Track 2: to Earn Licensure

Since 1998, Hollins has offered the master of arts in teaching, Track 2. Participants in this program have completed an undergraduate degree from an accredited institution and are seeking a teaching license through a master’s degree program. Students will work with faculty members of the Hollins education department, and with members of the liberal arts faculty. The Hollins education department, which has had a state-approved program since 1974, participates in the National Association of State Directors of Teacher Education and Certification Program.

To Apply

Students seeking admission to Track 2 must have completed an undergraduate major in a liberal arts or sciences discipline (or the equivalent) from a regionally accredited college or university. The applicant must submit the application form, $40 processing fee, a personal statement, three letters of recommendation, all official transcripts from undergraduate and graduate studies, and evidence of successful completion of PRAXIS I or sufficient SAT or ACT scores.

Requirements for Graduation

This M.A.T. degree will require 40 credit hours plus student teaching. (Additional courses, not counted toward the degree, may be necessary for any general education deficiencies.) Students will complete the degree requirements and student teaching experience within one and one-half to two years of full-time studies. Part-time students will also be accepted. Most courses are taught during evenings at times compatible with the average working person’s schedule. Students have five years from matriculation in which to meet degree requirements.

Hollins’ Student Teaching Grant Saves You Money

If you’re in Track 2 of the M.A.T. program, Hollins will discount the cost of student teaching for those who graduate. Simply apply for all applicable grants (such as the VTAG), and Hollins will cover the remaining cost of tuition for student teaching. That’s a savings of more than $3,000 on the 12-credit course. 

Fees and Financial Aid

Fees are $275 per credit hour (licensed, practicing teachers receive a $10 per credit discount). Students must pay a nonrefundable deposit of $100 at the beginning of each semester. All deposits will be credited toward the semester's tuition charges. Student loans and other types of financial aid may be available through the financial aid office. Questions regarding financial aid may be addressed to that office at (540) 362-6332.
   Hollins is pleased to offer a grant for the student teaching credits to all eligible students completing the degree.

COURSES

EDUC 507: Psychology Applied to Teaching and Learning (4) Bowman
This course is designed to enable students to develop an understanding of the physical, social, emotional, and intellectual development of school-aged learners; to gain insight into the ways family disruption, abuse, and social, ethnic, physical, mental, and other differences affect learning; and how to use this knowledge to guide appropriate learning experiences. Current research efforts and developing theories that concentrate on teaching and learning processes (multiple intelligences, constructivism, brain-based learning) applicable for diverse student populations will be addressed. Offered summer 2008.

EDUC 541: Education in American Society (4) Reiff
This course is designed to enable students to develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in America. Topics addressed include the legal status of teachers and students, including federal and state laws and regulations; the school as an organization/culture; and contemporary issues affecting schools such as violence, drugs, technology, and instruction of diverse populations. Field work and a research paper are required. Prerequisite or corequisite to other M.A.T. track 2 courses. Offered summer 2008.

The curriculum and instructional procedures courses (listed below) are designed to contribute to students’ knowledge of learning principles; classroom management; technology; communication skills; appropriate materials; discipline-specific methodology; and learner assessment.

EDUC 546: Designing Instruction (4) Fowler 
Students work individually and in cooperative learning groups to develop new interdisciplinary curriculum models for use in their classrooms and schools. Emphasis will be on the integration of content areas, the use of appropriate technologies as tools for teaching and learning, on the development of new teaching strategies and resources for the emerging models, and on multiple methods of assessment.

EDUC 548: Classroom Technology Integration (4) Altice/Layman
Course focuses on needs of practicing and pre-service classroom teachers for information to assist them as they effectively integrate technology across the curriculum. It will also cover the Technology Standards for Instructional Personnel. Concepts as well as hands-on instruction will be provided. A portfolio will be required upon completion.

EDUC 560: Teaching in the Middle Schools (4) Staff
This course provides experiences which will enable prospective teachers to develop and implement quality instruction to meet the educational needs of students in grades 6-8. Students in the course will study the philosophy of middle school education, and the characteristics of middle school learners and how they differ from other learners. Students will develop and present lessons based on the Virginia Standards of Learning and other resources.

EDUC 570: Curriculum and Instruction I (4) Fowler
This course is designed to enable students to develop an understanding of concepts, strategies, and techniques for teaching the social sciences and the arts both as discrete subjects and as interdisciplinary units. The focus of the course will be to prepare future teachers to work in participatory, student-centered, cooperative learning environments. Students will plan and deliver lessons based on the Virginia Standards of Learning and other resources. Field work in the schools and museums.

EDUC 571: Curriculum and Instructional Procedures II: Math & Science (4) Reiff
This course is designed to enable students to develop an understanding of concepts, strategies, and techniques for teaching mathematics and science in student-centered, inquiry-based, participatory learning environments. Emphasis will be on integrating science and mathematics across the curriculum. Students will plan and deliver lessons based on the Virginia Standards of Learning and other resources. Field work is required in schools and museums.

EDUC 572: Curriculum and Instructional Procedures III (6) Reiff
This course is designed to prepare prospective secondary teachers to: develop effective teaching strategies and techniques; create appropriate learning environments in the classroom; make effective decisions in planning, implementing, and assessing curriculum and instruction; become familiar with classroom management and discipline techniques; and examine methods of evaluating student work. Students plan and deliver lessons based on the Virginia Standards of Learning and other resources. A minimum of 50 hours of field work is required.

EDUC 577: Language Acquisition and Reading I (4) Baynum
This course is designed to provide a study of techniques, methods, and materials for teaching reading in the elementary (PreK-6) schools. An overview of skills necessary for efficient reading, study skills, comprehension, and critical thinking will be provided. Phonics, contextual clues, and structural analysis are among many strategies which will be studied.

EDUC 578: Language Acquisition and Reading II (4) Baynum
This course is designed to provide a study of diagnostic methods and materials for evaluating reading abilities in the classroom (preK-8). Emphasis is on strategies for meeting individual needs through remediation and differentiated instruction. A laboratory experience in the schools is required.

EDUC 580: Reading in the Content Area (4) Baynum
This course is designed to enable students to focus on issues concerning reading to learn. Reading and writing are tools for acquiring and understanding information and ideas in literature, math, science, social sciences, and the arts. Through discussion and demonstration, students will learn to integrate principles of reading, thinking, and study skills deemed necessary to master content texts in reading across the curriculum.

EDUC 599: Education Internship (4) Fowler
The internship is for the purpose of acquainting the prospective teacher with classroom life and is required prior to student teaching. The student will work as a teacher’s instructional assistant instructing small groups, helping individual students, assisting in lesson preparation, and participating in other duties required of a teacher. A minimum of 120 classroom hours and a research paper are required. Schedule will be worked out with advisor.

EDUC 600: Project/Thesis (4)
Students will address issues evolving from their course work and student teaching experiences and will conduct research to investigate an area of particular interest. Students will integrate knowledge gained from educational experiences, course work, and research into a culminating project or thesis, which informs teaching and learning.

EDUC 670/672/673: Student Teaching (12)
This course is designed to provide the pre-service teacher with classroom teaching experiences in cooperating area schools. Open only to students who have completed all teacher education requirements. Student teaching requires a minimum of 35 hours per week for an entire semester, exclusive of preparation and planning time. A weekly seminar is included to address current issues and topics of interest in education.
EDUC 670: Elementary (PK-6)
EDUC 672: Secondary School (6-12)
EDUC 673: Art/Music/Foreign Language

Additional Required Courses
Students are required to complete eight credit hours of content area courses offered through the master of arts in liberal studies program. Courses should be approved by the education department prior to registration to ensure they will meet student’s requirements.

042508

Program for Licensed
Teachers - Track 1

Program to Earn
Licensure - Track 2

Faculty

Hollins M.A.T. Leads
to New Job

. . . . . . .

CONTACT
(General information)
Graduate Studies Office
Hollins University
Roanoke, VA 24020
(540) 362-6575
hugrad@hollins.edu


(Program Director)
Kristi Fowler
(540) 362-6249
kfowler@hollins.edu

"Hollins University's Master of Arts in Teaching program was ideal for me as I embarked on a new career in education. Entering the teaching profession after another career seemed to be a daunting task, fortunately Hollins Track 2 Licensure program provided me with an opportunity to receive a quality education in teaching, fulfill state requirements for licensure and meet new friends at the same time."

Frank Giannini
M.A.T. track 2

"I had an incredible experience while working on my master of arts in teaching at Hollins! From my intake appointment through the writing of my thesis and graduation, I was treated with respect and felt as if I were part of a family. The professors set high standards, yet at the same time realized I (along with many of my cohorts) was working full time and trying to take care of a family while furthering my education. I couldn't have made a better choice than Hollins University."

Susan Jordan
M.A.T. '03

"When I realized I wanted to be a teacher, I made sure to 'shop' around for the best program. When I read about the MAT program at Hollins and met with the director, it seemed to be the best fit for me; after I participated in my first class, I knew the program WAS the best fit. I have gained immeasurable knowledge in all my classes, and I cannot wait to apply these skills in my own classroom."

"As a working mother of three, I never thought I’d be able to take university level courses again. The MAT program let me complete my certification while teaching full-time for Roanoke City Schools. Hollins welcomed me in and helped me develop a plan that worked within my busy schedule. I have enjoyed being back in the college classroom so much. I am excited about continuing my work toward completing the master’s degree."