2024-2025 Academic Catalog
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
Welcome to Virginia Tech! We are excited that you are here planning your time as a Hokie.
The School of Education offers professional education degrees at both the undergraduate and graduate level. Initial undergraduate licensure programs include Elementary Education, Career and Technical Education (Agriculture, Business and Information Technology, Marketing Education, Family and Consumer Sciences, and Technology Education), Math Education, English Language Arts Education, and History and Social Sciences Education. Graduate initial licensure programs include Elementary Education, Math Education, Science Education (Biology, Earth Science, Physics, and Chemistry), History and Social Science Education, CTE (Agriculture, Business and Information Technology, Marketing Education, Family and Consumer Sciences, and Technology Education) and Music Education (instrumental and vocal). The School of Education also offers advanced licensure programs in Counselor Education, Educational Leadership and Policy Studies, and Reading Specialist preparation. These programs prepare education professionals for varied employment settings. Advanced programs are offered at the master's, education specialist, and doctoral levels. To obtain specific information about these programs and their requirements, interested students should visit the School of Education's website (www.soe.vt.edu)
The Council for Accreditation of Educator Preparation (CAEP) requires that all students be formally admitted into professional education programs. This formal program admission is different from admission to Virginia Tech. Virginia Tech undergraduate students pursuing licensure will encounter three key gateways during their academic journey. The three gateways include program admission and candidacy, application to student teaching, and recommendation for Virginia teaching licensure. Each gateway is specially designed to ensure all candidates are well-prepared, highly qualified, and ready to enter the teaching profession upon program completion. The School of Education and undergraduate student advisors will provide guidance documents to students to assist them in navigating the applications to each program gateway.
All initial teacher education programs are fully accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Virginia Department of Education. Graduates of professional preparation programs are well prepared for their initial responsibilities and are actively recruited by school systems across the state. Advisors counsel students early in their programs with respect to post-graduation placement opportunities.
The School of Education offers undergraduate teacher education programs in CTE (Agriculture Education, Business and Information Technology Education, Technology Education, Family and Consumer Sciences Education, Marketing Education), Elementary Education (Pk-6), English Language Arts Education, History and Social Sciences Education and Mathematics Education. The School of Education also offers graduate professional preparation programs. Please consult the Graduate Catalog (www.graduateschool.vt.edu) and the School of Education's website (www.soe.vt.edu) for admission and graduation requirements.
Professors: M. D. Alexander, A. P. Azano, B. S. Billingsley, B. R. Brand, P. E. Doolittle, D. Hicks, M. L. Johnson, B. D. Jones, G. F. Lawson, H. A. Mesmer, Y. Miyazaki, C. A. Mullen, M. Weaver-Hightower, L. E. Welfare, J. G. Wells, J. L. Wilkins, and T.O. Williams
Associate Professors: H. B. Bayne, B. D. Bowen, C. Catalano, M.C. Fullen, S. F. Hein, T. B. Lane, C. L. Lowery, D.A. Robertson, and T. T. Stewart
Assistant Professors: A. E. Allen, N.K. Ferand, S. M. Henry, B. D. Hunt, H. M. Locklear and L. Taylor and C. Thomas
Collegiate Professors: G. A. Holmes and J.S. Mukuni
Professors of Practice: S. D. Adams, N. A. Bradley, J. L. Brinkmann, C.S. Cash, J. Collins, D. J. Fortune, C.S. Foster, D.J. Kniola and B. Kreye
Visiting Professor: R. Kuehl
Administrative and Professional Faculty: C. J. Christianson
Introduction to the School of Education and teacher education program including majors that lead to teacher licensure, education career exploration, curriculum requirements of licensure programs, and state licensure regulations. Review of academic skills, university programs, and services that support students and promote student development.
Experiential learning,10 hours per week, in a classroom setting, public or private, exposing students to knowledge, skills, and dispositions of professional educators. Allows for integration of experiential and course-based learning in professional identity formation and classroom management. Introduces students to concepts and terminology necessary for upperlevel educator preparation courses.
STEM disciplinary content and practice. Design, construction, evaluate, and iterate working biotechnical prototype solutions addressing authentic human needs. Ethical decision-making based on technological solutions appropriate for local and/or global communities.
Introduction to social studies and the study of the social world in all its complexity including the interactions between people, cultures, societies, systems, and ways of being in the world. Exploration of what social studies encompasses, including its purposes and foundational concepts to provide a content-based foundation for future social studies teachers in history, geography, civics, and economics.
History, purpose, and social contexts of education and the PK 12 public education system in the US. Diversity and culturally sensitive approaches to education. Historical, philosophical, social, cultural, and political factors that influence teachers roles and responsibilities and educational practice.
Survey of theories and research that explain how people learn to read. Brief overview of English written systems. Models of skilled reading, literacy stages, and component processes (e.g., decoding, comprehension). Application of course concepts to self, common myths, media, and products. Analysis of patterns of inequity in reading achievement.
This course explores connections between language, culture, and learning. Emphasis on recognizing and critically examining ways that diversity of cultural contexts and social identities influence learning, and challenging students to consider ethical responsibilities in supporting and participating in an equitable society.
Repeatable with different course content.
Experiential learning in a PreK through 12th grade setting, public or private, exposing students to knowledge, skills, and dispositions of professional educators. Allows for integration of experiential and course-based learning in professional identity formation and exploration of education careers. NOT student teaching. May be repeated for elective credit up to a maximum of 12 credit hours. Pre: Junior standing.
Exploration of U.S. education, purposes, and roles. Impacts of historic, social, political, economic, religious, cultural, global, and curricular issues. Analysis of equal educational opportunity. Role of the teaching profession in educational reforms.
Instructional approaches in elementary education curriculum with a focus on: family engagement, collaboration, teaching strategies, behavior and classroom management, assessment, and differentiation. Design and implementation of lesson plans for elementary school students. Professional educator standards.
Introduction to the historical, ethical, legal, and economic models relevant to understanding students with disabilities and meeting their needs to increase their potential for success throughout their lives. Addresses research in early intervention, K-12 instruction, post-secondary education, and transition into work settings.
Theoretical, practical, and research-based foundations in the science of reading instruction for grades PK-6. Phonics, phonological awareness, fluency, vocabulary, and comprehension instruction. Assessment-informed instruction, classroom organization, reader-text matching.
Key concepts in curriculum and instruction in grades PK-3 mathematics: mathematical thinking, number and number sense, computation and estimation, geometry and measurement, mathematical discourse within elementary classrooms, teaching methods in grades PK-3, and the role of mental arithmetic. Teaching mathematics through problem solving, reasoning, and communication to support the learning process for all elementary students.
Study and analysis of approaches to elementary science instruction; assessment for learning; instructional design and methods; content integration in lesson plans; inquiry based science investigations; planning science investigations; needs of students; and inclusiveness of learners.
Implementation and assessment of curriculum and instruction in elementary language arts. The six focus areas of writing, speaking, listening, reading, visual representation, and viewing are the core components and the role of childrens literature in language learning.
STEM education for pre-service elementary education teachers. Equity in elementary science education. Inquiry as a process in society. Integration of inquiry-based practices and engineering design. STEM activities that mirror real-world problem solving and innovation. Next Generation Science and VDOE standards and engineering models, including 5E Instructional Model, in instructional design.
Emphasizes foundational concepts of curriculum in Social Studies for preservice teachers to effectively utilize state and federal standards to guide instructional strategies and assessments in the elementary classroom (PK-6). Functions of Virginia state and local governments. Exploration of alternative approaches with instructional strategies.
Research in assessment and diagnosis in PK-5 mathematics classroom. Comparison of evaluation and assessment methods and development of assessment models appropriate for use in PK-5 mathematics classrooms. This course involves the exploration of formative and summative assessment tools, formal and informal assessment strategies, and critical issues in assessment practices.
Application of creative technologies to visualize hidden histories in transdisciplinary experiential learning projects. Training in creative technologies, informal learning techniques, interpretation of marginalized histories, and digital cultural heritage design. Consideration of ethical questions involving the representation of diverse social identities, traditions, and histories. Pre: Sophomore Standing.
Social, political, economic and historic structures maintaining power and privilege in the K-12 education system that disadvantage students of different racial, ethic, socioeconomic, class, and cultural groups. Classroom environmental design to support equity and social justice. Impact of teacher and student identity development on student learning. Twenty hours of experiential learning in educational setting. Pre: Junior Standing.
In-depth, extensive, and reflective understandings of diversity regarding individual students, families, communities, and schooling contexts. Classroom instructional and management strategies that are responsive to cultural and linguistic differences.
Key concepts in curriculum and instruction in grades 4-8 mathematics to meet diverse learning needs. Algebraic structure of the rational numbers as it relates to childrens understanding of fractions, decimals, and percents, algebraic and proportional reasoning, and probability and data analysis. Childrens mathematical thinking and learning from a psychological perspective. Teaching mathematics through problem solving, reasoning, and communication to promote an inclusive community of learning based on appropriate educational theories.
Overview of reading theory, terminology, and development in grade K-5. Introduction to reading assessment, text selection, lesson planning, and instructional strategies. Supervised clinical setting instructing K-5 learner. Pre: Junior or senior standing.
Key concepts in curriculum and instruction in middle school mathematics to meet diverse learning needs. Algebraic structure of the rational numbers as it relates to understanding of fractions, decimals, and percents, algebraic and proportional reasoning, and probability and data analysis. Mathematical thinking and learning from a psychological perspective. Teaching mathematics through problem solving, reasoning, and communication to promote an inclusive community of learning based on appropriate educational theories.
Introduction to management and mentoring skills associated with the application of the engineering design process. Course covers skills necessary for leading diverse teams of people through a technical design project. Managing teams of local high school students through an authentic technical design experience associated with design competitions. Course addresses the practical applications of science, math and engineering, while building and managing teams of people to meet technical project goals. Prerequisite: ME 4015 or similar team-based design experience, or by permission of instructor.
Analysis of purpose, rationale, and foci of educational programs, and related services for individuals with special needs. Identification of characteristics associated with each exceptionality covered by the Individuals with Disabilities Education Act. Review of procedures for assessment, eligibility decisions, and the development of individualized educational programs. Overview of selected instructional strategies, environmental adaptations, and special materials. Examination of findings concerning program efficacy. Pre: Junior standing.
Methods for designing and implementing instruction in specific middle and high school content area classrooms (CTE, English, history, social sciences, mathematics, and music) in conjunction with a field experience course. Lesson planning, assessment, differentiation, technology, standards, and adolescent learning development. Reflectivity and collaboration for continuous improvement.
Challenges to adolescent literacy. Basic processes related to reading, comprehension, vocabulary development, and conceptual knowledge; diverse adolescent readers. Effective plans and teaching strategies for comprehending and using information in disciplinary texts in middle and high school content area classrooms. (Career and Technical, English, history, math, music, and science).
Methods for designing and implementing a variety of instructional approaches in specific middle and high school content area classrooms (CTE, English, history, social sciences, mathematics, and music) in conjunction with student teaching internship. Emphasis on planning and implementation of instructional design, research inquiry, classroom management, integration of technology. Unit plan development and evaluation.
Repeatable with different content.
Basic concepts, skills, and theory associated with creating and sustaining healthy relationships in social and professional settings. Self-awareness as it relates to relationship-building. Characteristics and identities of self and others as they relate to relationship-building. Relationship-building skills such as active listening, perspective taking, and empathy.
Fundamentals of Information Technology. Social and individual impact of technology. Software and hardware technologies. Networking, programming, and development.
Philosophies, history, legislation, context, administration and delivery systems of the various licensure areas included in Career and Technical Education.
Trends in international workforce development including global talent supply and demand; portable skills and workforce readiness; social, economic and employment issues; worker values; impact of technology, and workplace communication skills for effective writing, speaking, reading, and listening.
Course examines the procedures involved in the development of courses, curriculum, and instructional materials for education programs in agriculture.
Responsibilities of a Career and Technical Education teacher. Managing CTE program based on operational polices, promoting program to in-school and external stakeholders, implementing work-based learning, advising program student organizations, and creating a community-based program.
Assessment of standards-based outcomes of learning in workforce development and career and technical education programs. Focus on work-based learning, hands-on competencies, Cognitive Learning Targets, and performance assessment. Pre: Senior standing.
Planned program of clinical practice in education under the direction and supervision of a university supervisor and a selected practitioner. Pre: Recommendation of program area and successful completion of Professional Studies requirement.
Organizational design of educational youth programs such as 4-H and FFA, including administrative planning, human resource development, recruitment, marketing, and budgeting.
Theoretical, empirical, and practical foundations of educational psychology, including human learning, cognitive processes, development, motivation, classroom management, and instructional strategies for diverse students. Emphasis on application of theory to practice.
Survey of human motivation research and research methodologies in education, psychology, and neuroscience. Application of this research in diverse populations, including analysis of human motivation and design of motivating activities. (3H,3C)
Theoretical, empirical, and practical foundations of assessment in PK-12. Basic test design and measurement principles and practices, the use of assessments in education, the use of assessment data, and critical issues in assessment. Emphasis on creating classroom-level assessment systems.
An introductory instructional technology course. Principles and production of audio-visual materials and methods in instruction. Application of microcomputers in instruction, emphasizing computer literacy, programming and evaluation of instructional software. Course in methods of teaching, field teaching experience, or teaching experience required.
Introduction to creative hands-on problem-solving using technological and engineering design and application. Comprehensive views of how technology and engineering require integration of knowledge to solve technological challenges. Intersection of science, technology, engineering, and mathematics (STEM) with society. Use of virtual and hands-on modeling to identify, evaluate, and test the proper materials and processes for product design. Professional skills such as problem-solving, collaboration, and effective communication.
Introduction to strategies for teaching technology, engineering, and design in middle and high schools. Exploration of state standards and national recommendations for teaching technology, engineering, and design. Curriculum design and pedagogical frameworks for teaching technological and engineering design-based learning activities, implementing differentiated instruction, and addressing industry trends.
Fundamentals of technology and engineering design for middle and high school technology educators. 2005: Human needs and cultural context in engineering design process and design thinking. Contributions of systems engineering. Knowledge and skills for processing common materials. Introduction to computer-aided design for two and three-dimensional modeling. Laboratory safety. 2006: Technology and engineering practices. Measurement, analysis, and simulation tools and techniques. Advanced materials processing. Application of computer-aided design for two and three-dimensional modeling. Teaching technology in 6th through 12th grade classrooms.
Fundamentals of technology and engineering design for middle and high school technology educators. 2005: Human needs and cultural context in engineering design process and design thinking. Contributions of systems engineering. Knowledge and skills for processing common materials. Introduction to computer-aided design for two and three-dimensional modeling. Laboratory safety. 2006: Technology and engineering practices. Measurement, analysis, and simulation tools and techniques. Advanced materials processing. Application of computer-aided design for two and three-dimensional modeling. Teaching technology in 6th through 12th grade classrooms.
Examination of current and projected technology and engineering topics that are growing in regional, state, national, and global importance. Analyzing how the Grand Challenges for Engineering shape future technological advancements and their impact on societies, the environment, and global issues. Development, revision, and field-testing of appropriate learning activities for middle and high school students in selected topic areas.
Introduction to designing robotic systems including sensors, electronic components, and mechanical devices. Foundational technical developments in the use of robots and other computer-controlled devices including technical reporting. History and evolution of robots and automation and their social, economic, industrial, and educational impacts. Robotics-based instruction for middle and high-school students.
Workforce experience in technology and engineering education, including open-ended research, design, and industry collaboration. Open-ended and team-focused challenges in STEM contexts. Design-cycle (from problem identification to prototype and technical reporting) based on global, economic, environmental, and societal challenges. Comprehensive instructional unit planning to prepare pre-service educators to teach technological and engineering design-based learning to middle and high school students.
Planned program of clinical practice in education under the direction and supervision of a university supervisor and a selected practitioner. Recommendation of program area and successful completion of Professional Studies required.
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