ED

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027-undergraduate

Source

www.mhu.edu

Subject

ED

Type

alias

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Build a foundation for understanding the diverse learning needs of students with gifted/talented exceptionalities and how schools can meet these needs in an inclusive setting. The course will include an in-depth study of the historical foundations of gifted education, current research regarding gifted education, as well as an overview of delivery models, instructional strategies, and the role of the teacher in the inclusive classroom as both instructor and advocate.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

Developing racial literacy is particularly important in an increasingly multicultural and connected world. The broad goal of the course is for student to critically engage in intensive inquiry into the specificities of the macro and micro manifestations of racial power and privilege. Students will critically examine the social, historical, and philosophical themes that shape contemporary racial discourses. The content and modes of inquiry that guide this examination will include sociology, social psychology, Critical Race Theory, critical social theory, qualitative studies, linguistics, and anthropology. This course meets the requirement of the “Cultivating Character for a Fulfilling Life” general education curriculum for Character In Our World.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Prerequisite

MHU.150, MHU.250, ENG 111, ENG.112, junior or senior standing.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

In this course candidates will gain an understanding of the basic learning principles and the importance of multi-sensory instruction. This course will prepare candidates to assess individuals and design highly creative instructional methods and strategies tailored to individual needs, abilities, and learning styles. Students will be introduced to methods of teaching reading, written expression, and mathematics through the multi-sensory processes including visual arts, theater, music, and creative movement. Using an integrated thematic approach to instruction, candidates will build a knowledge base for each of the content areas. Mars Hill University Academic Catalog 2024-25 205

Subject

ED

Type

course

Edition

2024-2025

Source

www.mhu.edu

Subject

ED

Credits (min)

1

Credits (max)

1

Type

course

Edition

2025-2026

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2025-2026

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2025-2026

Source

www.mhu.edu

Options for students to study, according to their interests, a variety of topics not covered in regular courses. To be announced by the division.

Subject

ED

Type

course

Edition

2026-2027-undergraduate

Source

www.mhu.edu

This course prepares teacher candidates to design and deliver effective, developmentally appropriate instruction in Science and Social Studies using an integrated literacy approach. Candidates will learn to apply the C3 framework for Social Studies and the Next Generation Science Standards while embedding disciplinary literacy strategies that promote inquiry, critical thinking, and evidence-based reasoning.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

98 Mars Hill University Academic Catalog 2025-26

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

ED/TA 375 Creative Drama 3

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course provides an overview of, and a foundation in, the use of Drama in the K-12 academic curriculum. It incorporates the fundamental principles of the art form, the pedagogical techniques, and the necessary materials for utilizing drama techniques in a theatre classroom and in regular classroom instruction. It is a course designed to introduce the student to the appropriate use of theatrical tools (movement, imagination, improvisation, acting, directing, puppetry and writing), using the North Carolina State Educational Standards for Theatre. Cross-listed as TA 375.

Subject

ED

Type

course

Edition

2023-2024

Source

www.mhu.edu

Alias

TA 375

Mars Hill University Graduate Catalog, 2024-2025 35

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Praxis II Test(s) required for licensure.

Subject

ED

Type

course

Edition

2026-2027-undergraduate

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to help candidates acquire assessment skills needed to make sound instructional decisions, monitor progress, and to allow teacher to plan instruction based on assessment. Classroom- based methods of curriculum, learning, performance, and behavioral assessments will be presented; including data collection, designing and implementing interventions, making curricular adaptations, and using data to make instructional decisions. Prerequisite: Admission to Teacher Education Program or Valid North Carolina Teaching License.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

This course is designed to prepare candidates for leadership roles in literacy development for students K-12. This will be achieved through a program of: (1) professional reading, (2) discussion and writing based on critical analyses, (3) instructional and curricular design and critique, and (4) intensive field observation, and (5) implementation of the clinical intervention process. Prerequisite: Admission to Teacher Education Program or Valid North Carolina Teaching License.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

This course is designed to identify and analyze historical and contemporary trends and issues related to the teaching of reading. Emphasis will be placed on the development of a broad knowledge regarding trends and issues related to critical literacy, American educational reform movements, and international influences, as well as research-based findings regarding how best to teach the process of reading. These trends and issues will be examined in light of their contemporary implications and current applications in the field of reading. Prerequisite: Admission to Teacher Education Program or Valid North Carolina Teaching License.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

This course is designed to prepare candidates to carry out all components of the reading assessment and intervention sequence. This includes (1) selecting assessments for different purposes and students; (2) conducting various assessment procedures; (3) linking assessment results to instructional planning; (4) tracking response to intervention and modifying plan content and pace accordingly; (5) documenting the procedures and outcomes of the assessment and intervention sequence; (6) communicating and collaborating with parents, colleagues, and other school personnel to achieve reading improvement goals. Candidates will achieve course outcomes through a variety of classroom activities and clinical experiences.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

Prerequisite

Admission to Teacher Education Program or Valid North Carolina Teaching License.

This course is designed to introduce candidates to the knowledge, skills and procedures needed to provide effective mathematics instruction to all students. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. In this course candidates must use assessment results to develop instruction that uses multi-sensory methods, continuing cycles of review, concrete to abstract instruction that builds mathematical connections. Candidates will also develop skills that will allow them to monitor students’ responsiveness to instruction (RTI). The entire course

Subject

ED

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to help candidates acquire skills needed to promote successful participation in the K-12 general education and special education curricula. This course will reinforce candidates’ knowledge of the MTSS (Multi-Tiered System of Support) model used to provide academic and behavioral interventions in the public school. This course will allow students to design and apply classroom/ behavior management plans, social learning, and interventions to manage individual and group behavior. This course investigates current practices, issues, research, instructional strategies, and materials in assessment in grades K-6 incorporating our Conceptual Framework’s creative pedagogy and knowledge of academic disciplines. Prerequisite: Admission to Teacher Education Program.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to help candidates acquire assessment skills needed to make sound instructional planning decisions including multiple instructional models and methods and sound assessment criteria. Candidates design an in-depth unit of study that incorporates components of the Renzulli Enrichment Triad, The Tree Stage Model, and other research based instructional planning techniques. Prerequisite: Admission to Teacher Education Program or Valid North Carolina Teaching License.

Subject

ED

Type

course

Edition

2025-2026

Source

www.mhu.edu

Praxis II and Pearson Test(s) required for licensure. 190 Mars Hill University Academic Catalog 2023-24 Ma

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Independent readings directed by members of the division faculty.

Subject

ED

Type

course

Edition

2026-2027-undergraduate

Source

www.mhu.edu

Independent in-depth investigation, reading, and research in a professional area of interest. Department approval required.

Subject

ED

Type

course

Edition

2026-2027-undergraduate

Source

www.mhu.edu

This course provides an overview of diversity in schools in the United States. It explores linguistics, cultural, racial, and other forms of diversity represented in society and schools, including strategies teachers use to develop academic literacy among children learning English as a second language. The course also addresses strategies schools use to meet the needs of diverse learners. (Taken concurrently with ED 490 or ED 491 ).

Subject

ED

Credits (min)

4

Credits (max)

4

Type

course

Edition

2026-2027

Source

www.mhu.edu

Prerequisite

Admission to Teacher Education Program.

Term 6 ED 402/502 Historical/Philosophical/Social Foundations 3

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Master of Arts In Teaching Requirements

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Subject

ED

Credits (min)

6

Credits (max)

6

Type

course

Edition

2026-2027

Source

www.mhu.edu

Master of Arts in Teaching Course Descriptions (Prerequisite for all courses is admission to the Teacher Education Program.) ED 501 Psychological Foundations of Education 3 Theories, principles, and conditions involved in learning and teaching. This course is cross listed as ED 401, meaning that it is open to graduate and undergraduate students. Graduate students’ expectations may include more advanced learning through additional, more sophisticated reading, advanced research projects, course facilitation or experiential activities, and more comprehensive assessment methods. ED 502 Historical, Philosophical, and Social Foundations of Education 3 Material appropriate to the historical, philosophical, and social foundations of education. This course is cross listed as ED 402, meaning that it is open to graduate and undergraduate students. Graduate students’ expectations may include more advanced learning through additional, more sophisticated reading, advanced research projects, course facilitation or experiential activities, and more comprehensive assessment methods. ED 512 Curriculum Differentiation for Diverse Learners 3 This course will build a foundation for both understanding the diverse learning needs of all students (including those with disabilities) and how schools can meet those needs in an inclusive setting. The course will include a historical overview, including procedural and legal issues, assessment (formative/summative/diagnostic), delivery models (including co- teaching), current scientifically based instruction, and the role of the teacher in the inclusive classroom. ED 518 Universal Design for Learning: Creating Access for All 3 This course focuses on the application of Universal Design for Learning (UDL) principles, which emphasize the use of multiple means of engagement, representation, and action/ expression during educational planning in order to ensure we reach all learners from the design outset, rather than through individual “retrofits” (accommodations / modifications) of instruction and assessment. Participants will learn how to be proactive developers rather than reactionary in the face of learner struggles. Universally designed curricula help ensure educators have the flexibility to tailor their assessments and instructional activities to be engaging and meaningful for all students. 38 Mars Hill University Graduate Catalog, 2026-2027

Subject

ED

Credits (min)

7

Credits (max)

7

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is a self-directed learning experience to be completed alongside the student teaching course (ED 491). Teacher candidates will select and complete six learning modules from a variety of professional development options that align with their Professional Growth Plan goals. Prerequisite: admission to Teacher Education Program and formal admission to student teaching.

Subject

ED

Credits (min)

6

Credits (max)

6

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to deepen candidates’ knowledge, skills, and procedures needed to provide effective reading instruction to all students. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies and the Science of Reading. In this course candidates will deepen their instruction around the five essential and interdependent components of evidence-based reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course houses the NC Reading Research to Classroom Practice (RRtCP)Training (a training recognized by the National Dyslexia Association).

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course will build a foundation for both understanding the diverse learning needs of all students (including those with disabilities) and how schools can meet those needs in an inclusive setting. The course will include a historical overview, including procedural and legal issues, assessment (formative/summative/diagnostic), delivery models (including co- teaching), current scientifically based instruction, and the role of the teacher in the inclusive classroom.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

In this course candidates will identify teaching and learning issues within their own classrooms and apply learning theories related to learning-process, cognitive-development, and social-development to those issues in order to consider solutions that support and foster student success. Candidates will be encouraged to interrogate their own assumptions about teaching and learning in collaboration with their peers in order to create and facilitate effective learning environments.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course focuses on the application of Universal Design for Learning (UDL) principles, which emphasize the use of multiple means of engagement, representation, and action/ expression during educational planning in order to ensure we reach all learners from the design outset, rather than through individual “retrofits” (accommodations / modifications) of instruction and assessment. Participants will learn how to be proactive developers rather than reactionary in the face of learner struggles. Universally designed curricula help ensure educators have the flexibility to tailor their assessments and instructional activities to be engaging and meaningful for all students.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to introduce candidates to the knowledge, skills, and methods needed to provide effective instruction to all students. Candidates will explore the application of classroom plans and interventions to manage individual and group change in light of the Common Core, Essential Standards, Next Gen Standards, and the continual development of school curriculum will be explored. The principles, techniques, methods, and strategies presented in this class are based on the research-validated professional development Foundations of Mathematics from the NC State Improvement Project foundations training and aligns with current teacher/student measures within the classroom to facilitate improving student achievement related to North Carolina Professional Teaching Standard 6.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course will focus on strategies for establishing a positive and supportive learning environment. Candidates will discover that effective teachers share leadership responsibilities for student advocacy, such as in the context of Professional Learning Communities (PLCs). This course is based on the PD (from the NC State Improvement Project) Reading Research to Classroom Practice course and aligns with Common Core and current teacher/student measures within the classroom and will facilitate improving student achievement related to North Carolina Professional Teaching Standard 6. A close examination of leadership and leadership theories, personality types, successful models for collaboration, school culture, and stakeholders’ involvement provide a focus of real classroom applications.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is an examination of the research and practices in learning theory, instructional design, and assessment 44 Mars Hill University Graduate Catalog, 2026-2027

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Instructional theories, methods, and materials appropriate to planning instruction and assessing student learning in the middle school and high school classroom; extensive practical application in an appropriate school setting.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

In this course, candidates will conceptualize and design an in-depth, classroom-based teacher action research project. Candidates will survey theoretical paradigms, research methodologies and methods, and current research in order to understand both the procedures and practices of quality research and how effective research can improve classroom practice. Candidates will also produce a review of relevant research literature that will undergird and inform their studies and complete a research proposal.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Like board-certified doctors, attorneys, and accountants, teachers who achieve National Board Certification have met rigorous standards through intensive study, expert evaluation, self-assessment and peer review. National Board Certification continues to grow in importance because across the country, teachers embrace the opportunity to examine their practice against the profession’s highest standards. (www.nbpts.org) This course will provide you with the practicum experience and simulation to aid in the completion of the NBPTS Certification Process. This practicum will help you to continue to develop understanding of the current standards for each of the 25 certificate areas, provide you with an in-depth understanding of the assessment process, and provide you with simulations of the actual portfolio process. We will also discuss and contribute to the candidates’ preparation for the computerized examination that follows the portfolio submission for the NBPTS certification.

Subject

ED

Type

course

Edition

2026-2027

Source

www.mhu.edu

Candidates will explore concepts, theories, research, and teaching strategies related to second language acquisition and literacy development in a second language. The course will investigate historical policies and legal issues affecting immigrant populations and school curricular decisions. Candidates will develop knowledge and understanding of the interaction between language and culture, and how sociocultural factors affect second language acquisition and academic achievement.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Study of the ways in which children, adolescents, and adults learn a second or new language. Prerequisite: ENG 112. This course is cross listed as ED 334, meaning that it is open to graduate and undergraduate students. Graduate students’ expectations may include more advanced learning through additional, more sophisticated reading, advanced research projects, course facilitation or experiential activities, and more comprehensive assessment methods.

Subject

ED

Type

course

Edition

2026-2027

Source

www.mhu.edu

In this hands-on seminar, candidates will model the application of primary and secondary research methods as they analyze and interpret data for their integrated action research project, and write-up the findings of their research. In this seminar candidates will demonstrate creative problem solving and professional decision making as they finalize their project and satisfactorily present it to an audience of peers as well as other professionals in the field.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

In this course candidates learn how to gather information from a variety of sources about a class of students with whom they work and demonstrate their knowledge of assessments and assessment practices to effectively plan for and positively impact student learning. A major project of the course is a portfolio by which candidates provide evidence of collaboration with families, the community, and colleagues and the candidate’s contributions to learning communities to advance student growth. This portfolio entry is in alignment with Component 4 of the National Board for Professional Teaching Standards. This assignment is in alignment with portfolio entry for Component 4 of the National Board for Professional Teaching Standards.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

This course is designed to deepen candidates’ knowledge, skills, and procedures needed to provide effective reading instruction to all students. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies and the Science of Reading. In this course candidates will deepen their instruction around the five essential and interdependent components of evidence-based reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course houses the N.C. Reading Research to Classroom Practice (RRtCP)Training (a training recognized by the National Dyslexia Association).

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Candidates will think about composing as both a print and digital practice with an emphasis on digital composition across the curriculum. Candidates will develop digital compositions using cutting edge tools such as animation, games, podcasts, and audio, and will learn how to incorporate digital literacy pedagogies into a dynamic learning environment that suits the individual needs of all students. Candidates will discover that living in the digital age, teachers and students can work within the standards to find multiple ways of composing and multiple ways of circulating those compositions.

Subject

ED

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.mhu.edu

Student Teaching Practicum I is a semester-long, field-based course in which students will plan instruction, implement lessons for public school classrooms, and engage in various reflective activities to improve pedagogy. Prerequisite: Admission to Teacher Education Program. This course is cross listed as ED 479, meaning that it is open to graduate and undergraduate students. Graduate students’ expectations may include more advanced learning through additional, more sophisticated reading, advanced research projects, course facilitation or experiential activities, and more comprehensive assessment methods.

Subject

ED

Type

course

Edition

2026-2027

Source

www.mhu.edu

The primary purpose of this practicum is to develop a well-informed and practiced-based philosophy of teaching within a cross-disciplinary approach. This practicum seeks to prepare/support pre-service candidates during student teaching. Mars Hill University Graduate Catalog, 2026-2027 39

Subject

ED

Type

course

Edition

2026-2027

Source

www.mhu.edu