72 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 210Technology Applications for Teachers3
Lecture Hours: 3 Lab Hours: 0 This course is an introduction to computers, as well as to educational technology and its uses in the facilitation of learning. The course includes the history of computers in education; ethics in technology; appropriate hardware, software, and systems connectivity; elementary computer operating procedures; computer applications; teaching and learning theories for diverse populations; instructional technology; technology integration; web evaluation rubrics; and the evaluation of educational technology. The activities presented in this course will help the candidate to acquire essential education technology knowledge and to develop the skills necessary to become a professional facilitator of learning. (Fall, Spring, Summer)
Program Requirements: 82 Credits Professional Education Courses: 26 Credits EDUC 450 may not be taken until student is admitted to Teacher Education. EDUC 497 and EDUC 490 may not be taken until student is admitted to Clinical Experience (Student Teaching) and are taken during the last and final semester.
2, or 3 Lecture Hours: 1,2, or 3 Lab Hours: 0 A course designed to enhance professional education competencies of traditional and non-traditional students using class discussions, simulations, computers, and interactive videos. Topics will include the following: test-taking skills, critical thinking skills, and related course content.
EDUC 303Teaching the Young Child with Special Needs3
Lecture Hours: 3 Lab Hours: 0 The course offers the foundations of early childhood education along with pioneers in the special education field as the base for child development. Policies and practices, early and current are examined along with assessment planning and screening processes, intervention practices, teaching strategies and reflection. Further, the student candidate will gain knowledge of the components needed to create an environment that supports all children's learning, teaching strategies and adaptations. Student candidates will engage in child 768
EDUC 306Birth Through Kindergarten Curriculum Development3
Lecture Hours: 3 Lab Hours: 0 This course is geared for non-teaching Birth-Kindergarten students. The course covers child development for children aged birth-kindergarten and developmentally appropriate curriculum development for these ages. Other concepts introduced are the physical environment, teaching typical and atypical children, developing lesson plans, and teacher/parent relationships. Students will develop an inquiry-base integrated lesson plan set.
EDUC 307(3-3-0) Infant and Toddler Education: The course will focus on the theories and growth and
development of infants and toddlers, (ages birth through 2 ½ to 3) toddlers relationships with others, and planning learning activities for toddlers,. Sharing knowledge with parents about their child and involving parents in the preschool activities will be emphasized.
EDUC 308Observation and Assessment in Preschool Education3
Lecture Hours: 3 Lab Hours: 0 This course is designed to focus on observation of young children, including techniques for recording observations and using them to inform instruction and parents. Emphasis is placed on understanding and using different assessment procedures and their purposes and limitations, including ongoing observation, data collection and analysis. Assessment techniques which support children's development and learning will be highlighted. Adaptations in assessments which are relevant to the children's backgrounds and values, health appraisal, and referral practices as well as types of assessment will be stressed. Observation, assessment, and reporting are treated as a complementary process. Candidates are required to develop a case study. Fifteen field hours are included within the course.
EDUC 309Infant and Toddler Curriculum Development and Field Study (Teaching Majors)4
Lecture Hours: 3 Lab Hours: 1 This course will provide 21st century Birth-Kindergarten teacher candidates with content knowledge in infant and toddler development. BK student candidates will learn theoretical frames for infant and toddler development, strategies for teaching typical and atypical infants and toddlers, how to develop an appropriate curriculum, how to create adaptive environments, and the importance of working with families. Students are required to develop an inquiry-based, integrated lesson plan set and inquiry-based integrated unit plan. The 60 hours field study allows the BK student candidate first hand field experience in infant and toddler early learning environments. This is a four credit hour course with three hours of lecture and one hour for field observations. 769
EDUC 303 and EDUC 308 and EDUC 350 and Admission to Teacher Education
Corequisite
EDUC 314
EDUC 310Foundations of Education3
Lecture Hours: 3 Lab Hours: 0 This course is a comprehensive overview of the foundations of education in the United States. It is an interdisciplinary attempt (incorporating the historical, political, economic, legal social, philosophical, and curricular foundations) to provide pre-service teachers with a clear understanding of the teaching profession and the issues and controversies confronting American education today. (Fall, Spring, Summer)
EDUC 311Foundations of Multicultural Education and Diversity3
Lecture Hours: 3 Lab Hours: 0 The facilitator of learning will explore the historical development of multicultural education, definitions of multicultural education and diversity concepts, the intercultural conflicts from philosophical cultural differences, and principles guiding multicultural education. (Fall, Spring, Summer)
EDUC 303 and EDUC 308 and EDUC 350 and Admission to Teacher Education
Corequisite
EDUC 309
EDUC 315(3-3-0) Music and Art in Elementary School: An introduction of prospective elementary school
professionals to the rudiments of music and art in the classroom, including methods, materials and activities in music and art that can be incorporated by the classroom teacher. (Fall, Spring, Summer).
EDUC 350Introduction to Birth through Kindergarten Education3
Lecture Hours: 3 Lab Hours: 0 This course is designed to provide an overview of child development and how the knowledge of growth and development is related to preparing appropriate experiences for birth through kindergarten children. Emphasis is placed on considering the child, family, and the community when planning curriculum experiences for preschool children.
EDUC 351(2-2-0) Teaching Language Arts in the Elementary School (K-6): A critical study of the current
practices, teaching methodologies and strategies, and resources for teaching the language arts (including reading, writing, listening, speaking, and spelling) and the visual arts in the elementary school. (Fall and Spring) Prerequisite: Admission to teacher education. Field experience required.
EDUC 352(2-2-0) Teaching Social Studies in the Elementary School (K-6): An introduction to current trends
practices, methods, and resources for facilitating social studies education, with particular emphasis on multicultural education, curriculum planning, and the impact of cultural influences on learning and values clarification. (Fall and Spring) Prerequisite: Admission to teacher education. EDUC 361 (3-3-0) Family Culture and School: This course is designed to help B-K professionals to understand the characteristics of families and the role families play in the lives of their children as their first teachers. Emphasis is placed on respecting different family structures, and values. Strategies for dealing with children with learning disabilities, home language i.e., especially language which is different from the B-K professional’s language is stressed. Ethnicity, at- risk, socio-economic and health care services will also be discussed. B-K professionals will also develop strategies for getting parents involved in the school and their children’s learning and development. (Spring)
Lecture Hours: 3 Lab Hours: 0 This course is designed to help B-K professionals to understand the characteristics of families and the role families play in the lives of their children as their first teachers. Emphasis is placed on respecting different family structures and values. Strategies for dealing with children with learning disabilities, home language i.e., especially language which is different from the B-K professional's language is stressed. Ethnicity, at- risk, socio-economic and health care services will also be discussed. Candidates are required to complete the Military Family project.
Lecture Hours: 3 Lab Hours: 0 An introduction to the basic principles, policies, and philosophies that undergird middle school education in the United States. 771
EDUC 419(3-3-0) Music, Art, Drama, Movement in B-K Education: This course centers on helping children
express themselves in a variety of ways in music, art, listening, movement and drama. Emphasis is placed on integrating music, art, drama, and movement into the content experiences. Selecting and evaluating learning materials and activities are stressed. (Spring)
Lecture Hours: 3 Lab Hours: 0 A comprehensive overview of the history and development of secondary education, the philosophy undergirding the knowledge base of the curriculum, and the influence of contemporary social forces in shaping the curriculum. (Fall and Spring)
Admission to teacher education and permission of instructor.
EDUC 426(3-3-0) Math, Science, and Social Studies: An Integrative Approach to Teaching: This course provides
an overview of how children learn mathematics, science, and social studies and suggests developmentally appropriate practices for helping B-K professionals plan and implement instruction for preschool children. An integrative, thematic approach focusing on how these learning experiences can be embedded in play is emphasized. A field experience is required. (Fall and Spring) EDUC 431 (3-3-0) Principles of Guidance: A study of the principles, purposes, techniques, and anticipated behavioral results relating to the guidance and counseling of students. Students who have taken PSYC 431 may not take this course.
A study of the principles, purposes, techniques, and anticipated behavioral results relating to the guidance and counseling of students. Students who have taken PSYC 431 may not take this course.
EDUC 433Methods and Materials for Teaching Mathematics in Middle Grades3
Lecture Hours: 0 Lab Hours: 2 An introduction to the knowledge base, teaching strategies, materials, and resources basic to middle grades mathematics education.
EDUC 434Current Issues and Trends in Early Childhood Education3
Lecture Hours: 3 Lab Hours: 0 This capstone course is designed to provide 21st century Birth-Kindergarten teacher candidates with a global perspective of economic and social contexts that concern young children and their families in today's society. The focus of the course is to complete a Leadership Collaboration Project while examining current issues and trends in the early childhood field.
Lecture Hours: 3 Lab Hours: 0 A practicum providing supervised counseling experiences in a true-to-life setting, with emphasis given to practical and applied aspects of counseling and various guidance activities.
EDUC 455Classroom Management and Principles of Secondary Teaching3
Lecture Hours: 3 Lab Hours: 0 Candidates will develop values, confidence, assertiveness skills, decision-making skills in classroom management, concepts and practices that are appropriate for successful teaching. An exploration of evidence-based practices related to effective teaching in schools and the social, legal, and historical contexts in which those practices occur. The clinical field experience aspect of this course enables candidates to observe and participate in methods of teaching in specific content areas. These experiences include aspects of individualized and interdisciplinary teaching and learning; classroom management; legal aspects of teaching; cultural, ethnic, and minority concerns; and applications of other special methods to large and small groups of students.
Admission to teacher education and permission of instructor.
EDUC 460Methods and Materials in Middle and Secondary School Subjects3
Lecture Hours: 3 Lab Hours: 0 Candidates are introduced to instructional and professional practices, tools, and resources to design, implement, and assess learning experiences to facilitate effective teaching and learning of middle/ secondary school subjects (6-12). (Fall)
EDUC 463Methods and Materials in Teaching Science3
Lecture Hours: 3 Lab Hours: 0 A brief review of the scientific principles, laws, and concepts prescribed in the knowledge base for teachers of science in the middle grades (6-9), with emphasis on science units and lesson planning, laboratory demonstrations, experimental replication, and simulated teaching experiences.
EDUC 464Methods and Materials in Health and Physical Education3
Lecture Hours: 3 Lab Hours: 0 An introduction to activities, teaching strategies, materials, and resources applicable to the physical education of students in grades K-12. Prerequisite: Admission to teacher education and permission of instructor.
Admission to teacher education and permission of instructor. This course is cross-level listed with EDUC 615. This course is cross-level listed with EDUC 614 for Health and Physical Education MAT students. Field Experience Hours: 40 hours required.
EDUC 467Methods and Materials in Middle and Secondary School Subjects3
Admission to teacher education and permission of instructor.
EDUC 470(6-0-6) Student Teaching in the Elementary School: An internship in the public schools providing
prospective education professionals with opportunities to observe professionals in the classroom, to practice teaching under supervision, and to participate in other activities expected of regular in-service teachers in their role as facilitators of learning. Prerequisites: Admission to student teaching ( one semester prior) and permission of instructor. (Fall, Spring)
EDUC 471(6-0-6) Student Teaching in Elementary School: An internship in the public schools
providing prospective education professionals with opportunities to observe professionals in the classroom, to practice teaching under supervision, and to participate in other activities expected of regular in-service teachers in their role as facilitators of learning.
EDUC 480Clinical Experience in the K-12 School Setting11
Lecture Hours: 0 Lab Hours: 11 The clinical experience in the public middle and secondary schools pairs candidates with 6-12 clinical educators in the classroom to further develop content knowledge, pedagogical content knowledge, pedagogical skills, and integrate technology in all areas to produce a positive impact on student learning. The goal of the clinical experience is to link theory and practice within the clinical setting to contextualize and cultivate knowledge, skills, and professional dispositions. This course is a Spring only course and must 774
EDUC 560(3-3-0) Educational Communications, Methods, and Materials: A survey of types of visual materials
used in education, including slides, prints, filmstrips, films, transparencies, and television, with emphasis on the selection, integration, and evaluation of communications materials appropriate to school programs.
EDUC 598Graduate Seminar in Educator Licensure Readiness15
M.A.T. Core Course Requirements: 9 Credits • EDUC 598 - Graduate Seminar in Education Licensure Readiness (Students who submit passing state licensing exam scores may waive EDUC 598 Graduate Seminar in Educator Licensure Readiness.) • EDUC 610 - Instructional Design for Culturally Diverse Learners and Students with Disabilities • EDUC 630 - Advanced Educational Psychology M.A.T. Initial Licensure Specialty Area Requirements (Art Education): • EDUC 615 - Techniques of Teaching in the Middle and Secondary Schools • EDUC 616 - Teaching and Technology in the Middle and Secondary Schools • EDUC 644 - Foundations, Curriculum Development, and Assessment • READ 552 - Teaching Literacy Across Content Areas
EDUC 602(3-3-0) Foundations of Education: A study of the origins, development, and contemporary status of
education and schools in the United States, with emphasis on issues related to the control of public education and to the organization of school programs and curricula.
EDUC 610Planning and Implementing Instruction for Diverse Learners3
Lecture Hours: 3 Lab Hours: 0 The course addresses the origins, concepts, trends and principles of multicultural education, equity and the conceptual framework on cultural diversity in relation to education. It also exposes the students to a critical conscious approach to dialogue as an effective method applicable to diversity across the curriculum. The topics will include concepts that facilitators of learning will need in order to skillfully, and effectively teach in a multicultural setting. Specific content areas to be covered will be the topology of American cultures and how the following aspects impact on the cultures: Race, Ethnicity, Gender, Sexual orientation, Physical condition and Age. The following concepts will be discussed as part of the conceptual framework on diversity, Ethnocentricity, Eurocentricity, Afrocentricity, Interculturality, Crossculturality, Group dynamics and organizational development. Discussions will focus on explication of the concepts and development of strategies for conflict resolution and situational leadership, thus enabling the facilitator of learning as a change 204
EDUC 614Techniques of Teaching in the K-12 Specialized Subjects3
Lecture Hours: 3 Lab Hours: 0 A study of the teaching profession, with emphasis on teaching strategies, curriculum content and development and materials selection for K-12 Specialized Subjects (Offered Fall semester only). This course is cross-level listed with EDUC 464 for Health and Physical Education MAT students. Field Experience Hours: 40 hours is required. 195
EDUC 616(3-3-0) Teaching and Technology in the Middle and Secondary Schools: A study of the teaching
profession, with emphasis on teaching strategies, curriculum content and development technology, and materials selected for middle and secondary school education, grades 6-12. Specific attention will be directed forwards developing each student as a facilitator of learning. Emphasis will be placed on integrating technology to enhance teaching and learning.
EDUC 618Facilitating STEM and STEAM Constructs for Early Learners3
Lecture Hours: 3 Lab Hours: 0 This course provides candidates with the knowledge, skills, and understandings to construct and apply practical STEAM & STEM experiences in the PreK and Kindergarten learning environments. Candidates will focus on designing inquiry practices to assist younger learners in approaches to solving problems using a realistic approach. (Service Learning 30 hours)
Lecture Hours: 3 Lab Hours: 0 A study of the adolescent in contemporary society, theories of adolescence, and the physical, emotional, social, familial, moral, educational, vocational, and ethnic influences on adolescent behavioral development.
EDUC 633Curriculum and Instruction for the Young Learner3
Lecture Hours: 3 Lab Hours: 0 This course will examine strategies for designing and implementing developmentally appropriate preschool and kindergarten learning environments that focuses on North Carolina curriculum standards. Candidates will concentrate on the emergent curriculum, the project approach, and the inquiry-based learning model. (Field Experience 30 hours)
EDUC 640(3-3-0) Principles and Practices of Supervision: An introduction to educational administration and
supervision, including such topics as the multifaceted role of the supervisor, administrative organization, decision making, instructional leadership, curriculum planning, staff development and evaluation, group dynamics, effective school and classroom research, teacher-learner dynamics, motivation, behavior, leadership styles, interpersonal relations, cultural pluralism, and contemporary trends in education.
EDUC 641Advanced Studies in Human Development and Learning Communities3
Lecture Hours: 3 Lab Hours: 0 An exploration of psychological principles and their application to the problem of teaching and learning, including characteristics of stages in human development throughout the preschool and school years, theories of motivation and learning, classroom management strategies, individual differences, exceptional achievement and teaching strategies. (Spring)
EDUC 644(3-3-0) Foundations and Curriculum Development: A study of educational foundations and curriculum
development in secondary schools, including discussions of the development, implementation, and evaluation of educational goals and objectives in the secondary curriculum.
EDUC 645Practical Relations with Parents, Families, and Stakeholders3
Lecture Hours: 3 Lab Hours: 0 Candidates will analyze the teacher's role in an early childhood education sector as it relates to collaborating with families, school personnel, and the community and providing effective communication among the groups.
EDUC 646(3-3-0) Trends and Issues in Curriculum and Instruction (Seminar): An exploration of the current
issues, trends, and research in curriculum and instruction, and the sociological, psychological, and political factors influencing educational trends and innovations.
EDUC 650Effective Practices for Teaching, Learning, and Collaborative Leadership3
Lecture Hours: 3 Lab Hours: 0 An advanced study of effective teaching practices supported by educational research, the application of technology to the educational setting, learning in content areas, and the design of collaborative leadership. This course is designed to introduce various aspects of teaching and learning that have relevance to understanding effective instructional procedures. (Fall)
*EDUC 690 is the prerequisite for EDUC 698 and MUST be one of the first six semester hours earned as a M.Ed. degree-seeking graduate student in the School of Education. Specialization Areas, 21 Credits An area of specialization in one instructional area such as Language Arts, Mathematics, Social Studies, and Science is required with advisor approval. Clinical/practicum/ technology and field experiences are required with all courses. Choose from the following specialization options:
Lecture Hours: 2 Lab Hours: 1 A series of seminars on selected topics, to include: teaching strategies and methodologies; new trends to facilitate learning in educational settings; knowledge, skills, dispositions of a successful beginning teacher particularly those of a dedicated professional, an instructional leader, a continuous assessor, a collaborative bridge builder, and a reflective practitioner; documentation needed for the initial teaching year; and preparation for the assessments required for North Carolina licensure. (Fall and Spring) 199
Admission to advanced clinical experience and permission of instructor.
EDUC 694(3-3-0) Introduction for Lateral Entries
This course is designed to prepare lateral entry teachers (LE) for teaching in today’s general and special education classrooms. Participants will encounter the following issues: understanding the nature of today’s learners, teaching today’s diverse learners, assessing/diagnosing for classroom teaching, planning lessons, organizing for the instruction, selecting and using developmentally appropriate materials, strategies and technology managing learning environments, selecting service learning opportunities and collaboration with other professionals, parents and agencies.
EDUC 697(3-0-3) Advanced Applied Product of Learning (Internship): This course has been designed to serve as
an eleven-week supervised internship for the Master of Arts in Teaching (MAT) Program in Education in a specific content area. This internship in the public secondary and middle schools will provide MAT students with opportunities to observe educational professionals in the classroom, practice teaching under supervision, and to participate in other activities and responsibilities of regular in-service teachers. EDUC 698 (3-3-0, 6-6-0 – variable credit) Advanced Applied Product of Learning: This course has been designed to serve as a capstone or culminating experience for the Advanced Master’s Degree Program in Education in all the specialization areas. This course will assist students in preparing the culminating activity and will encapsulate the total experiences in the program. It will provide a field-based context for the completion, presentation, and evaluation of the exit options: advanced professional portfolio, action research project, and thesis. (Other requirements related to the area of specialization, such as field experience component, may be required by the area of specialization.)
EDUC 699(6-0-0) Thesis: A supervised empirical study in a selected area of concentration
EDUC 899 (0-0-0) Thesis Non-Credit: This course is required for students that have completed their course work and the number of thesis hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their thesis must enroll in this course. EDUC 999 (0-0-0) Dissertation Non-Credit: This course is required for doctoral students who have completed their course work and the number of dissertation hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their dissertation must enroll in this course.
This course is required for students that have completed their course work and the number of thesis hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their thesis must enroll in this course.
This course is required for students that have completed their course work and the number of thesis hours for credit required in their graduate degree program. Students who will continue to use University resources in completing their dissertation must enroll in this course. Education Middle Grades (EDMG)
