The School of Education offers the B.A. in Community Education in conjunction with the College of Arts and Sciences.
Faculty and Administration
Dr. Christine Carrino Gorowara, Dean of the School of Education
Ms. Cachanda Orellana, Assistant Dean of the School of Education
Ms. Yema Gbondo, Program Coordinator and Education Advisor
Dr. Jennifer Lee, Associate Professor and Program Chair
Dr. Marie Celeste, Associate Professor
Mr. Michael Rowe, Assistant Professor
Dr. Randi Stone, Assistant Professor
Dr. Steven Thorne, Distinguished Professor
Faculty in the School of Education also support Trinity’s undergraduate education programs.
Description
Trinity’s Bachelor of Arts in Community Education is the optimal degree program for scholars whose career goals do not require state teaching certification. The Community Education curriculum will combine education and humanities courses that will adequately prepare students for working in a variety of youth educational services. At Trinity, the B.A. degree in Community Education will allow students to specialize in one of five areas that are particularly relevant to the DC metropolitan area: Early Childhood Development, Teaching and Learning in the Community, Special Education Advocacy, Equity and Diversity, and Education, Organizations, and Leadership. Trinity’s courses provide a core of knowledge, skills and field-based experiences, include performance assessments designed to demonstrate the teacher’s ability to impact student learning, and integrate course syllabi and assessments that reflect the standards of the Interstate New Teacher Assessment and Support Consortium (InTASC).
Students in the College of Arts and Sciences may also pursue a minor in community education.
Program Requirements
A Trinity degree requires a total of 120 credits at the undergraduate level. In addition to the credits required in the General Education sequence and the major courses, students must enroll in electives to meet the 120 credit requirement for the B.A. Education majors are encouraged to explore additional education courses and/or courses in biology, English, global affairs, history, math, or politics and policy to meet the 120 credit requirement.
Required Major Courses (21 credits)
All of the following courses:
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCM 301 Education in the CommunityThis course will introduce students to the various ways education of children takes place within community settings. The community is an integral part of a child's life and can impact a child's development and education in many ways. This course will provide students with an opportunity to learn about asset-based community development and the impact strong communities have on families, children, and youth. Students will explore local communities and learn about a variety of community organizations that work in the field of education.
EDCM 302 Service Learning in Community EducationThis course will introduce students to service learning as a pedagogy for educating students in the community. This course will explore the history of service learning and civic engagement with an emphasis on youth organizing for social justice. Students will conduct research, learn how to advocate, and design service learning projects.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts) *(satisfies general education requirement)
PSYC 231 Child PsychologyReviews theories of development and contemporary research regarding current social issues concerning children. Focuses on the developmental period from conception through middle childhood; topics include cognitive changes, language acquisition, sensorimotor, moral, and socioemotional development. Formerly PSY 257 Child Psychology.
3 credits
Prerequisites: PSYC 101 or permission of instructor
All of the experiential courses (9 credits):
EDCM 401 Internship in Community Education IProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 200-hours of on-site internship work a by attending two or three times a week for 10 weeks. Students must take EDCM 420 Research Seminar in Community Education when they take the internship.
EDCM 402 Internship in Community Education IIProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 100-hours of on-site internship work a by attending two or three times a week for 10 weeks.
Prerequisites: EDCM 401 and EDCM 420
EDCM 420 Research Seminar in Community EducationThis seminar is a companion to and taken concurrently with Internship in Community Education. In this culminating learning experience, interns will share, examine and reflect upon the internship experience as they explore the various opportunities for community education. Interns will also learn the fundamentals of community-based research and design a community research project. Interns will focus on career planning and development along with the production of a resume and cover letter.
Four electives chosen in consultation with your advisor (12 credits):
BADM 101 Introduction to BusinessThis course provides students with an overview of the core functions and operations of business organizations. Topics discussed include forms of business ownership, research and development, marketing, finance, accounting, production, materials management, and human resource management. Formerly BUA 105 Introduction to Business.
3 credits
BADM 226 Organizational BehaviorThis course will provide an overview of selective OB theories relevant to the practice of management and decision making. Issues will include motivation and morale, perception, job satisfaction and quality of work /life and change management. The course work will consist of discussion, role play, case studies and practitioners presentations.
3 credits
Prerequisites: BADM 101 or BADM 110 or EXSC 321 (exercise science students only) or by Permission of Instructor
BADM 232 Mastering Management: Interpersonal Effectiveness for the WorkplaceThis course will address the concepts and skill sets required to succeed in managing the individual, team and group across the contemporary organization. Attention will be given to the values and ethics implied in these actions. Topics addressed include, decision making, negotiation, mentoring and politics. Given that this course is intended to encourage individual development, students will be actively engaged in role play, simulation, group work and individual assessments.
3 credits
Prerequisites: BADM 226 or BADM 236 or Permission of Instructor.
BADM 236 Theories of LeadershipThis course will survey significant leadership theories, discuss current leadership issues (ethics, motivation, conflict) and relate theory to practice through case discussion.
3 credits
Prerequisites: BADM 101 or BADM 110, or EXSC 321 (exercise science students only) or by Permission of Instructor
BADM 328 Business, Government, and SocietyThis course provides an introductory examination primarily of macroeconomic theory and policy. Its purpose is to assist non-economists in dealing with real world economic issues. The course deals with such topics as economic growth, money and taxes, the balance of payments, exchange rates, international trade, business cycles, and financial markets.
3 credits
Prerequisites: ECON 101 and ECON 102; BADM 226 or BADM 236; PHIL 253
BADM 352 Managing a Diverse WorkforceThis course explores the increasing diversity in today's workforce. Today's workplaces require a multi-cultural climate in which all members of an organization are supported, valued, and allowed to actualize their potential. Topics include the benefits of diversity across race, gender, and age; the behaviors that block organizational and individual effectiveness in a diverse workplace; and effects of diversity on managers. This course utilizes case studies, readings and activities to help students learn effective problem solving strategies.
3 credits
Prerequisites: BADM 226 or BADM 236
COM 201 Interpersonal CommunicationOffers an introduction to the fundamental theories and principles of interpersonal communication with emphasis on analyzing and assessing the communication skills necessary to create and sustain effective communication in personal and professional relationships.
3 credits
Core Area II: Understanding Self, Society, and Nature
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCM 403 Internship in Community Education IIIAllows students to complete an additional 50-hours of on-site internship work.
Prerequisites: EDCM 401 or EDCM 402 taken before or concurrent enrollment.
EDCM 404 Internship in Community Education IVAllows students to complete an additional 50-hours of internship site work.
EDCM 401 or 402 taken before or concurrently enrolled.
EDCM 426 Research Problems in Community EducationAllows in-depth exploration of research topic selected by the student and instructor. Students can implement the research project they developed in EDCM 420 or work with a community partner to explore a different research topic.
EDTE 321 Reading MaterialsProvides a survey of children's literature with emphasis on works by major authors and illustrators with topics including criteria for evaluating literature, sexism and multicultural aspects of literature for children and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Selecting, evaluating, and using a variety of materials to create skilled and motivated readers in the elementary grade. Field component is an integral part of the course.
3 credits
Prerequisites: EDCC 220 with grade of B or higher.
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 422 Teaching Methods for Elementary MathematicsTeaches candidates how to use major concepts, procedures, and reasoning processes that define number systems and number sense, geometry, measurement, statistics and probability in mathematics to include algebra. There is an emphasis on manipulative, task analysis, assessment, computer and calculator technology in mathematics. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 423 Teaching Methods for SciencePresents methods, techniques, strategies, and materials of teaching science including physical, life, and earth and space science as well as concepts in science and technology. It will help students to construct their own knowledge of scientific principles and concepts. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 424 Teaching Methods for Social StudiesTeaches candidates how to use the major concepts and modes of inquiry from social studies with typical elementary social students curriculum content and methods effective in teaching. The course includes review of research on effectiveness, design of activities, and assessment of student learning. Heavy emphasis on multicultural issues into the regular curriculum is included. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 425 Teaching Methods for Reading and Language ArtsProvides the elementary teacher candidates with the understanding and strategies to plan effective reading and language arts instruction; learn a variety of developmentally appropriate comprehension strategies to enhance student understanding. Listening, speaking, reading, and writing to include teaching spelling, handwriting, oral and written expression as well as creative expression. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
HUMR 214 Family Violence and Child AbuseThis course focuses on violence in the context of interpersonal relationships across the lifespan. The history of domestic and family violence, current psychological and sociological theories and the causes of violence in the family are examined. Interventions and preventative models to reduce family and domestic conflict and family violence involving children, youth and the elderly are emphasized. This course also explores cross-cultural practices and incidents of violence against families, children, individuals and vulnerable adults.
Prerequisites: PSYC 101 or SOCY 100.
POLS 305 Public PolicyFocuses on the overall policy-making process including its various stages and actors. Integrates material on the presidency, Congress, political parties, interest groups, courts, and public administration courses into an understanding of the whole policy process. Formerly PSC 352 Public Policy.
3 credits
PSYC 325 Behavior Disorders in ChildrenStudies childhood psychological disorders within a framework of normal development. Emphases include etiology, diagnosis, treatment methods, current research, and case studies. Formerly PSY 358 Behavior Disorders in Children.
3 credits
Prerequisites: PSYC 101 and PSYC 231 or permission of instructor
SOCY 261 Family and SocietyIntroduces students to the role of the family in the social structure. Examines the family in historical perspective, the institution of marriage, socialization, the importance of gender, and current issues in the modern family. Formerly SOC 261 Family and Society.
SOCY 323 Race and Racism in SocietyTraces the history of race relations, prejudice, and racism within the United States. Special emphasis will be given to the relationship of racism and the changing economic, political, demographic, and educational structure of society. Examines the roots of prejudice, its expression, and its impact on individual, families, communities, and societal institutions. Addresses the critical role of social science theory and research in increasing understanding of race relations and racism, and suggests intervention strategies for improved relations. Formerly SOC 350 Race and Racism.
3 credits
FLC Area V
Prerequisite: SOCY 100.
SOCY 335 Social MovementsThis course discusses the principal contemporary perspectives of social movements and collective behavior. Social, economic, and political inequality eventually lead to social movements as communities organize to demand changes to the societies to which they belong. By examining different social movements we will attempt to answer the questions: why do movements start? and how are they organized?, as well as who joins?, who stays?, and who drops out? Social Movements examined will include the Women's Movements, the Civil Rights Movements, the Labor Movements, Gay Rights Movements, the Environmental Movements, and others.
3 credits
Prerequisites: SOCY 100
General Education Area: IV
SOCY 361 The Black FamilyProvides a multidisciplinary approach to the study of Black families, including immigrant families from Africa and the Caribbean. The course covers four broad content areas: historical/theoretical approaches to the study of Black families; Black family patterns (including socioeconomic, demographic, and intergenerational patters); socialization within Black families; and advocacy for and gender relations within Black families. Formerly SOC 302 The Black Family.
3 credits
Prerequisite: SOCY 100.
Recommended Clusters for Electives:
Early Childhood Development
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
HUMR 214 Family Violence and Child AbuseThis course focuses on violence in the context of interpersonal relationships across the lifespan. The history of domestic and family violence, current psychological and sociological theories and the causes of violence in the family are examined. Interventions and preventative models to reduce family and domestic conflict and family violence involving children, youth and the elderly are emphasized. This course also explores cross-cultural practices and incidents of violence against families, children, individuals and vulnerable adults.
Prerequisites: PSYC 101 or SOCY 100.
Teaching and Learning in the Community
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 424 Teaching Methods for Social StudiesTeaches candidates how to use the major concepts and modes of inquiry from social studies with typical elementary social students curriculum content and methods effective in teaching. The course includes review of research on effectiveness, design of activities, and assessment of student learning. Heavy emphasis on multicultural issues into the regular curriculum is included. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 425 Teaching Methods for Reading and Language ArtsProvides the elementary teacher candidates with the understanding and strategies to plan effective reading and language arts instruction; learn a variety of developmentally appropriate comprehension strategies to enhance student understanding. Listening, speaking, reading, and writing to include teaching spelling, handwriting, oral and written expression as well as creative expression. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
Special Education Advocacy
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
POLS 305 Public PolicyFocuses on the overall policy-making process including its various stages and actors. Integrates material on the presidency, Congress, political parties, interest groups, courts, and public administration courses into an understanding of the whole policy process. Formerly PSC 352 Public Policy.
3 credits
PSYC 325 Behavior Disorders in ChildrenStudies childhood psychological disorders within a framework of normal development. Emphases include etiology, diagnosis, treatment methods, current research, and case studies. Formerly PSY 358 Behavior Disorders in Children.
3 credits
Prerequisites: PSYC 101 and PSYC 231 or permission of instructor
SOCY 261 Family and SocietyIntroduces students to the role of the family in the social structure. Examines the family in historical perspective, the institution of marriage, socialization, the importance of gender, and current issues in the modern family. Formerly SOC 261 Family and Society.
Equity and Diversity
SOCY 261 Family and SocietyIntroduces students to the role of the family in the social structure. Examines the family in historical perspective, the institution of marriage, socialization, the importance of gender, and current issues in the modern family. Formerly SOC 261 Family and Society.
SOCY 321 Inequality and SocietyExamines classical and contemporary theories of social stratification. Are we all created equal? Can we become equal? Particular emphasis is on the American class structure, its impact on social institutions, and the importance of gender and race as factors contributing to inequality in society. Formerly SOC 378 Inequality and Society.
3 credits
Prerequisites: SOCY 100
SOCY 323 Race and Racism in SocietyTraces the history of race relations, prejudice, and racism within the United States. Special emphasis will be given to the relationship of racism and the changing economic, political, demographic, and educational structure of society. Examines the roots of prejudice, its expression, and its impact on individual, families, communities, and societal institutions. Addresses the critical role of social science theory and research in increasing understanding of race relations and racism, and suggests intervention strategies for improved relations. Formerly SOC 350 Race and Racism.
3 credits
FLC Area V
Prerequisite: SOCY 100.
SOCY 361 The Black FamilyProvides a multidisciplinary approach to the study of Black families, including immigrant families from Africa and the Caribbean. The course covers four broad content areas: historical/theoretical approaches to the study of Black families; Black family patterns (including socioeconomic, demographic, and intergenerational patters); socialization within Black families; and advocacy for and gender relations within Black families. Formerly SOC 302 The Black Family.
3 credits
Prerequisite: SOCY 100.
Education, Organizations, and Leadership
BADM 101 Introduction to BusinessThis course provides students with an overview of the core functions and operations of business organizations. Topics discussed include forms of business ownership, research and development, marketing, finance, accounting, production, materials management, and human resource management. Formerly BUA 105 Introduction to Business.
3 credits
BADM 236 Theories of LeadershipThis course will survey significant leadership theories, discuss current leadership issues (ethics, motivation, conflict) and relate theory to practice through case discussion.
3 credits
Prerequisites: BADM 101 or BADM 110, or EXSC 321 (exercise science students only) or by Permission of Instructor
BADM 328 Business, Government, and SocietyThis course provides an introductory examination primarily of macroeconomic theory and policy. Its purpose is to assist non-economists in dealing with real world economic issues. The course deals with such topics as economic growth, money and taxes, the balance of payments, exchange rates, international trade, business cycles, and financial markets.
3 credits
Prerequisites: ECON 101 and ECON 102; BADM 226 or BADM 236; PHIL 253
POLS 305 Public PolicyFocuses on the overall policy-making process including its various stages and actors. Integrates material on the presidency, Congress, political parties, interest groups, courts, and public administration courses into an understanding of the whole policy process. Formerly PSC 352 Public Policy.
3 credits
Minor Requirements
Students in the College of Arts and Sciences may pursue a Minor in Community Education. Students minoring in Community Education must complete 18 credits of course work.
Required Courses (18 credits)
ALL of the following courses:
EDCM 301 Education in the CommunityThis course will introduce students to the various ways education of children takes place within community settings. The community is an integral part of a child's life and can impact a child's development and education in many ways. This course will provide students with an opportunity to learn about asset-based community development and the impact strong communities have on families, children, and youth. Students will explore local communities and learn about a variety of community organizations that work in the field of education.
EDCM 302 Service Learning in Community EducationThis course will introduce students to service learning as a pedagogy for educating students in the community. This course will explore the history of service learning and civic engagement with an emphasis on youth organizing for social justice. Students will conduct research, learn how to advocate, and design service learning projects.
EDCM 401 Internship in Community Education IProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 200-hours of on-site internship work a by attending two or three times a week for 10 weeks. Students must take EDCM 420 Research Seminar in Community Education when they take the internship.
EDCM 402 Internship in Community Education IIProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 100-hours of on-site internship work a by attending two or three times a week for 10 weeks.
Prerequisites: EDCM 401 and EDCM 420
EDCM 420 Research Seminar in Community EducationThis seminar is a companion to and taken concurrently with Internship in Community Education. In this culminating learning experience, interns will share, examine and reflect upon the internship experience as they explore the various opportunities for community education. Interns will also learn the fundamentals of community-based research and design a community research project. Interns will focus on career planning and development along with the production of a resume and cover letter.
EDCM 426 Research Problems in Community EducationAllows in-depth exploration of research topic selected by the student and instructor. Students can implement the research project they developed in EDCM 420 or work with a community partner to explore a different research topic.
Program Policies
Application to the School of Education
Students must be accepted into the School of Education in order to register for 400-level EDCC, EDTE, or EDCM courses. In order to be eligible for acceptance to the School of Education, students must have:
- Completed 36 credits or more
- Passed EDCC 219 Fundamentals of EducationExplores the historical, philosophical, and cultural underpinnings of American education. Students are introduced to curriculum content, fundamentals of teaching competencies, contemporary education policy and processes in decision-making. Introduces Early Childhood teaching standards and the structure and content of the early childhood program, including a Praxis component.
3 Credits
Prerequisites: None or EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None with a B (3.0) or higher.
Field-Based Instruction
Teacher preparation at Trinity emphasizes field-based instruction that includes a series of integrated classroom and practicum experiences at different grade/age levels in a variety of school settings.
Clearances
In order to complete field experiences in local schools, students will need the following clearances:
- Tuberculosis test
- FBI Identity History Summary Check
- DCPS Clearance Letter
- Professional liability insurance
Note that there are costs associated with some of these clearances. Students who are teachers of record may have already satisfied these requirements. Students should check with their advisor for more information.
Attendance:
In all 300- and 400-level EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence. The final grade of a student with absences that total more than 25% of class meetings will be lowered by one letter grade. This policy does not apply to absences addressed by accommodations or modifications established by Disability Support Services. Faculty teaching EDCC/EDTE courses at the 200-level may adopt this policy in their syllabi as well.
Grades in Education Courses:
To fulfill requirements for the major or minor, undergraduate students may earn no more than one grade below a “B” in EDCC and EDTE courses.
Pass/No Pass:
Courses fulfilling the major or minor — including general education courses — may not be taken Pass/No Pass.
Transfer and Experiential Credit:
Students may transfer credits to Trinity through Advanced Placement (AP), International Baccalaureate (IB), American Council on Education, CLEP, DANTES, and portfolio/experiential assessments through the Trinity Experiential Lifelong Learning program. Undergraduate students can transfer up to 75 credits. Graduate students can transfer up to 6 credits. Transfer of courses counting toward the major must be approved by the appropriate School of Education chair or director or by the Dean. For more information, see the Trinity Transfer Credit Policy.
Transfer and experiential credits must be approved by faculty from the appropriate academic program. Credits intended to count toward an Education major or minor must be approved by the student’s program director or chair, or by the Dean of the School of Education.
Study Abroad:
Courses taken through a study abroad program approved by Trinity may count toward general education courses, pending review and approval by education Education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major or minor.
Course Descriptions
Explanation of course prefixes and numbers: Courses designated “EDCC” are education core and common courses across various programs in the School of Education. Courses designated “EDTE” are largely specific to the teacher education programs. Courses designated “EDCM” are specific to the community education programs.
BADM 101 Introduction to BusinessThis course provides students with an overview of the core functions and operations of business organizations. Topics discussed include forms of business ownership, research and development, marketing, finance, accounting, production, materials management, and human resource management. Formerly BUA 105 Introduction to Business.
3 credits
BADM 226 Organizational BehaviorThis course will provide an overview of selective OB theories relevant to the practice of management and decision making. Issues will include motivation and morale, perception, job satisfaction and quality of work /life and change management. The course work will consist of discussion, role play, case studies and practitioners presentations.
3 credits
Prerequisites: BADM 101 or BADM 110 or EXSC 321 (exercise science students only) or by Permission of Instructor
BADM 232 Mastering Management: Interpersonal Effectiveness for the WorkplaceThis course will address the concepts and skill sets required to succeed in managing the individual, team and group across the contemporary organization. Attention will be given to the values and ethics implied in these actions. Topics addressed include, decision making, negotiation, mentoring and politics. Given that this course is intended to encourage individual development, students will be actively engaged in role play, simulation, group work and individual assessments.
3 credits
Prerequisites: BADM 226 or BADM 236 or Permission of Instructor.
BADM 236 Theories of LeadershipThis course will survey significant leadership theories, discuss current leadership issues (ethics, motivation, conflict) and relate theory to practice through case discussion.
3 credits
Prerequisites: BADM 101 or BADM 110, or EXSC 321 (exercise science students only) or by Permission of Instructor
BADM 328 Business, Government, and SocietyThis course provides an introductory examination primarily of macroeconomic theory and policy. Its purpose is to assist non-economists in dealing with real world economic issues. The course deals with such topics as economic growth, money and taxes, the balance of payments, exchange rates, international trade, business cycles, and financial markets.
3 credits
Prerequisites: ECON 101 and ECON 102; BADM 226 or BADM 236; PHIL 253
BADM 352 Managing a Diverse WorkforceThis course explores the increasing diversity in today's workforce. Today's workplaces require a multi-cultural climate in which all members of an organization are supported, valued, and allowed to actualize their potential. Topics include the benefits of diversity across race, gender, and age; the behaviors that block organizational and individual effectiveness in a diverse workplace; and effects of diversity on managers. This course utilizes case studies, readings and activities to help students learn effective problem solving strategies.
3 credits
Prerequisites: BADM 226 or BADM 236
COM 201 Interpersonal CommunicationOffers an introduction to the fundamental theories and principles of interpersonal communication with emphasis on analyzing and assessing the communication skills necessary to create and sustain effective communication in personal and professional relationships.
3 credits
Core Area II: Understanding Self, Society, and Nature
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCM 301 Education in the CommunityThis course will introduce students to the various ways education of children takes place within community settings. The community is an integral part of a child's life and can impact a child's development and education in many ways. This course will provide students with an opportunity to learn about asset-based community development and the impact strong communities have on families, children, and youth. Students will explore local communities and learn about a variety of community organizations that work in the field of education.
EDCM 302 Service Learning in Community EducationThis course will introduce students to service learning as a pedagogy for educating students in the community. This course will explore the history of service learning and civic engagement with an emphasis on youth organizing for social justice. Students will conduct research, learn how to advocate, and design service learning projects.
EDCM 401 Internship in Community Education IProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 200-hours of on-site internship work a by attending two or three times a week for 10 weeks. Students must take EDCM 420 Research Seminar in Community Education when they take the internship.
EDCM 402 Internship in Community Education IIProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 100-hours of on-site internship work a by attending two or three times a week for 10 weeks.
Prerequisites: EDCM 401 and EDCM 420
EDCM 403 Internship in Community Education IIIAllows students to complete an additional 50-hours of on-site internship work.
Prerequisites: EDCM 401 or EDCM 402 taken before or concurrent enrollment.
EDCM 420 Research Seminar in Community EducationThis seminar is a companion to and taken concurrently with Internship in Community Education. In this culminating learning experience, interns will share, examine and reflect upon the internship experience as they explore the various opportunities for community education. Interns will also learn the fundamentals of community-based research and design a community research project. Interns will focus on career planning and development along with the production of a resume and cover letter.
EDCM 426 Research Problems in Community EducationAllows in-depth exploration of research topic selected by the student and instructor. Students can implement the research project they developed in EDCM 420 or work with a community partner to explore a different research topic.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 321 Reading MaterialsProvides a survey of children's literature with emphasis on works by major authors and illustrators with topics including criteria for evaluating literature, sexism and multicultural aspects of literature for children and integrating literature in the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. Selecting, evaluating, and using a variety of materials to create skilled and motivated readers in the elementary grade. Field component is an integral part of the course.
3 credits
Prerequisites: EDCC 220 with grade of B or higher.
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 422 Teaching Methods for Elementary MathematicsTeaches candidates how to use major concepts, procedures, and reasoning processes that define number systems and number sense, geometry, measurement, statistics and probability in mathematics to include algebra. There is an emphasis on manipulative, task analysis, assessment, computer and calculator technology in mathematics. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 423 Teaching Methods for SciencePresents methods, techniques, strategies, and materials of teaching science including physical, life, and earth and space science as well as concepts in science and technology. It will help students to construct their own knowledge of scientific principles and concepts. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 424 Teaching Methods for Social StudiesTeaches candidates how to use the major concepts and modes of inquiry from social studies with typical elementary social students curriculum content and methods effective in teaching. The course includes review of research on effectiveness, design of activities, and assessment of student learning. Heavy emphasis on multicultural issues into the regular curriculum is included. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 425 Teaching Methods for Reading and Language ArtsProvides the elementary teacher candidates with the understanding and strategies to plan effective reading and language arts instruction; learn a variety of developmentally appropriate comprehension strategies to enhance student understanding. Listening, speaking, reading, and writing to include teaching spelling, handwriting, oral and written expression as well as creative expression. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
HUMR 214 Family Violence and Child AbuseThis course focuses on violence in the context of interpersonal relationships across the lifespan. The history of domestic and family violence, current psychological and sociological theories and the causes of violence in the family are examined. Interventions and preventative models to reduce family and domestic conflict and family violence involving children, youth and the elderly are emphasized. This course also explores cross-cultural practices and incidents of violence against families, children, individuals and vulnerable adults.
Prerequisites: PSYC 101 or SOCY 100.
POLS 305 Public PolicyFocuses on the overall policy-making process including its various stages and actors. Integrates material on the presidency, Congress, political parties, interest groups, courts, and public administration courses into an understanding of the whole policy process. Formerly PSC 352 Public Policy.
3 credits
PSYC 231 Child PsychologyReviews theories of development and contemporary research regarding current social issues concerning children. Focuses on the developmental period from conception through middle childhood; topics include cognitive changes, language acquisition, sensorimotor, moral, and socioemotional development. Formerly PSY 257 Child Psychology.
3 credits
Prerequisites: PSYC 101 or permission of instructor
PSYC 325 Behavior Disorders in ChildrenStudies childhood psychological disorders within a framework of normal development. Emphases include etiology, diagnosis, treatment methods, current research, and case studies. Formerly PSY 358 Behavior Disorders in Children.
3 credits
Prerequisites: PSYC 101 and PSYC 231 or permission of instructor
SOCY 261 Family and SocietyIntroduces students to the role of the family in the social structure. Examines the family in historical perspective, the institution of marriage, socialization, the importance of gender, and current issues in the modern family. Formerly SOC 261 Family and Society.
SOCY 323 Race and Racism in SocietyTraces the history of race relations, prejudice, and racism within the United States. Special emphasis will be given to the relationship of racism and the changing economic, political, demographic, and educational structure of society. Examines the roots of prejudice, its expression, and its impact on individual, families, communities, and societal institutions. Addresses the critical role of social science theory and research in increasing understanding of race relations and racism, and suggests intervention strategies for improved relations. Formerly SOC 350 Race and Racism.
3 credits
FLC Area V
Prerequisite: SOCY 100.
SOCY 335 Social MovementsThis course discusses the principal contemporary perspectives of social movements and collective behavior. Social, economic, and political inequality eventually lead to social movements as communities organize to demand changes to the societies to which they belong. By examining different social movements we will attempt to answer the questions: why do movements start? and how are they organized?, as well as who joins?, who stays?, and who drops out? Social Movements examined will include the Women's Movements, the Civil Rights Movements, the Labor Movements, Gay Rights Movements, the Environmental Movements, and others.
3 credits
Prerequisites: SOCY 100
General Education Area: IV
SOCY 361 The Black FamilyProvides a multidisciplinary approach to the study of Black families, including immigrant families from Africa and the Caribbean. The course covers four broad content areas: historical/theoretical approaches to the study of Black families; Black family patterns (including socioeconomic, demographic, and intergenerational patters); socialization within Black families; and advocacy for and gender relations within Black families. Formerly SOC 302 The Black Family.
3 credits
Prerequisite: SOCY 100.
Related Programs
Bachelor of Arts (B.A.) in Early Childhood Education
Bachelor of Arts (B.A.) in Elementary Education
Minor in Education or Early Childhood Education
Minor in Community Education
Master of Arts in Teaching (M.A.T.)