Education at Waynesburg University

The Education Department at Waynesburg University strives to prepare teachers who embrace learning and dedicate themselves to service and leadership in the profession. Students can choose to study from a major in early childhood education or a major in elementary/middle education with a variety of focuses in each. We also offer a Secondary Education Certification.

Early Childhood (Pre-K certification)

The Pre-K majors may elect to add an additional certification in special education.

Elementary/Middle (4-8 certification)

The 4-8 certification majors must select from one of the five dual concentration areas

  • Mathematics and English/Language Arts
  • Mathematics and Social Studies
  • Science and English/Language Arts
  • Science and Mathematics
  • Science and Social Studies

Waynesburg University also offers a five-year dual degree program. For students looking to further their education in graduate school, we recommend you check out Waynesburg University's Master of Education Program.

Secondary Education Certification

Students seeking certification to teach at the secondary level (grades 7-12) major in an academic content area: biology, chemistry, English, mathematics or history. At Waynesburg University, the following secondary certification areas are possible:

  • Biology
  • Chemistry
  • English
  • General Science (dual certification with Chemistry)
  • Mathematics
  • Social Studies (major in history)

Students pursuing secondary certification begin their education-related course work and field experiences during the freshman year. Secondary content area majors must formally apply for admission to the Education Department during the spring semester of their sophomore year.

Programs Offered

Early Childhood Education Major

The Early Childhood Education Program is an undergraduate degree designed primarily as a concentration in the education of preschool and elementary age children. The degree program is required for a PreK-4 teaching certification. The program emphasizes the knowledge, skills, and competencies required for successful teaching in the 21st century PreK-4 classroom. Courses focus upon research-based, developmentally appropriate instructional practices. Field experiences are integrated with course work beginning in the freshman year.

Elementary/Middle Education Major

The Elementary/Middle Level Education Program is an undergraduate degree designed primarily as a concentration in the education of upper elementary and middle school students. The degree program is required for a grades 4-8 teaching certification; teacher candidates are prepared as upper elementary teacher generalists and middle level teacher specialists. Students enrolled in this major are required to have two middle level specializations, one of which has to be either Math or Science.

Students may choose from the following five concentrations:

  • English/ Language Arts and Mathematics
  • English/Language Arts and Science
  • Social Studies and Mathematics
  • Social Studies and Science
  • Science and Mathematics.

Field experiences are integrated with course work beginning in the freshman year.

Academic Curriculum

ECE 105. Introduction to Teaching PreK-4 3 credits

This course is designed as a beginning exploration into the study of PreK-4 education. Students are introduced to all areas of child development: physical, cognitive, social, emotional, and moral. The contexts of family, culture, and community are emphasized. Other topics in the course include: environmental design, learning and developmental theories, curricular approaches, assessment, pedagogical orientations, and ethics. This class requires a field experience. Fall

ECE 106. Creative Arts in PreK-4 3 credits

Teacher candidates will explore learning and teaching in, about, and through the creative arts. They will gain experience in the various art forms in the context of exploring creative arts pedagogy and curriculum. The course will focus upon creative arts instruction in PreK-grade 1. Fall

ECE 107. Technology in PreK-4 3 credits

This course will encourage exploration of technological applications for the PreK-4 classroom. Teacher candidates learn about tools of technology and value their uses in the activities and responsibilities of teaching. Teacher candidates can expect to interact with a variety of technologies which may be medically or therapeutically necessary to meet the needs of students with disabilities in inclusive settings. Spring

ECE 108. Early Literacy Development (formerly ECE 108, Early Literacy Foundations PreK-1) 3 credits

The purpose of this course is to provide education students with an understanding of the development of language and literacy skills in young children. The course will emphasize age appropriate lesson design, instruction and assessment. This class requires a field experience. Fall

ECE 109. Language Development in PreK-4 – Birth-Grade 1 – 3 credits

This course will provide teacher candidates an understanding of speech and language acquisition among birth to grade one monolingual and bilingual populations. Some content subject development is discussed using a case study approach to examine real classroom strategies used with young children. Spring

ECE 111. Typical Atypical Development 0-5 (Cross-listed as SPE 111) 3 credits

The purpose of this course is to provide students with an overview of early child development, typical and atypical, in children ages 0-5. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience. Fall

ECE 112. Typical Atypical Development 6-9 (Cross-listed as SPE 112) 3 credits

The purpose of this course is to continue the overview of typical and atypical child development initiated in the preceding course, ECE 111, with a focus in this course upon children ages 6-9. An overview of special education will be provided. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience. Spring

ECE 205. Language Development in PreK-4 Education – Grade 2-4 † 3 credits

This course will provide teacher candidates an understanding of speech and language acquisition among grades 2-4 monolingual and bilingual populations. Some content subject development is discussed using a case study approach to examine real classroom strategies for children in grades 2-4. Fall

ECE 207. Differentiated Reading Instruction PreK-4 3 credits

This course will provide teacher candidates the opportunity to examine and study field-based, research-based routines and procedures to manage whole and small group instruction for students in pre-K to 4 using a differentiated instructional approach. An analysis of the various models used to teach children to read will be the starting point for the study of children PreK-4 who have difficulty with literacy. There is an emphasis on the assessment and instruction process along with various remedial strategies and methods used by specialists in the field that complement the understanding of the reading process. A field component is required. (Offered when interest is expressed and departmental resources permit.)

ECE 209. Literacy Development in the Elementary Grades (formerly ECE 209, Foundations of Literacy Development – Grades 2-4) 3 credits

The purpose of this course is to provide education students with an understanding of the development of language and literacy skills in elementary school children. The course will emphasize age appropriate lesson design, instruction and assessment. This class requires a field experience. Spring

ECE 306. PreK-4 Curriculum † 3 credits

This course leads teacher candidates to consider the interests, needs, and characteristics of PreK-4 learners, and to incorporate their understanding into aspects of early childhood settings, including classroom design, scheduling, assessment/ evaluation, and teaching styles. The study of curricular methods is the central theme. This class requires a field experience. Fall

ECE 307. Teaching the Language Arts (formerly ECE 307, Foundations of Language Arts Instruction-PreK-4) 3 credits

This course is an introduction to planning and implementing classroom instruction in the area of the six language arts: listening, speaking, reading, writing, viewing, and visually representing as a means of communication. Teacher candidates learn to write objectives, select appropriate strategies and media, choose age-appropriate materials and manage instruction and evaluation for PreK-4 students. This class requires a field experience. Spring

ECE 401. Math Methods I PreK-4 3 credits

This course is a study of concepts and effective teaching strategies in PreK-4 mathematics. Curriculum, teaching, learning, assessment, literacy integration and technology integration will be addressed. An emphasis will be placed upon content and strategies of teaching number sense and operations. Teacher candidates will become proficient in mathematics concepts and learn to apply best practices in mathematics instruction in the PreK-4 classroom. This class requires a field experience. Spring

ECE 402. Math Methods II PreK-4 3 credits

This course is a study of concepts and effective teaching strategies in PreK-4 mathematics. Curriculum, teaching, learning, assessment and technology integration will be addressed. An emphasis will be placed upon content and strategies for teaching in the areas of Computation, Fractions, Algebraic Thinking, Geometry, and Measurement and Data. Teacher candidates will become proficient in mathematics concepts and learn to apply best practices in mathematics instruction in the PreK-4 classroom. This class requires a field experience. Fall

ECE 405. Literacy: Differentiation and Remediation † (formerly ECE 405, Instructional Strategies for Teaching Reading - PreK-4) 3 credits

This course will provide teacher candidates the opportunity to examine and implement research-based strategies, routines and procedures to manage whole and small group instruction for PreK-4 students using a differentiated instructional approach. The course will emphasize the data-based instructional decision making process along with the implementation of various remedial strategies and methods to support students in the acquisition of literacy skills. A field component is required. Fall

ECE 407. Social Studies Methods PreK-4 3 credits

This course uses an interdisciplinary approach to the teaching of social studies. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for use with student in PreK-4 classrooms. This class requires a field experience. Fall

ECE 408. Science Methods PreK-4 3 credits

This course emphasizes the study of teaching models and instructional practices. The development and design of processed-based activities for the teacher of PreK-4 science is examined. The investigation of scientific attitudes and inquiry, problem-solving, creative and critical thinking skills necessary for effective PreK-4 level science instruction occurs. This class requires a field experience. Fall

ECE 409. Health Methods PreK-4 3 credits

This course is a study of concepts and effective teaching strategies in early childhood health PreK-4 and will provide a context for addressing health standards in the elementary classroom. The course will focus on instructional approaches for the integration of health with other content areas. Curriculum, teaching, learning, assessment, and technology integration will be addressed. Teacher candidates will be instructed in the application of best practices in health instruction in the PreK-4 classroom. This class requires a field experience. Spring

ECE 195, 295, 395, 495. Special Topics 3 credits

Topics reflective of current theories and practices in PreK-4 education will be decided upon at the time the student chooses to do a special topics course. (Offered when interest is expressed and departmental resources permit.)

ECE 497. Independent Study 1-6 credits

Independent research on current problems in the field of PreK-4 education and/ or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

ECSPE 409. PreK-4/Special Education Student Teaching 12 credits

Student teaching in grade PreK-4 and special education PreK-8 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-Fail grade. Prerequisite: Final approval of the Education Department. Spring

ECSPE 415. PreK-4/Special Education Student Teaching Seminar 2 credits

This course will reflect contemporary issues and initiatives a beginning teacher in the PreK-4 and special education PreK-8 classroom will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with ECSPE 409. Spring

EDU 115. Introduction to Middle Level and Secondary Education † 3 credits

An introduction to teaching as a profession in the 21st century middle level and secondary school. Social, philosophical, and historical foundations will be examined with a focus upon the organizational structure of education, pedagogy, assessment, and professionalism. This class required a field experience. Fall

EDU 215. Teaching the English Language Learner PreK-8 3 credits

This course will explore the instructional needs of the PreK-grade 8 English Language Learner. The course will emphasize assessment, lesson design and instructional strategies and supports for students who are English Language Learners. Spring

EDU 255. Tutor Training 1 credit

Interdisciplinary in approach, this course is designed to train students in skills to support, mentor and tutor students. Students will develop a tutor portfolio and will participate in opportunities for practical application as well as observation. Drawing from all academic disciplines, topics will include communication skills, learning styles, study skills, learning processes, diversity issues, organizational skills, learning theory, learning disabilities, reading comprehension and student need assessment. Upon successful completion of this course, students will meet the guidelines and standards specified for certification by the College Reading and Learning Association and the National Tutoring Association. Spring

EDU 256. Peer Education 1 credit

A comprehensive training designed to empower students with the core training to educate, confront, listen to and help peers make healthy lifestyle choices. Students will learn about a variety of issues relevant to college living, and will learn to present programs on one or more of these topics. Admission to course is based on faculty/ staff recommendation and interview with instructor. Spring

EDU 475. Advanced Faith and Learning Integration 3 credits

In the spirit of the mission of Waynesburg University, this course intends to provide junior and senior level students with an unparalleled opportunity to integrate the Bible materials and its history of interpretation to the academic disciplines. Students who wish to engage in this level of theological reflection on vocation should consult with both their academic advisors and with the Chair of the Biblical and Ministry Studies Major Program. See page 116 for further information. This course will not substitute for senior capstone/research courses required in the majors. Prerequisites: Junior or Senior standing; three credits in BMS courses; 3.00 minimum grade point average. (Offered when interest is expressed and departmental resources permit.)

EDU 195, 295, 395, 495. Special Topics 3 credits

Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the department chair. (Offered when interest is expressed and departmental resources permit.)

EDU 497. Independent Study 1-6 credits

Independent research on current problems in the field of education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

MSE 107. Instructional Technologies and Computer Applications for the Elementary/Middle Level Classroom 3 credits

This class will encourage exploration of instructional technologies and computer applications for the Elementary/Middle Level (grades 4-8) classroom. Teacher candidates will learn to use and evaluate types of technology and computer applications to enhance classroom lesson design and instruction. This course fulfills the General Education Computer Literacy Requirement. Spring

MSE 205. Elementary/Middle Level English Language Learner 3 credits

Strategies for meeting the instructional needs of English language learners in grades 4-8. (Offered when interest is expressed and departmental resources permit.)

MSE 206. Elementary/Middle Level Educational Psychology † 3 credits

A study of cognitive, developmental, and motivational theory as it applies to / Elementary/Middle Level (grades 4-8) students. Required field experience. Fall

MSE 305. Elementary/Middle-Level Curriculum † 3 credits

An introduction to the upper elementary and middle level (grades 4-8) curriculum with an emphasis on lesson and unit planning, including testing and evaluation and classroom management. Required field experience. Fall

MSE 306. Elementary/Middle Level Science Methods 3 credits

An introduction to planning and implementing upper elementary and middle level (grades 4-8) classroom instruction including writing objectives that are consistent with PDE Science Anchors and Standards, selecting appropriate strategies and technologies, managing instruction and assessment. Required field experience. (Fall of even numbered years)

MSE 307. Elementary/Middle Level Reading and Language Arts Methods 3 credits

A research-based course designed to prepare teacher candidates for planning and implementation of classroom reading and language arts instruction in upper elementary and middle level grades 4-8. Field experience is required. (Fall of even numbered years)

MSE 308. Elementary/Middle Level Social Studies Methods 3 credits

A social science approach to the teaching of social studies in the upper elementary and middle level (grades 4-8) classroom. Interdisciplinary themes found in social studies curriculum will be examined. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for students in grades 4-8. Required field experience. (Fall of even numbered years)

MSE 309. Elementary/Middle Level Math Methods 3 credits

A study of the concepts and effective teaching strategies in Elementary/Middle Level (grades 4-8) mathematics. Teacher candidates will become experts in mathematical concepts and then apply them to best practice in the classroom. Curriculum, teaching, learning, assessment and technology integration will be addressed. Required field experience. (Fall of odd numbered years)

MSE 315. Elementary/Middle Level English Methods 3 credits

A research-based course designed to prepare teacher candidates for planning and implementation of English/Language Arts instruction in grades 4-8. Field experience is required. (Fall of odd numbered years)

MSE 405. Elementary/Middle Student Teaching Practicum 2 credits

Concentrated field experience in grades 4-8 under the sponsorship of a regular classroom teacher with supervision shared by host teacher and Waynesburg University faculty. This course will be taken concurrently with MSE 406.

MSE 406. Elementary/Middle Student Teaching Seminar † 2 credits

This course will reflect contemporary issues and initiatives a beginning teacher in grades 4-8 will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with MSE 407.

MSE 407. Elementary/Middle Student Teaching 12 credits

Student teaching in grades 4-8 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-Fail grade. Prerequisite: Final approval of the Education Department.

MSE 195, 295, 395, 495. Special Topics 3 credits

Topics reflective of current theories and practices in Elementary/Middle Level (grades 4-8) education will be announced by semester. Prerequisite: Permission of the department chair. (Offered when interest is expressed and departmental resources permit.)

MSE 497. Independent Study 1-6 credits

Independent research on current problems in the field of upper elementary/middle (grades 4-8) education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

SED 107. Instructional Technologies and Computer Applications for the Secondary Classroom 3 credits

This class will encourage exploration of instructional technologies and computer applications for the secondary classroom (7-12). Teacher candidates will learn to use and evaluate types of technology and computer applications to enhance classroom lesson design and instruction. This course fulfills the General Education Computer Literacy Requirement. Spring

SED 205. Secondary English Language Learner 3 credits

Strategies for meeting the instructional needs of English language learners in grades 7-12. (Offered when interest is expressed and departmental resources permit.)

SED 206. Secondary Educational Psychology † 3 credits

A study of cognitive, developmental, and motivational theory as it applies to secondary students. Required field experience. Fall

SED 305. Secondary Curriculum † 3 credits

An introduction to the secondary level curriculum with an emphasis on lesson and unit planning, including testing and evaluation and classroom management. Required field experience. Fall

SED 306. Secondary Science Methods 3 credits

An introduction to planning and implementing classroom instruction in grades 7-12 science including writing objectives that are consistent with PDE Science Anchors and Standards, selecting appropriate strategies and technologies, managing instruction and assessment. Required field experience. (Fall of even numbered years)

SED 308. Secondary Social Studies Methods 3 credits

A social science approach to the teaching of social studies in the secondary classroom. Interdisciplinary themes found in social studies curriculum will be examined. Methods to teach the skills used by social scientists to analyze and evaluate human behavior will be adapted for adolescents in grades 7-12. Required field experience. (Spring of even numbered years)

SED 309. Secondary Math Methods 3 credits

A study of the concepts and effective teaching strategies in secondary level mathematics with a concentration on grades 7-12. Teacher candidates will become experts in mathematical concepts and then apply them to best practice in the classroom. Curriculum, teaching, learning, assessment and technology integration will be addressed. Required field experience. (Spring of odd numbered years)

SED 315. Secondary English Methods 3 credits

The study of contemporary language arts curricula and instructional practices in the secondary level classroom. Required field experience. Spring

SED 405. Secondary Student Teaching Practicum 2 credits

Concentrated field experience in grades 7-12 under the sponsorship of a regular classroom teacher with supervision shared by host teacher and Waynesburg University faculty. This course will be taken concurrently with SED 406.

SED 406. Secondary Student Teaching Seminar † 2 credit

This course will reflect contemporary issues and initiatives a beginning secondary teacher will face. These issues and initiatives will include, but not be limited to, planning and preparation, classroom environment, instructional delivery, professional conduct, assessment, knowledge of diverse learners, certification, and professional portfolio development. The course will be taken concurrently with SED 407.

SED 407. Secondary Student Teaching 12 credits

Student teaching in grades 7-12 under the sponsorship of a certified teacher with supervision shared by host teacher and Waynesburg University faculty. Pass-fail grade. Prerequisite: Final approval of the Education Department.

SED 195, 295, 395, 495. Special Topics 3 credits

Topics reflective of current theories and practices in secondary education will be announced by semester. Prerequisite: Permission of the department chair. (Offered when interest is expressed and departmental resources permit.)

SED 497. Independent Study 1-6 credits

Independent research on current problems in the field of secondary education and/ or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

SPE 111. Typical Atypical Development 0-5 (Cross-listed as ECE 111) 3 credits

The purpose of this course is to provide students with an overview of early child development, typical and atypical, in children ages 0-5. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience. Fall

SPE 112. Typical Atypical Development 6-9 (Cross-listed as ECE 112) 3 credits

The purpose of this course is to continue the overview of typical and atypical child development initiated in the preceding course, SPE 111, with a focus in this course upon children ages 6-9. An overview of special education will be provided. Key developmental domains to be considered include gross and fine motor development, cognitive and communication development. Social and emotional development will also be reviewed with a particular focus on current research on social and emotional development in the context of peers, friendship and social play. This class requires a field experience. Spring

SPE 208. Instructing Students with Mild/Moderate Disabilities 3 credits

The purpose of this course is to review evidence-based practices in meeting the learning needs of children in grades PreK-8 with high incidence disabilities including those identified as having or at-risk for learning disabilities, emotional disturbance, and high functioning autism spectrum disorder (ASD). The course also presents students with an overview of the special education evaluation, reevaluation and Individualized Education Program (IEP) process. This course requires a field placement. Fall

SPE 209. Introduction to Exceptional Individuals (Cross-listed as PSY 209) 3 credits

This course is designed to introduce teacher candidates to the philosophical, legal, historical foundations of the education of exceptional students. Exceptional is used by educators to describe any individual whose physical, mental, or behavioral performance deviates substantially from the norm, either higher or lower. In this course, exceptional students will include individuals with disabilities and/ or giftedness. A study of the models and theories of typical/atypical growth, behaviors and the current identification criteria used to describe the characteristics of exceptional learners will be emphasized. This course requires a field experience. Spring

SPE 305. Teaching Students with Severe Disabilities 3 credits

Students will learn and become familiar with a wide range of instructional strategies to facilitate the academic and functional skill success of students in PreK-8 with low incidence or severe disabilities. Teacher candidates will also learn to identify and use specialized resources and assistive technologies in order to implement specially designed instruction for individuals with severe disabilities. This course requires a field experience. Spring

SPE 306. Teaching Students with Emotional Disturbance 3 credits

Teacher candidates will learn and become familiar with research-based academic, behavioral, and social interaction strategies and techniques to support PreK-8 students with emotional disturbance. Teacher candidates will also learn to implement behavioral interventions based on functional analyses of behaviors. The importance of collaborating with families and other professional to address students’ learning, behavioral and emotional needs will also be emphasized. This course requires a field experience. Fall

SPE 307. Teaching Students with Learning Disabilities 3 credits

Teacher candidates will learn and become familiar with a wide range of instructional strategies to facilitate the academic success of PreK-8 students with specific learning disabilities. This course requires a field experience. Spring

SPE 308. Teaching Students with Developmental Disabilities 3 credits

The purpose of this course is to provide an overview of the knowledge and skills needed to be effective in teaching students in grades PreK-8 with developmental disabilities and autism spectrum disorders. This course requires a field experience. Fall

SPE 309. Intensive Instructional Interventions and Strategies in Inclusive PreK-4 3 credits

This course is designed to provide teacher candidates with knowledge and skills to support the student with special needs in the inclusive classroom. Special emphasis will be placed upon targeted, individualized instructional support in the curricula areas of reading, writing and mathematics. A field component is required for completion of class. (Spring of odd numbered years)

SPE 315. Assessment in Grades PreK-8 3 credits

Students will gain knowledge and skills in data-based instructional decision making involving the use of the following assessments: Screening, Diagnostic, Formative, Benchmark, and Summative. Strategies for conducting formal and informal assessments to monitor children’s progress in order to inform practice will also be discussed. Fall

SPE 316. Assessment in the Inclusive Classroom 3 credits

This course is a study of student assessment practices and the use of the data-based instructional decision making process in the upper elementary, middle and secondary classroom. Instruction will focus upon formal and informal assessments including screening measures, benchmark, diagnostic, formative, and summative. Fall

SPE 325. Instructional Strategies in the Inclusive Classroom 3 credits

The purpose of this course is to review what is known about effective practices for teaching upper elementary, middle, and secondary students with and without disabilities in inclusive settings. Teacher candidates will learn methods to create classroom environments that support the learning of all students by designing instruction to meet group and individual learning needs. A field placement is required. Spring

SPE 405. Issues and Trends in ECE/SPE Seminar 3 credits

Topics reflective of current and emerging trends in PreK-4 and special education PreK- 8 instruction will be explored. Fall

SPE 406. Communication and Collaboration in ECE/SPE 3 credits

This course will provide teacher candidates with the collaboration and communication skills necessary to interact and work with various stakeholders across all educational settings. Co-teaching procedures will be explored along with strategies to develop effective home/school partnerships. Fall

SPE 195, 295, 395, 495. Special Topics 3 credits

Topics reflective of current theories and practices in PreK-8 special education will be decided upon at the time the student chooses to do a special topics course. (Offered when interest is expressed and departmental resources permit.)

SPE 497. Independent Study 1-6 credits

Independent research on current problems in the field of PreK-8 special education and/or specific field experiences. No more than six credits in this sequence of courses may count toward a major or a baccalaureate degree. Prerequisite: Permission of the department.

Education

Yvonne Weaver

Chairperson for the Education Department - Instructor of Education


Education
Julia Bausman

Assistant Professor of Education


Education
Deana Mack

Assistant Professor of Education


Education
Kelley Solomon

Assistant Professor of Education


Education

Education Resources

Resources for ECE 405 - Reading Workshop

The education program is challenging enough that I never feel bored. Every day I become more and more excited to become a teacher. If you want an amazing education and a time filled with friendship and experiences that will help you grow as a person, I strongly suggest Waynesburg University.
Bonnie Strang, Class of 2016

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