Undergraduate Certificates
Literacy and High Impact Practices
BA Psychology
Literacy and High Impact Practices
The certificate prepares educators and aspiring teachers to effectively teach reading and writing to all students, especially those struggling with literacy, including those with dyslexia and other language-based learning differences
CAREERS
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COURSES
EDU 331 Emergent Literacy and Developmental Reading I (3cr)
An introduction to language and literacy acquisition and development in the young child (PreK-3). Exploration of the early childhood language arts curriculum and developmental speaking, listening, writing, and reading skills. Teaching strategies that support the Virginia Standards of Learning (SOLs), curriculum, direct and explicit instruction are foundational areas of development. The influence of a child’s background and experiences on emerging literacy development will be explored, along with the importance of family partnerships and assessment. This course will address the learning needs of all children, including those with disabilities, developmental delays, diverse cultural backgrounds, and language differences.
EDU 431 Emergent Literacy and Developmental Reading II (3cr)
Theoretical and methodological approaches to fostering literacy in 3rd-6th grade students, including multilingual learners and children with disabilities and unique needs. Advanced study of developmental and neurological connections between speaking, reading, and writing is included. The focus is on current research on developing and teaching literacy through reading science.
EDU 329 Reading in Content Areas (3cr)
This course explores alternative teaching strategies across content areas, with a special focus on reading and writing to enhance content literacy, comprehension, critical thinking, and appreciation of literature relevant to the discipline. Instruction in study skills, time management, and studying with the text is included.
SPED 353 Language Acquisition for Exceptional Learners (3cr)
Provides an overview of the structure and function of oral and written language, handwriting, and spelling as they relate to the Virginia Standards of Learning and Curriculum in Special Education
EDU 230 Culturally Competent Teaching (3cr)
This course provides prospective educators with the necessary knowledge, understanding, and recognition of multicultural perspectives and counter-narratives. The course aims to develop the candidate's ability to effectively collaborate with students, colleagues, peers, and parents or guardians from diverse cultural backgrounds. The course will enhance participants' skills in curating cross-cultural belonging, engaging in critical analysis, recognizing and leveraging funds of knowledge, and fostering cultural sensitivity. To adequately address students' needs across various settings, applicants must develop culturally responsive teaching skills and actively engage as critical thinkers, learners, and valued members of the classroom.
EDU 200 Practicum I: Observations in Education Settings (1cr)
The course is designed as a blended learning experience, with learning in the K-12 classroom and on campus. It focuses on interactive observations, including engaging with students, forming relationships, and observing classroom routines, procedures, and transitions. The candidate will complete practicum experience (20 hours).
An introduction to language and literacy acquisition and development in the young child (PreK-3). Exploration of the early childhood language arts curriculum and developmental speaking, listening, writing, and reading skills. Teaching strategies that support the Virginia Standards of Learning (SOLs), curriculum, direct and explicit instruction are foundational areas of development. The influence of a child’s background and experiences on emerging literacy development will be explored, along with the importance of family partnerships and assessment. This course will address the learning needs of all children, including those with disabilities, developmental delays, diverse cultural backgrounds, and language differences.
EDU 431 Emergent Literacy and Developmental Reading II (3cr)
Theoretical and methodological approaches to fostering literacy in 3rd-6th grade students, including multilingual learners and children with disabilities and unique needs. Advanced study of developmental and neurological connections between speaking, reading, and writing is included. The focus is on current research on developing and teaching literacy through reading science.
EDU 329 Reading in Content Areas (3cr)
This course explores alternative teaching strategies across content areas, with a special focus on reading and writing to enhance content literacy, comprehension, critical thinking, and appreciation of literature relevant to the discipline. Instruction in study skills, time management, and studying with the text is included.
SPED 353 Language Acquisition for Exceptional Learners (3cr)
Provides an overview of the structure and function of oral and written language, handwriting, and spelling as they relate to the Virginia Standards of Learning and Curriculum in Special Education
EDU 230 Culturally Competent Teaching (3cr)
This course provides prospective educators with the necessary knowledge, understanding, and recognition of multicultural perspectives and counter-narratives. The course aims to develop the candidate's ability to effectively collaborate with students, colleagues, peers, and parents or guardians from diverse cultural backgrounds. The course will enhance participants' skills in curating cross-cultural belonging, engaging in critical analysis, recognizing and leveraging funds of knowledge, and fostering cultural sensitivity. To adequately address students' needs across various settings, applicants must develop culturally responsive teaching skills and actively engage as critical thinkers, learners, and valued members of the classroom.
EDU 200 Practicum I: Observations in Education Settings (1cr)
The course is designed as a blended learning experience, with learning in the K-12 classroom and on campus. It focuses on interactive observations, including engaging with students, forming relationships, and observing classroom routines, procedures, and transitions. The candidate will complete practicum experience (20 hours).