176 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 111Introduction to STEM Education
An introduction to integrated STEM Education and its implications for society, the human experience, and the educational experience of K-16 learners. By engaging in on-campus and off-campus activities, students will be introduced to the foundations of Integrated STEM (Science, Technology, Engineering, and Mathematics). A focus on the integration of the NC STEM standards, the patterns of human behavior, and interaction of social institutions will highlight the contemporary issues related to STEM Education. Students will explore resources and develop strategies for learning in an integrated STEM environment. Minimum grade of “C-” required for all education majors and licensure seeking students.
This course is designed to provide students with a firm foundation in reviewing and writing about professional literature, connecting it to real world applications and using these connections to describe, analyze, and justify applications. Students will receive instruction in the fundamentals of the writing process and will produce clear explanatory, expository, and reflective writing samples. Students will be exposed to select theorists from the fields of educational research, developmental psychology, and sociocultural politics. Minimum grade of “C-” required for all education majors and licensure seeking students.
EDU 202Diversity and Equity: Thematic Field Experience I
This course provides a space for analysis, reflection, collaboration, and discussion in connection to a field experience in a middle or high school. Emphasis is on analyzing field experiences through the lenses of race, class, and gender, as well as through other elements of difference, in an effort to develop an equity-driven, social justice approach to teaching. Minimum grade of “C-” required for all education majors and licensure seeking students.
Designed to give an overview of current theory and practice of an integrated arts curriculum for elementary classroom teaching. Subject matter will include teaching with, about, in, and through the arts. Students will explore elements of the visual and performing arts, and incorporate these elements into exercises and lessons appropriate for the elementary classroom. Minimum grade of “B-” required for education majors.
This course provides a survey of historical and contemporary literature for adolescents and young adults. Students will read texts across multiple genres with attention to plot development, themes, language, character development, imagery, style, and authorial intent. Education majors will consider these elements in connection to pedagogical approaches in middle and high school classrooms. Minimum grade of “C-” required for all education majors and licensure seeking students.
This course explores the cultural aspects and literacy needs of school-aged English Language Learners (ELL), and examines research-based practices for instructing ELL learners. Minimum grade of “C-” required for education majors.
Study of theories, research, and current global understandings of child development emphasizing conception, and early childhood through adolescence. Health and physical development, perceptual and neurological development, cognition, social and emotional development, both typical and atypical, are considered in contexts of family, peers, and education, and community. Minimum grade of “C-” required for education majors.
Minimum grade of “C-“ required for education majors. Study of theories, research, and current global understandings of child development emphasizing conception, and early childhood through adolescence. Health and physical development, perceptual and neurological development, cognition, social and emotional development, both typical and atypical, are considered in contexts of family, peers, and education, and community. Three credits.
This course presents new and outstanding titles in literature for children and adolescents in grades kindergarten through eight. Topics include authors and illustrators, principles of selection, evaluation, and integration of literature, fiction and nonfiction in a variety of formats to enrich classroom activities and recreational and lifelong reading Minimum grade of “B-” required for education majors.
A study of advanced foundational mathematics concepts and skills, with emphasis on those taught in grades 3-6 math courses. Traditional, innovative, and reflective approaches to teaching math will be examined. Students must attempt state adopted math content examinations for K-6 teachers, or provide proof of acceptable waiver, by course completion. Minimum grade of “C-” required for education majors.
EDU 241L . This course is designed to explore contemporary models of curriculum and teaching with particular attention to motivation and environmental design as applied to the learning of children from birth to grade 12. Fieldwork applications are required. Minimum grade of “c-” required for education majors. Hours: 3
EDU 241LField Work Lab-curriculum Instruction & Environmental Design
EDU 241 . Experiential exploration of contemporary models of curriculum and teaching with particular attention to motivation and environmental design. Minimum grade of “C-” required for education majors. Hours: 1
EDU 254Curriculum Instruction and Assessment I
A comprehensive study of theory and best practice in the areas of curriculum, instruction, and assessment. Students must attempt entrance examinations or provide proof of waiver by course completion. Minimum grade of “B-” required for education majors. Fee Fee- $100. 00
EDU 254 - Minimum grade of B- required for education majors. Field work in instructional settings for the purpose of exploring contemporary models of curriculum, instructional design, and assessment as applied to the learning of K-6 students. Through micro-teaching methodology, emphasis will be placed on curriculum development, lesson planning, and initial lesson implementation. Classes will meet at a public school. Hours: 1
Formal admission to the Teacher Education program/School of Education required. Students will add depth and breadth to concepts of curriculum, instruction, and assessment studied in EDU 254 . Students will participate in educational ethnographic studies through visits to local schools. Minimum grade of “B-” required for education majors. Fee Fee Hours: 3
EDU 255LCurriculum, Instruction, & Assessment Lab II
EDU 255 - Minimum grade of B- required for education majors. Field work in instructional settings for the purpose of exploring and implementing contemporary models of curriculum, instructional design, and assessments as applied to the learning of K-6 students. Through micro-teaching methodology, emphasis will be placed on assessment development, corrective interventions, and enhanced student engagement. Classes will meet at a public school. Hours: 1
EDU 262Early Childhood Curriculum and Environments
Study and design of a variety of environments to facilitate appropriate learning for the young child. Study and plan for routines of a well-balanced day. Observing, planning, and implementing activities for infants, toddlers, preschoolers, and kindergartners. Preparing sequenced and integrated lessons and units while balancing resources for teaching.
Addresses best practices, strategies, and values supporting collaborative partnerships between families and professionals. Requires application of knowledge regarding family functioning, family diversity, cultural contexts, and processes of planning and implementing for constructive intervention. Attendance at IEP, IFSP, ICC, and transition meetings.
A critical review of theories and practices related to speech and language development. Emphasis will be given to the practical stages of language development, languages and dialectical differences, language acquisition, speech disorders, and the fostering of language development. Language profiles with infant/ toddler and preschool/kindergarten children required. Minimum grade of ”C-” required for education majors.
EDU 270L. This course is designed to teach the fundamental skills that support the later acquisition of reading and writing proficiency. Teacher candidates learn evidence-based practices for teaching oral language, phonological awareness, alphabet knowledge, and concepts of print skills. Teacher candidates also learn how to administer early literacy assessments, utilize assessment data to inform literacy instruction, and monitor student progress.
EDU 270 . This field-based course emphasizes the application of the knowledge and skills acquired in the Early Literacy course. Teacher candidates develop and implement instructional plans with oral language, phonological awareness, alphabet knowledge, and concepts of print components using the principles of Structured Literacy. Strategies for using assessment data to differentiate instruction for diverse learners and design instructional interventions are practiced.
EDU 274Global Education
This course involves the study of global perspectives on teaching and learning through application of knowledge and skills required to develop intercultural competence including reflection, analysis, and synthesis of global views.
Minimum grade of ‘‘C-’’ required for education majors. This course involves the study of global perspectives on teaching and learning through application of knowledge and skills required for 21st century teaching and learning including geographic, civic, financial, entrepreneurial, health, global, and ICT (Information, Communication and Technology) understandings. Two credits.
Race, Class, and Gender in Education enhances the current curriculum by engaging students in constructs that are relevant in all instructional settings. Providing opportunities for students to explore and reflect on the relevance of race, class and gender in instructional environments will help equip students with knowledge and dispositions necessary to create safe, empowering learning communities.
EDU 279Assessment Research and Data-driven Decision Making
This course involves the study of instructional assessment, educational research, and considerations for decision-making based on educational data. Minimum grade of ”C-” required for education majors.
Formal admission to School of Education required. Examination and application of the concepts, principles, theories, research, and organizational components underlying and emerging from philosophical foundations, instruction and assessments that are developmentally responsive in middle and high school level programs and schools. The course includes an introduction to content literacy strategies and to the components of the required national performance assessment, edTPA. Three credits. Minimum grade of “C-” required for education majors. Fee
EDU 301Curriculum, Instruction, & Assessment
This course explores the interrelationships between curriculum development, instructional strategies, and assessment practices in educational settings. Students will be introduced to theories of curriculum design and study examples of how they are applied in instructional practice. Students will critically analyze current trends and issues in education, develop instructional plans, and create assessment tools that measure learning progress and inform instructional decisions. A minimum grade of B- for education majors is required.
EDU 210, 211, 212, 213, 214. Current issues related to ESL curriculum, methodologies, pedagogy; observation of ESL learners at K-12 and adult levels; supervised teaching and post-instruction of discussions. Minimum grade of ”C-” required for education majors.
EDU 303Learning Environments: Thematic Field Experience II
Formal admission to the School of Education is required. Focuses on the design and delivery of standards-based integrated curriculum centered on the knowledge and skills from history and the social sciences. Culturally diverse children’s literature, from the past and present, will facilitate this process. Includes integration of fine arts and examines the central role of the arts in learning. Students learn to develop interdisciplinary lessons based on the North Carolina Standards.
EDU 308Junior Seminar for Teacher Candidates in the Integrated Elementary and Special Education Program
Designed as a bridge to student teaching, this elective supports teacher candidates in mastering the Junior Teaching Jury interview for student teaching and finalizing their student teaching applications. In pursuit of the development of the whole person, this course also offers topical workshops in which students develop a ‘toolkit’ to navigate real-world complexities they may face in student teaching. Topics include resume writing, habit building, educator wellness, trauma-informed teaching, artificial intelligence, reflective practice, and ensuring candidates are fully prepared for the demands of their senior-year student teaching experience.
Advanced studies in communicative language teaching for English Language learners with special attention given to strategies-based instruction, development of cognitive academic language proficiency, materials assessment and modifications for language learners, cultural considerations for language teaching and language learning in K-12. Note
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 352L This course examines the foundational principles and concepts of reading instruction, focusing on the structure of English, the alphabetic principle, phonics, morphology, and fluency. Teacher candidates investigate sound-symbol correspondences and fundamental foundations of word recognition and spelling. Structured Literacy practices and processes for using assessment data to differentiate instruction for diverse learners are explored.
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 312 - Minimum grade of “B-” required for education majors. Provides opportunities, through the creation and implementation of responsive lesson planning, for the application of information taught in the Foundations of Reading courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Tutoring provided from the LR students services as one of the tier 2 student interventions for the partnering field site. Field placement course. Hours: 2
EDU 313Issues in Teaching English as a Second Language in the Public Schools
Permission of the instructor. Overview of the historical and legal background of issues related to learning situations in the K-12 classroom. Survey of instructional materials and resources as well as ESL curriculum issues relevant to public schools. Minimum grade of ”C-” required for education majors.
EDU 314Evaluation & Testing in English as a Second Language Education
Permission of the instructor. Introduction to the theories and issues related to assessing and evaluating learners in ESL and EFL education programs. Strategies and techniques are covered. Laboratory required. Minimum grade of ”C-” required for education majors.
Formal admission to the Teacher Education program/School of Education required. This course is a study of decision-making processes involved in adapting, accommodating and differentiating instruction to facilitate the learning of elementary aged children. Minimum grade of “B-” required for education majors. Hours: 3
EDU 321Foundations of Mathematics for Elementary Teachers I
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 323L This course focuses on concepts of number systems and operations, number theory, and some work with expressions, equations, sequences, and series. The goal of this course is to prepare you to become teachers of elementary students. Traditional, innovative, and reflective approaches to teaching math will be examined.
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 321 - Minimum grade of “B-” required for education majors. Provides opportunities for the Kdg-2nd grade application of information taught in the Foundations of Math courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Field placement course. Hours: 2
EDU 362L This course is designed to teach the foundational principles of explicit and systematic reading instruction in the areas of vocabulary and comprehension. Teacher candidates are provided opportunities to apply the information through active learning experiences and a course project. Structured Literacy practices and processes for using assessment data to differentiate instruction for diverse learners are explored.
EDU 323LFoundations of Mathematics for Elementary Teachers I LAB
ENROLLMENT IN COURSES NUMBERED 300 OR ABOVE REQUIRES ADMISSION TO TEACHER EDUCATION.
Corequisite
EDU 321 An in-depth study of concepts and skills taught in K-6 math classrooms. Traditional, innovative, and reflective approaches to teaching math will be examined. Course meets at a local elementary school. Lenoir Rhyne education majors will be partnered with an elementary aged student to complete twice weekly math tutoring. Students will administer assessments, plan and implement instruction, and reflect on their instructional practices.
EDU 324LFoundations of Mathematics for Elementary Teachers II Lab
Formal admission to the School of Education is required. An in-depth study of concepts and skills taught in K-6 math classrooms. Traditional, innovative, and reflective approaches to teaching math will be examined. Course meets at a local elementary school. Lenoir Rhyne education majors will be partnered with an elementary aged student to complete twice weekly math tutoring. Students will administer assessments, plan and implement instruction, and reflect on their instructional practices.
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 322 - Minimum grade of B- required for education majors. Provides continued opportunities, through the creation and implementation of responsive lesson planning, for the application of information taught in the Foundations of Reading courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Tutoring provided from the LR students services as one of the tier 2 student interventions for the partnering field site. Field placement course. Hours: 2
EDU 312 - Minimum grade of B- required for education majors. Provides opportunities for the application of information taught in the Foundations of Reading courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Field placement course.
EDU 329Foundations of Elementary School Mathematics
An in-depth study of concepts and skills taught in grades 3-6 math courses. Traditional, innovative, and reflective approaches to teaching math will be examined. Three credits.
Formal admission to the Teacher Education program/School of Education required. Provides opportunities for the 3rd-5th grade application of information taught in the Foundations of Math courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Field placement course.
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 321 - Minimum grade of B- required for education majors. Provides opportunities for the application of information taught in the Foundations of Math courses. Focuses on assessments, data-driven decisions, remediation plans, effective instruction, and progress monitoring. Field placement course . Minimum grade of “C-” required for education majors.
EDU 324L This course focuses on the algebraic-thinking and geometry & measurement strands. It covers patterns, relations, variables, foundational algebraic reasoning, geometric concepts, spatial reasoning, measurement principles, and applications. Designed to prepare future elementary mathematics teachers, it examines traditional, innovative, and reflective approaches to teaching these strands.
EDU 345Trends & Issues in Non-public American Education
Admission to School of Education Exploration of contemporary trends and issues related to instruction in non-traditional educational settings in the United States. Minimum grade of ”C-” required for education majors.
Formal admission to Teacher Education/School of Education is required.
Corequisite
EDU 312 This field-based course emphasizes the application of the knowledge and skills acquired in Foundations of Reading I. Teacher candidates develop and implement instructional plans for word recognition and spelling using the principles of Structured Literacy. Strategies for using assessment data to differentiate instruction for diverse learners and design instructional interventions are practiced.
EDU 354Learning Environments and Lab
This course is designed to equip future educators with the knowledge and skills necessary to create positive and effective learning environments in 6-12 grade public school classrooms. Through a combination of classroom instruction, interactive activities, and hands-on field experiences, you will explore various theories and strategies for classroom management, focusing on positive behavioral supports, establishing clear rules and procedures, and understanding applied behavior analysis principles.
EDU 241 or permission of the instructor. Teacher candidates will engage in systematic study of lesson structure and methods that are proven effective in teaching students of the 21st century. The importance of communication linking the school, home, and community will be stressed. Techniques to integrate specific subjects to the real world of 21st century content will be addressed.
EDU 358Curriculum Integration & Middle Grades Philosophy
Examination and application of the concepts, principles, theories, research, and organizational components underlying and emerging from the philosophical foundations of the developmentally responsive middle level programs and schools. Field experience is required. Minimum grade of “C-” required for all education majors and licensure seeking students. Note
EDU 322 This field-based course emphasizes the application of the knowledge and skills acquired in Foundations of Reading II. Teacher candidates develop and implement instructional plans with vocabulary and comprehension components using the principles of Structured Literacy. Strategies for using assessment data to differentiate instruction for diverse learners and design instructional interventions are practiced.
EDU 363Birth-kindergarten Assessment
Practice interpreting standardized evaluations and placement data, observation of preschool screening, and assessment of an infant/toddler and preschool/ kindergarten child required. Observation narratives, anecdotal notes, authentic assessment, curriculum based assessment, parent interview, and assessment of family concerns. Note
Research into the field of early childhood and special education to study in depth the current developments and problems concerning typically/atypically developing children including appropriate programs, assessment, and team collaborations. Experience in programs with the very young child with disabilities in various settings required. Minimum grade of ”C-” required for education majors. Note
PSY 100 , EDU 220, 230 and permission of the department. Arrangements to be made by the department. Individual study options available in such areas as identification and analysis of learning problems of individual pupils and design of instructional systems to combat them. Emphasis on tutorial, individualized learning, and other independent study techniques. Minimum grade of ”C-” required for education majors.
PSY 100 , EDU 220, 230 and permission of the department. Arrangements to be made by the department. Individual study options available in such areas as identification and analysis of learning problems of individual pupils and design of instructional systems to combat them. Emphasis on tutorial, individualized learning, and other independent study techniques. Minimum grade of ”C-” required for education majors.
PSY 100 , EDU 220, 230 and permission of the department. Arrangements to be made by the department. Individual study options available in such areas as identification and analysis of learning problems of individual pupils and design of instructional systems to combat them. Emphasis on tutorial, individualized learning, and other independent study techniques. Minimum grade of ”C-” required for education majors.
PSY 100 , EDU 220, 230 and permission of the department. Arrangements to be made by the department. Individual study options available in such areas as identification and analysis of learning problems of individual pupils and design of instructional systems to combat them. Emphasis on tutorial, individualized learning, and other independent study techniques. Minimum grade of ”C-” required for education majors.
EDU 388Global Understandings of Inclusive Education
This course explores understandings regarding the importance and status of providing education for all people. Included are current and past initiatives that address the underrepresentation of students by gender, exceptionality, socio-economic and cultural status in educational settings. Cross-listed SED 388
This course immerses students in the core content taught in North Carolina’s 6-12 grade classrooms across four major subject areas: mathematics, English language arts, social studies, and comprehensive science. While students from all content areas will learn together, the content will be tailored to each specific subject area’s Essential Standards. You’ll build a deep understanding of the key concepts, principles, and frameworks within each domain, laying a solid foundation for future teaching.
Formal admission to the School of Education The purpose of this course is to utilize local scoring and feedback and support strategies to prepare teacher candidates for the national edTPA Pedagogical Exam required for teacher licensure. Emphasis is placed on analyses of pedagogical tasks and results in the composition of explanatory written commentaries with theoretical justification. Elementary Education majors must receive an overall rating of proficient on all 15 edTPA Local Scoring Rubrics.
EDU 403Inclusive Elementary Curriculum Principles of Teaching & Learning: ELA & SS
Formal admission to the Teacher Education program/School of Education required. Includes content, methods, and materials for teaching integrated language arts and social studies in inclusive K-6 settings. Strategies for implementing and assessing student achievement will be emphasized. Minimum grade of “B-” required for education majors. Hours: 4
EDU 404Inclusive Elementary Curriculum Principles of Teaching & Learning: Math & Science
Formal admission to the Teacher Education program/School of Education required.
Corequisite
- Minimum grade of C- required for education majors. Includes content, methods, and materials for teaching integrated mathematics, science, and technology in inclusive K-6 settings. Strategies for designing and assessing student achievement will be emphasized.
EDU 404LPrinciples of Teaching & Learning Lab: Math & Science
Formal admission to the Teacher Education program/School of Education required.
Corequisite
EDU 404 - Minimum grade of “C-” required for education majors. Teacher candidates will implement the content knowledge, pedagogical methods, and integrated STEM philosophies from
EDU 405Inclusive Elementary Curriculum Social Studies
Formal admission to the Teacher Education program/School of Education required. Includes content, methods, and materials for teaching social studies in inclusive K-6 settings. Strategies for implementing and assessing student achievement will be emphasized. Minimum grade of “C-” required for education majors. Note
Formal admission to the School of Education Includes content, methods, and materials for teaching STEM in inclusive K-6 settings. Strategies for implementing and assessing student achievement will be emphasized.
EDU 407Secondary Content Literacy, Differentiation and Assessment
Admission to the School of Education. EDU 354 and EDU 396. This course equips future secondary educators with the knowledge and skills to design engaging and effective instruction that meets the diverse needs of all learners in their classrooms. We will explore strategies for differentiating instruction based on multiple assessment data sources, including screeners, diagnostics, progress monitoring, and formative and summative assessments. We will also delve into personalized learning approaches and consider the integration of special education services in the secondary setting.
EDU 408Inclusive Elementary Curriculum Science
Formal admission to the Teacher Education program/School of Education required. Includes content, methods, and materials for teaching science in inclusive K-6 settings. Strategies for implementing and assessing student achievement will be emphasized. Minimum grade of “C-” required for education majors. Note
Formal admission to the Teacher Education program/School of Education required. The purpose of this course is to provide teacher candidates with knowledge of instructional methods for teaching writing to diverse learners in K-6 settings. Emphasis is placed on instructional methods and assessments to design and implement writing instruction in the K-6 classroom. Class meetings will occur at LR’s Literacy Center at Southwest Primary School.
Formal admission to School of Education required. This course is a study of decision-making processes involved in adapting, accommodating and differentiating instruction to facilitate the learning of children from young adolescence into young adulthood. Minimum grade of “C-” required for education majors. Hours: 3
EDU 415EdTPA CONCEPTS AND SUPPORT
Minimum grade of “C-” required for licensure seeking students. Formal admission to the Teacher Education program/School of Education required. Analyses of pedagogical tasks resulting in composition of explanatory written commentary with theoretical justification. Three credits. Fee-$100.00
EDU 432 Study of the nature and developmental needs of young adolescents with subject-specific application of methods of teaching and facilitating the learning activities of students in grades 6-9 in two of four core content areas (mathematics, social studies, English/language arts, and science). Field work required at field site assigned for EDU 432 . Minimum grade of “C-” required for education majors.
Admission to the School of Education. EDU 354 and EDU 396 EDU 467 .
Corequisite
EDU 407 and EDU 467 . This course equips future secondary educators with the knowledge and skills to develop effective and engaging curriculum and implement impactful instructional strategies in North Carolina’s 6-12 grade classrooms. Through a blend of theory and practice, you’ll gain expertise in aligning curriculum with NC Essential Standards, crafting lesson and unit plans, utilizing backward design, and selecting diverse instructional approaches to meet the needs of all learners.
EDU 420Specific Subject Methods in Secondary/K-12 Education
EDU 316 , EDU 241 , EDU 355 , and admission into the Teacher Education Program.
Corequisite
EDU 430 . Utilizing general knowledge of planning and teaching adolescents, students will be guided in the analysis of specific content and methodologies for teaching their content. This is a field-based course that will be co-taught by content-area teachers in the delivery and assessment of content-specific assignments.
EDU 421Teaching Foreign Languages in Elementary Middle and High Schools
Application of reflection as applied to objectives, methods and materials for teaching modern foreign languages in grades K-12. Emphasis on language acquisition patterns in children, language proficiency, and integration of the second language with other content areas. Minimum grade of ”C-” required for education majors. Cross-listed Cross-listed with SPA 421. Note
This overview course addresses family, cultural, and educational perspectives, consequences of deafness and hearing loss to cognition and socialization. Students develop basic functional understanding of all methods and review the literature on methodological efficacy and variables relevant to success. Legal, eligibility, and programmatic issues are addressed. Note
EDU 416 Preparation for meeting student teaching requirements and discussions on transforming and strengthening appropriate practices for diverse students, families, and communities. This course also includes in-depth examination of consultation/collaboration, professionalism, current licensure processes, and options after graduation. Minimum grade of “C-” required for education majors.
EDU 430Field Experience in Secondary/K-12 Education
Formal admission to the School of Education and Student Teaching candidacy, Application of reflection as applied to one day per week in the student teaching placement in a public school. Minimum grade of “C-” required for education majors in professional education courses; verification of passing scores on content and foundational licensure exams.
EDU 431Field Experience in Elementary/K-6 Education
Application of reflection as applied to one full day per week in the student teaching. Minimum grade of “C-” required for education majors in professional education courses. Note ENROLLMENT IN COURSES NUMBERED 300 OR ABOVE REQUIRES ADMISSION TO TEACHER EDUCATION.
Formal admission to the School of Education and Student Teaching candidacy, Application of reflection as applied to one full day per week in the student teaching placement in a public school in the middle grades. Minimum grade of “C-” required for education majors in professional education courses; verification of passing scores on content and foundational licensure exams.
EDU 435Literacy Across the Content Areas
The utilization of instructional frameworks and literacy strategies to promote content area instruction. Minimum grade of ”C-” required for education majors. Note ENROLLMENT IN COURSES NUMBERED 300 OR ABOVE REQUIRES ADMISSION TO TEACHER EDUCATION.
Formal admission to School of Education and Student Teaching candidacy
Corequisite
EDU 426 A minimum of sixteen weeks of full time observation, assisting in instruction and teaching in a public school. Minimum grade of “C-” required for education majors in professional education courses, successful completion of EDU 430 , verification of passing scores on content and foundational licensure exams. Fee Fee-$150. 00. SPRING ONLY
EDU 441Student Teaching in the Elementary School and B-K Settings
Sixteen weeks of reflection on full-time observation assisting in instruction and teaching in an elementary school setting. Senior year. Minimum grade of “C-” required for education majors. Formal admission to the Teacher Education program/School of Education and Student Teaching Candidacy required. Fee Fee-$75. 00. Note
Minimum grade of “C-“ required for education majors in professional education courses, successful completion of EDU 432, verification of passing scores on content and foundational licensure exams. Co-requisite: EDU 426. A minimum of sixteen weeks of reflection on full-time observation assisting in instruction and teaching in a public middle grades school setting. Senior year. Twelve credits. Fee—$75.00.
Admission to the School of Education and Student Teaching candidacy
Corequisite
EDU 426 . A minimum of sixteen weeks of reflection on full-time observation assisting in instruction and teaching in a public middle grades school setting. Senior year. Minimum grade of “C-” required for education majors in professional education courses, successful completion of EDU 432 , verification of passing scores on content and foundational licensure exams. Fee Fee-$75. 00.
Formal admission to the Teacher Education program/School of Education required. Analyses of pedagogical tasks resulting in composition of explanatory written commentary with theoretical justification. Minimum grade of “B-” required for education majors. Fee
EDU 445Methods for Engish Language Learners
Articulating the sequences of language acquisition with the development of cognitive and academic skill sequences described in the Standard Course of Study. Strategies, principles of learning, group and individual lessons, unit plans. Note
Formal admission to the Teacher Education program/School of Education and Student Teaching Candidacy required. Sixteen weeks of reflection on full-time observation assisting in instruction and teaching in an elementary school setting. Senior year. Minimum grade of “B-” required for education majors. Fee
EDU 447Student Teaching for Elementary Education (K-6)
Formal admission to the Teacher Education program/School of Education required. Successfully passed all prior EDU courses with B- or better. The purpose of student teaching is for students to practice and demonstrate their capacity relative to the North Carolina Professional Teaching Standards. Students complete sixteen weeks of reflection on full-time observation, assisting in instruction, and teaching in an elementary school setting.
EDU 431 This course develops K-5 teachers’ understanding of data analysis and probability and pedagogy across number, algebra, geometry, and measurement. Aligned with NCSCOS progressions, topics include data collection/representation, line plots, fractional/decimal data, and introductory probability, with emphasis on research-based instruction, assessment design, and differentiation.
EDU 449Senior Seminar for Teacher Candidates in Integrated Elementary & Special Education
Admission to School of Education Internship assisting in instruction in a non-public school setting. Minimum grade of ”C-” required for education majors.
EDU 451Technology in the Classroom
This course involves the study and application of contemporary knowledge and skills to the practice of teaching as a means to enhance student engagement, activity, and achievement. Minimum grade of “C-” required for education majors. Formal admission to the Teacher Education program/School of Education required. Note
Admission to School of Education Practicum assisting in instruction in a non-public school setting. Minimum grade of ”C-” required for education majors. Fee $75
EDU 456Secondary Methods for Teaching STEM (Science, Technology, Engineering, Mathematics) in Grades 6-12
Formal admission to the School of Education and Student Teaching candidacy. Application of reflection as applied to 30 hours in the field in the student teaching placement in a public school in the middle grades or high school. Two credits. Minimum grade of “C-” required for education majors in professional education courses. Fee
EDU 456 This course includes preparation and practice for the national edTPA, utilizing local scoring and feedback and support strategies. It includes analyses of pedagogical tasks resulting in the composition of explanatory written commentaries with theoretical justification. Minimum grade of “C-” required for all education majors and licensure seeking students. Fee
EDU 467Secondary Internship and edTPA Concepts and Supports
Admission to the School of Education. EDU 354 and EDU 396
Corequisite
EDU 407 and EDU 417 This course integrates a 15-week internship in a 6-12 grade public school classroom with intensive edTPA preparation. Through active participation in the classroom alongside a mentor teacher, you will gain invaluable practical experience while developing the knowledge and skills necessary for licensure. Additionally, the course provides comprehensive support and guidance as you design, implement, and assess your teaching through the creation of a mock edTPA portfolio aligned with the NC Professional Educator Preservice Standards.
EDU 480Reflective Teaching and Research in TESL
Culmination course designed to provide students with opportunities to supplement previous academic work with research and reflection in the academic area. Particular attention on TESL issues such as innovative trends in the field of K-12 EDL education, ways in which ESL teaching profession can implement changes and sustain practices for ELL’s within the K-12 community, how and why to initiate and build support networks within the school and beyond, and strategies for action research and professional growth. Note
This course addresses the multiple causes of drug abuse and provides students with the skills and knowledge to implement and design drug prevention activities in a variety of settings. The course focuses on classroom climate and provides practical ideas, skills and teaching methods to implement educational programs and lessons with students and adults. A major component of the course will consist of team building and problem solving as they relate to social interaction in schools, groups and athletic teams. Minimum grade of ”C-” required for education majors. Note
Admission to the School of Education and Student Teaching candidacy EDU 456 Methods for Teaching STEM or EDU 457 ELA/SS Education Methods grades 6-12. Preparation for meeting student teaching requirements and discussions on transforming and strengthening appropriate practices for diverse students, families, and communities. This course also includes in-depth examination of consultation/collaboration, professionalism, current licensure processes, and options after graduation. Three credits. Minimum grade of “C-” required for education majors. Hours: 3
Admission to the School of Education and Student Teaching candidacy and successful completion of EDU 458 .
Corequisite
EDU 456 A minimum of sixteen weeks of reflection on full-time observation, assisting in instruction, and teaching mathematics or science with a STEM context in a public education 6-12 classroom setting. Senior year. Ten credits. Minimum grade of “C-” required for education majors in professional education courses. Fee
EDU 488Student Teaching English Language Arts (ELA) in Grades 6-12
Admission to the School of Education and Student Teaching candidacy, EDU 456 , EDU 457
Corequisite
EDU 486 A minimum of sixteen weeks of reflection on full-time observation assisting in instruction and teaching English Language Arts in a public middle or high school setting. Senior year. Ten credits. Minimum grade of “C-” required for education majors. Fee
EDU 354 , EDU 396 , EDU 407 , EDU 417 , and EDU 467
Corequisite
EDU 492 This course serves as a vital support system for students during their full-time student teaching experience. We will delve into topics essential to success in the classroom, provide guidance and feedback on the nationally scored edTPA portfolio, and prepare students for the exciting transition into the teaching profession. Through collaborative learning, discussions, and guest speaker presentations, students will gain valuable insights from seasoned educators, learn effective resume and interview skills, and explore opportunities within local school districts.
EDU 354 , EDU 396 , EDU 407 , EDU 417 , and EDU 467 .
Corequisite
EDU 491 This culminating experience provides an immersive opportunity for you to practice teaching in a 6-12 grade public school classroom for a full semester. Under the guidance of a cooperating teacher and university supervisor, you will design, implement, and assess instruction, manage a classroom, and collaborate with colleagues. This course also guides you through the development and submission of a nationally scored edTPA portfolio, demonstrating your mastery of the NC Professional Educator Preservice Standards and readiness for licensure.
EDU 499Senior Honors Thesis
Intensive investigation of an area of education culminating in an honors thesis. Oral examination required. Minimum grade of ”C-” required for education majors. Note
A technology based study of the descriptive, correlational, and inferential statistics frequently used by counselors and consultants. The selection and application of procedures appropriate to specific types of counseling research, program evaluation, test standardization, and mental measurement will be emphasized. Three credits.
EDU 514CURRENT TRENDS & ISSUES FOR LEADERS IN TODAY’S SCHOOLS
A course designed to introduce current and future critical issues and resulting trends impacting the professions of education and school counseling. While the primary content for this course is dynamic, evolving as new trends and issues develop, emphasis will be placed on issues associated with ethics, respect and professionalism; legal implications and practices in education; diversity issues in the educating profession; the moral obligations of the teaching professional (as differentiated from ‘‘teaching morals’’); education advocacy; leadership development; and the reflective, life-long learning code of the practicing education and counseling professional. Three credits.
Understanding systems theory to access formal and informal resources for diverse families of children. Emphasis is placed on systems of health care, child care, before and after school, nuclear and extended families and service coordination. Collaborative models promote a respect for diversity of culture, religion, socio- economic status, and language and the practical implications for establishing supportive and responsive partnerships. Three credits.
EDU 518DISTRIBUTING, FACILITATING & COLLABORATING-LEADERSHIP FOR THE
21ST CENTURY. This foundations course offers theory, research, and reflection on the current place of education in the culture, legal considerations, settings and modes for delivery of services, and a global consideration of education in the 21st century. It will also introduce such contrasts as teacher leadership, distributive leadership, collaboration and decision-making. These constructs will frame who school can implement a common vision in this day of site-based decision -making and accountability. Three credits.
Study of English phonology, morphology, semantics, syntax, and pragmatics. International Phonetic Alphabet, syntactic-pragmatic analysis. Three credits.
Study and application of speech acoustics, audiograms, hearing technology, brain development as influenced by perception and environment. Three credits.
This overview course addresses family, cultural, and educational perspectives, consequences of deafness and hearing loss to cognition and socialization. Students develop basic functional understanding of all methods and review the literature on methodological efficacy and variables relevant to success. Legal, eligibility, and programmatic issues are addressed. Four credits.
Explores the development of ethical and strategic analysis; provides overview of microeconomic theory and models of environmental eonomcs used to examine issues such as common property resources, externalities, environmental accounting contingent valuation and maximum sustainable yield. Examines principles of resources allocation applied to environmental goods and services, external environmental effects, and environmental public goods. Three credits.
EDU 532BIRTH-KINDERGARTEN EXCEPTIONALITIES AND INCLUSION
Understanding children who develop in diverse typical and atypical developmental paths, partnerships with parents, eligibility guidelines, collaborative partnerships with professionals, planning for intervention and inclusion in daily routines across settings. Three credits.
Articulating the sequences of language acquisition with the development of cognitive and academic skill sequences described in the Standard Course of Study. Strategies, principles of learning, group and individual lessons, unit plans. Three credits.
Facilitating progress through typical developmental sequences and patterns of spoken language understanding and spoken language use. Emphasis is on parent participation models, family involvement, and authentic communicative assessment and intervention. Three credits.
The course is designed primarily for graduate students who may need 1-3 hours to satisfy their program requirements and who have an interest in the development of a major research or curriculum development projects. One, two, or three credits.
EDU 587AUTHENTIC ASSESSMENT AND PLANNING FOR LANGUAGE LEARNERS
Diagnostic teaching strategies for developing meaningful communication and for social and cognitive functioning with an emphasis on understanding developmental communication, 123
Study of typical and atypical communication development; methods of authentically enhancing child care settings to foster optimal development of language and early literacy. Three credits.
An opportunity to synthesize skills and apply knowledge in a practicum experience in school, home, or clinical settings with a focus on promoting language and cognitive development in the areas of early childhood, ESL, or DHH education specialty areas. Three credits.
Support toward meeting student teaching requirements and discussions on transforming and strengthening appropriate practices for diverse students, families, and communities. This course also includes in-depth examination of professionalism, current licensure processes, and the completion of a capstone project associated with the state-mandated pedagogy assessment.
Students from the following majors are eligible to bridge directly into the MAT program without additional content area testing: • English • Mathematics • History • Biology Students from all other majors will undergo a transcript review for content related to the subject for which they intend to teach. In most cases, students will be required to successfully complete the Praxis II examination for this content area to verify content area knowledge required for federal highly qualified status. Required Praxis II examinations for high school content areas can be found at http://www.ets.org/praxis/nc/requirements/. In addition to the general admissions rules for the Bridges programs, all candidates must show basic skills proficiency through the provision of standardized examination scores. This is a state licensure requirement for all candidates pursuing teacher certification. Passing scores must be received prior to beginning MAT coursework. Acceptable examinations include: • Praxis: Core Academic Skills for Educators (Reading, Writing & Mathematics) • GRE • MAT Master of Arts: Writing – Open Bridge Choose 12 hours from the following – note that courses not available online are only offered the Center for Graduate Studies in Asheville: Course Title Hours Prerequisites and/or Course Restrictions
This course explores the roles of leadership in staff and program development, diffusion of innovations, ethics, and the uses of power in making educational decisions. Reviews research about leadership, with an emphasis on transformational leadership, creation and implementation of a vision.
This course is a part-time clinical experience in a public school classroom. Teacher licensure- seeking candidates are placed in classrooms with master teachers (clinical educators) to develop and practice targeted pedagogical skills, assessment strategies, and reflection. This course also includes in-depth examination of professionalism, current licensure processes, and preparation for the state-mandated pedagogy assessment. Three credits.
Application and reflective analysis of educational theories in authentic classroom and/or community situations. Students will observe pedagogical situations and engage with educational stakeholders. One credit.
This course explores types of assessments, their theoretical foundations, and classroom applications. Best practices in test preparation as well as the evaluation of instruction and assessment-based grading are included. Students develop and defend a comprehensive grading policy and assessment system. Three credits
An examination of the learning styles and motivations of the adult learner and the exploration of strategies for teaching, advising, and retaining the adult learner across various generations.
Master of Arts: Counseling (Clinical Mental Health or School) – Open Bridge Choose 12 credit hours from the following: Course Title Hours Prerequisites and/or Course Restrictions
This course will explore learning theories and their implications in online environments. Students will develop an understanding of diverse theories of how people learn and explore concepts related to learning, including development, motivation, efficacy, and achievement. Three credits.
EDU 655Assessment of Learning Outcomes in Online Environments3
This course will explore research-based practices for developing and assessing learning outcomes in online environments. Students will apply assessment techniques to measure the impact of their online design and delivery on learning outcomes. Three credits.
This course will model effective techniques for providing individualized instruction to meet the needs of diverse populations. Students will explore, evaluate, and apply methods for individualization in online environments. Three credits.
