Studies in Education
Trevecca’s Bachelor of Arts in studies in education is a program that provides a non-teaching alternative for students who do not complete the university’s student teaching requirement, who do not pass the required testing for admittance into the School of Education or who do not desire to pursue teaching licensure. This program prepares students for roles working with children where a teaching license is not required, such as substitute teaching, childcare centers, summer camps and more.
- Learn from faculty who possess high degrees in their fields, who have relevant and valuable real-world experience and who make an effort to know you personally.
- Enjoy our small class sizes and supportive campus community.
- Take advantage of incredible internships and job opportunities available in the exciting Nashville market.
What to Expect
Trevecca’s School of Education undergraduate and post-baccalaureate programs are designed to prepare you for a teaching career. However, we know that some students may not complete our student teaching requirement or may not pass the required testing for admittance into the School of Education. The studies in education program provides you with a non-teaching alternative if you fall into one of those categories.
Additionally, some students may not desire to become a licensed teacher. If you have been admitted into the School of Education and have met all other requirements for graduation but still don’t intend to pursue your teaching license, you’ll need to meet with the Director of Teacher Education to discuss whether the studies in education program is the best path for you.
Why Choose Trevecca?
Founded in 1901 and a leader in online education for more than two decades, Trevecca helps students discover and pursue an individual calling by providing innovative instruction; cultivating a supportive, Christ-centered community; and establishing relationships that open doors.
Recognized nationally and locally for academic quality, Trevecca has earned a reputation for providing the world with servant leaders, problem solvers and difference makers. Trevecca’s holistic approach to education encompasses intellectual, social, emotional, physical and spiritual growth.
As a Christian university, we offer programs that explore the ways faith intersects with your field of study. This means you can gain degree in a supportive, Christian community with small classroom sizes and engaged faculty members who care about you, your faith and your goals.
Get details on all the courses you’ll complete as you work toward this degree at Trevecca.Read More
Graduates of our studies in education program enjoy careers working with children that don’t require teaching licensure. More specifically your degree prepares you for roles such as:
- Substitute teacher
- Day care director/instructor (in both public and private settings)
- Camp director/instructor
- Summer program director/instructor
- Andrew Burnham Director, graduate Master in Arts in Teaching (MAT) program / graduate Special Education: Visual Impairments
- Amy Conditt Director, Post Baccalaureate program / Director, Assessment and Accreditation
- Andrea Fowler Director of Library Services
- Suzann Harris Dean, School of Education
- Sarah Keil Associate Librarian
- Beth Purtee Collection Services Librarian
- Priscilla Speer Online Learning Services Librarian
- Marcia Walker Director of Clinical Practices and Field Experience
Get details on all the courses you’ll complete as you work toward this degree at Trevecca.*
English Acquisition (FE-10)
Current approaches, methodologies, techniques, and materials for teaching English language learners primarily in K-12 setting. Designed to provide theoretical and practical experience in language acquisition. Fee charged. Course includes 10 hours of field experience in ESL classrooms, which must include a 6-12 setting.
Human Growth and Cognition
Explores human growth and development over the life span to understand the nature and needs of individuals at all developmental levels: physically, emotionally, cognitively, and behaviorally. Designed to provide the developmental approach to cognition in children and adolescents within the context of major learning theories. Brain research, learning modalities, and metacognition are also examined.
Introduction to the Exceptional Learner
An overview of the issues related to the characteristics of the exceptional learner. Concepts of learning and classroom management in the public school are considered.
Becoming a Teacher (FE-20)
Provides observation and participation in a public school. Field study is completed in the following areas: classroom observation, classroom material preparation, and classroom interactions to enhance the knowledge, skills, and professional dispositions required of educators. The requirements for entering the Teacher Education Program are part of the course. Graded S-U.
Foundations of Education
Surveys the historical, social, philosophical, and psychological foundations of the American school system with emphasis on an introduction to the teaching profession. Designed to be the first course taken in the teacher education program. Taken in conjunction with EDU 1020.
Effective Classroom Environments
Focuses on the major traditional and current behavior management theorists and strategies. Prepares the candidate to use effective strategies for developing a safe but invigorating classroom climate. The creation of a Classroom Management Plan and its implementation in a classroom is included within this course. Only juniors or seniors scheduled to student teach within two semesters of taking EDU 3556 are permitted to enroll in the course.
Public School Health
Designed to assist the future teacher in developing an understanding of the whole person, including physical, mental, emotional and spiritual development; the continuum of health and how it interrelates with academic performance. Prevention of disease, first aid, CPR, choking, drug abuse, current health issues, and healthcare agencies are presented to increase the potential teacher's awareness in assisting students in all areas of their lives which affect their academic success.
Language and Literacy (FE-20)
Addresses language skills including listening, speaking, writing, handwriting, spelling, grammar, and usage. Emphasis on the child's total language development will be addressed. Course includes a 20 hour field experience.
A survey of children's literature in preparation for elementary school teaching and children's librarianship. The best of picture books and prose for children are introduced. Emphasis is placed on implementation of an effective literature program in the elementary grades.
MATHEMATICS (CHOOSE ONE)
Problem Solving: A Quantitative Reasoning Approach
This course is designed to promote students' understanding and appreciation of mathematics and to develop quantitative and problem solving skills. The course will further introduce students to a wide range of applications of mathematics to modern life. Topics will be selected from linear and non-linear models, logic, sets, probability, counting techniques, statistics, matrices, and game theory.
Concepts of Mathematics
Considers the realm of mathematics as some of the greatest ideas of humankind-ideas comparable to the works of Shakespeare, Plato, and Michelangelo. This course will introduce students to several of these ideas, selected from topics in numerical patterns, infinity, geometry, topology, chaos, probability, and statistics. Study of these topics will not only demonstrate the beauty of mathematics but will also develop critical thinking skills. This course is designed for liberal arts majors to satisfy the general education requirement.
PHILOSOPHY (CHOOSE ONE)
Introduction to Philosophy
A general introduction to the study of philosophy, both Western and non-Western. The course is organized around three domains of philosophical reflection: metaphysics, epistemology, and ethics. Representative philosophers from Socrates to Confucius will be used to illuminate the philosophical task. The course also includes discussion of world religions as representatives of non-Western philosophy.
A philosophical analysis of the narratives and principles that have contributed to moral and ethical norms for human action.
Choose a Minor
Early Childhood Curriculum
Addresses the knowledge and skills that are essential for creating and implementing curricula appropriate for young children. The course places emphasis on high-quality, meaningful, and developmentally appropriate learning environments (emotional, social intellectual, and physical), play and creative expression, schedules, and activities by integrating play with drama, art and music for students Pre-K through 3rd grade. Defined are the stages of development in children's creative abilities. Course includes a 12 hour field experience in a licensed child development center (infants - four year olds) and twelve hours of field experience in grades K-3 (3 hours per grade level).
This course covers the objectives, principles, trends, materials, and current practices for teaching social studies and fostering social development in early childhood education. Students will learn how to develop appropriate strategies to improve the literacy skills of all children including children from other cultures. A focus will be placed on developing a respect for a variety of cultures including the similarities and differences in beliefs, knowledge bases, changes, values and traditions. The social studies component of this course will include the integration of social studies content and knowledge. Attention is called to the implementation of developmentally appropriate learning environments (emotional, social, intellectual, and physical). A 12- hour field experience is required in grades K-3 (3 hours per grade level in areas of social studies).
This course explores methods that cover the planning and implementation of mathematics. Emphasis is placed on the investigation of experiences and activities appropriate to young children in the areas of mathematics content and processes, technology, and literacy/math in children’s daily lives. This course also focuses on the implementation of developmentally appropriate learning environments (emotional, social, intellectual, and physical). A 12-hour field experience is required in grades PreK-3.
This course explores the nature, scope, and role of science experiences in the learning and development of young children with emphasis given to a constructivist, inquiry-oriented approach consistent with national standards. This course also focuses on methods that cover the planning and implementation of science appropriate for PreK-3 grades. Emphasis is placed on the investigation of experiences and activities appropriate to young children in the areas of science content and processes, technology, and literacy/science in children’s daily lives. This course also focuses on the implementation of developmentally appropriate learning environments (emotional, social, intellectual, and physical). A 12-hour field experience is required in grades PreK-3.
The course focuses on the teaching of reading and writing throughout the PreK-3 curriculum. Emphasis is placed on the objectives, developmental skills, materials, techniques, and the processes of assessing, diagnosing, and correcting reading and writing skills appropriate to Early Childhood. Instruction includes a holistic view of literacy development as well as methods of motivating young children to read and write in the content areas. A clinical field experience of 20 hours in both diagnosis and remediation in grades K-3 is required. At least 10 hours must be completed in an ESL classroom setting. Fee charged.
Provides an overview of the diverse educational needs, challenges, opportunities, and rewards that teachers encounter as they seek to effectively meet the needs of learners in urban schools. Students explore the history of public schools in urban areas, the characteristics of the urban child, as well as effective teaching strategies for working with students who are identified as "at risk" as well as English Second Language (ESL) students. This course addresses the competencies, tools. and instructional strategies to effectively create positive classroom environments and assist in student achievement. The course includes a 10-hour field experience for Education majors in a low socioeconomic, ethnically/racially diverse, preferably ESL school setting. Any non-Education major may complete the field experience requirement through volunteering in a number of alternative settings such as private agencies, and businesses whose primary focus is working in urban communities with children and their families identified as "at-risk." The alternative settings listed would be an acceptable environment to address the course learning outcomes. This course is an option for any student exploring choices in meeting the Intercultural Literacy requirement.
Designed to provide some insight into the nature of mathematics by examining various mathematical structures. Topics include the development of the real number system, conventional and unconventional algorithms including working in different bases, elementary number theory, algebraic reasoning, data analysis, probability, geometry, and measurement. Critical thinking, writing, and problem solving will be emphasized.
This course focuses on effective instructional methods and curriculum models for K-5 teachers. Best practices in creating diverse, enthusiastic learning environments and writing lesson plans are explored to meet the needs of ALL students, including but not limited to “at risk” and English Second Language (ESL) students. Using data to inform instruction is addressed as part of the planning component. Fee charged. A 20-hour field experience is required in diverse school settings, specifically with ESL students.
The course focuses on the integration of reading and writing instruction throughout the K-5 curriculum. Emphasis is placed on the objectives, developmental skills, materials, techniques, and the processes of assessing, diagnosing, and correcting reading and writing skills. Instruction includes a holistic view of literacy development. A clinical field experience of 20 hours in both diagnosis and remediation in an elementary school is required. At least 10 hours must be completed in an ESL classroom setting. Fee charged.
Special Education Curriculum
Provides an overview of the technology used to provide access to the curriculum for students in general-education settings and special-education settings. Various systems of technology will be discussed with a focus on the appropriate uses, implementation, and overall understanding of the tools available to students needing intervention services.
Focuses on individualized diagnostic testing and interpretation of psychological evaluations, universal screenings, and progress monitoring as related to instructional planning and eligibility. Basic steps in test administration are reviewed for various major published tests as well as curriculum based or classroom testing methods to document or determine current level of performance. Basic steps of the RTI process will also be discussed. Test administration and scoring is performed.
Defines the various aspects of core content instruction and environmental structure in elementary and middle school settings for exceptional learners with mild to moderate disabilities. Strategies to document and modify social, emotional, communication, behavioral and academic areas are addressed. A focus on differentiation, scaffolding, and determining appropriate accommodations based on student strengths will be addressed. A ten-hour field experience is required.
Explores effective methods for collaborating with families, colleagues and related service providers are defined and examined. Discusses the role an interventionist plays in assisting data teams and alignment of interventions to the specific needs of the student. Assistive technology, transition planning, various technology programs, medical plans and the resources needed to assess these areas are explored. A ten-hour field experience is required.
Explores classroom management strategies specific to students with mild to moderate disabilities. Special consideration for the function, measurement and documentation of specific behaviors and program development will be presented. Social skills training, de-escalation, re-direction, medical aspects and research-based strategies will be presented. A 10 hour field experience is required.
General Education Core — 64 hours
*Additional elective hours are required and vary depending on chosen minor. View the program's course catalog for details.
*For a complete list of courses, tracks and other relevant information, view the program's course catalog.