the learning process.

Evaluation (Proficiencies):
III-7a. The candidate understands various types of student assessments. (K)
III-7b. The candidate uses a variety of formal and informal assessments to inform instructional decisions
III-7c. The candidate believes that it is necessary to use a variety of assessments in order to make prudent instructional decisions. (D)
III-8a. The candidate knows a variety of self-assessment strategies for reflecting on his/her practices and the impact of these practices on student learning. (K)
III-8b. The candidate refines and revises professional and/or pedagogical behaviors based on reflections. (S)
III-8c. The candidate recognizes that reflections can provide the impetus for revising and refining professional and pedagogical practices. (D)
 
Sources:
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. (1st ed.). Alexandria, VA: ASCD.
Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
 

Teacher Education Program. Wesleyan College's early childhood education program prepares women to teach in grades pre-kindergarten through 5. The following teacher education program is approved by the Georgia Professional Standards Commission with the numbers in parentheses representing the typical grade levels for which teacher certification can be obtained:

• Early Childhood Education (P-5)

Teacher Education at Wesleyan College is the responsibility of the College-wide Teacher Education Committee. This Committee's responsibilities include, but are not limited to, the approval or disapproval of all teaching field programs submitted by the departments, admission of students to teacher education programs, admission of students to student teaching, and recommendation of students for graduation.

Teacher Certification. Initial teacher certification may be obtained as a part of the student's regular four-year program. Course work is approved and designed to meet standards for certification in Georgia. In addition to a four-year degree from an approved college program, the Professional Standards Commission of the Georgia State Department of Education requires that applicants successfully complete Georgia Assessment for the Certification of Educators (GACE) Admission Assessment, an assessment of competency in reading, writing, and mathematics, and GACE Content Assessment, an assessment tool measuring content area knowledge. Completion of the EdTPA portfolio is also a requirement to obtain a teaching certificate.

Post-Baccalaureate Status. Those individuals interested in teacher certification who have already earned a bachelor's degree can complete certification requirements within approved programs at Wesleyan. They should consult with the appropriate faculty member in the Education Department.

Teacher Candidate Preparation. Candidates preparing to work in schools as teachers must demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to have a positive impact on student learning. Candidates demonstrate the acquisition of these proficiencies (content, pedagogical, and professional knowledge, skill, and dispositions) by progressing through three transition points: Admission to Teacher Education, Admission to Clinical Practice (Student Teaching), and Exiting from Clinical Practice (Student Teaching). They are required to complete an electronic portfolio at each transition point. In order to complete the required experiences and labs associated with this program, all students should have consistent and reliable access to transportation.

Portfolios. Portfolios, a collection of education artifacts, provide insight into the candidate's development and into the effectiveness of the education program. Candidates begin collecting artifacts for Portfolio I in the first education course (EDU 201-e.g., philosophy paper). As these artifacts are collected, they should be placed into the candidate's electronic portfolio. The candidate is expected to

1) submit Portfolio I to the education department as part of the requirements for admission to the program,
2) submit Portfolio II to the education department as part of the requirements for admission to student teaching, and
3) submit Portfolio III to the education department as part of the requirements for exiting student teaching and for graduation.
 
I. Transition Point 1: Admission to Teacher Education.
Each student who desires certification in education must apply for admission to the Teacher Education Program. Application for admission to the Teacher Education Program may be made upon completion of EDU 201, EDU 290, EDS 114, and four general education courses as follows:
1) One Fine Arts
2) One Humanities, Social & Behavioral Sciences, or Professional Studies,
3) One Mathematics, and
4) One Laboratory Science

Courses must be completed with a grade of C or better. The following requirements must be met before a student may be considered for admission to the Teacher Education Program by the Teacher Education Committee:

Completion of Portfolio I:

  • Complete or exempt GACE Admissions Assessment
  • 4 General Education Courses (See above.)
  • Philosophy paper
  • Diversity paper
  • Code of Ethics Assessment (there is a $30.00 fee associated with this)
  • The following general elements:
    • a cumulative grade point average of 2.50 of all college work attempted;
    • unofficial college transcript(s) (Wesleyan and any transfer transcripts)
    • completion of the declaration of major form and its accompanying audit sheet;
    • successful completion (C or better) in EDU 201, EDU 290, and EDS 114;
    • completion of CPR (Cardio-Pulmonary Resuscitation) certification;
    • satisfactory completion of the GACE Admission Assessment which assesses competency in reading, writing, and mathematics; GACE Admission Assessment may be exempted by 1000 on SAT (verbal and math sections); or GRE 1030 (verbal and quantitative); or ACT 43 (English and mathematics combined)
    • successful completion of writing proficiency or WRI 101;
    • LEA and background check completed;
    • providing evidence of current membership in a professional organization;
    • signed Conceptual Framework (CF) Contract (no older than 6 months);
    • signed Ethics and Honor form (no older than 6 months);
    • signed physical demands of education form (no older than 6 months); and
    • the establishment of a MyPSC online account

Admission to the College does not constitute admission to the Teacher Education Program. Final acceptance is dependent upon approval by the Teacher Education Committee. After acceptance into the Teacher Education Program, a student must maintain a Wesleyan grade point average of 2.50 in order to continue taking education courses, in order to be admitted to student teaching, and in order to graduate with a major in early childhood education. Students must earn a grade of C or better in all professional education courses and teaching field courses. Candidates must take the following courses before being admitted into the Teacher Education Program: EDS 114, EDU 201, 290. Any student who is not enrolled at Wesleyan College for more than two semesters after acceptance into the Teacher Education Program must reapply to the program.

II. Transition Point 2: Admission to Clinical Practice (Student Teaching)
Completion of Portfolio II.
In order to be approved for clinical practice (student teaching), the student must have a cumulative Wesleyan grade point average of 2.50 or greater. A grade of C or better must have been attained in all teaching field courses and professional education courses. A candidate who makes a D or F in any coursework applicable to the major must repeat the course and make a C or higher.
 
  • Four Field Experiences Observation Instrument (FEOI) forms (completed by the supervising professor)
  • A new philosophy paper (demonstrating growth as candidate)
  • An Ethics and Disposition Essay
  • A Classroom Management Plan
  • The following general elements:
    • current copy of CPR (Cardio-Pulmonary Resuscitation) certification
    • evidence of current membership in a professional education organization (e.g., Georgia 103 Association of Educators (GAE) or Professional Association of Georgia Educators (PAGE);
    • signed Ethics and Honor form (no older than 6 months)
    • signed Conceptual Framework (CF) Contract (no older than 6 months)
    • signed physical demands of education form (no older than 6 months)
    • unofficial Wesleyan transcript
    • Letter from the Teacher Education Committee (TEC) stating all contingencies have been met and/or admission into the EDU program is complete from Portfolio I.

A candidate should be approved for clinical practice (student teaching) no later than the first week of November for teaching in the spring semester, or the first week of April for teaching in the fall semester.

Note: There is a required fee of $300.00 for all candidates enrolled in student teaching and a $300.00 assessment fee for all candidates enrolled in EDU 420. Candidates should contact Business Office for fees associated with these courses. Admission to the education program does not constitute automatic admission to clinical practice (student teaching). Each is a separate procedure. Candidates should not have outside jobs during clinical practice (student teaching). Only classes in the clinical practice (student teaching) block (EDU 420 and EDU 490) may be taken during the clinical practice (student teaching) semester. Any additional class must be approved by the Education Department before the start of the requested class.

III. Transition Point 3: Exit from Clinical Practice (Student Teaching)
Completion of Portfolio III.
In order to exit clinical practice and pass EDU 490, a student must submit the following:
  • Cumulative grade point average of 2.50 or higher in all major coursework taken at Wesleyan College, and a cumulative Wesleyan grade point average of 2.50 overall.
  • Two Teacher Candidate Observation Instruments (TCOIs) and one Teacher Keys Evaluation Tool (completed by the supervising professor and/or supervising teachers)
  • EdTPA Portfolio (completed in EDU 420 & 490)
  • and the final State of Georgia Ethics assessment (there is a $30.00 fee associated with this)

Note: Grades earned in transferred courses that are part of the major are not calculated in the minimum 2.50 grade point average that is required in the major for graduation.

IV. Transition Point 4: Exiting the Program:
Professional collection of artifacts. Approximately three weeks prior to graduation, a student should compile the following items in an electronic format that can be shared professionally with potential employers:
1. A professional resume
2. At least one professionally obtained letter of reference
3. All 8 INTASC standards artifacts and justifications

***While the GACE 001 & 002 content exams are NOT required to exit the program, we HIGHLY suggest that these be scheduled and taken prior to graduation as a candidate will not be certified to teach until she has passed them.***

***Submission of the EdTPA portfolio is required and will be scored as Complete or Incomplete for the purposes of this program. Obtaining a Complete on the EdTPA does not guarantee a passing score once this has been submitted to be scored by Pearson.***

Field Experiences and Labs
Teacher Education is a field-centered educational experience built around goals of attaining certain specified competencies. Students are placed in classrooms in the surrounding school systems for field experiences and educational labs, providing experience and knowledge of the practical aspects of teaching. Field experiences or labs are required in all education courses and are of three types as described below:
 
1. Observations and Field Experience Related to Course Work.
In the teaching field courses, the student is placed in classrooms for the purpose of observing teacher and student behavior, assisting the teacher, and assisting in instruction. Students are assigned a set number of observation hours they need to schedule with their assigned classroom teacher in order to obtain full credit for the field experience portion in each course. In order to complete all required field experiences, all education students should have consistent and reliable access to transportation.
 
2. Professional Lab Courses.
In the professional lab courses, the student is placed in classrooms for the purpose of planning, teaching, and assessing a standards-based, content-specific instructional unit. Students are expected to attend the assigned location for the duration of the semester in order to obtain full credit in the lab course. In order to complete all required lab courses, all education students should have consistent and reliable access to transportation.
 
3. Clinical Practice (Student Teaching).
Clinical Practice (student teaching) is the culmination of professional field experience and professional lab course competencies during the candidate's senior year. Candidates learn and teach for at least 13 weeks in the classroom of a certified teacher who has been selected as being an excellent example of the teaching profession.
 

Integration of Technology. Pre-service teachers at Wesleyan College will use technology to gather information and apply appropriate multimedia tools as they develop and implement quality instruction. Interactive technology-based learning activities are integrated throughout the respective education courses. Students use hardware and software housed in the education classrooms to explore the computer-based educational resources and instructional techniques. Education facilities are networked to the Internet. In addition, education majors are provided opportunities to collaborate on the development, use, and application of instructional technology in the college classrooms and in their field-based classrooms.

Course Requirements. In addition to classroom experiences, the Teacher Education Program requires three types of academic work including general education, teaching field education, and professional education. The teaching field component includes those courses specifically geared to providing the knowledge, skills, and dispositions necessary to teach a specific age level or academic discipline in the schools. In order to receive state certification, a minimum grade of C is required in all courses applied to the teaching field and the professional education sequence. Professional education is provided through courses designed to aid the student in achieving certain competencies required by the education profession. It includes courses in the foundations of education, growth and development of children in an educational context, learning theory, methods courses, clinical practice (student teaching), and others. Clinical Practice (student teaching) must be completed in public school settings and is arranged by the counties' placement officials in conjunction with Wesleyan's field experiences coordinator. Wesleyan's Education faculties supervise students within the specific content course in which they are enrolled. Courses related to each major are described below.

Integrative Experience. Education students will fulfill the integrative experience through the course: EDR 390.

EARLY CHILDHOOD EDUCATION (P-5)
The Early Childhood Education (ECE) Program leading to the Bachelor of Arts degree is offered to students planning to teach in prekindergarten through grade five (P-5). The program is designed to give a broad background of general professional courses to assist in developing the understandings and competencies essential to effective teaching. The major consists of 85 semester hours of education (professional development) and related course work.


I. ECE majors must complete all of the College's general education requirements for the bachelor of Arts degree, including the following 26 required general education courses and components for early childhood majors (26 hours):

ENG 111 Analyzing Literature 3 hours
HIS 130 The United States to 1877, 3 hours
HIS 135 The United States Since 1877, 3 hours
MAT 192 Mathematical Reasoning, 3 hours

From the following biology courses, choose one
BIO 110 Principles of Biology I: Biological Processes 4 hours
or BIO 103 Human Biology 4 hours, or BIO 203 Research Methods in Biological Sciences 4 hours
 

From the following physical sciences, choose one

CHM 101 General Chemistry I, 4 hours
or ESC 150 Principles of Environmental Science, 4 hours
or PHY 106 Astronomy, 4 hours
 
Additional general education courses
EDU 207 Dynamics of Children's Literature, 3 hours
EDS 114 Understanding Learning, 3 hours (this MUST be taken prior to being admitted into the ECE program)

II. Required professional development course work (28 hours):
EDU 290 Exceptionalities in Children and Adolescents, 3 hours
EDU 201 Foundations of Education, 3 hours

Should be taken prior to being admitted into the ECE program.

Students must take the following courses but do not have to be formally admitted into the teacher education program to be eligible: (22 hours):
ART 361 Elementary Arts: Curricula and Methods, 3 hours (only offered in the odd numbered spring semesters)
HPE 412 Professional Prep. for Elementary School Health & Physical Education, 3 hours
MUS 278 Teaching Children Through Music, 3 hours (only offered in the even numbered spring semesters)
EDU 245 Child Development and Learning, 3 hours
EDU 255 Technology in Education, 3 hours
EDR 300 Teaching Reading and Writing in the ECE Classroom, 3 hours
EDR 300 Lab, 1 hour
EDU 402 Classroom Management, 3 hours
 
III. Major Courses (31 hours):
The following courses cannot be taken until the candidate has been fully admitted into the ECE program (19 hours):
EDR 340 Reading Assessment and Instruction in the ECE Classroom, 3 hours
EDR 390 Comprehensive Literacy in the ECE Classroom, 3 hours
EDR 390 Lab, 1 hour
EDU 308 Teaching Mathematics in the ECE Classroom, 3 hours
EDU 308 Lab, 1 hour
EDU 370 Social Studies in the ECE Classroom, 3 hours
EDU 370 Lab, 1 hour
EDU 380 Science Methods and Materials in the ECE Classroom, 3 hours
EDU 380 Lab, 1 hour
 
Students must take the following courses during the semester in which they accomplish their student teaching requirement: (12 hours):
EDU 420 Professionalism and Curriculum Development, 3 hours
EDU 490 Student Teaching, 9 hours
 

Minor in Reading. A minor in reading prepares students to teach reading and writing at the early childhood level. In addition to learning the process of teaching reading, the student will learn the writing process and understand the relationship that exists between reading and writing. Students learn to assess reading and writing and use the assessment results to inform instruction. Furthermore, courses in the reading minor allow the student to examine and use children's literature as mentor texts for reaching reading and writing strategies in the context of the reading and writing workshops. Finally, candidates will learn to teach reading strategies in the content areas of science, social studies, and mathematics.

Goals of the minor in reading:

1. To provide the student with a deep knowledge of literacy development (listening, speaking, reading, writing, and viewing).
2. To provide the student with a deep knowledge of reading and writing pedagogy.
3. To prepare the student to teach reading and writing in the early childhood classroom.
4. To prepare the student to earn a reading endorsement by taking the GACE content in reading after earning a clear renewable teaching certificate.
5. To prepare the student for graduate study in reading.
 
The following courses are required for the reading minor: (17 hours)
ENG 111 Analyzing Literature (3)
EDR 300 Teaching Reading and Writing in the ECE Classroom (3)
EDR 300 Lab (1)
EDR 340 Reading Assessment and Instruction in the ECE Classroom (3)
EDR 390 Comprehensive Literacy in the ECE Classroom (3)
EDR 390 Lab (1)
EDU 207 Dynamics of Children's Literature (3)
 
Note: the reading minor candidate is urged to take the following course as an elective:
ENG 161 Creative Writing (3)
 
Minor in Educational Studies. The Educational Studies minor is designed for the student who has a general interest in the K12 classroom at the Early Childhood, Middle Grades, or Secondary level. EDS minors are not required to be admitted to the Education Program in order to take upper level required courses. The minor does not lead directly to state certification, though it does prepare graduates to enter post-baccalaureate, alternative certification programs such as Georgia TAPP, offered by Regional Educational Service Agencies (RESA) throughout the state or an MAT (Masters of Arts in Teaching initial certification) program.
 

Minor Requirements (Early Childhood)

I. Foundation Courses (15 semester hours)
EDS 114 Understanding Learning (3 hours)
EDU 201 Foundations of Education (3 hours)
EDU 290 The Exceptional Child (3 hours)
EDU 255 Technology in Education (3 hours)
EDU 245 Development and Learning (3 hours)
 
II. Methods (7 hours)
EDR 300 Teaching Reading and Writing in the ECE Classroom.(3 hours)
EDR 300 Lab (1 hour)
EDU 402 Classroom Management (3 hours)

III. Field (1 hour)
EDU 452 Field Experience

Total: 23 hours

Note: ECE track students are strongly encouraged to take courses from the following list, as their schedule allows.
EDU 207 Dynamics of Children's Literature
EDU 308 Teaching Math in the ECE Classroom
EDU 370 Social Studies in the ECE Classroom
EDU 370 Lab
EDU 380 Science Methods and Materials in the ECE Classroom
EDU 380 Lab
EDR 390 Comprehensive Literacy in the ECE Classroom
EDR 390 Lab
EDS 313 Children, Nature and Society
 
Minor Requirements (Middle Grades and Secondary)
I. Foundation Courses (15 semester hours)
EDS 114 Understanding Learning (3 hours)
EDU 201 Foundations of Education (3 hours)
EDU 290 The Exceptional Child (3 hours)
EDU 255 Technology in Education (3 hours)
PSY 331 Child Psychology or EDU 245 Development and Learning (3 hours)
 
II. Elective Courses (Choose one course. Foundation courses must be successfully completed before students can take their elective course) (3; 4 hours if lab component is required)
EDS 301 The Playful Learner: Examining Play in Cultures, Society, History, and Marketing
EDS 313 Children, Nature and Society
EDU 207 Dynamics of Children's Literature
EDR 300 Teaching Reading and Writing in the ECE classroom.
EDR 300 Lab
EDU 308 Teaching Mathematics in the Early Childhood Classroom
EDU 308 Lab
EDU 370 Social Studies in the Early Childhood Classroom
EDU 370 Lab
EDU 380 Science Methods and Materials in the ECE Classroom
EDU 380 Lab
 
III. (Required. May be taken at the same time as elective course). (3 hours)
EDU 402 Classroom Management

IV. Final course (1 hour)
EDU 452 Field Experience.

Total 22 hours.

Note: Students are responsible for their own transportation associated with field experiences in all EDU courses.

Education (EDU) General Education Course Descriptions

207: Dynamics of Children's Literature.
Goal: To examine and apply a high level of analysis to various genres of literature, ranging from folklore to contemporary realistic fiction and nonfiction. Pieces of children's literature will be used as mentor texts to study published authors' craft and style, stir the imagination, inspire the students to explore their personal writing potential, and use literature as the impetus for creating original writing. The ultimate goal of this course is to acquaint the students with the vast array of children's literature, use it as model for writing, and recognize its enduring and broad impact on their progress as writers.
Content: This course examines numerous genres of children's literature as they relate to various content areas and to the craft of writing. The following topics will be addressed: Using children's literature to discuss selected content areas; using literature to introduce and support the writing process in the writer's workshop structure; appreciating the various dimensions of children's literature as mentor texts; exploring the artwork in children's literature and its relationship to the written text; using literature as a model for writing.
Field Experience Hours: 0.
Taught: Spring.
Prerequisites: WIS 101 or ENG 101 and satisfactory completion of College writing proficiency requirement.
Gen. Ed. Category: Developing; Writing Competency, (PS)
Credit: 3 hours.
 

Other EDU Course Descriptions:

201: Foundations of Education.
Goal: To begin a continuing investigation of the nature of education.
Content: Philosophical, historical, political and social issues including multicultural aspects, women and education, special needs of children, and future technological advances in education.
Field Experience Hours: 15.
Taught: Spring.
Credit: 3 hours.

245: Child Development and Learning.
Goal: To study the early childhood learner and gain an understanding of appropriate curricula and specific skills necessary to teach young children
Content: Characteristics, needs, stages of physical, emotional, intellectual, and social development of young children. Emphasis on observing learning environments and creating learning experiences appropriate to developmental characteristics. Focus on the levels of learning and making developmentally appropriate instructional choices.
Field Experience Hours: 20.
Taught: Spring.
Credit: 3 hours.

255: Technology in Education.
Goal: To gain knowledge and skills necessary to integrate technology with the content and pedagogy in the education methods courses.
Content: The content, concepts, and applications of a variety of educational software and tools, as well as, the special issues pertaining to the management and maintenance of these materials will be explored. Candidates will become familiar with the National Educational Technology Standards and the Georgia State Technology Requirements. In addition, the candidates will plan, teach and assess a series of four technology-connected lessons in their field experiences.
Field Experience Hours: 15.
Taught: Fall.
Credit: 3 hours.

290: Exceptionalities in Children and Adolescents.
Goal: To understand exceptionalities and mainstreaming exceptional children into the regular classroom.
Content: An examination of the problems of children with evidence of mental, physical, emotional, and educational difficulties in the classroom. Emphasis is given to finding and implementing specific adaptive teaching techniques in the regular K-5 classroom. Legal aspects related to P.L. 94-142, teacher and parent participation, assessment, placement and facilities.
Field Experience Hours: 15.
Taught: Fall.
Credit: 3 hours.

308: Teaching Mathematics in the Early Childhood Classroom.
Goal: To gain knowledge and skills necessary to foster the development of mathematical content and processes, and positive attitudes in early childhood students.
Content: The content, concepts, and skills of the early childhood mathematics curriculum and the special methods of teaching the material. Materials appropriate to teaching mathematics are explored including manipulatives, computer materials, textbooks, and teacher-made materials. Students become familiar with National Council of Teachers of Mathematics (NCTM) Standards. The candidate will implement meaningful integrative experiences and curricula in mathematics that are appropriate for the early childhood learner.
Prerequisites: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 3 hours.

308 Lab: Teaching Mathematics in the Early Childhood Classroom Lab.
Goal: To experience planning, teaching, and assessing mathematical content in an elementary classroom setting.
Content: The candidate will observe, plan, teach, and assess mathematically focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 308.
Taught: Spring.
Credit: 1 hour.

370: Social Studies in the Early Childhood Classroom.
Goal: To facilitate understanding and appreciation of inquiry methods of social studies instruction in the context of classroom learning community.
Content: History, geography, economics and citizenship are all examined through the lenses of social education, discovery learning, storytelling as pedagogical method, and expanding horizons perspectives.
Prerequisite: Admission to the Teacher Education Program.
Taught: Spring.
Credit: 3 hours.

370 Lab: Social Studies in the Early Childhood Classroom Lab.
Goal: To experience planning, teaching, and assessing social studies content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess social studies focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 370.
Taught: Spring.
Credit: 1 hour.

380: Science Methods and Materials in the ECE Classroom.
Goal: To facilitate an understanding of the scientific and inquiry methods in the context of the classroom learning community .
Content: This inquiry-based course will provide the pre-service teacher candidate (early childhood and middle grades science concentration) with the knowledge, skills, and practical experience necessary to develop a variety of science instructional techniques and strategies that are applicable to early childhood and middle grades students.
Prerequisite: Admission to the Teacher Education Program.
Taught: Fall.
Credit: 3 hours.

380 Lab: Science Methods and Materials in the ECE Classroom Lab.
Goal: To experience planning, teaching, and assessing science content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess science focused lessons in an elementary school setting under the supervision of a cooperating teacher in the public schools.
Co-requisite: EDU 380.
Taught: Fall.
Credit: 1 hour.

396: Special Topics in Education.
Goal: To conduct an in-depth study of a special topic in education.
Content: The topics covered will vary from time to time, and a student may take no more than two such courses within the department. Representative special topics include research in education, teaching in a culturally pluralistic society, women in education, informal education in American schools, and special education.
Prerequisite: Permission of the instructor, education department and the program director.
Taught: Offered occasionally.
Credit: 3 hours. A student may take a maximum of six to eight semester hours (two courses) of special topics in any one field.

402: Classroom Management.
Goal: To understand principles and implement practices of effective classroom management and discipline. To develop a personal philosophy of classroom management consistent with one's educational philosophy.
Content: An intensive study of various models, methods and philosophies of classroom management with emphasis on preventive strategies. Techniques for individual as well as group management including understanding students' needs. Comparison of assertive discipline, humanistic approaches, behavior modification, among others.
Taught: Fall.
Credit: 3 hours.
*There is a $375.00 Field trip fee associated with this course.

420: Professionalism and Curriculum Development.
Goal: The goal of this speech-intensive course is to provide the pre-service teacher with a broad understanding of the school as an institution and a business that serve the needs of both individuals and society. This goal will be accomplished by increasing the candidate's professionalism as she completes the requirements for certification and prepares to enter the teaching profession. An additional goal includes understanding the intricacies, purposes, and impact of curriculum development at the elementary school levels. This will be achieved through the study of curricular patterns of elementary schools and through the study and application of the curriculum development process.
Content: Professional conduct and dress, parent communication and legal issues, documentation in the classroom, group dynamics (large and small), resume; portfolio evaluation state assessment fee required in this course.
Prerequisite: Admission into Student Teaching.
Taught: Spring or Fall - during the student teaching semester.
Credit: 3 hours.

451: Directed Independent Study.
Goal: To conduct a detailed study in a particular area of interest in education.
Content: Varies.
Prerequisite: Open only to advanced students with permission of education department and program director.
Taught: Fall, Spring.
Credit: 1-6 hours.

452/199: Field Study.
Goal: To gain experience in an educational setting.
Content: Work, observation, analysis in an educational environment such as public or private schools, churches, children's organizations, etc. Students earn EdTPA 199 credit for participation in Wesleyan Volunteers for Literacy.
Prerequisite: Open only to advanced students with permission of education department and program director.
Taught: Fall, Spring, Summer.
Credit: 1-12 hours.
 
490: Student Teaching.
Goal: To demonstrate effective methods of teaching, classroom management, and professional teaching behaviors.
Content: A minimum of thirteen full weeks of teaching in public schools under the direction of a certified classroom teacher and a college supervisor.
Prerequisites: Admission to Teacher Education; completion of all methods courses; and admission to Student Teaching. Placement made by Education Department and school systems' field placement officials.
Taught: Fall, Spring.
Credit: 9 hours.
*There is a $300.00 Field Supervision fee associated with this course.

Education in Reading (EDR) Course Descriptions
 
300: Teaching Reading and Writing in the EDR Classroom.
(Required for education majors and educational studies minors)
Goal: To understand and reflect on the process of teaching reading and writing.
Content: This course is the first reading course in a three-course sequence. The course will help the candidates investigate various research-based approaches, techniques, and strategies for teaching students the five components of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and Comprehension. ECE 300 will address the foundational elements and theoretical bases or reading and writing instruction. In addition, the candidates will be introduced to reading and writing assessment techniques.
Prerequisites: EDU 201.
Taught: Fall.
Credit: 3 hours.

300 Lab: Teaching Reading and Writing in the EDU Classroom Lab.
Goal: To experience planning, teaching, and assessing reading and writing content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess reading and writing focused lessons in an elementary classroom setting under the supervision of a cooperating classroom teacher in the public schools.
Co-requisite: EDR 300.
Taught: Fall.
Credit: 1 hour.

340: Reading Assessment and Instruction in the Early Childhood Classroom.
Goal: To learn, interpret, and apply reading and writing assessment techniques.
Content: This course is designed to give the early childhood candidate the necessary tools for administering, scoring, and interpreting informal and formal reading assessments. In addition, this course will help the candidate learn to use the assessment results to make informed decisions about instructional strategies.
Prerequisite: EDR 300; Admission to the Teacher Education Program.
Field Experience Hours: 15
Taught: Spring.
Credit: 3 hours.

390: Comprehensive Literacy in the EDR Classroom.
Goal: To understand and learn ways to integrate language arts with content (science, social studies, and math) in the context of reader's and writer's workshops.
Content: This course explores the integration of the language arts (listening, speaking, writing, reading, and viewing) and content (mathematics, science, social studies) in the P-5 classrooms in the reader's and writer's workshops. The course will focus on essential literacy competencies identified by the National Reading Panel: Fluency, Word Identification, Vocabulary, and Writing.
Prerequisites: Admission to the Teacher Education Program; EDR 300; EDR 340.
Taught: Fall.
Credit: 3 hours; Senior Integrative Experience.

390 Lab: Comprehensive Literacy in the EDR Classroom Lab.
Goal: To experience planning, teaching, and assessing literary content in an elementary school setting.
Content: The candidate will observe, plan, teach, and assess literacy focused lessons in an elementary classroom setting under the supervision of a cooperating teacher in the public schools.
Taught: Fall.
Credit: 1 hour.

Educational Studies (EDS) Gen. Ed. Course Descriptions
 
114: Understanding Learning.
Goal: Examination of learning theories, personally applied.
Content: Students will examine classical, historical, and contemporary theories of teaching, learning, and intelligence with the intent of gaining a better understanding of the nature and function of human learning, especially as applied to their own lives. Focus is on lifelong learning.
Taught: Fall.
Gen. Ed. Category: Exploring; Individuals and Communities, (PS) .
Credit: 3 hours.

301: The Playful Learner: Examining Play in Cultures, Society, History, and Marketing.
Goal: Students will examine types of play, reasons for play, and lessons learned through play ultimately designing a play-based product to address a need for a targeted population.
Content: Play and its impact on learning, cultural rites and rituals, and society will be explored through observations, reading, listening, writing, and speaking. Targeting a population, trait, skill, or observed need will be the focus as participants ultimately offer new insights by utilizing the design thinking process to create a new product to meet a need and designing a marketing package to accompany the new creation.
Prerequisites: None.
Taught: Occasionally.
Gen. Ed. Category: Synthesizing.
Credit: 3 hours.
 
313: Children, Nature, and Society.
Goal: Students will learn to think critically about the urbanization/industrialization of our landscape and the corresponding effects on humanity.
Content: This course focuses on the importance of wild places in the social, emotional, psychological and physical development of children. Students will explore the relationship between nature, learning, and well-being.
Prerequisites: None
Taught: Fall.
Gen. Ed. Category: Synthesizing.
Credit: 3 hours.
Note: Class meets one evening a week for two hours with several required weekend meetings.
Calendar of Events

Calendar of Events

Wesleyan College is privileged to steward many arts and cultural events and share them with the community. Most are free and open to the public. Wesleyan art galleries are open M-F 1:30 – 5:00 PM and on Wesleyan Market Saturdays from 10:00 AM – 2:00 PM.

View More
Visit our Campus

Visit our Campus

Tour our beautiful 200-acre campus featuring Georgian architecture, lush green spaces, recreational facilities, residence halls, and worship center.

Tour Now
NCAA Division III Athletics

NCAA Division III Athletics

Wesleyan College is home to five NCAA Division III sports: soccer, basketball, volleyball, tennis, and softball. In addition, we offer an award-winning Intercollegiate Horse Show Association (IHSA) Equestrian program.

Learn More

Join our email list