ABP 101 Covenant and Community-An Introduction to the Bible (3 SH)
This course surveys the content and the backgrounds of the Old and New Testaments (the Jewish Bible and the Christian Bible). It explores the themes that are developed through this library of writings, and how they come together to tell a broad story of God's work in the world. It invites students to consider the meaning of the Bible's story for our world. Core: ABP
ABP 201 Ethics in the Way of Jesus (3 SH)
This course seeks to discern how following Jesus' way of peace with justice in the world is essential for interpreting the Bible on contemporary moral questions, in all aspects of life. The class will emphasize what it means to think ethically in a variety of areas, within the context of the Anabaptist tradition. Core: ABP
new ABP 260 Questions of Faith and Ethics (3 SH)
This course provides students with conversational space to wrestle with questions of how to live meaningfully. Diverse readings from faith and non-faith perspectives equip students to consider how to pursue a good life and introduce them to some of what makes Anabaptists distinctive. Through lectures, discussions, activities, and small, student-led dialogue groups, students will learn to identify and articulate differences between a range of responses to each question, and develop and argue for their own view in conversation with the readings, their social context, and their own individual experience. This course is recommended for students in their second year, but second-semester first-year students may register for it.
Core:
new ABP 360: Good Questions (1 SH)
In this 1 SH practicum course, students lead dialogue groups for ABP 260. Weekly student-led dialogue groups cultivate belonging and intercultural communication in ABP 260. The practicum includes training, creating plans for weekly dialogues, and dialogue leadership. Prerequisite: ABP 260
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This course examines the evolution of federal civil aviation regulations in the United States. Students will examine the past and present problems prompting regulation of the industry, the resultant safety, legislation, airport development, funding legislation and international aviation legislation. Students will study Title 14 of the Code of Federal Regulations (14 CFR), previously called the Federal Aviation Regulations (FAR); the application of 14 CFR Parts 1, 61, 91, 141, NTSB Part 830 and various other 14 CFR Parts. A discussion of the history of aviation regulations, the rulemaking process, letters of interpretation and enforcement will be included. Offered through Lancaster
delete AVIA 340
subsumed into AVFO 340 Multiengine/Professional operations per John Sibole
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These courses are designed to help students gain oral competency and a solid grammatical base in Spanish through small group, intensive classes. They are offered in the setting of a cross-cultural study experience offered by EMU. When offered through the Central America Study and Service program in Guatemala City, Guatemala, classes meet for four hours, five days a week for seven weeks. Students live with Guatemalan families to enhance linguistic immersion. Each student is assessed at the beginning for placement and at the end for oral and written competency. The courses will be designed to meet the individual student's needs.
old Core CCSSC 201 Cross-Cultural Social Science (1-3 SH)
This course provides the foundation for intercultural learning and is offered in conjunction with the off-campus programs including semester programs (Option 1), summer 3 or 6 week programs (Option 2) or WCSC semester or summer programs (Option 3). For additional information on any cross-cultural offerings, students are encouraged to contact the Intercultural Programs office. Core: CC
old Core CCSSC 202 Cross-Cultural Learning Integration (0-1 SH)
International students, multicultural students and students with previous qualifying cross-cultural experiences reflect on their learning to fulfill the experiential component of the cross-cultural requirements. Permission must be granted by the Intercultural Programs director to take this course once the 7-8 SH of cross-cultural designates (including foreign language) are complete. Core: CC
old Core CCSSC 211 Cross-Cultural Community Immersion (3 SH)
This course is offered on campus during the semester and includes a significant experience (at least 40 hours) in the home of a local family from a different language and culture than that of the student. Requirements also include at least 20 hours in partnership with an Intensive English Program student. For additional information on any cross-cultural offerings, students are encouraged to contact the Intercultural Programs office. Core: CC
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CMUS 499 Independent Study (1-3 SH)
delete CORE 101 Transitions (1 SH)
This course is for all first-year students. Students engage in small groups to explore the academic, empathic, and vocational skills that support a successful transition to EMU. Discussion and community-building is emphasized.
new Core 102 First-Year Portfolio (1 SH)
In this course, students will meet in small groups with their first-year advisers to develop skills to enable a successful transition to EMU and begin to develop their academic, co-curricular, intercultural plans. Assignments, activities, and gatherings will introduce the four Core portfolio themes of Faith and Ethics, Intercultural Understanding, Power and Equity, and Sustainability. Students will develop resumes, set up their EMU portfolios, and earn EMU experience points towards their first EMU Engage credit as they attend orientation activities and events of their choice for class.
delete CORE 201 Life Wellness (2 SH)
This largely experiential course focuses on creation care and stewardship of the body in relation to doing justice, loving mercy, and walking humbly with God. This course is not available for first-year students and is ideally taken in the second year at EMU. (Education students seeking PreK-3, PreK-6, SPED, or Health and Physical Education (PreK-12) licensure, substitute HE 202 Health and Safety for CORE 201 Life Wellness.)
new CORE 202 Living Well (2 SH)
This largely experiential course invites students to explore their own wellness and well being through the lens of holistic wellness, and supports them in pursuing goals for well-being in a personal growth project. Students will consider various intersecting dimensions of well-being, including physical, social, community, emotional/mental, faith, spiritual, financial, and occupational. Through community-building activities, conversations with expert guests, and work towards individual goals related to various dimensions of health, students will integrate and apply their understandings about well-being in college and beyond as part of their journey to become wise, bridge-building leaders.
Core:
new CORE 300 Power, Systems, and Justice (3 SH)
The class will focus on race, gender, economic inequality, class, and other dimensions of identity and difference. Students will understand and analyze the ways structural inequality shapes their lives and the lives of those around them. The course identifies and builds skills for individuals to work toward equity in their own professional and personal lives. Students will have the opportunity to develop creative and ethical ways of strategically disrupting and transforming unjust systems. To be taken by students in the junior or senior year. Also fulfilled by SOWK 360 Race and Gender, CCSSC 387 Race, Space, and Inequality (WCSC), or CCSSC 388 Creativity, Culture, and Change: Latinidad in the Capital Region (WCSC).
new CORE 301 Transfer Portfolio (1 SH)
This course will enable transfer students to bridge the narratives of their education journey prior to and after arriving at EMU. Assignments, activities, and gatherings will introduce the four Core portfolio themes of Faith and Ethics, Intercultural Understanding, Power and Equity, and Sustainability. Students will develop resumes, set up their EMU portfolios, and earn EMU experience points towards their first EMU Engage credit as they attend events of their choice for class. The course will be optional in 2022-23 while it is being piloted. Asynchronous or non-credit options may be made available in the future to orient Transfers to the portfolio platform. Available only to transfer students.
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This team-taught course provides an opportunity for students to reflect on their life journeys and synthesize their undergraduate experience as they consider their transition from EMU. The course focuses on identity formation, the process of being and becoming, and finding voice. A chosen theme frames volitional and reflective inquiry. Registration is limited to students in their final year of enrollment. Core: SrSem
new CORE 402 Senior Portfolio (1 SH)
In this course, to be taken in their final semester on campus, students will connect with a group of seniors from across the university and a member of the staff, administration, or faculty as they curate the materials in their portfolio and craft narratives about their time at EMU. Students will update resumes, create outward-facing versions of their portfolios, and consider how they would respond to interview questions related to EMU Core outcomes with examples from their time at EMU. This course may also provide a space for students to explore content related to stewardship, leadership, and basics of survival after college. Curriculum to be developed in collaboration with Career Services and consultation with Writing Program Director.
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Literacy Block is comprised of ED 341, 342, 343 343 (5 SH content; 2 SH practicum) which is designed for students who plan to teach in PreK-6. The 7-hour block of courses with courses with a 60-hour practicum explores practicum explores the development of spoken and written language and traces the traces the development of reading literacy from birth through pre-adolescence. Understanding the social and social and cultural contexts for language learning both at home and at school and knowing the cognitive the cognitive and psychological factors that exist at various stages of development form the basis for basis for planning the curriculum at school. The practicum Practica provides opportunities to integrate and apply an integrated language arts perspective course content in a classroom setting. The student is engaged in assessing one child’s literacy development and in planning and implementing an appropriate tutoring program and communicating with parents and caregivers. This
This course examines appropriate strategies to assist diverse readers in constructing meaning from text and ways to use technology to improve literacy skills. Strategies are developed for organizing and using space, time and materials to promote the development of a literate
environment. Prerequisite. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to teacher education.
ED 342
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Literacy Assessment and Instruction (3 SH)
Literacy Block is comprised of ED 341, 342, 343 343 (5 SH content; 2 SH practicum) which is designed for students who plan to teach in PreK-6. The 7-hour block of courses with courses with a 60-hour practicum explores practicum explores the development of spoken and written language and traces the traces the development of reading from birth through pre-adolescence. Understanding the social and social and cultural contexts for language learning both at home and at school and knowing the cognitive the cognitive and psychological factors that exist at various stages of development form the basis for basis for planning the curriculum at school. The practicum Practica provides opportunities to integrate and apply an integrated language arts perspective course content in a classroom setting. The student is engaged in assessing one child’s literacy development and in planning and implementing an appropriate tutoring program and communicating with parents and caregivers. The course examines language acquisition through the areas of phonetics, semantics, syntax, morphology, phonology, and pragmatics. Students utilize various diagnostic tools to: construct and use affective measures of literacy behavior, administer running records of leveled text, administer a reading inventory to assess developmental word knowledge, phonemic awareness, phonics and vocabulary, rate, fluency, oral reading accuracy, and oral and silent comprehension. Results from diagnostic assessments are used to design appropriate reading instruction for diverse learners. Identification of the developmental stages of written word knowledge is emphasized. Prerequisite
This course explores the research- and evidence-based elements of phonological awareness, phonemic awareness, phonics, fluency, orthography and vocabulary development, comprehension, and writing in literacy instruction. Students utilize various assessment tools to assess literacy development and to design appropriate literacy instruction for diverse learners. Students assess one child’s literacy development to plan and implement appropriate tutoring instruction, including communication with caregivers. Includes a 20-hour practicum in an elementary tutoring setting. Prerequisite: Admission to teacher education. Core Core: CL CL
ED 343 Content Area Reading and Writing (2 SH)
Literacy Block is comprised of ED 341, 342, 343 343 (5 SH content; 2 SH practicum) which is designed for students who plan to teach in PreK-6. The 7-hour block of courses with courses with a 60-hour practicum explores practicum explores the development of spoken and written language and traces the traces the development of reading from birth through pre-adolescence. Understanding the social and social and cultural contexts for language learning both at home and at school and knowing the cognitive the cognitive and psychological factors that exist at various stages of development form the basis for basis for planning the curriculum at school. The practicum Practica provides opportunities to integrate and apply an integrated language arts perspective course content in a classroom setting. The student is engaged in assessing one child’s literacy development and in planning and implementing an appropriate tutoring program and communicating with parents and caregivers.
This course focuses on processes of reading and writing with the Virginia English Standards of
Learning as the framework for instruction. Strategies involving reading and writing across all
content areas are demonstrated, explored, and practiced to meet diverse learner needs. Vocabulary development, writing skills and assessment strategies for socially just teaching are
emphasized. Prerequisite. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to teacher education.
ED 351 General Curriculum and Methods for Middle and Secondary Teaching (1 SH)
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