Bachelor of Arts in Education Studies

In this foundational course, students explore the principles necessary for achieving personal and career success. GEN 101 serves as a road map, guiding students as they begin their academic journey. Through self-discovery, surveying available resources, connecting with UAGC groups, and engaging with Career Services, students learn the essential skills of planning and goal setting. Students apply their personal strengths, skills, and lifelong learning strategies to develop essential career competencies. By making these meaningful connections students gain a deeper understanding of how their education relates to their desired career path.  Congratulations on embarking on this college journey filled with growth, exploration, and endless possibilities! This course is not available for non-degree seeking students and is not available as an elective.

This course offers an overview of digital fluency as it applies to personal, academic, financial, and professional success. Students will analyze the impact of digital technology on personal, social, and diversity issues and will develop digital skills that will assist in achieving academic, personal, and career goals. An overview of digital media is introduced with practical strategies for application in personal and professional life.

Learn and use key, practical skills that are applicable at home, at work, and in all UAGC courses! As UAGC students progress in their academic journey, strategies for personal, professional, and academic success continue to develop. This introductory course takes a two-pronged approach to setting students on a path to success. It merges fundamental informational literacy concepts with essential resources and skills that prepare students for college and career. Students learn how to identify, locate, evaluate, apply, and acknowledge information obtained through UAGC Library databases and internet search engines. By applying the research process, students sharpen critical thinking skills and learn to use information ethically. The final project is a practical and relevant opportunity for students to apply their learning in personally, professionally, and academically meaningful ways.

ENG 121 is designed to introduce students to the standards of writing in both academic and professional settings. The class will operate by first introducing, and then allowing students to practice, several written communication skills. Throughout, we will work to understand writing as a process, one that is strengthened through critical thinking, deepened by research, and built on a foundation of professional standards. Students will articulate a sense of their own skills and goals, and engage in collaborative conversations with peers and their instructor so as to be able to express their ideas more effectively. During the course, students will use the writing process to scrutinize their own perspectives while challenging them to embrace a wider conversation.

This course is designed to expand students’ appreciation of film and knowledge of how films are made. Through analysis of storytelling in a visual medium, students will examine the ways in which movies are shot, develop characters, evoke emotion, depict physical reality, reflect society, and have the power to influence it. Though the focus of the course is film itself, students will gain deeper intercultural fluency while growing their skills in critical thinking, written communication, and visual analysis.

This course is a study of correct and incorrect reasoning involved in everyday activities. The fundamentals of language and argument, deductive and inductive reasoning and other aspects of practical reasoning are examined. 

This course examines and evaluates theories and arguments concerning ethics and moral reasoning from a philosophical perspective. By engaging with historical and contemporary sources, students will analyze theories about the meaning, nature, and justification of ethical concepts; determine and assess how different forms of moral reasoning apply to contemporary moral issues; become more reflective and informed about their own moral beliefs; and develop their capacity for critical practical reasoning.

In this course, students will develop and expand their research and writing skills to communicate ideas in informed, ethical, and persuasive written documents intended for a range of audiences across a range of situations and contexts. Students will receive instruction and practice in synthesis and analysis, bolstering their written communication skills with a thorough understanding of academic research while honing critical thinking skills and effective work habits. Through writing well-structured, logical, and effective academic essays, students will explore tools and develop topics in a way that is meaningful to academic and professional lives. Prerequisite: Successful completion of ENG 121 or equivalent with a grade of “C-” or better.

This course is designed to aid students in understanding the dynamics of interpersonal relationships. Verbal and nonverbal communication patterns among people in personal, social, academic, and professional settings will be examined, within and between cultures, including both face-to-face and technologically mediated channels.  The nature of these interactions will be evaluated using contemporary communication theory. The course will enable students to identify their interpersonal communication skills and behaviors and to more critically evaluate their own oral communication and that of others. The primary goals of the course are to improve the quality of students’ communication in their personal and professional relationships, to enhance students’ experience and. confidence with oral communication, and increase awareness of the importance of interpersonal communication that is inclusive and equitable.

A survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

Students explore culture in its role of guiding human behavior and providing social order, structure, and stability for individuals and groups of people. Culture is presented as a system of adaptation involving beliefs, behavior, language, customs, socio/political strategies, traditions, and technology that evolve over time. Recommended prerequisite: ENG 122.

This course focuses on sustainable development from a cross-disciplinary approach, including, economics, management, education, policy, and science. Students discuss sustainability conflicts at the national and international levels, and use online simulations to understand and evaluate sustainability practices.   Topics include zero waste, water management, smart growth, green technology, global change, renewable energy, agriculture, and land management.  

In this course, students will explore a wide range of Algebra topics. Topics will include study of linear equations, linear relationships, slope, polynomials, and functions, including graphing relations and solving systems of equations. Emphasis will be placed on developing an awareness of historical and current uses of algebra in real life settings, in various careers, and in solving important societal problems.

The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.

This is an introductory course for students considering teaching as a career path or individuals seeking an increased understanding of the complexity and importance of education. The first focus is on topics in education that include, but are not limited to, teaching as a profession, diversity in the classroom, facilitation of student achievement and accountability, classroom management, and requirements for continuing professionalism in the field. The second focus of this course is on academic writing as a necessary component in the field of education. 

Introduction to Education, exposes students to current theories, issues, and practices that apply to the field of education. Students will learn about and apply varied instructional strategies, both individually and collaboratively. Topics include the role and responsibilities of professional educators, federal and state legislation in education, and serving students with special needs and language barriers. Students will discuss the importance of standards-based instruction and effective assessment methods. The concepts of educational equity, diversity, and inclusive practices for special populations are emphasized and woven into the instructional techniques, strategies, and developmental theories, taught in EDU 304. This course is designed to ensure that course completers can effectively support the needs of students from diverse backgrounds in the 21st century classroom.

In this course students are introduced to the history of education in the United States by exploring the ideologies and theoretical frameworks that have shaped the social, political, cultural, and economic tenets within educational institutions in America. The course explores a historical perspective on the experiences of diverse groups of people within our nation’s schools. A particular focus on issues of power and privilege and the ways that race, class, gender, and sexuality intersect with school policies is highlighted. As a culminating project, students will demonstrate an understanding of the development of American education by explaining key historical conditions and events that have shaped the realities of the present-day educational system. (Cross-listed as HIS 324).

Educational Psychology explores the theories of how people learn. Selected learning theories are analyzed from the perspective of teaching and learning. Developmental theory and environmental and social factors are explored as they interface with the learning process. Educational psychology’s research is applied to the measurement, assessment, and evaluation of learning and the effectiveness and efficiency of teaching-learning interactions.

This course explores the principles of the science of learning, providing students with a comprehensive understanding of how people learn based on current research in cognitive science, neuroscience, and educational psychology. Through the study of memory, motivation, emotion, and neurodiversity, students will learn how to design and implement evidence-based teaching strategies that enhance learning outcomes across diverse educational settings. Key topics include major learning theories, the role of memory in learning, the impact of motivation and emotion, the neuroscience of learning differences, and practical applications of learning science in instructional design. By the end of the course, students will be equipped with tools to create more effective, inclusive, and motivating learning environments that support all learners.

This course provides a basic introduction to the nature of human growth and development from conception through adolescence. Students are provided the opportunity to explore the physical, psychosocial, and cognitive factors of growth and development from both a theoretical and a practical perspective. The context and impact of the family and society as well as individual, cultural, moral, and linguistic differences on development will be covered.

Curriculum and Instructional Design is a comprehensive course that delves into the intricate interplay between content standards, curriculum design, lesson planning, and instructional models, with a primary focus on enhancing student achievement and ensuring equitable access to mastery for all learners. This course provides educators, instructional designers, and curriculum developers with the knowledge and skills necessary to navigate the complex relationship between content standards and effective instructional practices. Students will engage in practical lesson planning activities and collaborative discussions to apply their knowledge in real-world scenarios. By the end of the course, students will be equipped with the tools and insights needed to design and implement instruction that not only meets content standards but also fosters an equitable and inclusive learning environment, ultimately leading to increased student achievement for all.

This course provides an examination of educational approaches and their impact on the practice of creating inclusive learning environments for children with exceptionalities. Students will examine methods of assessment and apply evidence-based instructional methods and strategies to support children with diverse needs in inclusive settings. In addition, students will analyze the collaborative models in inclusive settings that support and serve children and their families. Finally, students will create a professional and ethics-based philosophy of inclusion for children with exceptionalities.

This course provides an overview of research-based concepts and instructional practices for teaching children how to read following the Science of Reading. In addition, the course will review assessments for evaluating the performance of developing readers, including phonemic awareness, letter-sound identification, word reading, and fluency. This course will also cover early literacy principles and the stages and components of early literacy development. Finally, the course will help students draw connections between oral language, phonological awareness, phonemic awareness, phonics, and fluent reading. Prerequisite: EDU 372.

This course provides a sufficiently broad yet detailed exposure to the realities of teaching a diverse group of English language learners (ELL) and how to best meet their needs using various instructional and assessment strategies. Students will reflect upon their own language learning experiences to aid in their understanding of language development, acquisition, and proficiency in reading, writing, speaking, and listening. Additionally, students will examine the advantages and disadvantages of various English learning programs and significant historical and legislative events in bilingual education. The course is designed to prepare students to deliver content area instruction to ELLs with diverse abilities and backgrounds including but not limited to language, culture, socioeconomic status, and immigration status, using the sheltered instruction approach.

Foundations of Educational Technology is a comprehensive course that examines the influence of educational technology on teaching and learning, with a primary focus on utilizing emerging technology to enhance culturally-responsive student learning and engagement. This course provides prospective educators, instructional designers, and curriculum developers with the knowledge and skills necessary to navigate the complex relationship between a variety of technology applications and diverse learning environments. Students will engage in collaborative discussions examining ethics in utilizing technology and will apply their knowledge in real-world scenarios. By the end of the course, students will be equipped with necessary tools and insights to analyze various applications of educational technology within learning environments and to synthesize an instructional unit using integrated educational technology that promotes achievement for all learners.

College of Education Capstone is designed to equip students at the end of their academic journey with the tools and strategies necessary for a successful transition into the 21st-century workforce. This course provides essential guidance and support, empowering recent graduates to create a compelling message that showcases their skills and abilities, positioning them as valuable assets to potential employers. The curriculum addresses five key areas vital for students entering the job market: sharing one’s story, resume creation, interview skills, portfolio development, and embedding an elevator pitch and personal brand statement into an easily shared and accessed ePortfolio. By mastering these areas, students will be able to market themselves competitively and effectively navigate their career paths. Prerequisite: GEN 499 & majority of major coursework.