45 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 081Teaching Scholars Seminar - Freshmen
Guide to freshmen teaching fellows for a successful first year in the college career. Includes strategies fo making a successful transition to the academic and personal demands of life as a college student. Second semester includes focus on contemporary school issues and licensure areas preparing students for public school, community, campus and other activities. Credits 0
This discussion-oriented course guides sophomore teaching fellows to the awareness of both societal and educational issues dealing with diversity. Also included is information about teaching in North Carolina public schools: admission to the teacher education program, the PRAXIS test and initial licensure programs for elementary and secondary programs. Credits 0
For junior teaching fellows, this course includes educational issues dealing with leadership styles and characteristics. Students will experience and discuss leadership characteristics in the school community as they interact with assigned mentor teachers and other school personnel in their licensure fields. Integrated into this course is information about teaching in the North Carolina public schools, including performance-based licensure. Credits 0
Senior teaching fellows will build on the junior year r experiences of establishing a professional relationship with the assigned classroom teacher mentors. Seminars involve a professional development series in which the student will gain a broader understanding of cultural concepts, tools of inquiry, and structure of the discipline taught through classroom activities and experiences. Credits 0
Guide to freshmen teaching fellows for a successful first year in the college career. Includes strategies for making a successful transition to the academic and personal demands of life as a college student. Students will also focus on contemporary school issues and licensure areas preparing students for public school, community, campus and other activities.
Using the tools of critical thinking and Nussbaum's capabilities approach (and others), students in this course will analyze professional educators' codes of ethics, their own autobiography of school experience, and current issues in education. Through observations in schools, students will get an introduction to some of the dilemmas of practice and policy in education.
Students will study the education system in Italy as well as the larger culture of Italy that informs the educational context. Students will also discuss Montessori and vocational education as they relate to the more general approaches to schooling. This seminar will enable students to critically examine their assumptions regarding school and schooling, building upon previous coursework in EDU-232, EDU-234, and methods classes. Through course readings, special trips, guest speakers, and travel to Sansepolcro, Italy students will see a different perspective on education. We will have school visits, meetings with teachers and families, and experiences within the city of Sansepolcro to help us understand education from this perspective. Course meetings prior to departure will also focus on preparation for the trip and all that we will experience in country.
This course provides undergraduates an introduction into the nature of the work of educators. A hybrid course, it focuses on the roles and responsibilities of educators in elementary, middle, and high school settings. Students will experience a series of informational and reflective activities related to teaching. Credits 1
A study of public education from a cultural/historical foundations approach including an understanding of American educational goals. Focus is on history of education in the United States as well as current issues in education from multiple perspectives. A small group, semester-long project that involves the development of a plan to improve schooling is a major focus for this course. In addition, there are other specific off-campus observations and tutoring assignment that require a considerable time commitment outside of class both during the day and the evening.
This course is designed to involve students in the study of the psychological principles that affect how learning occurs and the classroom application of those principles to teaching. Insight will be gained into the teaching/learning process by participating as observers in local schools for a minimum of 5 hours during the semester, as well as through a minimum of 5 hours working with small-groups of children to extend their learning. Through these observations and small group experiences students will develop a perspective into the teaching-learning process by exploring the role of the teacher, and studying the nature of the learner in the learning environment.
This course will provide opportunities for freshmen and sophomores to participate in original research in education. Students will be expected to work approximately three hours per week on the research project for each semester hour of credit. Their work will culminate in a formal written report and/or an oral presentation. A "Research Course Information Form" completed by and the faculty mentor is required for registration.
Students will gain an awareness of current and emerging technologies for the classroom, and develop practical skills in using these technologies in the classroom. Recent development in educational software, the Internet, and computers will provide students with an array of technologies for educational enrichment.
EDU 310Literacy I - Integrated Literacy Methods for the Elementary Classroom3
This course will address the research, theory and instructional practices related to teaching literacy. Specific attention will be paid to language acquisition (first and second language) and early literacy development. Candidates will engage in culturally responsive teaching through a comprehensive, balanced literacy program that includes integrating early literacy strategies, a wide variety of multicultural texts, work analysis, vocabulary development, fluency, and comprehension support. Candidates will learn how to conduct informal and formal literacy assessments in order to plan instruction. Approximately eight hours of daytime focused field experiences (observations, teaching, assessments and individual tutoring) at a partner school are required.
This course is an introduction to the field of teaching English as a second language and a comprehensive look at research, policies, and effective practices for students who are from culturally and linguistically diverse backgrounds. The course weaves the theories with the practice of second language education, second language acquisition, cultural diversity, content integration and assessment, literacy development, programs and policies, ESL special education, and home/school connections. Weekly observations in local public schools are required outside of regularly scheduled class time.
EDU 349Second Language Acquisition & Linguistics for General and Special Educators3
A look at language as a system and the linguistic context (sociolinguistics) with particular focus on teaching Multilingual Learners in K-12 public schools for general and special educators. Considers first and second language acquisition as well as assessment, teaching, and advocacy for MLs and individuals with special needs and from diverse social, cultural, and linguistic backgrounds. Implications of English grammar, phonetics, phonology, morphology, semantics, syntax, and pragmatics will be addressed in relation to other world languages. Field experiences required. 3 hours
A study of how middle schools, working with other institutions, can best meet the needs of the young adolescents who are experiencing significant developmental changes. Since the onset of these changes and the rate at which they occur vary considerably, there is tremendous pressure on the individual to cope with their changing person. The purpose of this course is to examine effective strategies that can be used to help the student make this difficult transition from elementary to secondary education. Field experiences in local public schools required.
EDU 351Program Development and Instructional Strategies for Special Educators3
This course outlines the planning of educational programs for students with exceptionalities in grades K–12. Learners will examine educational research on instructional strategies for specially designed instruction (SDI), which is tailored to a particular student, and Data-Based Individualization (DBI), the systematic use of assessment data to monitor student progress and provide targeted interventions. Field experience required.
EDU 356Social Studies Methods and Art Integration for Elementary School3
Prospective elementary teachers will become familiar with the curriculum, resources, and pedagogical practices for the teaching of social studies in the elementary school. Students will examine national and state social studies, technology, arts standards, key vocabulary and concepts in dance, music, theatre, and visual arts through demonstration, practice, and lesson planning in order to design 21st century learning experiences for students in primary and upper elementary classrooms.
EDU 357Science Methods and Art Integration for Elementary School3
Prospective elementary teachers will explore methods and materials used in teaching elementary school science, how constructivist teaching helps students develop science process skills, and how arts integration supports student learning. Students will use school, library, internet resources, and plan science activities/demonstrations that encourage students to use guided inquiry to solve problems. Students will practice designing objectives, key questions, and assessments to measure student understanding and you will receive feedback on your practice so that your work will be “classroom ready”.
This course will apply the “mathematical foundations and perspectives, including an understanding of how students learn, how to promote that learning by teaching through problem solving, and how to plan for and assess that learning daily” (p. vi, Van de Walle, KEP, & by-Williams, 2019). Experiences in this course will be based upon constructivist theories using strategies and tools to plan instruction that develops and extends students’ thinking and knowledge of the elementary mathematics curriculum. Field experiences offer opportunities to apply concepts and skills learned in this course.
Methods for the Elementary Classroom The course will address the research, theory, and instructional practices related to learning, teaching, and assessing literacy in the elementary classroom. Emphasis will be given to assessing students and classes and using assessment to inform instruction, using literacy with content material, and incorporating technology and literacy. Focus is on the teacher as decision-maker in the elementary classroom. Candidates will learn specific strategies for helping students with diverse learning needs (ELL, learning disabilities, academically gifted) extend their understanding of literacy. Candidates will also learn how to collaborate with school specialists and families to meet the literacy learning needs of all students. Approximately eight hours of daytime focused field experiences (observations, student assessments, and lessons) at a partner school are required. Credits 3
EDU 413Collaboration for General and Special Educators3
The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem-solving activities in a variety of settings in which their ability to effectively communicate is critical. This course is designed to assist candidates in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help students attain the knowledge and skills to be leaders in collaborative efforts in schools.
EDU 415Procedures, Policies, and Assessment for Special Educators3
This course provides candidates with a broad knowledge and understanding of a wide range of legal issues related to special education services for students with disabilities. Students will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. Field experiences required.
Designed to provide the learner with the knowledge, skills, and dispositions needed for successful inclusive teaching, including an understanding of the nature and characteristics of the learning and behavior challenges that students with special needs face in the general education classroom, and the practical procedures, collaborative practices, and instructional strategies that lead to successful inclusion. Field Experience is required.
This course is designed for candidates who are student teaching in the fall (rather than the typical student teaching in the spring semester). It provides opportunity for candidates to apply/practice teaching knowledge and skills during a semester without any courses in Education. During the semester following completion of the literacy/mathematics methods sequence (first courses in the spring; second courses in the fall), candidates will take a one credit class which is field based. The practicum will provide candidates with experiences in the classroom in the areas of literacy and mathematics among others. Field experience in local public schools is required. Credits 1
Credits EDU-490 Observation and Directed 9 3 Teaching c 3 Sub-Total Credits 28 Details on Concentration: A concentration chosen from English/Language Arts, Mathematics, Science, or Social Studies. Two concentrations are recommended. Requirements for each concentration follow:
In conjunction with a faculty mentor, the student will formulate and execute an original research project that will culminate in a paper and presentation. A research proposal form completed by the student and faculty mentor is required for registration. The project must meet honors program thesis requirements as well as expectations of the education faculty.
Open to junior and senior students interested in doing research in education. In conjunction with a faculty member, the student will formulate and execute an original research project that will culminate in a formal written report and an oral presentation. The student will be expected to work approximately three hours per week for each semester hour of credit. A "Research Course Information Form" completed by the student and the faculty mentor is required for registration.
This course explores major theories and models for understanding how children and adolescents learn; seeks to understand the complex interaction among biological, sociocultural, and psychological factors that influence learning; applies this knowledge about learning to learning and teaching in schools; and investigates the interplay between school culture and students' cultures and the implications for student achievement. The course begins with a sharp focus on the student as an individual learner, then centers on the individual working with a teacher, and finally, centers on the learner in cultural context. Explanations of structural barriers to student achievement are examined including stereotype threat, curriculum-home communication mismatch, the privileging of certain approaches to learning, and solutions for teachers are investigated. The importance of close observation of children/ adolescents and careful consideration of actual student achievement data in sociocultural context are stressed. Field experiences required. Credits 3
This course will critically examine the role of technology in the K-12 classroom and incorporate the basic technology tools of teachers, their applications and the ethics associated with the profession. Field experiences required.
Learning Strategies for Special Educators This course provides an overview of various exceptionalities and the services offered in special education. The course is intended to give the student a foundation of knowledge about the nature and needs of children with special needs and introduce the student to causes and characteristics of specific disabilities, service delivery models, historical and current issues, legislation, research, trends, and controversies in special education. Building upon this foundation, students will examine models for teaching learning strategies—metacognitive strategies guiding the learning of content—for students with mild/moderate disabilities in grades K – 12. Students will examine educational research on content areas and will learn ways to assess students’ understandings and to use the application of literacy and learning strategies in the assessment to plan for instruction. Credits 3
