78 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 1100INTRODUCTION TO TEACHING AND EDUCATIONAL TECHNOLOGY3
This course is an introduction to the teaching profession, the current education system (curriculum, schools, and students), and its historical and legal background. Students will learn to effectively use instructional technology as modeled throughout the course and as required to complete in class assignments and projects.
This course explores instructional design as both a creative and strategic process. Instructional designers leverage learning theories, design methods, technology and communication skills, and a curious nature to create experiences that improve outcomes for others. The course will emphasize active engagement with instructional design principles through micro- lessons, interactive media, and peer review cycles to ensure a deeper understanding of the content. Each week will feature a thematic focus to streamline learning and provide continuity, with cumulative projects to foster meaningful application.
In this course we will examine theories and frameworks underlying the use of technology in communicating with and training others. We will apply these theories in our own work with technology, and students will analyze these theories and frameworks for their own fields of study. We will explore different genres of technology and create our own solutions to pedagogical problems using technology.
An introductory study of literature for children and young adolescents which includes instructional methodology in enhancing reader responses through written and oral discussions, creative drama, and art. Prerequisite: EDUC 1100.
An introductory study of integration of literature for children and young adolescents and the arts (dance/movement, theatre/creative drama, music, and visual arts). Through this course, students will study children’s literature and arts integration as a basis for providing engaging learning experiences, fostering a love of reading, and teaching content curriculum. Students will become familiar with the broad range of genres, authors, and illustrators in literature for children and young adolescents. Emphasis will be placed on exploring ways in which literature can be used across the curriculum in elementary and middle school classrooms, as well as on integrating the arts with the core content areas (reading/language arts, mathematics, social studies, and science).
Within this course, students will be taught about the evolution of the field of special education. This includes examining the theoretical and philosophical foundations, the historical and current legislation and litigation that governs and/or influences services for individuals with disabilities, current trends, and critical issues across the field. In addition, students will explore the eligibility for special education services of students with exceptional learning needs, the process, and procedures for providing special education, and the unique roles and responsibilities of special education teachers across settings. of instructor for students pursuing the educational studies minor, and EDUC 1100.
EDUC 2300INSTRUCTIONAL DESIGN THEORY AND ASSESSMENT3
Building on the background established in Introduction to Instructional Design, this course will offer learners the opportunity to design more intricate projects for the college and larger community, while exploring more advanced instructional design theory. The application of learning theories will allow learners to match pedagogy with learning or training goals. An understanding of Universal Design and motivation strategies will allow student’s designs to actively 174 | CATAWBA COLLEGE 2026–2027 Undergraduate Catalog
A broad study of STEM topics, including concepts related to and applications of probability and statistics, geometry, and measurement systems, and the mathematical principles needed to integrate STEM education. Conceptual understanding is emphasized so that future educators’ understanding of topics goes beyond procedural knowledge. The purpose of the course is to teach the mathematical foundation of STEM related fields.
This course provides a foundation in the essential knowledge and skills needed for implementation of the instructional cycle. Emphasis is given to developing strategies for planning and implementing effective lessons to meet the needs of a diverse population of learners, as well as to using assessment to inform instruction. The course emphasizes the importance of the use of data, feedback, and reflection to inform the implementation of the instructional cycle. Prerequisite: EDUC 1100.
EDUC 2900CLASSROOM MANAGEMENT AND BEHAVIORAL INTERVENTIONS3
In this course, students will identify, discuss, and practice a variety of management and intervention strategies for students with disabilities. Students will conduct a functional behavior assessment and development of a positive behavior intervention plan. Teacher candidates will integrate 21st Century learning skills such as critical thinking, problem solving, and collaborative skills to detect early warning signs of problematic behaviors, employ verbal and non-verbal techniques to avoid violent confrontations, and implement safe research-based physical intervention procedures. Teacher candidates will develop instructional and leadership skills needed for teaching students with disabilities, as well as students at-risk for academic and social failure. Focus will be placed on evidence-based strategies for learners across a range of disabilities. Students will also become familiar with Positive Behavior Intervention Support (PBIS) implementation. Emphasis will be placed on identification of observable behaviors, structuring learning environments, selecting and implementing behavior interventions and utilizing methods for monitoring behavior changes. Prerequisite: permission of the Teacher Education Council for students majoring or minoring in teacher education; approval of instructor for students pursuing the educational studies minor.
EDUC 300* Methods course appropriate for subject area2
Total: 21 *Student Teaching ....................................................................................................................................................... 12 *EDUC 4500 Professional Leadership Seminar ........................................................................................................ 3 *Permission of the Teacher Education Council Required. SPECIAL SUBJECT AREAS (K-12) Minor Students seeking licensure to teach special subjects (Music Education, Spanish Education, and Theatre Education must complete the minor and successfully complete student teaching. These components are designed to meet program approval standards established by the North Carolina State Board of Education.
EDUC 3000CURRICULUM AND INSTRUCTIONAL THEORY AND DESIGN3
An introductory study of the theories and research related to the design and evaluation of instruction and learning, aligned with the NC Foundations for Early Learning and Development and/or Common Core. Upon completion, students should be able to understand, evaluate, and use curriculum to plan for individual and group needs.
EDUC 3008STEM METHODS: TEACHING MATHEMATICS AND SCIENCE IN GRADES2
An integrated examination of research-based methods, curricula, and materials for teaching mathematics and science in middle and secondary schools. Emphasizing inquiry, problem-based learning, and disciplinary practices, the course prepares teacher candidates to design and deliver STEM instruction that reflects how adolescents learn and to apply mathematical and scientific reasoning in authentic contexts. Candidates will learn to develop standards-aligned lessons and units that incorporate data analysis, modeling, experimentation, and evidence-based explanation, while also using technology, collaborative learning, and culturally responsive strategies to support diverse learners. Through field-based experiences in public school settings, candidates will apply course concepts in real classrooms by observing instructional practices, designing and implementing integrated STEM lessons, and reflecting on their developing professional skills. Prerequisites: Students majoring or minoring in Teacher Education; completion of EDUC 1100; approval of instructor for students pursuing the Educational Studies minor.
An examination of a variety of child development and learning theories, as well as the evidence-based practices to which the theories relate. Emphasis will be placed on the application of these theoretical foundations to instruction and assessment in 175 | CATAWBA COLLEGE 2026–2027 Undergraduate Catalog
EDUC 3104ELEMENTARY METHODS IN SCIENCE AND HEALTH2
A study of teaching science and health in the elementary school, with an emphasis on inquiry-based approaches. Includes field experiences in area schools. Prerequisite: permission of the Teacher Education Council. Corequisites: EDUC 3102 and EDUC 3106.
A study of current programs, methods, and materials for teaching social studies in the elementary school with emphasis on the development of critical thinking in a democratic and global society. Field-based experiences are an integral part of the course. Prerequisite: permission of the Teacher Education Council. Corequisites: EDUC 3103 and EDUC 3107.
A course in the methods of teaching mathematical concepts of number sense, numeration, numerical operations, patterns, relationships, functions, and algebraic thinking, with the goal of preparing future educators to equitably teach diverse student populations. Prerequisite: permission of the Teacher Education Council. Corequisites: EDUC 3102 and EDUC 3104.
A course in the methods of teaching mathematical concepts of spatial sense, measurement and geometry and data analysis, probability and statistics, with the goal of preparing future educators to equitably teach diverse student populations.
permission of the Teacher Education Council. Corequisites: EDUC 3103 and EDUC 3105.
EDUC 3108MULTILITERACIES IN THE CONTENT AREAS3
The study of pedagogical strategies that address not only reading and writing in the content areas but also the integration of multimodal communication including the development of media, visual, aural, and critical literacies in content classes. Field- based experiences are an integral part of the course. Prerequisites: permission of the Teacher Education Council for students majoring or minoring in teacher education; approval of instructor for students pursuing the educational studies minor, and EDUC 1100.
EDUC 3109METHODS IN TEACHING EXCEPTIONAL LEARNERS I3
Within this course, teacher candidates will learn strategies for developing, implementing, and monitoring Individualized Education Programs (IEPs) and related instructional planning for students with disabilities in grades K-12. Teacher candidates will explore assessments and instructional methods to address the learning needs of students with disabilities across curricular content areas. Emphasis will be on applying the science of reading to help exceptional learners acquire 176 | CATAWBA COLLEGE 2026–2027 Undergraduate Catalog
EDUC 3200INSTRUCTIONAL DESIGN PROFESSIONAL APPLICATIONS3
Most instruction is designed within the context of a larger institution, company, or program. Clients, learners, subject matter experts, and technology facilitators, all become part of the instructional designers’ team over the course of a project. Instructional designers will find they become the project managers that connect various facets of organizations together in order to produce instructional opportunities. Therefore, the instructional designer must be effective in professional skills to maximize the team expertise, project budget and resources, and the learners’ growth. This course will address basic professional skills in both theory and application to instructional design. The skills addressed in the classroom will be immediately relevant to the project learners are conducting for a local non-profit or educational institution. Prerequisites: EDUC 1600 and EDUC 2300.
EDUC 3300CURRICULUM METHODS: PRE-SCHOOL AND KINDERGARTEN4
The exploration, analysis and evaluation of curriculum and methodology related to preschool-age and kindergarten children with and without disabilities. Field-based experiences are an integral area of this course. Prerequisite: EDUC 3000.
EDUC 3301CURRICULUM METHODS: INFANTS AND TODDLERS3
The exploration, analysis, and evaluation of curriculum and methodology related to infants and toddler children with and without disabilities. Field-based experiences are an integral part of the course. Prerequisite: EDUC 3000.
EDUC 3400METHODS IN TEACHING EXCEPTIONAL LEARNERS II3
Within this course, teacher candidates will explore evidence-based intervention strategies for addressing the needs of students with disabilities and diverse learning needs across the lifespan. Emphasis will be on transition planning and service delivery with a focus on effective practices for preparing students with disabilities for life beyond high school (e.g., employment, leisure, residential, and education). Prerequisites: permission of the Teacher Education Council for students majoring or minoring in teacher education; approval of instructor for students pursuing the educational studies minor, and EDUC 1100.
The application of psychological concepts, theory, research, and methods to the design, implementation, and evaluation of effective instruction in school and non-school settings.
EDUC 4000STUDENT TEACHING AND SEMINAR: BIRTH-KINDERGARTEN15
A full semester of supervised student teaching in an appropriate school setting under the direction of a cooperating teacher and a college supervisor. Conferences and seminars required. Prerequisite: senior classification, a 2.5 cumulative grade point average, recommendation of the advisor, and approval of the Teacher Education Council. (S-U grading)
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
EDUC 4004INTERNSHIP AND SEMINAR IN EARLY CHILDHOOD EDUCATION9
A full semester of practical field experience related to Early Childhood Education under the direction of a site supervisor and a college supervisor. Conferences and seminars required. This course is not designed to fulfill teacher licensure requirements.
senior classification, a 2.0 cumulative grade point average, and recommendation of the advisor. (S-U grading).
EDUC 4006STUDENT TEACHING: PHYSICAL EDUCATION12
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading) 177 | CATAWBA COLLEGE 2026–2027 Undergraduate Catalog
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
A period of supervised student teaching in an appropriate public-school setting under the direction of a cooperating teacher and a college supervisor. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
EDUC 4011STUDENT TEACHING: ELEMENTARY EDUCATION AND SPECIAL EDUCATION12
A period of supervised student teaching in an appropriate public-school setting under the direction of one or more cooperating teachers and one or more college supervisors. This course is the last in a sequential series of field-based experiences designed to ensure that the elementary education/special education teacher candidate develops and demonstrates the ability to apply the knowledge, skills and dispositions learned in content and professional courses. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500 (S-U grading).
EDUC 4012STUDENT TEACHING: MIDDLE GRADES AND SPECIAL EDUCATION12
A period of supervised student teaching in an appropriate public-school setting under the direction of one or more cooperating teachers and one or more college supervisors. This course is the last in a sequential series of field-based experiences designed to ensure that the special education and middle grades teach candidate develops and demonstrates the ability to apply the knowledge, skills and dispositions learned in content and professional courses. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500 (S-U grading).
EDUC 4013STUDENT TEACHING: SECONDARY SUBJECTS AND SPECIAL EDUCATION12
A period of supervised student teaching in an appropriate public-school setting under the direction of one or more cooperating teachers and one or more college supervisors. This course is the last in a sequential series of field-based experiences designed to ensure that the secondary subjects and special education teacher candidate develops and demonstrates the ability to apply the knowledge, skills and dispositions learned in content and professional courses. Prerequisite: permission of the Teacher Education Council. Corequisite: EDUC 4500. (S-U grading)
Clinical field experiences in an appropriate school setting under the direction of a cooperating teacher and a college supervisor. This course will not fulfill teacher licensure requirements. Prerequisite: senior classification, 2.70 cumulative grade point average, and permission of the Teacher Education Council. (S-U grading)
A study of teacher leadership in a global society with a focus on student learning and professional growth. Students must complete a professional portfolio. Prerequisite: permission of the Teacher Education Council. Corequisite: student teaching.
EDUC 4501Professional Leadership for Residency Licensure (2 s.h.)
4. Content courses - Catawba’s residency licensure program is designed for individuals who hold the bachelor’s degree in the subject area they teach. 5. In developing plans of study, consideration is given to alternative means of demonstrating the knowledge and competencies for licensure when the evidence is substantial and significant, rather than anecdotal. For example, performance on standardized examinations of content or pedagogy such as PRAXIS II (when copies of test scores are provided) will be given consideration. Another example would be the successful completion of a Beginning Teacher Induction program in an LEA; this could serve to address the knowledge and competencies addressed in EDUC 1100 Introduction to Teaching and Educational Technology. 1 Successful completion of a Beginning Teacher Induction Program in a cooperating LEA, as well as formal summative evaluations indicating effective classroom management by a school principal or designee, may serve as evidence of alternative means of demonstrating the knowledge and competencies for licensure covered in EDUC 1100. Determination will be made based upon a Memorandum of Understanding with a cooperating LEA. 2 Successful completion of a Beginning Teacher Induction Program in a cooperating LEA, as well as formal summative evaluations indicating effective classroom management by a school principal or designee, may serve as evidence of alternative means of demonstrating the knowledge and competencies for licensure covered in EDUC 3101. Determination will be made based upon a Memorandum of Understanding with a cooperating LEA. 155 | CATAWBA COLLEGE 2026–2027 Undergraduate Catalog
A study of psychological theories and principles and their application to contemporary educational problems and issues, including diverse populations and special needs students.
A rigorous analysis of arithmetic theory, including properties of real numbers with emphasis given to the set of integers, along with modern and historical numeration systems.
A critical analysis of topics and issues related to cultural diversity that challenge classroom teachers; a reflective examination of fundamental assumptions and perspectives that influence teaching and learning.
