At William Woods, you’ll be participating in a undergraduate program built on more than 150 years of academic excellence. The program offers students the opportunity to enter the program at any point during a new 5-week term. Courses are designed and taught by professionals that not only hold degrees in the areas they instruct but have proven their expertise in the education world.
Official transcripts (2.5 GPA or higher) mailed from the college/university of which you graduated
William Woods online graduate education programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Our graduate education programs are available online and are ranked among the best online programs in Missouri by US News and World Report.
At William Woods, you’ll be participating in a undergraduate program built on more than 150 years of academic excellence. The program offers students the opportunity to enter the program at any point during a new 5-week term. Courses are designed and taught by professionals that not only hold degrees in the areas they instruct but have proven their expertise in the education world.
“Our Bachelor of Science in Education Foundations is a great starting point for
students considering a career in education. The program gives students access to core
education coursework and is designed to prepare students for entry level positions such as
paraprofessionals. As someone who earned my degree from WWU and started my teaching
career right here in Fulton, I’ve always believed there is no better place to be a student, or
learn to be a teacher, than WWU.”Dr. Joseph Davis, Associate Professor of Education
This 42-credit-hour degree consists of 13 courses (3 credit hours each) and a final capstone course that is 3 credit hours. Students must earn a total of 120 credits to be awarded a Bachelor’s degree.
William Woods online graduate education programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Our graduate education programs are available online and are ranked among the best online programs in Missouri by US News and World Report.
Education Foundations – 42 Credits
This is an online program of study that provides students an avenue for entering the teaching profession who would otherwise could not due to financial and mobility barriers. This degree program does not lead to initial teacher licensure. The plan of study is geared for entry level certified paraprofessional positions and entry level non-certified daycare workers. The goals for this program are aligned with the outcomes for graduates to possess the ability/skills to effectively work with, mentor, and teach birth through eighth grade students in a public or parochial school setting. This bachelor’s degree provides students opportunities to easily transfer into a four-year teacher certification degree program, serve as a non-certified teacher (private setting), serve as a non-certified childcare worker, serve as a certified paraprofessional, or hold a position as a curriculum developer. A second mission of this program is to provide prospective students who have already completed a bachelor’s degree in the content area to receive initial teacher certification through the Temporary Authorization route (TAC) or apprentice programs.
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This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included. credits:
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Multicultural Education -U | 3 |
credits:
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Educational Technology | 3 |
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A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness. credits:
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Exceptional Child | 3 |
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This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course. credits:
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Foundations of Education | 3 |
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Assessment inventories and intervention approaches that enable teachers to better identify and respond to the developmental and learning needs of young children are emphasized. credits:
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Assessing Young Children | 3 |
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Early childhood principles and their implications on teaching children through the third grade are introduced. A philosophical framework for developmentally appropriate practice as an early childhood professional is examined. Includes sixteen hours of classroom experience in a preschool through third-grade setting. credits:
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Early Childhood Principles | 3 |
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The importance of parental involvement in a child’s education is stressed. Techniques for identifying community agencies and resources that support schools and families are examined. credits:
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Family and Community Resources | 3 |
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This course addresses the special demands of content area reading and writing for both elementary and secondary students and encourages teachers in all content areas to reflect on their roles as literacy providers. An overview of the possible causes of reading difficulties and simple assessment procedures are discussed. Students will also learn teaching strategies for improved comprehension of content materials, study skills, and vocabulary. credits:
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Reading & Wrtng in the Content Area | 3 |
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Students will understand curriculum and instructional planning of reading and writing in k-12 classrooms. Students will plan and differentiate lessons based on student needs. Instruction will focus on reading, writing and language acquisition in all grade levels. Students will work together and experience different expectations for pre-service teachers in collaborative groups. Throughout this course students will develop a better understanding of literacy development; phonics, fluency, vocabulary, and comprehension. Students will understand how to organize literacy instruction credits:
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Teaching Reading and Writing | 3 |
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The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching. Prerequisite: EDU231, EDU395 and Entrance into the TEP Program credits:
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Classroom Management | 3 |
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Teacher candidates are assigned to a specific 5-9 classroom for 14 weeks. Using a co-teaching model, teacher candidates will work with a certified teacher to implement all of the elements of Students in this course will complete a research-based capstone project centered upon learning theory, culturally responsive teaching practices, and data driven decisions in the field of education. The capstone project is a project divided into four distinct sections: Theoretical Background, Significance, Literature Review, and Proposed Plan of Action. credits:
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Education Foundations Capstone | 3 |
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The study of the psychological principles that support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice. credits:
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Educational Psychology -Q | 3 |
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The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare. credits:
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Child and Adolescent Development | 3 |
credits:
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Must complete at least 3 credits from the following options | 0 |
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Students will examine the history, philosophy, and rationale behind the middle school movement while they engage in coursework that promotes the middle school approach to education. The assignments provide experiences for blending theory and practice, observations and research with reflection, and resources necessary to effectively prepare teacher candidates for career in middle level education. The middle idle performance-based standards focus directly on what middle level teachers should know and be able to do. credits:
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Middle School Philosophy and Organi | 3 |
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An online course which concentrates on the appropriate curriculum and instructional delivery for middle-level education. This course requires ten (10) hours of classroom observation and activities. credits:
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Middle School Curriculum & Instruct | 3 |
English 