99 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 1400FOUNDATIONS OF EDUCATION3
formerly EDU 2510 This course offers the Teacher Candidate an opportunity to discover information about the organization, governance, and importance of the public education systems in America. The course will explore teaching as a profession in the 21st Century; professional ethics and goal setting; and the roles of the classroom teacher in the school and community.
This course offers the Teacher Candidate an opportunity to discover information about the school system. Ten hours in an accredited public school with emphasis on directed observation is required. Students will be supervised by a clinical educator as well as a faculty member from the Education Return to Table of Contents
This course covers the cognitive, physical, social-emotional, and moral development of children from birth to adolescence. Emphasis will be placed on the implications and applications for effective teaching.
This course includes on-campus seminars and labs that require a minimum of fifteen hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Students will be supervised by a clinical educator as well as a faculty member from the Education Department. Formal application for a Field Experience Placement is required at the time of pre-registration. Courses taken at other institutions will not be accepted in lieu of this course.
This course will provide Teacher Education candidates with theoretical and practical information regarding current instructional technology. As Teacher Candidates discover the uses of technology on the classroom, they will expand their understanding of how students learn through technology; investigate adaptive technology for students with special needs; study Web 2.0 apps (e.g., virtual reality field trips, basic robotic programing, and more); and discover how these applications can be used in the classroom. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department. This is a computer intensive course.
This course will provide Teacher Education candidates with theoretical and practical information regarding current instructional technology. As Teacher Candidates discover the uses of technology on the classroom, they will expand their understanding of how students learn through technology; investigate adaptive technology for students with special needs; study Web 2.0 apps (e.g., virtual reality field trips, basic robotic programing, and more); and discover how these applications can be used in the classroom. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department. This course involves significant computer-based work.
This course includes on-campus seminars and labs that require a minimum of twenty hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Formal application for a Field Experience Placement is required at the time of pre- registration. Students enrolled in this course are expected to complete any test(s) required by the Teacher Education Program, the Department of Public Instruction, and state/ federal law prior to admission into the Teacher Education Program. Courses taken at other institutions will not be accepted in lieu of this course.
EDU 2450ESTABLISHING RESPECTFUL LEARNING ENVIRONMENTS3
This course introduces future teachers to effective strategies and techniques for fostering positive self- concept and managing behaviors that facilitate success within the learning environment. Emphasizing inclusive classrooms, the course addresses the diverse social-emotional needs of individuals, including those with disabilities. Key topics include creating supportive learning environments, implementing behavior intervention plans, and utilizing positive behavior supports. Educators will explore practical approaches to promoting self-regulation, conflict resolution, and social skills development among all students. Through case studies and hands-on activities, participants will gain the necessary skills to cultivate a classroom climate that promotes academic achievement and emotional well-being for every learner.
This course covers curriculum development, instructional activities, classroom management, techniques for elementary education, and parent-school-community relationships. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department.
This course offers the Teacher Candidate an opportunity to discover information about the organization, governance, and importance of the public education systems in America. The course will explore teaching as a profession in the 21st Century; professional ethics and goal setting; and the roles of the classroom teacher in the school and community.
Teachers (3) Minor in Physical Education and Health Education Required Course Sequence: 22 credit hours PHE 2050 Introduction to Physical Education and KIN 3200 Motor Development (3) Health Education (4) PHE 2200 Computer Applications in Physical PHE 3300 Behavior Management in Physical Education and Health Education (3) Education and Health Education (3) PHE 3060 Adapted Physical Education (3) PHE 4060 Adapted Physical Education Practicum
EDU 2998/2999 EDUCATING DIVERSE POPULATIONS (DOMESTIC/STUDY ABROAD)3
This course explores the complexities of educating diverse populations in a rapidly changing society. Students will explore multicultural and global education, the culture-learning process, and the role of classrooms and schools as cultural crossroads. Key topics include intercultural development, race and ethnicity, global perspectives, and linguistic diversity among other topics. The course also emphasizes developmentally appropriate practices and strategies for creating inclusive classrooms that support all learners. By examining these critical areas, students will be prepared to foster equitable and effective educational environments. An optional study abroad component allows students to gain firsthand experience with educational systems and cultural practices in a different country. Return to Table of Contents
EDU 3100MEASUREMENT, ASSESSMENT AND EVALUATION OF EDUCATIONAL GROWTH3
This course focuses on advanced principles of measurement of students’ work product to include both formative and summative assessments as well as End of Grade (EOG) and End of Course (EOC) tests. Topics covered include needs analysis; instructional adaptations; and differences in learner cognitive abilities. Also, the social, linguistic, cultural, emotional, and academic needs of students in schools of the 21st Century will be examined.
The course will develop teacher candidates' understanding of how to implement science lesson plans, strategies, and activities. An emphasis in the course will be placed on scientific inquiry, process skills, Return to Table of Contents
The course will develop teacher candidates' understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students.
This course equips future educators with effective strategies and methods for teaching science to K-8 students. It covers the goals of science education, emphasizing the importance of fostering curiosity and critical thinking. Teacher candidates will learn to guide students in asking questions, defining problems, constructing explanations, and designing solutions. The course also includes unpacking the NC Standard Course of Study Standards including Earth and Space Science, Life Science, and Physical Science, providing a comprehensive approach to science education that encourages hands-on learning and scientific inquiry.
This course equips future educators with effective strategies and methods for teaching social studies to K-8 students. It covers the goals of social studies education, emphasizing the importance of fostering curiosity and critical thinking. Teacher candidates will learn to guide students in asking compelling and supporting questions, evaluating sources, developing claims, communicating ideas, and taking informed action. The course also includes unpacking the NC Standard Course of Study Standards including the use of inquiry skills to explore Behavioral Sciences, Civics and Government, Economics, Geography and History.
This course provides future educators with the skills and knowledge needed to effectively teach mathematics to K-8 students. It emphasizes problem-based learning and equitable assessment practices. Key topics include early number concepts, understanding mathematical operations, and achieving basic fact fluency. Educators will explore whole-number place-value, strategies for addition and subtraction, and techniques for teaching multiplication and division. The course emphasizes a comprehensive approach to math education that supports all learners. Additionally, a lab component is attached to this course, requiring field placement and hands-on experience working with small groups of students.
This course explores the principles and practices of transdisciplinary teaching with a focus on the STREAM (Science, Technology, Reading, Engineering, Arts, and Mathematics) conceptual models. Future educators will learn to teach across disciplines, emphasizing the relevance of STREAM in solving real- world problems. The course covers the implementation of transdisciplinary teaching methods, effective assessment strategies in STREAM, and addresses the challenges educators may face in a STREAM- focused classroom. Students will gain practical skills for integrating diverse subjects to create cohesive, engaging, and meaningful learning experiences for students.
This course surveys foundational theory and research in educational psychology, with a focus on the cognitive, motivational, social-emotional, and ethical development of K-12 students. Students will be introduced to historical and contemporary approaches to psychological theory and research; learn how to apply theoretical knowledge to student learning and assessment; and determine whether a study design adheres to accepted ethical standards for human subjects’ research.
The course will develop teacher candidates' understanding of how to implement STREAM (Science, Technology, Reading, Engineering, Art, and Math) lesson plans, strategies, and challenges. An emphasis in the course will be placed on ITEEA’s Standards, Engineering by Design Loop, and Grand Challenges for Engineering. Teacher candidates will learn more about how to foster a classroom environment to promote the next generation of innovators and engineers. The course prepares elementary teacher candidates to deliver STREAM instruction based on methods, research, and best practices.
This course includes on-campus seminars and labs that require a minimum of thirty hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Formal application for a Field Experience Placement is required at the time of pre- registration. Students are recommended to take this course the semester before student teaching. Formal acceptance to the Teacher Education Program is required for admission.
EDU 3450TESTING AND DIAGNOSING READING DIFFICULTIES2
This course introduces the Teacher Candidates to professional terminology, the various facets of reading disabilities, and the history of reading theory. Content includes formative and summative assessment procedures used to pinpoint areas of weaknesses in reading. The course involves the Teacher Candidate with hands-on experiences with a student to informally assess and identify individual student weaknesses in reading that require remediation. Teacher Candidates develop an individualized remediation plan based on the test results for the assigned student. The course provides experience working cooperatively with an experienced classroom teacher and communicating with parents. The course requires a practicum in an accredited school. Cross-listed with SPE 3450
This method course integrates all subject areas taught in the elementary classroom. It is designed to demonstrate the inter-connectedness of subjects and the positive benefits on students’ learning outcomes. required 343
EDU 3561RESEARCH-BASED APPROACHES TO THE TEACHING OF READING I PRACTICUM1
Concepts covered in EDU 3560 will be applied in a field experience setting. This course includes weekly one-on-one or small-group instruction that requires a minimum of 15 hours in an accredited school. Teacher candidates will be supervised by a clinical educator as well as a faculty member from the Education Department.
EDU 3570RESEARCH-BASED APPROACHES TO THE TEACHING OF READING II3
This is an introductory course to the basics of reading instruction with an emphasis on fluency, vocabulary, and comprehension strategies. These skills are taught within the context of various genres of children’s literature. This course requires a practicum of working one on one with a student implementing the strategies discussed in class. This course does not meet the general education literature requirement.
EDU 3560 and EDU 3561 or permission of the instructor
Corequisite
EDU 3571
EDU 3571RESEARCH-BASED APPROACHES TO THE TEACHING OF READING II (PRACTICUM)1
Concepts covered in EDU 3570 will be applied in a field experience setting. This course includes weekly one-on-one or small group instruction that requires a minimum of 15 hours in an accredited school. Teacher candidates will be supervised by a clinical educator as well as a faculty member from the Education Department. Formal application for a Field Experience Placement is required at the time of pre-registration.
EDU 3560 and EDU 3561 or permission of the instructor
Corequisite
EDU 3570
EDU 3620LITERATURE FOR ADOLESCENTS3
This course introduces students to appropriate middle grades and secondary school literature (grades 6- 12), with an emphasis on integrating literature in the communication skills program. Students will learn strategies for promoting an appreciation of literature and ludic reading among middle and high school students. This course does not count toward either the major or minor in English and does not meet the general education literature course requirement.
EDU 3650SYSTEMS OF SUPPORT FOR ACADEMICS AND BEHAVIOR3
This course is designed to equip teacher candidates with an understanding of theory, methods, and practice for navigating and using school support systems to provide assistance to students with diverse abilities and needs in both academics and behavior. This course focuses on developing teacher candidates with culturally responsive data literacy practices, including promoting understanding of various forms of assessment and providing techniques for utilizing data sources to plan differentiated instruction and supplemental support. Specific systems of support used in public schools will be examined, including Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and Positive Behavior Intervention Support (PBIS). Return to Table of Contents
Facilitates students’ understanding of how to promote mathematical literacy focusing on instructional strategies for promoting mathematics literacy with adaptations for diverse and exceptional learners. Topics include error analysis, pedagogy of text structures (e.g., proofs, logic tables, and matrices); teaching mathematical writing; statistical techniques for analyzing student learning; and survey of research in mathematics education. This course requires 5 hours working in a 6-12th grade mathematics classroom. If enrolled in 2510, 2420, 3420, no additional hours will be required. Students are required to earn a final grade of C or better. Cross-listed with MAT 3845
This course is designed to prepare teacher candidates to teach English Language Arts (ELA) and to lead to elementary and/or middle grades licensure. Specific methodologies related to the theory and practice of teaching English Language Arts will be examined, including writing methods, analysis of children’s and young adult literature, and promoting oral language and discussion skills.
The course will develop teacher candidates' understanding of how to implement math lesson plans, strategies, and activities. The course will develop teacher candidates' understanding of how to foster 345 mathematical conventions and processes skills. The course prepares elementary teacher candidates to deliver math instruction based on methods, research, and best practices.
The course will develop teacher candidates' understanding of how to implement social studies lesson plans, strategies, and activities. The course will develop teacher candidates' understanding of how to foster the development of global citizens who are critical thinkers in a democratic society. The course prepares elementary teacher candidates to deliver social studies instruction based on methods, research, and best practices.
This course is designed to equip preservice educators with the essential knowledge and skills to embark on a successful teaching career. Through a comprehensive exploration of educational law, advocacy, theory and practice, candidates will develop a deep understanding of the professional responsibilities, professional networks, and ethical standards that underpin effective teaching.
EDU 41004180 TEACHING METHODS FOR SECONDARY AND SPECIAL SUBJECT AREAS2-3
These courses introduce preservice candidates to methods, materials, and evaluation procedures for teaching a given secondary or special subject. Courses taken at other institutions will not be accepted in lieu of these courses. Methods courses must be taken the semester prior to student teaching. • EDU 4110: Secondary English (9-12) • EDU 4120: Secondary Social Studies (9-12) • PHE 4130: Physical Education and Health Education (formerly EDU 4130) • EDU 4150: Science (9-12) Offered: as needed
EDU 4145METHODS OF TEACHING MATHEMATICS IN THE MIDDLE/SECONDARY SCHOOL3
A combination of lecture and laboratory using materials and procedures appropriate for the teaching of middle/ secondary school mathematics. For teachers of secondary school mathematics. Cross-listed with MAT 4145
This course models strategies and techniques for building self-concept and managing behaviors that promote success in the learning environment. It focuses on inclusion classrooms and the social- emotional needs of individuals with and without disabilities. This course requires a practicum. Courses taken at other institutions will not be accepted in lieu of this course except upon review and agreement by the course professor and Chair of the Education Department. required for admission. Cross-listed with SPE 4190
formal acceptance to the Teacher Education Program or permission of the instructor is
Alias
SPE 4190
EDU 4200Disciplinary Literacy3
Concentration in Elementary Education Course Requirements: 37 credit hours EDU 3180 Methods for Instructional Technology EDU 3570 Research-Based Approaches to the (3) Teaching of Reading II (3) and EDU 3571 Practicum (1) EDU 3220 Methods for K-8 Science (2) EDU 4000 Methods for K-8 ELA (3) EDU 3230 Methods for K-8 Social Studies (2) HIS 3620 History of North Carolina (3) Return to Table of Contents
An extended full-time experience in a classroom. The Student Teacher Candidate progresses gradually from observation to full teaching responsibility, supervised by the classroom teacher and University faculty. Formal application for a Student Teaching Placement is required at the time of pre-registration. No other courses except EDU 4500 may be taken during the student teaching semester. Courses taken at other institutions will not be accepted in lieu of this course.
Formal acceptance to student teaching and permission of instructor
Corequisite
EDU 4500
EDU 4470MIDDLE GRADES METHODS3
This course teaches pre-service candidates instructional design, activities, and techniques for middle grades education. Formal acceptance to Teacher Education program is required. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department. Return to Table of Contents
This course instructs candidates in the modification of basic curricular environments for the gifted and talented. Modifications of content, process, products, and learning are discussed, as are approaches outlined in the North Carolina Curriculum Framework for Gifted Education. Assignments emphasize interdisciplinary approaches and integrative methods for designing appropriate instruction for gifted learners. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
EDU 4500 is an upper-level seminar course that focuses on relevant theory and disciplinary writing techniques. Students will design, write, and present a Capstone project on an approved topic. The projects must demonstrate the Teacher Candidate’s depth of understanding and application of theoretical knowledge regarding teaching and learning.
Formal acceptance to student teaching and permission of instructor
Corequisite
EDU 4210
EDU 4510METHODS OF TEACHING THE GIFTED AND TALENTED3
This course focuses on the design, development, and implementation of methods, materials, and teaching models relevant to the needs of the gifted and talented. This course is required for add-on AIG licensure. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
This course addresses current problems, issues, and trends in gifted education. Students will explore the unique social/ emotional needs of gifted learners; characteristics of underachieving gifted individuals; needs of twice-exceptional students (those who are simultaneously gifted and learning disabled); and educational program concerns. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
An opportunity for a well-qualified, upper-division student to engage in special research in his/her major. Requires approval by the faculty advisor, the supervising professor, the Education Department Chair, and the college dean before approval by the Provost. Credits to be determined. Courses taken at other institutions will not be accepted in lieu of this course.
EDU 5010Methods for Instructional Technology - Part1.5
EDU 5010 is part one of a two-part series, and it will develop teacher candidates' understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 - 1.3. This course will be taken in consecutive terms with5020. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5020 in the consecutive term.
EDU 5020Methods for Instructional Technology - Part1.5
EDU 5020 is the second part of a two-part series, and it will develop teacher candidates' understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 - 1.7. This course will be taken in consecutive terms with EDU 5010. Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5010. Students must receive a grade of C or better in EDU 5010.
This blended course is designed to introduce teacher candidates to approaches and methodologies used in teaching mathematics in the elementary school. Student engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. Offered: Fall
Part I of a two-course series, this course is designed to explore how elementary children think about and learn mathematical concepts. Teacher candidates will be introduced to a variety of approaches and methodologies used in teaching mathematics in elementary school. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will be taken in consecutive terms with EDU 5120 Elementary Math Pedagogy II. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5120 in the consecutive term.
Part 2 of a two-course series, teacher candidates will build on the content introduced in EDU 5110. This course is designed to enhance teacher candidates’ understanding of current instructional methods in mathematics education and to assist them in designing mathematical lessons using relevant strategies and activities. Teacher candidates will understand how to teach and assess diverse groups of students through the implementation of math lesson plans, strategies, and activities. This course will be taken in consecutive terms with EDU 5110 Elementary Math Pedagogy I. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must receive a grade of C or better in EDU 5120
EDU 5130 is the first part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5130 focuses on providing students with an overview of literacy development, theory, oral language development (phonological and phonemic 39
EDU 5140 is the second part of a two-part series that focuses on cognitive, linguistic, and affective factors impacting emergent readers. Candidates will explore how literacy instruction has progressed utilizing a variety of pedagogical strategies and brain research. Critical reading of professional literature will support the understanding of how students learn to read. EDU 5140 focuses on providing students with an overview of oral reading fluency, vocabulary, and comprehension. This course will be taken in consecutive terms with EDU 5130. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must receive a grade of C or better in EDU 5130.
Part I of a two-course series, this course will examine principles and practices of curriculum assessment and planning for instruction. An emphasis will be placed on formal and informal assessment strategies including formal and summative assessments. The designing of assessment strategies that lead to the implementation of instructional methods are also an integral part of this course. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5160 Intro to Special Education II. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5160 in the consecutive terms.
Part two of a two-course series, EDU 5430 is a designed to support teacher candidates as they examine current theories, models, and research for teaching in a special education classroom. This course will develop teacher candidates' understanding of how to implement lesson plans, strategies, and activities. The course goals and objectives will be taught across two terms. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5150 Intro to Special Education I. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5150. Students must receive a grade of C or better in EDU 5150.
EDU 5200Art in Junior High and Secondary School Art 3 s.h
Study of art education theory and practice for junior high and secondary schools. Theory and practice of art education for adolescent students in the secondary school. This course will review of theories and issues concerning the study of aesthetics, art history, art criticism, and studio art in art education; survey of methods; observation of various models; generation of materials, resources, and strategies for implementation; teaching experiences utilizing strategies. Offered: Spring
EDU 5210Theory and Practice of Elementary/Middle School Art 3 s.h
Study of art in elementary schools, including development of curriculum materials and practicum in teaching. The course will also cover art education theories and practices for Elementary/Middle schools. This course will focus on the overview of artistic growth of children; survey of philosophies, issues, methods, materials, resources, processes, and strategies for teaching art and integrating it into the school curriculum; unit and lesson planning, assessment, and evaluation. Lecture, discussion, studio, and classroom observations. Offered: Fall
This is a survey course in which music is studied within the context of culture. This will involve studying music from a global perspective, exploring music both as a phenomenon of sound and a phenomenon of culture. Students will examine representative examples of music in the Western and non-Western world and develop a vocabulary and deeper understanding to discuss the musical and social aspects of each culture. In addition, students will learn to identify style characteristics, structural components, instruments, ensemble types, and dance forms from each culture. Offered: Summer
A survey and practical application of fundamentals relating to conducting skills and techniques. Students will also focus on rehearsal planning, score preparation, Laban techniques, band/choral literature, and projects heavily dependent on self-evaluation. Offered: Spring
This course is designed as a remedial Music Theory course intended for successful preparation for the North Carolina Praxis 2 exam. This is a fast-paced course, with roughly two years of Music Theory being covered in one term. 44 | P a g e MU Graduate Catalogue 2021-22
A survey of the fundamentals of music and methods of teaching general music to children in grades kindergarten through six. Due to residency needs, topics also discussed will include the professional in general. This includes an overview of music teaching as a career; diversity, integration, curriculum technology, classroom management, le-gal issues, personal skills and e-portfolio. Offered: Fall
The course is designed to provide needed content in philosophy, psychology, sociology, and social psychology. However, the focus is in how these areas relate to music education. Also discussed is curriculum, teacher education, research and the consumer, assessment, and a history of music education. This content is critical for people entering the profession at any level of music education. The course is designed to provide experiences in synthesizing field experience competencies and skills, as well as to specifically address issues important to future instruction. Offered: Spring
Part I of a two-course series, EDU 5400 is designed to introduce students to relevant instructional pedagogical practices. Students will explore a variety of research based instructional strategies and activities to implement in the classroom. Students will engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5410 Introduction to Classroom Pedagogy II. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5410 in the consecutive term.
Part 2 of a two-course series, teacher candidates will build on the content introduced in EDU 5400. EDU 5410 is designed to enhance teacher candidates’ understanding instructional methods and to assist them in designing instructional experiences using relevant strategies and activities. This course will be 40
Part I of a two-course series, this course will develop teacher candidates' understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5420 is designed to introduce teacher candidates to approaches and methodologies used in teaching disciplinary literacy. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course will also examine current theories, models, and research for teaching in specific content areas. The course goals and objectives will be taught across two terms. This course will be taken in consecutive terms with EDU 5430. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 5430 in the consecutive term.
Part two of a two-course series, this course will develop teacher candidates' understanding of how to implement disciplinary literacy lesson plans, strategies, and activities. EDU 5430 is a designed to support teacher candidates as they integrate disciplinary literacy within the curriculum with an emphasis on instructional strategies used to prepare students with the skills necessary to read, comprehend, and react to appropriate instructional materials in their individual discipline. The course goals and objectives will be taught over two terms. This course will be taken in consecutive terms with EDU 5430 Disciplinary Literacy I. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5420. Students must receive a grade of C or better in EDU 5420.
EDU 5500CONTENT AREA LICENSURE EXAM PREPARATION1.00
This course is designed for teacher candidates to review content knowledge, concepts, and skills in preparation for completion of required content area licensure exams. Students will be presented with a practice exam that will serve as the foundation for review of content covered on licensure exams. This course concludes with a practice examination that will identify the student’s knowledge in all concepts covered to identify student’s understanding of the subject matter for which they will be licensed. The content area exam must be passed to proceed with the final course sequence in the program and to become a fully licensed teacher in North Carolina. This course will be waived if all content area exams have been successfully completed. Students may take this course up to three times.
EDU 5510METHODS FOR INSTRUCTIONAL TECHNOLOGY I1.50
EDU 5510 is part one of a two-part series, and it will develop teacher candidates' understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. Teacher Candidates will explore practical ways to teach Digital Citizenship, and tools like Google, Adobe, Apple, Microsoft, and various Learning Management Systems (LMS). Candidates will develop lessons that align with ISTE Standards for Students 1.1 - 1.3. This course will be taken in consecutive terms with EDU 5520. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: Students must be enrolled in EDU 55200 in the consecutive term. 41
EDU 5520METHODS FOR INSTRUCTIONAL TECHNOLOGY II1.50
EDU 5520 is the second part of a two-part series, and it will develop teacher candidates' understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students. Teacher Candidates will explore practical ways to use educational tech tools and strategies to enhance classroom management, assessment, presentations, and collaboration. Teacher Candidates will develop lessons that align with ISTE Standards for Students 1.4 - 1.7. This course will be taken in consecutive terms with EDU 5510. Students must earn a grade of C or higher to successfully complete this course. Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5510. Students must receive a grade of C or better in EDU 5510.
Part 2 of a two-course series, teacher candidates will build on the content introduced in EDU 5530. EDU 5540 is designed to enhance teacher candidates’ understanding of current instructional theories and pedagogical methods and to assist them in designing instructional experiences using relevant strategies and activities. Teacher candidates will reflect on their teaching and assessing diverse groups of students. This course will be taken in consecutive terms with EDU 5530. Students must earn a grade of B or higher to successfully complete this course. Pre-Requisite/Co-Requisite: This course will be taken in consecutive terms with EDU 5130. Students must receive a grade of B or better in EDU 5530.
This course is designed to provide an internship experience at the appropriate grade level within the licensure area. Students engage in a variety of instructional activities focused on planning, implementing, and reflecting on instructional practices. This course requires observations conducted by both a site-based mentor and a faculty supervisor. This course is taken prior to the student teaching course and is designed to give licensure candidates the opportunity to practice research-based strategies. Students must earn a grade of C or higher to successfully complete this course.
This course focuses on current and engaging available technologies. Candidates will explore technologies that are powerful tools for facilitating learning and improving performance in today’s diverse population.
This course is designed to assist professionals in understanding, analyzing, and evaluating research findings. Candidates will explore quantitative and qualitative approaches to research.
EDU 6250USE OF EDUCATIONAL ASSESSMENT AND EVALUATION 3 s.h
This course is designed to assist candidates in developing an understanding and use of multiple indicators including formative and summative assessments, to evaluate student progress and growth. The designing of assessment strategies that lead to the implementation of instructional methods and strategies to provide opportunities, methods, feedback, and tools for students to assess themselves and each other will be an integral part of this course. Candidates will learn about 21st Century assessment systems to inform instruction.
EDU 6300TRENDS AND ISSUES IN EDUCATION AND SOCIETY 3 s.h
This course explores the political, economic, and historical issues and trends which currently impact education. Through an inquiry approach, candidates will explore changing views of curriculum and instruction pertaining to their degree area and concentration focus. EDU 6310/PXS 6300 ADVANCED BEHAVIOR MANAGEMENT TECHNIQUES 3 s.h. This course presents concepts and strategies that have been found to be effective (even when working with individuals who exhibit extreme behavioral problems) in creating productive classroom learning environments. Assignments are designed to help develop strategies to be used in classroom settings. Topics include: establishing classroom rules and expectations, classroom organization and operation, supporting appropriate student behavior, understanding of cultural and religious differences, positive behavior management, and promoting student independence and intrinsic motivation.
This course examines the interactions among individuals, culture, and institutions. Candidates will recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student’s development and personality. Additionally, candidates will explore pedagogical practices to incorporate different points of view in their instruction.
EDU 6620SPECIAL EDUCATION: LEGAL, ETHICAL, AND HISTORICAL PERSPECTIVES 3 s.h
Candidates will examine the historical perspectives of special education and its classifications, philosophical and theoretical foundations, legal ramifications, and current trends and issues. Examination of ethical issues will include placement, transition, and behavior management. Family involvement, cultural diversity and collaboration will also be explored.
EDU 6630CURRICULUM ASSESSMENT AND PLANNING FOR STUDENTS WITH DISABILITIES 3 s.h
Candidates will examine the principles and practices of curriculum planning and instruction. This course will focus on Multi-Tiered Support Systems (MTSS) and Response to Intervention (RTI). Candidates will review general curriculum content standards along with extend 2 content standards.
Candidates will learn to ascertain student strengths and weaknesses in the area of reading. Candidates will explore a variety of methods to assess reading, analyze and disaggregate of data, and link methods of instruction to assessment results. Candidates will review reports and methods to communicate assessment results with stakeholders (e.g. parents, intervention specialists, administrators, and students). Field experience is required.
This course will examine current theories and models for the writing process for grades K-5. Candidates will examine the stages of writing and how to encourage and assist students who are at a variety of stages in the writing process. Emphasis will be on the use of literature for children as a means of demonstrating effective narrative, informational, and opinion writing. Writer’s Workshop, mini-lessons, teacher conferences, collaborative student revisions and editing groups will be examined.
EDU 6720DIAGNOSIS AND ASSESSMENT OF READING DIFFICULTIES 3 s.h
Candidates will learn to ascertain student strengths and weaknesses in the area of reading. Candidates will explore a variety of methods to assess reading, analyze and disaggregate of data, and link methods of instruction to assessment results. Candidates will review reports and methods to communicate assessment results with stakeholders (e.g. parents, intervention specialists, administrators, and students). Field experience is required.
Candidates will focus on content literacy instruction and on instruction that is aligned with state standards and tests. Candidates will also focus on literacy that goes beyond that which is tested. Understanding literacy across content areas is a critical aspect of reading instruction. Attention is given to new digital literacies, (b) disciplinary literacies, and (c) English learners and students with disabilities. Emphasis is given to teacher planning and instruction that helps them provide the tools their students need to better comprehend content area reading.
Candidates will survey children’s/adolescent fiction, non-fiction, and other reading materials. This course will focus on the integration of English Language Arts. Writing, Speaking & Listening, and Language standards will be used to build an understanding of literacy across content areas as a critical aspect of reading instruction in grades 6-12. Attention is given to digital literacies, disciplinary literacies, and financial literacy. EDU 6900 / PXS 6600 STUDENT, TEACHING, AND PROGRAM EVALUATION 3 s.h. This course is designed to explore the student, teaching and program evaluation process to improve instruction and most importantly student achievement. This course focuses specifically on the evaluating all facets of the achievement based curriculum process and will lead to effective implementation of developmentally appropriate pedagogy. This course is aligned with the NC Standard Course of Study.
This course is the culmination of the Master of Education program. The focus of this course is to provide candidates with an opportunity to showcase their research, use of technology, and assessment. Candidates will finalize a portfolio of the ongoing study that has been a part of their master’s program. Candidates will compile the electronic evidences that 38 | P a g e MU Graduate Catalogue 2021-22
