33 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 150Teacher Cadet1
High school students enrolled in Teacher Cadet courses may receive university credit upon completion of the course and forwarding the results to the Office of the Registrar for evaluation. In general, Chowan University will award credit for a course in which the student earns a grade of B or better on the course and the corresponding portfolio. Credit awarded by Teacher Cadet will be reflected on the student’s transcript in terms of credit hours only. No letter grade will be assigned and no grade points assigned.
An initial course for prospective teacher education students and an orientation to the teaching profession as a career choice. Information concerning admission to the Teacher Education Program and for completing requirements for North Carolina licensure are discussed. Students will take practice tests which will help their test taking skills in preparation for taking the required Praxis CORE tests for elementary education majors. TaskStream enrollment is required. Twelve (12) hours of fieldwork is required. Membership in SNCAE is required.
Examines the psychological principles involved in the teaching/learning process, the nature of intelligence, motivation, learning styles, individual differences, and the evaluation of learning.
A survey course to give prospective teachers a basic understanding of exceptionalities. Opportunities will be provided through the fieldwork component of this course to observe children with exceptionalities in regular classroom situations at the elementary or secondary level. Eight (8) hours of fieldwork required. Membership in SNCAE required.
A course designed to expose students to a wide variety of children’s literature and its effective use in the elementary classroom. An emphasis will be placed on reading and responding to award-winning children’s books. Teacher education students will learn how to create literature-rich classrooms.
A course required for teacher education students seeking licensure. A variety of strategies and resources designed to help students effectively read, comprehend, and retain content; textbooks will be addressed.
A study of the social, political, historical and philosophical foundations of American Education. Students will analyze today’s educational practices and determine why and how these practices emerged. Students will develop their Philosophy of Education. Twelve (12) hours of fieldwork required. Membership in SNCAE required.
This course prepares teacher education students to be effective facilitators of learning in a diverse society. Coursework is designed to acquaint students with practical strategies for teaching, recognizing and appreciating differences in a global society. Twelve (12) hours fieldwork required. Membership in SNCAE required.
EDUC 370Teaching Mathematics and Science in the Elementary School4
This course provides teacher education students with a comprehensive examination of mathematics and science content, state and national curricula, content pedagogy, and technology integration. Twelve (12) hours of fieldwork required. Membership in SNCAE required.
EDUC 372Teaching Reading & Social Studies in the Elementary School4
This course provides teacher education students with a comprehensive examination of reading and social studies content, state and national curricula, content pedagogy, and technology integration. Twelve (12) hours of fieldwork required. Membership in SNCAE required.
Admission to Chowan University and Residency License Verifcation Form (Form RL) Credits: 1 hour
EDUC 400Classroom Assessment4
This course will address the basic concepts and application of assessment practices to support student learning. Twelve (12) hours fieldwork required. Membership in SNCAE required.
A study of practices and techniques of developing a maintaining a positive classroom environment. Emphasis will be placed on student motivation, research-based programs on classroom management, student-teacher, and parent-teacher interactions. Eight (8) hours of fieldwork required. Membership in SNCAE required.
EDUC 454Methods and Materials for Language Arts, Social Studies, Mathematics, and Science in the Elementary School6
This course is designed to prepare candidates to effectively plan, teach, and assess language arts, social studies, mathematics, and science as they are integrated throughout the elementary curriculum in an inclusive classroom. Twenty-four (24) hours of field experience required. Membership in SNCAE required.
Admission to the Teacher Education Program Credits: 6 hours
EDUC 455Reading Capstone4
A broad study of 21st century multiple modes of learning. Students develop and submit a capstone paper to demonstrate content knowledge in reading, writing, listening, speaking, viewing or visual representation. Students must submit their paper for consideration to the CU Student Research Conference and/or other venues.
Admission to Chowan University, Residency License Verification (Form RL) and EDUC 375 - Residency I Credits: 1 hour
EDUC 485Directed Student Teaching and Seminar15
A planned student teaching experience of sixteen (16) weeks at the appropriate grade level or specific discipline area in which the student is seeking teacher licensure. Teacher education candidates become acquainted with all teaching duties and observe methods and techniques employed by experienced teachers. Candidates are required to take the edTPA and PRAXIS II in their content area and Foundations of Reading (elementary). Membership in SNCAE required.
This course is designed to introduce the graduate candidate to principles of educational research in order to use such information to improve student learning in the K-6 setting. This course will introduce candidates to the research methods and professional and ethical standards endorsed by the American Educational Research Association (AERA). The candidate will be expected to develop and present an action research proposal. Emphasis on analyzing and writing of research results using the American Psychological Association (APA) style will be required.
EDUC 502Analysis and Assessment of Student Learning3
The graduate candidate will explore various forms of assessment including both formative and summative assessments. The candidate will research and analyze assessments as a means of developing curriculum and planning for instruction in order to improve student achievement. The course involves the collection, analysis, use of, and reflection upon assessment data to impact student learning.
This course addresses diversity as defined as “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.” The graduate candidate is expected to develop a greater awareness and appreciation of issues of diversity and how it influences school and classroom environments. Emphasis is placed on culturally responsive teaching, adapting instruction to meet the needs of diverse learners, and addressing diversity through literacy.
This course explores the foundations and principles of curriculum as well as current trends and issues in curriculum and instruction. This course requires that the candidate demonstrate his/her knowledge and expertise in the areas of curriculum and instruction based upon theoretical, philosophical, and research based educational practices.
The course is designed to assist the graduate candidate in developing knowledge and skills for integrating 21st century technology skills to meet the diverse needs of learners. Candidates will analyze and demonstrate effective integration of technology to support student learning.
This course is designed to assist teachers in the teaching of reading. The emphasis will be on creating environments conducive to developing all students’ skill in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.
EDUC 520Integrating Language Arts and Social Studies3
This course is designed for the candidate to develop an advanced understanding of curriculum integration and research-based best practices in English language arts and social studies instruction. This course will require the candidate to determine links between the content areas of English language arts and social studies and the developmental stages and diversity of elementary students. Attention will be given to integration of technology.
This course is designed for the graduate candidate to develop an advanced understanding of curriculum integration and research-based best practices in mathematics and science instruction. This course will require the candidate to determine links between the content areas of mathematics and science and the developmental stages and diversity of elementary students (K-6). Attention will be given to integration of technology with mathematics and science content.
This course requires the graduate candidate to demonstrate advanced understanding of 21st century literacies. Giving attention to emerging technologies as well as traditional literacy forms, this course addresses research-based instructional approaches to both print and non-print texts.
The graduate candidate will demonstrate leadership, collaboration, and team building skills relevant to the K-6 public school setting. The development of professional expectations, communication with colleagues, leadership in developing home-school partnerships, and the analysis of current educational issues will be demonstrated.
The course will address the principles of portfolio development and the use of portfolio-based assessments. The graduate product of learning must address all of the Standards for Graduate Teacher Candidates. These standards include teacher leadership, respectful educational environment, content and curriculum expertise, student learning, and reflection.
This course is designed for the graduate candidate to develop an advanced understanding of curriculum pedagogical approaches and instructional strategies. The candidate will explore best practices including differentiation, tiered instruction, scaffolding and technological approaches to engage all learners. This course will require the candidate to determine the best instructional strategies to utilize to meet the learning needs of the student based on data collection and analysis.
This is an advanced level survey course that examines the various laws and regulations pertaining to special education. Special attention is given to exploring the learning and developmental characteristics of students with disabling conditions and discussing the various special education placements. Instructional strategies such as inclusion as well as assistive technology used in classrooms serving students with disabilities at all levels of K-12 education will be explored.
This course is an advanced study of the practices and techniques of developing and maintaining a positive classroom environment. Emphasis will be placed on student motivation, research-based programs on classroom management, student-teacher and parent-teacher interactions as well as communication and behavior management systems with and without technology. Students must take this course the semester prior to student teaching. This course is appropriate for classroom management at all levels of K-12 education.
This course is designed to help a student put instructional theory into practice at the appropriate grade level or specific discipline in which the student is seeking teacher licensure. It will provide an integrated coverage of methods of classroom instruction, management, and assessment. The methodology of the course will include practicum, lesson construction, practice teaching, in class exercises, discussion of readings, and exams.
A planned student teaching experience of sixteen (16) full weeks at the appropriate grade level or specific discipline area in which the student is seeking teacher licensure. Teacher education candidates become acquainted with all teaching duties and observe the methods and techniques employed by experienced teachers. Students will attend a weekly seminar.
