27 courses with the subject EDU, 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.
EDU 210021st Century Schools I2
Offered: Every semester This course is designed to introduce candidates to the teaching profession and will include an introduction to the new North Carolina Professional Teaching Standards, Code of Ethics and Standards for Professional Conduct. Candidates will explore introductory topics related to the Professional Teaching Standards and a framework for 21st century learning. Candidates will be introduced to the requirements of the Educator Preparation Program including teacher dispositions and a dispositions self-assessment instrument.
EDU 2101Field Component for 21st Century Schools I (1) (E)
Offered: Every semester This field component is required for all students enrolled in EDU 2100. This field component involves observation and reflection on classroom practice and it intended to support reading, discussion and assignments in EDU 2100. Students should be responsible for transportation to field placements.
Offered: Periodically based on student need This course presents a historical study of the education of women and girls as well as contributions of women to education in western culture. Additional gender issues related to school culture, curriculum, and instruction will be explored. Topics will include the following: the inclusion and exclusion of women; impact of age, culture, ethnicity, race, and economic status on the ways in which women achieve and are perceived; the ways women know, learn, and communicate; and theories of education leadership. e EDU 2770 Literacy Foundations (3) Offered: Every fall semester This course provides a framework for understanding the development of language and literacy in children. The course will focus on instruction in the big ideas of reading, the structure of the English language, and the learning of reading theories. Candidates will learn critical vocabulary associated with teaching literacy, the critical elements included in an effective literacy program, and how to assess literacy skills and monitor student progress.
Offered: Every fall semester This course provides a framework for understanding the development of language and literacy in children. The course will focus on instruction in the big ideas of reading, the structure of the English language, and the learning of reading theories. Candidates will learn critical vocabulary associated with teaching literacy, the critical elements included in an effective literacy program, and how to assess literacy skills and monitor student progress.
Offered: Every fall semester This course is an introduction to positive behavioral support techniques. Knowledge of social skills, problem solving, self-determination, and self-monitoring programs will be studied. Candidates will be introduced to research-based strategies for dealing with challenging behaviors of K-12 students. They will demonstrate knowledge related to conflict resolution, choice making, self-awareness, self-advocacy, self-regulation, and self-efficacy. Candidates will examine case studies and generate effective behavioral improvement plans based on functional behavior assessment. Throughout the course candidates will demonstrate their knowledge of cultural and socio-economic factors that impact strategies and curriculum.
Offered: Every spring semester This course provides candidates with a basic understanding of the purpose, use, interpretations, and evaluation of educational assessments. Emphasis is placed on classroom assessments for students with and without exceptional learning needs, including curriculum-based measures, progress monitoring, evaluating student products and projects, and developing valid and reliable instruments. Interpretation of individual and group assessment information, communication of findings, and use of results for planning is a course focus.
Offered: Every fall semester This course is designed to provide candidates with strategies, theory, and research that demonstrate how literacy operates within academic disciplines. Candidates will create and utilize adolescent literacy strategies that address explicit disciplinary literacy strategy instruction. Reflection upon clinical experiences is embedded within this course.
Offered: Every fall semester and every summer This course is designed to explore advanced topics related to the NC Professional Teaching Standards. Utilizing reflective practices, leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility will be examined. Candidates will demonstrate the relationship between core content and 21st Century content. Sociological, philosophical, and historical analysis will be used to study issues such as global awareness; various aspects of financial literacy; civic literacy; and health and wellness awareness. This capstone course culminates in the candidate’s articulation of a personal and professional vision for reflective, 21st Century practices aimed at improving the profession and sustaining the profession.
Offered: Every semester This course is designed to provide an opportunity for licensure candidates to complete electronic evidence artifact assignments required for licensure recommendation and program completion. This course is graded on a Pass/Fail basis. May be repeated for a total of three credit hours.
Subject
EDU
Credits (min)
1
Credits (max)
1
Credit unit
Hours
Type
course
Repeatable
May be repeated for a total of three credit hours.
Offered: Periodically based on student need This course provides an opportunity for advanced study in special topics related to education. May be repeated for a total of sixteen credit hours under different topics.
Subject
EDU
Credits (min)
4
Credits (max)
4
Type
course
Repeatable
May be repeated for a total of sixteen credit hours under different topics.
Offered: Every spring semester This two-hour seminar will be requisite with the clinical practicum teaching experience, giving candidates the opportunity to revisit, discuss, and reflect upon information while experiencing the realities of classroom teaching, with an emphasis on classroom management. Candidates hired as lead teachers completing the practicum will take this course.
Offered: Every semester Student Teaching is the capstone clinical experiences for licensure candidates, providing the opportunity for candidates to move from the college setting into the public school classroom. Candidates will assume as much teaching responsibility as is appropriate for the specific student teaching assignment. While engaging in planning, teaching, assessment, and reflection, they will learn to teach in ways that meet the needs of all students. Candidates will collaborate with cooperating teachers, other school professionals, and parents to understand the school’s culture and community. They will complete the student teaching experience with skills, dispositions, and knowledge needed to enter the teaching profession as reflective practitioners who value difference, engage in professional development and utilize appropriate practices. The North Carolina Teacher Candidate Rubric is the final summation of candidate skills, dispositions, knowledge, and abilities to teach and communicate with all populations and to incorporate reflective practice. Accreditation evidence relative to the design and implementation of effective instruction and impact on student learning will be completed during this experience.
Offered: Every spring semester Clinical Practicum is the capstone clinical experience for licensure only candidates employed as classroom teachers. Candidates will complete the clinical practicum experience with skills, dispositions, and knowledge needed to be successful reflective practitioners who value diversity, engage in professional development and utilize appropriate practices. The North Carolina Teacher Candidate Rubric is the final summation of candidates’ skills, dispositions, knowledge, and abilities to teach and communicate with all populations and to incorporate reflective practice. In addition, the candidate will submit summative and formative evaluation criteria and documentation from the principal. This course is required for all licensure only candidates seeking student teaching equivalency. Accreditation evidence relative to the design and implementation of effective instruction and impact on student learning will be completed during this experience. Greensboro College Undergraduate Academic Catalog 2026-2027 323
Admission to Student Teaching/Clinical Practicum Program
EDU 5000Reflective Practices3
Offered: Summer terms, 2027 and 2029 This course focuses upon schools, education, teaching and 21st century professional practices and standards. Candidates explore the philosophical, sociological, and historical foundations of the profession in order to understand various educational theories that link research to practice. Emphasis is placed on reflection and articulation of a vision of educational practice based reading, research and reflection. Candidates will identify a research question, articulate a hypothesis, identify and critique research articles, summarize findings and present conclusions.
Offered: Every fall semester This course will be offered in an online format and will provide the vehicle for all students in the step- one programs, especially the TESOL students, to easily complete the application process, be introduced to edTPA, and other licensure requirements in addition to professional standards and assessments.
Offered: Summer terms, 2028 and 2030 This course surveys human development from conception through adolescence with an emphasis on cognitive and social development during the preschool, middle childhood, and adolescent years. Current research on a variety of special topics related to growth and development such as socio-economic status, gender, and ethnicity will be explored. The developing child will be understood as an active participant in a world of biological, familial, social, and cultural influences that help shape his or her individual life path.
Offered: Periodically based on student need This course presents special topics in advanced educational studies. May be repeated for credit under different topics.
Subject
EDU
Credits (min)
3
Credits (max)
3
Type
course
Repeatable
May be repeated for credit under different topics.
Offered: Periodically based on student need Directed Studies must be proposed before the beginning of the semester and be approved by the Department Chair, Dean of Faculty, and course instructor. A specific area of study not available in any other course is developed in-depth. These course will be specified on the transcript according to the content of the course.
Offered: Spring semesters, 2028 and 2030 This course is an introduction to educational inquiry and research methodologies. The course topics include: sampling procedures, measurements, quantitative and qualitative research designs, and data collections and analysis. The course is intended to increase the students’ ability to read critically, to synthesize the products of educational inquiry, to conceptualize research issues, and to conduct a clear, disciplined inquiry into a topic. Candidates will consider issues of reliability, validity, and ethics, and will be able to engage in professional discussion of educational research.
EDU 6310School, Community and Family Collaboration3
Offered: Fall semesters, 2027 and 2029 Theory and practice in joining families, communities, and schools in promoting children’s learning, development and success in school. Strengths and needs of families in a diverse, multicultural society, teachers’ roles in concert with other disciplines in supporting families and building partnerships, and connection with community resources.
Offered: Summer terms, 2027 and 2029 The intent of this course is to study current developments and issues of concern and debate in education and the international, national, state and local levels. These issues include current events, trends, opinions and issues related to curriculum development, delivery systems and leadership. The graduate candidate will carefully examine persistent problems of schools and explore possible solutions. The course considers the research on leading theorists and the application of their findings into effective practice. The needs of the child and the needs of society are a primary focus.
