The four-year Elementary Education program builds on the foundational content knowledge students develop in their general education course work, coupled with select upper level interdisciplinary liberal studies courses that facilitate further understanding of the broad content teachers need to know across the Prek-6 grade levels.

The JMU elementary program seeks to foster in its candidates an empathic understanding of the ways that children are affected by social contexts and by the children's own abilities; the knowledge and pedagogical skills to support each child's right to success; and belief in the value of each child. Our candidates are guided in:

• Critically challenging conventional wisdom and common practices to identify hidden assumptions and activities that constrain or privilege some at the expense of others.
• Learning to ask questions and developing an inquiring approach motivated by the desire to understand the world in its myriad complexities.
• Reflecting deeply on and constructing positive relationships with others.
• Expressing knowledge, skills, and attitudes in ways that communicate with others and provide a forum for the creative and academic expression of the profession and the self.
• Developing an appreciation for the global connection of all humanity and our interdependence on the finite, natural resources of the earth.
• Experiencing life among people whose social contexts are unlike the candidates' own to broaden and deepen respect for and sensitivity to various cultures and social contexts.
• Knowing and appreciating the process of human unfolding throughout the cycles of life from conception onward, particularly throughout the period of childhood.
• Valuing the literacies and literate backgrounds of all learners and develop equitable, inclusive instruction that honors diverse learners at all developmental phases.
• Reflecting critically on the ways we embody and enact a sustainable sense of self.
• Building on interdisciplinary connections among content areas to create inclusive, responsive, and effective instruction for all learners.
• Embedded in the curriculum are field-based learning experiences in the schools. Through these experiences, students gain first-hand experiences working with classroom teachers and learners. Students in these courses will spend 1 full day each week in an elementary classroom for field experiences beginning in the sophomore year. During the senior year, students complete two eight-week blocks of student teaching.

This is a 4-year undergraduate major in Elementary Education that leads to PK-6 licensure.

The undergraduate inclusive early childhood education major and licensure program is designed to prepare resilient, culturally responsive educators who are advocates for children and youth in inclusive public education settings.

This major prepares individuals to become special education teachers for student’s grades K-12.

Student majors in special education with a concentration in either general curriculum or adapted curriculum.

General curriculum licensure prepares teacher candidates to work with students with disabilities who are pursuing a standard high school diploma, whereas

Adapted curriculum licensure prepares teacher candidates to work with students with disabilities who are more significantly impacted by their disability and working on a specialized curriculum.

Both licenses may be obtained through specialized advising.

Secondary Educators are passionate about helping their students discover the wonders of learning. They are eager to explore content in deep and meaningful ways with their students in grades 6 through 12, teaching at a higher level of cognitive complexity than typically experienced in middle or elementary school classrooms.

Because the secondary education field is so content-focused, our students major in their content area which gives them a firm foundation from which to build appropriately challenging and integrated lessons that will impact their students for years to come.

The TESOL major enables students to become knowledgeable about the theories of linguistics, research on social and cultural variables that influence language acquisition, the knowledge required to facilitate and assess language instruction in content areas, and laws governing the education of children for whom English is not their native language.

Academic experiences in the TESOL major include coursework and field experiences to assist future educators as they gain knowledge and understanding of theories of language acquisition and cultural competence, models of instruction, policies and laws, and learner characteristics as they relate to the teaching and acquisition of English as a new language. Students completing all requirements for the TESOL major are prepared to serve as teachers of students for whom English is not their native language. Completion of this four-year program leads to eligibility for a Virginia teaching license for PK-12 English as a Second Language.

Students must choose a minor based on interest and consultation with their adviser. A variety of minors can enhance the skills and knowledge of an ESL teacher. The Liberal Studies Minor is included as one of the options to ensure a solid foundation in core content-related courses.

This minor requires certain courses within the General Education curriculum that are designed specifically to fulfill subject area competencies for Virginia teachers. If students choose a minor other than the Liberal Studies minor, they must select from minors that are no more than 18 credit hours.

All teacher education admission requirements are submitted through the Education Support Center, located in Memorial Hall, room 7230. Students must be fully admitted into teacher education before they can register for certain designated undergraduate education courses.

Middle Grades Educators walk alongside adolescents during some of the most formative years of their life. They are eager to connect with their students and help them develop socially and emotionally in grades 6 through 8, collaborating with fellow teachers to create meaningful and integrated learning experiences for their students.

Because the middle grades education field is so student-focused, our educational courses give our students a firm foundation from which to understand their students and to develop relational skills and learning strategies that will positively impact their students for years to come.

Purpose This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or 110.

Purpose This curriculum is designed for students seeking licensure in 6-12 social studies education. This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or CST 110.

Purpose This curriculum is designed for students seeking licensure in K-12 Special Education Adapted Curriculum or K-12 Special Education General Curriculum. This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or 110.

Purpose This curriculum is designed for students seeking licensure in either PreK-3rd Grade or PreK-6th Grade. Upon completion of endorsement courses, students should take the Praxis II: Elementary Education Multiple Subjects. This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or 110.

Purpose The purpose of this certificate is to allow for exploration of teaching as a career while providing the skills necessary for entry-level employment and meet some professional coursework required for provisionally licensed teachers in Virginia. In this certificate, students may receive Credit for Prior Learning for their work experiences. Students who would benefit from the program include career switchers, provisionally licensed educators, and undergraduates seeking to learn more about the field of education. Upon completion, job opportunities include Substitute Teachers and Instructional Assistants. Recommended prerequisites: There are no required prerequisites for this certificate. It is recommended that the student possess a proficiency in high school English, high school algebra and geometry.

The arts, and music specifically, offer unique and personal ways for the individual to view, understand, and communicate about the world. The music program at Randolph-Macon offers all students the hands-on opportunity to explore the creative process of music, to form an understanding of the relationship between art and society, and to develop personal musicality through participation in ensembles, applied study, coursework in music history and music theory, technological applications, music industry coursework, research, internships, and pedagogy coursework.

Through the study and creation of literature, English majors can deepen their understanding of human nature, society, and history, while at the same time honing their powers of expression. The major thus caters to a wide variety of students, from those with a lifelong love of language and reading, to those who write poetry and fiction, to those eager to understand how language may be used to entertain, move, or persuade. English majors inevitably spend much time thinking and writing about the stuff of literature - abiding matters such as love, death, and power - but the insights they will take away about the wellsprings of human action, along with the skill to promote their views forcefully, have repeatedly shown themselves valuable in an array of professions as various as law, advertising, teaching, and politics.

A major in business offers students the opportunity to explore theories and concepts from accounting, business, and economics. Students study in an active learning environment and begin to understand and appreciate the complex nature of business organizations through applied economic theory. A major in business prepares students for a career in all business environments and provides an excellent foundation for graduate studies in such fields as business and law. The major in business requires a common core of courses plus one of three concentrations: Finance, Management, or Marketing. All courses in the core and in each concentration must be completed with a grade of C- or better.

A major in business offers students the opportunity to explore theories and concepts from accounting, business, and economics. Students study in an active learning environment and begin to understand and appreciate the complex nature of business organizations through applied economic theory. A major in business prepares students for a career in all business environments and provides an excellent foundation for graduate studies in such fields as business and law. The major in business requires a common core of courses plus one of three concentrations: Finance, Management, or Marketing. All courses in the core and in each concentration must be completed with a grade of C- or better.

In its full range of courses, the French section of the Modern Languages Department offers a program that balances language, civilization, and literature. In language, we seek to develop student proficiency in the four areas of listening, speaking, reading, and writing. Courses at all levels are designed to provide continued opportunities to use the language in a variety of modes and settings, on campus and abroad. In addition, the French faculty believes that a multifaceted study of another culture sensitizes students to realities other than their own, encourages them to become more understanding of cultural differences at the same time as they are developing an appreciation for the literature and language which evolves from another culture.

The department offers a number of study abroad opportunities. Individual faculty members accompany groups of students to France and overseas territories like Martinique during the January term to teach such courses as French Culture and Society, Paris Old and New, French Cinema, Culture and Society of Martinique, and Paris in Literature among others. Through its affiliation with ISEP, the college has exchange programs with several universities in France and in the Francophone world. The college also offers an exchange program with the University of Nice that is fully funded by a scholarship.

The study of accounting at Randolph-Macon College provides students with the opportunity to become fluent in the language of business within the unique setting of a liberal arts education. Students study accounting in an active learning environment incorporating theories and concepts from the fields of accounting, business, and economics. They learn to understand and appreciate the complex nature of business organizations. A major in accounting prepares students for a career in all business environments and provides an excellent foundation for graduate studies in such fields as accounting, business, taxation, and law. All courses in the major and minor must be completed with a grade of C- or better.

Studio art is the discipline of making and creating works that have a visual and conceptual validity. The powers of observation and contemplation are vigorously trained and bonded to the forces of the intellect and the creative act.

The last four or five hundred years have marked the evolution of historical consciousness. In that time, history has not only become a form of thinking and knowing, it has become the essential condition of thought and knowledge. As the Dutch historian Johan Huizinga put it: "Historical thinking has entered our very blood." This means that today we describe and understand every human experience and endeavor not through their material, spiritual, or psychic characteristics but through their history.

In the midst of a society undergoing change, there is a need for responsible citizens to understand the process of change. In analyzing the transformations of societies of other times, history students acquire the analytical tools for better comprehending their own social environment. In addition, the study of history provides a vocabulary of examples of human activity, which brings greater awareness to the study of other intellectual disciplines. Shakespeare's plays, for example, take a deeper resonance when seen against a background of economic, political, and social change in the Tudor and Stuart dynasties.

The history major and minor aim at more than guiding students toward learning about the past. They also train students to think critically, research effectively, and write lucidly. Students learn, through classroom experience and examinations, as well as through individual research projects, how to analyze both the form and content of source material; how to discern historical trends and patterns; how to postulate theses and support them with evidence; and how to present conclusions in a compelling, well-organized fashion. Courses also train students to communicate effectively in a public setting. The history major can also include a study-abroad and/or an internship experience. The particular point of view of this department is that history can best be learned when there is close collaboration between teacher and student. To that end, classes are kept small, even at the introductory level, and thereby considerable personal attention can be given to a student's work by the professor.

HIST 300 Historical Methods; Historiography is a prerequisite for history internships and capstones and must be completed by majors prior to their senior year.

A major in business offers students the opportunity to explore theories and concepts from accounting, business, and economics. Students study in an active learning environment and begin to understand and appreciate the complex nature of business organizations through applied economic theory. A major in business prepares students for a career in all business environments and provides an excellent foundation for graduate studies in such fields as business and law. The major in business requires a common core of courses plus one of three concentrations: Finance, Management, or Marketing. All courses in the core and in each concentration must be completed with a grade of C- or better.

In its full range of courses, the German section of the Modern Languages Department seeks to develop student proficiency in four areas:

• listening,
• speaking,
• reading, and
• writing.

Courses at all levels are designed to provide continued opportunities for use of the language in a variety of modes and settings, on campus and abroad. In addition to imparting linguistic skills, the German section of the Modern Languages Department nurtures critical thinking and synthesis in a program balancing language, civilization, and literature. The German faculty believes that a multifaceted study of another culture sensitizes students to realities other than their own, and encourages them to become more understanding of cultural differences at the same time that they are developing an appreciation for the literature which evolves from another culture.

The department offers a number of study abroad opportunities. The college has established a fall and spring semester program in Marburg. In addition, through its affiliation with ISEP, the college has exchange programs with several universities in Germany and Austria.

We also encourage students of junior and senior status to participate in field studies and projects that will enable them to enter the fields of business, industry, government, health, or social services. Internships provide several weeks of practical application of knowledge related to German culture and language. Prerequisite: GERM 245 Conversation and Film:The Context of the Two Wars or similar. See also Internship Program.

In its full range of courses, the Spanish section of the Modern Languages Department seeks to develop student proficiency in four areas:

• listening,
• speaking,
• reading, and
• writing.

Courses at all levels are designed to provide continued opportunities for use of the language in a variety of modes and settings, on campus, in the Ashland and Richmond communities, and abroad. In addition to imparting linguistic skills, the Spanish section of the Modern Languages Department nurtures critical thinking and synthesis in a program balancing language, civilization and culture, literary and linguistic skills, and professional skills. The Spanish faculty believes that a multifaceted study of another language and culture sensitizes students to realities other than their own, permits them to become less ethnocentric and more understanding of cultural differences, while also developing an appreciation for people of other cultures.

The department encourages students to learn more about the language and cultures through a study abroad experience. The Office of International Education offers a number of study abroad opportunities, and Spanish faculty members offer occasional January Term travel courses. In addition, through its affiliation with ISEP, the college has exchange programs with several universities in the Hispanic world.

The prerequisites for all 300-level courses are one Spanish grammar course and one Spanish reading course.

The prerequisites for the Capstone Seminar course are at least two courses at the 300-level in Spanish and junior standing.

The communication studies discipline is in rhetoric, a time-honored art central since Classical times to a liberal arts education. Historically built on performed oral rhetoric and the rhetorical criticism of public ad dress, the discipline has turned in more of a social science direction in the latter 20th century and developed a considerable body of theory and research in interpersonal, small-group, intercultural, organizational, and political communication. In addition, the discipline has applied both rhetorical and social science perspectives to the growing number of converging media. Thus, communication studies is a field that today is truly interdisciplinary, sitting at the juncture of the humanities, fine arts, and social sciences.

In addition, communication studies serves as a foundation to the pursuit of many careers ranging from work in media and public relations to that within political, healthcare, or business contexts. Through an internship, cognate coursework, and co-curricular activities, a major may further explore these career opportunities. The major has the following goals:

1. To introduce students to the theoretical underpinnings and extant research in the three major areas of the communication studies discipline (rhetoric, mass communication, human communication).
2. To give students the opportunity - should they desire - to concentrate in one of these three areas.
3. To equip students with the appropriate social science and/or rhetorical research methods and to provide them with opportunities to use them in independent research in the contexts of courses and especially the major's capstone course.
4. To equip students with the basic public, interpersonal, and group oral communication skills and to give them the opportunity to supplement these with either more specialized oral communication skills or written and/or visual communication skills.
5. To equip students with the fundamental background necessary for a wide range of communication careers and provide them with curricular and co-curricular opportunities to build on this background.

These goals are reflected in the following requirements.

Art history is the study of the expressions of social values and personal ideas through the arts. It spans the entirety of human experience, from the earliest traces of the arts in Paleolithic times, to the global variety of arts in contemporary times. Art history engages the student in the search for what unites peoples across time and space, and what makes each culture, each civilization, unique. By looking at the efforts of past artists, whether in architecture, painting, crafts, ceramics, photography, sculpture, calligraphy, or other forms, we see the ways in which our own desires to express social concerns, feelings, and beliefs share the shapes and purposes of the past.

The education studies major prepares graduates to be discerning communicators, critical thinkers, and reflective problem-solvers committed to creating supportive and collaborative learning communities that value diversity, equity, and inclusivity, meeting the needs of all learners. It provides a broad overview of the foundation and issues in education, including but not limited to the following:

• Education systems and stakeholders
• Learner development and learning differences
• Instructional planning and curriculum design
• Assessment and evaluation
• Facilitating continuous improvement in education

The education studies program does not result in teacher licensure, so it is not intended for students preparing to teach in public K-12 schools. Instead, it is designed for students interested in education-related careers (i.e., education lawyers, policymakers, corporate trainers, instructional designers, curriculum publishers, school counselors, or higher education professionals).

The elementary education major consists of required education courses as well as affiliated courses from departments across the College (which develop students' breadth and depth of content knowledge). The sequence of required courses is informed by our state and national accrediting agencies, the VDOE and CAEP. Starting to plan your education program as early as possible is advisable, and students should begin education and non-EDUC coursework during their freshmen year. Application to the program is submitted in spring of the student's sophomore year. For acceptance to the program, students must have a GPA of 2.8, have taken or be enrolled in EDUC 220 and must have earned passing scores on the Praxis Core Math Exam and the VCLA exam. For licensure in Virginia, candidates must achieve passing scores on Praxis Subject Assessments, and the Reading for Virginia Educators (RVE). They must also complete a series of online trainings and become CPR certified.

The exceptional education major consists of required education courses and affiliated courses from departments across the College. The sequence of required courses is informed by our state and national accrediting agencies, the VDOE and CAEP. Starting to plan your education program as early as possible is advised. Students should begin education courses in the spring semester of their freshman year or the fall semester of their sophomore year. Application to the program is submitted in spring of the student's sophomore year. For acceptance to the program, students must have a minimum GPA of 2.8, have taken EDUC 220 and EDUC 233, and must have earned passing scores on the Praxis Core Math exam and the VCLA exam. Candidates submit their application to student teach in the fall of their senior year and student teach in the spring semester of their senior year. For licensure in Virginia, candidates must achieve passing scores on the Praxis Teaching Reading: Elementary (5205) assessment. They must also complete a series of online training and become CPR certified. Students who complete this major are eligible to apply for Virginia licensure - Special Education (General Curriculum, K-12).

Students majoring in Elementary Education can minor in Exceptional Education to add the Special Education (General Curriculum, K-12) endorsement. The minor only results in eligibility for special education licensure when completed in conjunction with the Elementary Education major.

Students in the classics department study the Greek language in order to read the actual words of the ancient texts, including the Greek New Testament, to understand and appreciate these writings both in the original languages and in translation, and to understand and appreciate Greek culture. A major in Greek is an excellent preparation for graduate studies in classics, ancient history, archaeology, divinity, or law.

Students study the Latin language in order to read the actual words of the ancient texts, to understand and appreciate these writings both in the original languages and in translation, and to understand and appreciate Roman history and culture. Students who plan to teach Latin in secondary schools should major in Latin and complete the teacher preparation program. A major in Latin is an excellent preparation for graduate studies in classics, ancient history, archaeology, divinity, or law.

Political science in the broadest sense is the study of the institutions of power in society. The political science department strives to impart to its students knowledge and understanding of these institutions of power, the habits and skills of lifelong learning in our discipline, the ability to develop tools to interpret political activity in later life, and an appreciation of the responsibilities of citizenship in our democracy. The knowledge, tools, and skills learned in the department's courses are also intended to give students a strong foundation for graduate study in political science, public administration, law, or other disciplines and to prepare them for professional careers in public service, politics, interest group representation, business, journalism, teaching, and other professions.

Liberally educated students should achieve an understanding of self and of others that enables them to function effectively in diverse intellectual, occupational, and interpersonal pursuits. Psychology, which focuses on the nature and causes of action, experience, and mental activity, can play a central role in achieving this educational aim. The psychology curriculum provides intensive instruction in psychological theory and methodology and exposes students to important applications of psychological knowledge. With its emphasis on critical reading and thinking, communication, and active learning, the required course work prepares students for graduate study in the social sciences, and is also well suited to students who plan to enter the world of work following graduation.

The content courses in the curriculum provide detailed coverage of fundamental processes in cognition, psychobiology, development, social interaction, and clinical applications. The courses in these areas share the same goal: they are designed to teach basic and advanced principles and methods and to promote analytical skills so that students may deal with complex phenomena, theoretical or applied, with an appropriate level of theoretical sophistication and critical evaluation.

The curriculum also includes extensive instruction and experience in research design and the scientific method; in addition to the required Research Methods course, all students are required to take one Advanced Research Projects course. This course will follow a specific prerequisite content course and give students an opportunity to evaluate the empirical and theoretical literature in an area and design and implement an original research project. Students considering graduate study in psychology are strongly encouraged to take an additional As course and do further collaborative or independent research under faculty supervision. To support the research activities of students, the psychology department has well-equipped, modern laboratories.

For students with an existing interest in a specific area of psychology, we offer the following emphases within the psychology major: Cognitive Science; Psychobiology; Developmental Psychology; Social Psychology; and Clinical Applications. To obtain such an emphasis, a student must take three courses from a certain category. For example, students interested in a Developmental emphasis could take PSYC 330, PSYC 339, and PSYC 332. Although the emphasis is not an official designation on the diploma, it is recognized within the department and can be mentioned in letters of application or recommendation for graduate education or employment opportunities following graduation.

The department offers many other opportunities for interested students to become involved in research and practice outside of the classroom. Each external site is chosen for its relevance to the student's interests, abilities, and goals. Sites often selected include hospitals, centers for emotionally disturbed children, businesses, schools, law-enforcement agencies, and community mental health centers. The field study and internship programs encourage students to relate theory to observation and provide experiences that help students to choose occupational and educational goals wisely. Both are highly recommended for students planning to do graduate work in applied areas such as clinical, counseling, or industrial/organizational psychology. Students may complete up to six hours in internships, field studies, or a combination of the two; however, only three hours will count toward the fulfillment of the major. In addition to internships and field studies, experiential opportunities are available in travel courses and various course and department-related service projects.

Any PSYC 100-level course partially fulfills the Area of Knowledge requirement in the Social Sciences, as does PSYC 200.

PSYC 200 is a prerequisite for all psychology courses above the 100 level. Students considering a major in psychology are encouraged to take this course as soon as possible. Students planning to major in psychology must obtain departmental approval and must earn a grade of C- or better in PSYC 200 before they can take the remaining PSYC courses. Successful completion of PSYC 201 with a C- or better is the prerequisite for 300-level courses in psychology. PSYC 433 is open to all seniors who have successfully completed PSYC 200, PSYC 201, and two 300-level courses.

Majors are encouraged to fulfill collegiate requirements in the natural sciences by taking at least one course in biology. Students with weaker preparation in mathematics are advised to take MATH 105 prior to taking PSYC 201. Students who are considering graduate school should enroll in MATH 113 (or MATH 111) and are encouraged to include among their electives an additional Advanced Research Projects course and a senior project in which students spend their senior year working on an original research project with a faculty member.

The Theatre Program at Randolph-Macon College emphasizes a balance between history, literature, theory, and creating for the stage within a liberal arts context. Students participate directly in collaborative theatre-making practices, with numerous opportunities for hands-on experiential learning, in an environment that nurtures creativity. The liberal arts student also learns the value of how these tools can complement a wide variety of professions and industries.

The major in applied mathematics combines classical study of mathematics with modern computational methods and applications to other disciplines. Students pursuing the major will develop multiple modes of evidence including proof, simulation, computation, and visualization, and they will apply their skills to real-world problems in courses taught by mathematics faculty and in a chosen cross-disciplinary area.

Biology invites students to participate in the scientific study of living organisms in all their fascinating complexity from molecular and cellular processes to the functioning of the entire planet. Students majoring in biology may satisfy their curiosity about the workings of the natural world, define their strengths and interests, and become lifelong learners in one of hundreds of biology-related careers. All students undertaking a study of biology should receive a thorough grounding in biological principles, should understand the interdisciplinary connections between biology and the other sciences, and should realize that our knowledge of biology is built on scientific discovery. Our curriculum seeks to develop in students the values, habits, and practices of a scientist by allowing them to actually do biology beginning in their freshman year, continuing in subsequent upper division courses, and culminating in a capstone experience in the senior year. An innovative course (BIOL 121 Foundations of Experimental Biology), taken during the freshman year, engages students in discovery-based laboratory exercises. Biology majors will also deepen their understanding of molecular biology (BIOL 123 Principles in Molecular Biology), genetics (BIOL 200 Genetics), and evolution (BIOL 205 Evolution) and are subsequently provided with an intensive and balanced learning experience by taking at least one course from each of the three major sub-disciplines of contemporary biology including:

1. cell and molecular biology
2. organismal biology, and
3. ecology.

Each student works closely with an adviser to select upper-level courses for an individualized curriculum to prepare for a field in medicine, allied health science, ecology, environmental science, or graduate studies in biology. Finally, each student will take a capstone course (BIOL 499 Biology Capstone), which reinforces the skills and abilities developed in the major by having students read the primary literature and discuss the work with the scientists who conducted the studies. All biology students are also encouraged to participate in research early in their college career by taking research courses and by participating in summer research through the College's Shapiro Undergraduate Research Fellowship program (SURF).

Many graduate and professional programs require the completion of additional courses in biology, chemistry, physics, and the humanities. Prospective biology majors should meet with a departmental adviser in their career area(s) of interest at or before the beginning of the sophomore year.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

The computer science curriculum integrates theory and practice by including foundational topics that underpin the discipline and by emphasizing the value of abstraction and good engineering design in project development. Elective courses provide an opportunity for deeper study in areas of interest. An important part of the curriculum is the inclusion of professional practice activities such as research experience, teamwork, oral communication and technical writing, and project development. While being sensitive to changes in technology, the curriculum also seeks to prepare students for lifelong learning to enable them to meet future challenges.

A student expecting to major or minor in computer science should enroll in CSCI 111-CSCI 112 in the first year. If credit is given for one or both of these courses, then a student should enroll in CSCI 211 or CSCI 210. A student interested in future graduate studies should complete the two calculus sequences, MATH 131-MATH 132. A student interested in computer hardware is encouraged to select PHYS 210 to meet one of the collegiate science requirements.

Mathematics is the language of the sciences, and the analytical tool of many disciplines. In its own right, mathematics is one of the finest inventions of civilization, demanding both creativity and rigor. At Randolph-Macon College, the mathematics curriculum is designed to serve a broad variety of interests. Courses in calculus, statistics, modeling, finite mathematics, and logic are available to all students and provide one of the cornerstones of a liberal arts education.

Students pursuing the mathematics major or minor are expected to gain an appreciation of mathematical rigor, the process whereby propositions are logically deduced from general premises. Such study should enable students to apply greater clarity and precision of thought to their future endeavors and promote higher order thinking and habits of mind suitable for effective problem-solving. The curriculum includes courses in both theoretical and applied mathematics. Each student should be able to develop a course of study which will serve as the foundation for graduate work or for a career that requires well-developed analytical skills. A major in mathematics may lead to graduate study in many fields, e.g. mathematics, statistics, computer science, economics, or operations research. The program also provides excellent preparation for a career in law, medicine, business, or engineering.

The department offers a program of lecture and laboratory courses to guide students on an exploration of the basic processes in their physical environment. The dynamic interplay between theory and experiment provides a key component of the intellectual life of the department's faculty and students. Through classroom and laboratory exercises and supervised research projects, students are encouraged to integrate their experience with important physical principles, to formulate well-posed problems, to produce and evaluate solutions, and to communicate their conclusions. Computers are used in several courses as tools in this chain of reasoning, to enhance the collection and analysis of experimental data and to model and display theoretical concepts. The study of physics focuses on the interrelation of complex phenomena and a critical evaluation of conclusions.

A major in physics prepares students for entry-level positions in research, development, scientific programming, technical writing, teaching, and other positions requiring technical skills. It is also appropriate for students wishing to pursue graduate study in physics; related professions, such as astrophysics, biophysics, meteorology or oceanography; or other professions, such as engineering, medicine, business, or law. A minor in physics enhances students' comprehension of technical phenomena.

In addition to offering a major and a minor in physics and engineering physics, a major in engineering, and a minor in astrophysics, the department participates in several cooperative programs. Students wishing to combine a liberal arts education with an undergraduate engineering degree should inquire about the engineering programs in cooperation with the University of Virginia. This program leads to undergraduate degrees from Randolph-Macon and either bachelor's or master's degrees from the cooperating institution. In a cooperative program with the U.S. Navy, students may spend alternate semesters at Randolph-Macon and at the Naval Surface Warfare Center in Dahlgren, Virginia, where they participate in a work-training program, for which they are remunerated.

Grades of C- or better in PHYS 151 and PHYS 152 are required for acceptance into the advanced programs described above. Physics majors participating in the cooperative engineering programs must complete the physics core and collegiate requirements with a B+ average in science and mathematics courses as well as overall.

Students interested in any of these programs are encouraged to meet as early as possible with a member of the physics department to plan their collegiate program of study: Astrophysics - Professor Rodruck; Engineering or Engineering Physics - Professor McLeskey; Physics - Professor Woolard; Physics teaching certification - Professor Dominguez; Co-op Engineering - Professor McLeskey.

Students majoring in physics are also required to participate in assessment activities administered by the department or by the college.

The department highly encourages each student to participate in research opportunities outside of their normal course work. PHYS 271-PHYS 274, the college's Schapiro Undergraduate Research Fellowship Program (SURF) and the NSF Research Experience for Undergraduates (REU) are some examples of programs which provide students unique research experiences. Students who successfully complete SURF, REU or other research internship programs may request research proficiency for PHYS 400 and substitute another elective course on the physics major. Review of the student's work and permission of the department is required.

The education department offers a minor in education which is a sequential program designed to enable qualified students to enter teaching at the middle/secondary levels, exceptional education, or in music. The required education courses must be combined appropriately with specified general education courses and with the requisite courses in the student's major program. The department also offers a major in Elementary Education which leads to teacher licensure in grades pK-6; see Elementary Major section for more information.

The education department offers a state approved and a nationally accredited program. Randolph-Macon College's Teacher Preparation Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) which certifies that the professional education program has provided evidence that the program adheres to CAEP's quality principles.

All requirements and coursework fulfill current state guidelines for teacher licensure at the time of catalog publication. All students who are taking courses in the Education Department which involve fieldwork must undergo a criminal background check each academic year, which costs $50 and is billable to the student's account.

Teacher Licensure

These following structured programs will enable students to meet the requirements prescribed by the Virginia State Board of Education for the Collegiate Professional License in grades 6-12 (middle/secondary) with an endorsement in the individual student's teaching field (major): Social Science/History, Math, English, Biology, Chemistry and Physics. Exceptional education, French, Latin, German, Spanish, and Music (choral and instrumental) are grades K-12 endorsements. The Virginia Collegiate Professional License also requires candidates to successfully complete required standardized competency assessments, which include the Praxis Core Math Exam and the Virginia Communication and Literary Assessment (VCLA). Special education candidates must pass the Reading for Virginia Educators (RVE). Secondary candidates must pass their subject specific Praxis exams. Information on these assessments is available in the education department and at the Virginia Department of Education website. All teaching candidates must also be certified in first aid, CPR, and AED by January of their senior year. All teaching candidates must complete dyslexia awareness training, child abuse/neglect training, and behavior intervention training (through the VDOE website).

Advance planning is essential for students who wish to participate in the teacher preparation program. Students preparing to teach should consult with their advisors and the education department faculty during their first year in order to begin planning a course of study which is in accordance with the requirements of the teacher preparation program.

The first course in the education minor is EDUC 220, the prerequisite for all other education courses. By March of their sophomore year, students must have taken the Praxis Core Mathematics Assessment and VCLA. These are required for admission to the Teacher Preparation Program.

Secondary Teaching Endorsement Grades 6 12

Programs for the middle/secondary level are available in the following areas: biology, physics, chemistry, English, French, Spanish, German, history/social science, Latin, and mathematics.

In the college catalog, each department (with secondary endorsements in education) lists the specific course of study that must be followed in conjunction with the education minor. Ideally, EDUC 220 should be taken in the fall of the second year. For admission to the program and for licensure in Virginia, candidates must achieve passing scores on Praxis Core Math exam and the VCLA. For licensure, candidates must pass their subject specific Praxis exam(s).

Exceptional Education: General Curriculum, Grades K-12

Students may choose any major for the Exceptional Education minor program. Starting education programs as early as possible is advisable. In most cases, students who begin taking their education courses in the fall term of their second year have adequate time to complete the program. For admission to the program and licensure in Virginia, candidates must achieve passing scores on the Praxis Core Math exam and the VCLA. For licensure, candidates must pass the Reading for Virginia Educators (RVE).

Music Education Teaching Endorsement, Grades PreK-12

Students majoring in music and planning to minor in education for the purpose of state certification must complete MUSC 355 and MUSC 356. Students should refer to the required coursework for a major in music with teacher certification.

Fieldwork

All education courses include fieldwork in local public school settings. For all fieldwork, including student teaching, students must provide their own transportation. Criminal background checks are required each fall semester.

Restricted Courses - Senior Year

Senior-level courses are restricted to those who have been admitted to the TPP. Student teaching block courses are restricted to those who have been admitted to student teaching.

Students who participate in this program must complete all other degree requirements prior to the final semester of their senior year. Students are not allowed to take any additional coursework during the student teaching semester. Student teaching provides the capstone experience for the education minor and takes place spring semester of the senior year.

Requirements for Application to Teacher Preparation Program

• Submit a complete application by the appropriate deadline
• 2.8 cumulative GPA; major and minor GPAs will also be reviewed to ensure the student is making progress toward the minimum 2.8 GPA required to student teach.
• Completion of at least EDUC 220 with a C- or better (or concurrent enrollment in EDUC 200 in some instances)
• Pass Praxis Core Math Assessment or qualifying SAT/ACT score
• Pass VCLA
• Positive evaluation from the Education Department
• Positive evaluation from faculty member outside of the department
• Records and results from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for the program due to incomplete or late applications is not appealable. Some students may apply during the next application cycle.

Questions about applying to the program? Please contact Dr. April Marchetti, Education Department Chair, at Education@rmc.edu.

Requirements for Application to Student Teach

• Submit a complete application by September 15th, senior year
• Must be an existing member of the Teacher Preparation Program
• 2.8 cumulative, major, and minor GPA
• Completion of all required education courses and affiliated coursework with a C- or better
• Negative TB Test Results
• Positive evaluation from the Education Department
• First Aid, CPR and AED Certification
• SVEA Membership documentation
• Dyslexia Awareness Training Certificate
• Behavior Intervention Support Training Certificate
• Certification of Child Abuse and Neglect Training
• Findings/results of a required background check as well as records from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for student teaching due to incomplete or late applications is not appealable. Such students may apply during the next application cycle.

Application Process

All applications will be reviewed by the Teacher Preparation Committee. Students will receive a decision letter from the Education Department Chair and TPC chair within three weeks of submission.

Students who are not admitted to the TPP during their sophomore year may reapply as juniors. However, students may find it difficult to complete all required coursework for licensure within four years. Please speak with your advisor for more information if this applies to you.

Each student must confer with the major advisor to plan a program that takes into account specific interests and career goals. The major requirements have been designed to meet the educational needs of students interested in careers in chemistry, medicine, K-12 education, forensics, business, and law.

Chemistry majors can select among five different programs of emphasis all of which are ACS certified:

• General Emphasis
• Biochemistry Emphasis
• Research Emphasis
• Forensic Science Emphasis
• Education Emphasis

Students who intend to pursue a career in the medical field (medicine, dentistry, veterinary science and pharmacy) after graduation are encouraged to pursue the Biochemistry Emphasis. This emphasis is designed to meet the requirements of many allied health professions while providing the student with a firm foundation in chemistry, biochemistry, and biology. Interested students should contact Dr. Green, faculty advisor of the biochemistry emphasis.

Students who intend to pursue a career in chemistry after graduation are encouraged to pursue the Research Emphasis. This emphasis is designed to support students who want to earn a Ph.D. or master's degree in chemistry after graduation. Interested students should contact Dr. Schreiner, faculty advisor of the research emphasis.

Students who are interested in K-12 education in chemistry should pursue the Education Emphasis. This emphasis works in conjunction with the minor in education to enable students to obtain teacher certification after graduation from Randolph-Macon. Interested students should contact Dr. Borowski, advisor of the education emphasis.

Students who intend to work in forensic science after graduation should pursue the Forensic Science Emphasis. Interested students should contact Dr. Borowski, advisor of the forensic science emphasis.

The goal of the writing minor is to heighten students' ability to use the written word effectively and with style. Designed to meet the different needs of individual students, the minor not only lay the foundation for successful careers in fields requiring mastery of lucid prose (such as law, medicine, screenwriting, and journalism), but also nurtures the expressive powers of those who, through fiction, poetry, or other creative writing, see writing as a form of self-discovery.

The education department offers a minor in education which is a sequential program designed to enable qualified students to enter teaching at the middle/secondary levels, exceptional education, or in music. The required education courses must be combined appropriately with specified general education courses and with the requisite courses in the student's major program. The department also offers a major in Elementary Education which leads to teacher licensure in grades pK-6; see Elementary Major section for more information.

The education department offers a state approved and a nationally accredited program. Randolph-Macon College's Teacher Preparation Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) which certifies that the professional education program has provided evidence that the program adheres to CAEP's quality principles.

All requirements and coursework fulfill current state guidelines for teacher licensure at the time of catalog publication. All students who are taking courses in the Education Department which involve fieldwork must undergo a criminal background check each academic year, which costs $50 and is billable to the student's account.

Teacher Licensure

These following structured programs will enable students to meet the requirements prescribed by the Virginia State Board of Education for the Collegiate Professional License in grades 6-12 (middle/secondary) with an endorsement in the individual student's teaching field (major): Social Science/History, Math, English, Biology, Chemistry and Physics. Exceptional education, French, Latin, German, Spanish, and Music (choral and instrumental) are grades K-12 endorsements. The Virginia Collegiate Professional License also requires candidates to successfully complete required standardized competency assessments, which include the Praxis Core Math Exam and the Virginia Communication and Literary Assessment (VCLA). Special education candidates must pass the Reading for Virginia Educators (RVE). Secondary candidates must pass their subject specific Praxis exams. Information on these assessments is available in the education department and at the Virginia Department of Education website. All teaching candidates must also be certified in first aid, CPR, and AED by January of their senior year. All teaching candidates must complete dyslexia awareness training, child abuse/neglect training, and behavior intervention training (through the VDOE website).

Advance planning is essential for students who wish to participate in the teacher preparation program. Students preparing to teach should consult with their advisors and the education department faculty during their first year in order to begin planning a course of study which is in accordance with the requirements of the teacher preparation program.

The first course in the education minor is EDUC 220, the prerequisite for all other education courses. By March of their sophomore year, students must have taken the Praxis Core Mathematics Assessment and VCLA. These are required for admission to the Teacher Preparation Program.

Secondary Teaching Endorsement Grades 6 12

Programs for the middle/secondary level are available in the following areas: biology, physics, chemistry, English, French, Spanish, German, history/social science, Latin, and mathematics.

In the college catalog, each department (with secondary endorsements in education) lists the specific course of study that must be followed in conjunction with the education minor. Ideally, EDUC 220 should be taken in the fall of the second year. For admission to the program and for licensure in Virginia, candidates must achieve passing scores on Praxis Core Math exam and the VCLA. For licensure, candidates must pass their subject specific Praxis exam(s).

Exceptional Education: General Curriculum, Grades K-12

Students may choose any major for the Exceptional Education minor program. Starting education programs as early as possible is advisable. In most cases, students who begin taking their education courses in the fall term of their second year have adequate time to complete the program. For admission to the program and licensure in Virginia, candidates must achieve passing scores on the Praxis Core Math exam and the VCLA. For licensure, candidates must pass the Reading for Virginia Educators (RVE).

Music Education Teaching Endorsement, Grades PreK-12

Students majoring in music and planning to minor in education for the purpose of state certification must complete MUSC 355 and MUSC 356. Students should refer to the required coursework for a major in music with teacher certification.

Fieldwork

All education courses include fieldwork in local public school settings. For all fieldwork, including student teaching, students must provide their own transportation. Criminal background checks are required each fall semester.

Restricted Courses - Senior Year

Senior-level courses are restricted to those who have been admitted to the TPP. Student teaching block courses are restricted to those who have been admitted to student teaching.

Students who participate in this program must complete all other degree requirements prior to the final semester of their senior year. Students are not allowed to take any additional coursework during the student teaching semester. Student teaching provides the capstone experience for the education minor and takes place spring semester of the senior year.

Requirements for Application to Teacher Preparation Program

• Submit a complete application by the appropriate deadline
• 2.8 cumulative GPA; major and minor GPAs will also be reviewed to ensure the student is making progress toward the minimum 2.8 GPA required to student teach.
• Completion of at least EDUC 220 with a C- or better (or concurrent enrollment in EDUC 200 in some instances)
• Pass Praxis Core Math Assessment or qualifying SAT/ACT score
• Pass VCLA
• Positive evaluation from the Education Department
• Positive evaluation from faculty member outside of the department
• Records and results from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for the program due to incomplete or late applications is not appealable. Some students may apply during the next application cycle.

Questions about applying to the program? Please contact Dr. April Marchetti, Education Department Chair, at Education@rmc.edu.

Requirements for Application to Student Teach

• Submit a complete application by September 15th, senior year
• Must be an existing member of the Teacher Preparation Program
• 2.8 cumulative, major, and minor GPA
• Completion of all required education courses and affiliated coursework with a C- or better
• Negative TB Test Results
• Positive evaluation from the Education Department
• First Aid, CPR and AED Certification
• SVEA Membership documentation
• Dyslexia Awareness Training Certificate
• Behavior Intervention Support Training Certificate
• Certification of Child Abuse and Neglect Training
• Findings/results of a required background check as well as records from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for student teaching due to incomplete or late applications is not appealable. Such students may apply during the next application cycle.

Application Process

All applications will be reviewed by the Teacher Preparation Committee. Students will receive a decision letter from the Education Department Chair and TPC chair within three weeks of submission.

Students who are not admitted to the TPP during their sophomore year may reapply as juniors. However, students may find it difficult to complete all required coursework for licensure within four years. Please speak with your advisor for more information if this applies to you.

The education department offers a minor in education which is a sequential program designed to enable qualified students to enter teaching at the middle/secondary levels, exceptional education, or in music. The required education courses must be combined appropriately with specified general education courses and with the requisite courses in the student's major program. The department also offers a major in Elementary Education which leads to teacher licensure in grades pK-6; see Elementary Major section for more information.

The education department offers a state approved and a nationally accredited program. Randolph-Macon College's Teacher Preparation Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) which certifies that the professional education program has provided evidence that the program adheres to CAEP's quality principles.

All requirements and coursework fulfill current state guidelines for teacher licensure at the time of catalog publication. All students who are taking courses in the Education Department which involve fieldwork must undergo a criminal background check each academic year, which costs $50 and is billable to the student's account.

Teacher Licensure

These following structured programs will enable students to meet the requirements prescribed by the Virginia State Board of Education for the Collegiate Professional License in grades 6-12 (middle/secondary) with an endorsement in the individual student's teaching field (major): Social Science/History, Math, English, Biology, Chemistry and Physics. Exceptional education, French, Latin, German, Spanish, and Music (choral and instrumental) are grades K-12 endorsements. The Virginia Collegiate Professional License also requires candidates to successfully complete required standardized competency assessments, which include the Praxis Core Math Exam and the Virginia Communication and Literary Assessment (VCLA). Special education candidates must pass the Reading for Virginia Educators (RVE). Secondary candidates must pass their subject specific Praxis exams. Information on these assessments is available in the education department and at the Virginia Department of Education website. All teaching candidates must also be certified in first aid, CPR, and AED by January of their senior year. All teaching candidates must complete dyslexia awareness training, child abuse/neglect training, and behavior intervention training (through the VDOE website).

Advance planning is essential for students who wish to participate in the teacher preparation program. Students preparing to teach should consult with their advisors and the education department faculty during their first year in order to begin planning a course of study which is in accordance with the requirements of the teacher preparation program.

The first course in the education minor is EDUC 220, the prerequisite for all other education courses. By March of their sophomore year, students must have taken the Praxis Core Mathematics Assessment and VCLA. These are required for admission to the Teacher Preparation Program.

Secondary Teaching Endorsement Grades 6 12

Programs for the middle/secondary level are available in the following areas: biology, physics, chemistry, English, French, Spanish, German, history/social science, Latin, and mathematics.

In the college catalog, each department (with secondary endorsements in education) lists the specific course of study that must be followed in conjunction with the education minor. Ideally, EDUC 220 should be taken in the fall of the second year. For admission to the program and for licensure in Virginia, candidates must achieve passing scores on Praxis Core Math exam and the VCLA. For licensure, candidates must pass their subject specific Praxis exam(s).

Exceptional Education: General Curriculum, Grades K-12

Students may choose any major for the Exceptional Education minor program. Starting education programs as early as possible is advisable. In most cases, students who begin taking their education courses in the fall term of their second year have adequate time to complete the program. For admission to the program and licensure in Virginia, candidates must achieve passing scores on the Praxis Core Math exam and the VCLA. For licensure, candidates must pass the Reading for Virginia Educators (RVE).

Music Education Teaching Endorsement, Grades PreK-12

Students majoring in music and planning to minor in education for the purpose of state certification must complete MUSC 355 and MUSC 356. Students should refer to the required coursework for a major in music with teacher certification.

Fieldwork

All education courses include fieldwork in local public school settings. For all fieldwork, including student teaching, students must provide their own transportation. Criminal background checks are required each fall semester.

Restricted Courses - Senior Year

Senior-level courses are restricted to those who have been admitted to the TPP. Student teaching block courses are restricted to those who have been admitted to student teaching.

Students who participate in this program must complete all other degree requirements prior to the final semester of their senior year. Students are not allowed to take any additional coursework during the student teaching semester. Student teaching provides the capstone experience for the education minor and takes place spring semester of the senior year.

Requirements for Application to Teacher Preparation Program

• Submit a complete application by the appropriate deadline
• 2.8 cumulative GPA; major and minor GPAs will also be reviewed to ensure the student is making progress toward the minimum 2.8 GPA required to student teach.
• Completion of at least EDUC 220 with a C- or better (or concurrent enrollment in EDUC 200 in some instances)
• Pass Praxis Core Math Assessment or qualifying SAT/ACT score
• Pass VCLA
• Positive evaluation from the Education Department
• Positive evaluation from faculty member outside of the department
• Records and results from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for the program due to incomplete or late applications is not appealable. Some students may apply during the next application cycle.

Questions about applying to the program? Please contact Dr. April Marchetti, Education Department Chair, at Education@rmc.edu.

Requirements for Application to Student Teach

• Submit a complete application by September 15th, senior year
• Must be an existing member of the Teacher Preparation Program
• 2.8 cumulative, major, and minor GPA
• Completion of all required education courses and affiliated coursework with a C- or better
• Negative TB Test Results
• Positive evaluation from the Education Department
• First Aid, CPR and AED Certification
• SVEA Membership documentation
• Dyslexia Awareness Training Certificate
• Behavior Intervention Support Training Certificate
• Certification of Child Abuse and Neglect Training
• Findings/results of a required background check as well as records from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for student teaching due to incomplete or late applications is not appealable. Such students may apply during the next application cycle.

Application Process

All applications will be reviewed by the Teacher Preparation Committee. Students will receive a decision letter from the Education Department Chair and TPC chair within three weeks of submission.

Students who are not admitted to the TPP during their sophomore year may reapply as juniors. However, students may find it difficult to complete all required coursework for licensure within four years. Please speak with your advisor for more information if this applies to you.

The education department offers a minor in education which is a sequential program designed to enable qualified students to enter teaching at the middle/secondary levels, exceptional education, or in music. The required education courses must be combined appropriately with specified general education courses and with the requisite courses in the student's major program. The department also offers a major in Elementary Education which leads to teacher licensure in grades pK-6; see Elementary Major section for more information.

The education department offers a state approved and a nationally accredited program. Randolph-Macon College's Teacher Preparation Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) which certifies that the professional education program has provided evidence that the program adheres to CAEP's quality principles.

All requirements and coursework fulfill current state guidelines for teacher licensure at the time of catalog publication. All students who are taking courses in the Education Department which involve fieldwork must undergo a criminal background check each academic year, which costs $50 and is billable to the student's account.

Teacher Licensure

These following structured programs will enable students to meet the requirements prescribed by the Virginia State Board of Education for the Collegiate Professional License in grades 6-12 (middle/secondary) with an endorsement in the individual student's teaching field (major): Social Science/History, Math, English, Biology, Chemistry and Physics. Exceptional education, French, Latin, German, Spanish, and Music (choral and instrumental) are grades K-12 endorsements. The Virginia Collegiate Professional License also requires candidates to successfully complete required standardized competency assessments, which include the Praxis Core Math Exam and the Virginia Communication and Literary Assessment (VCLA). Special education candidates must pass the Reading for Virginia Educators (RVE). Secondary candidates must pass their subject specific Praxis exams. Information on these assessments is available in the education department and at the Virginia Department of Education website. All teaching candidates must also be certified in first aid, CPR, and AED by January of their senior year. All teaching candidates must complete dyslexia awareness training, child abuse/neglect training, and behavior intervention training (through the VDOE website).

Advance planning is essential for students who wish to participate in the teacher preparation program. Students preparing to teach should consult with their advisors and the education department faculty during their first year in order to begin planning a course of study which is in accordance with the requirements of the teacher preparation program.

The first course in the education minor is EDUC 220, the prerequisite for all other education courses. By March of their sophomore year, students must have taken the Praxis Core Mathematics Assessment and VCLA. These are required for admission to the Teacher Preparation Program.

Secondary Teaching Endorsement Grades 6 12

Programs for the middle/secondary level are available in the following areas: biology, physics, chemistry, English, French, Spanish, German, history/social science, Latin, and mathematics.

In the college catalog, each department (with secondary endorsements in education) lists the specific course of study that must be followed in conjunction with the education minor. Ideally, EDUC 220 should be taken in the fall of the second year. For admission to the program and for licensure in Virginia, candidates must achieve passing scores on Praxis Core Math exam and the VCLA. For licensure, candidates must pass their subject specific Praxis exam(s).

Exceptional Education: General Curriculum, Grades K-12

Students may choose any major for the Exceptional Education minor program. Starting education programs as early as possible is advisable. In most cases, students who begin taking their education courses in the fall term of their second year have adequate time to complete the program. For admission to the program and licensure in Virginia, candidates must achieve passing scores on the Praxis Core Math exam and the VCLA. For licensure, candidates must pass the Reading for Virginia Educators (RVE).

Music Education Teaching Endorsement, Grades PreK-12

Students majoring in music and planning to minor in education for the purpose of state certification must complete MUSC 355 and MUSC 356. Students should refer to the required coursework for a major in music with teacher certification.

Fieldwork

All education courses include fieldwork in local public school settings. For all fieldwork, including student teaching, students must provide their own transportation. Criminal background checks are required each fall semester.

Restricted Courses - Senior Year

Senior-level courses are restricted to those who have been admitted to the TPP. Student teaching block courses are restricted to those who have been admitted to student teaching.

Students who participate in this program must complete all other degree requirements prior to the final semester of their senior year. Students are not allowed to take any additional coursework during the student teaching semester. Student teaching provides the capstone experience for the education minor and takes place spring semester of the senior year.

Requirements for Application to Teacher Preparation Program

• Submit a complete application by the appropriate deadline
• 2.8 cumulative GPA; major and minor GPAs will also be reviewed to ensure the student is making progress toward the minimum 2.8 GPA required to student teach.
• Completion of at least EDUC 220 with a C- or better (or concurrent enrollment in EDUC 200 in some instances)
• Pass Praxis Core Math Assessment or qualifying SAT/ACT score
• Pass VCLA
• Positive evaluation from the Education Department
• Positive evaluation from faculty member outside of the department
• Records and results from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for the program due to incomplete or late applications is not appealable. Some students may apply during the next application cycle.

Questions about applying to the program? Please contact Dr. April Marchetti, Education Department Chair, at Education@rmc.edu.

Requirements for Application to Student Teach

• Submit a complete application by September 15th, senior year
• Must be an existing member of the Teacher Preparation Program
• 2.8 cumulative, major, and minor GPA
• Completion of all required education courses and affiliated coursework with a C- or better
• Negative TB Test Results
• Positive evaluation from the Education Department
• First Aid, CPR and AED Certification
• SVEA Membership documentation
• Dyslexia Awareness Training Certificate
• Behavior Intervention Support Training Certificate
• Certification of Child Abuse and Neglect Training
• Findings/results of a required background check as well as records from any RMC academic integrity or judicial violation
• Dispositions Self-Assessment
• Recent RMC Lesson Plan
• Diversity Reflection
• Clinical Evaluation from fieldwork

Late and incomplete applications will not be accepted. Ineligibility for student teaching due to incomplete or late applications is not appealable. Such students may apply during the next application cycle.

Application Process

All applications will be reviewed by the Teacher Preparation Committee. Students will receive a decision letter from the Education Department Chair and TPC chair within three weeks of submission.

Students who are not admitted to the TPP during their sophomore year may reapply as juniors. However, students may find it difficult to complete all required coursework for licensure within four years. Please speak with your advisor for more information if this applies to you.

The exceptional education major consists of required education courses and affiliated courses from departments across the College. The sequence of required courses is informed by our state and national accrediting agencies, the VDOE and CAEP. Starting to plan your education program as early as possible is advised. Students should begin education courses in the spring semester of their freshman year or the fall semester of their sophomore year. Application to the program is submitted in spring of the student's sophomore year. For acceptance to the program, students must have a minimum GPA of 2.8, have taken EDUC 220 and EDUC 233, and must have earned passing scores on the Praxis Core Math exam and the VCLA exam. Candidates submit their application to student teach in the fall of their senior year and student teach in the spring semester of their senior year. For licensure in Virginia, candidates must achieve passing scores on the Praxis Teaching Reading: Elementary (5205) assessment. They must also complete a series of online training and become CPR certified. Students who complete this major are eligible to apply for Virginia licensure - Special Education (General Curriculum, K-12).

Students majoring in Elementary Education can minor in Exceptional Education to add the Special Education (General Curriculum, K-12) endorsement. The minor only results in eligibility for special education licensure when completed in conjunction with the Elementary Education major.

The minor in journalism is a rigorous preparation for a career in print media that culminates in work- shop style copy-editing courses and internships. Its goal is to produce students skilled in effective journalistic writing and editing, yet the journalism minor is more than simply vocational; it also aims to provide an historical knowledge and a sociological understanding of one of the shaping forces of our culture.