121 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 100Teacher Cadet3
Teacher Cadet: The Teacher Cadet course is an introduction to the teaching profession. Its main purpose is to engage students in the area of educational leadership through awareness activities and reflection. The curriculum includes simulations and other "hands-on" activities designed to teach students about the teaching profession. Students develop a greater understanding of the history of education; gain insights into the structure and functions of our schools and school systems; learn the stages and theories of child development and learning; and recognize the significance of teacher leadership and advocacy for the profession. There is also a clinical experience attached to this class for the students to teach lessons in a classroom with a cooperating teacher. (Offered as needed).
Foundations of Elementary Education: This course examines educational theory and practice in the United States within the context of historical, philosophical and sociological foundations. Candidates explore lesson planning and best practices for K-6 curriculum with emphasis on Common Core State Standards and NC Essential Standards. The study of principles and theories of psychology that have direct application to the classroom will also be addressed. A field experience is required.
Understanding the Needs of Diverse Learners: This course investigates the similarities and differences in culture, race, gender, ethnicity, sexual orientation, classism, religion, and exceptionalities. The focus will be to examine various methods for teaching diverse learners and the importance of diversity within a K-12 curriculum.
Exceptional Learners: This course is designed to prepare candidates to effectively work with and teach students with exceptionalities. Emphasis will also be placed on helping candidates to consider learning environments, cultural, and socioeconomic factors in addition to student abilities when selecting effective teaching strategies for learners with exceptionalities. A field experience is required. (Offered every fall term.)
Digital Literacies: This course will prepare candidates in the use of information communication and technology literacy skills. Candidates will explore the most effective technology tools and instructional practices currently being used in education as well as examine best practices for technology and digital literacy in 21st century classrooms. Candidates explore the elements of digital citizenship and how they provide the foundation for preparing students to be digitally responsible producers and consumers within the larger community. A field experience is required. (Offered every fall and spring term.) 195
Foundations of Secondary Education: This course examines educational theory and practice in the United States within the context of historical, philosophical and sociological foundations. Candidates explore lesson planning for the 9-12 curriculum with emphasis on Common Core State Standards and NC Essential Standards. The study of the principles and theories of psychology that have direct application to the classroom will be addressed. Candidates begin to develop their philosophy and learning style in this course. A field experience is required.
Exploratory Internship in Education: This internship is to provide candidates with the opportunity to explore career options through on-site experiences in educational settings. This internship does not count toward the major. Instructor permission required. Repeatable for a total of 8 hrs.(Offered every fall and spring term.)
Teaching Fellows Course: This course is designed to expose candidates identified as Teaching Fellows to the Charlotte- Mecklenburg School system. Candidates will participate in hands-on applications of education principles and community leadership. The course is designed to focus on the philosophies of teaching in North Carolina public schools, curriculum and instruction, and the developmental needs of K- 12 students. Repeatable for a total of 24 hours. (Offered every fall and spring term.)
Classroom Management and Conflict Resolution: This course offers practical strategies relating to assessment, classroom management, and instructional technologies. Specific emphasis will be placed on empirically validated practices and conflict resolution methods. A field experience is required.
Educational Psychology: Study of those principles and theories of psychology that have direct application to the classroom. Emphasis will be planned on development, learning, motivation, classroom management and assessment. (Offered every summer term.)
Data Driven Instruction: This course provides candidates with the tools necessary to assess and analyze assessment data to improve instruction and increase student academic achievement. A field experience is required.
Introduction to Balanced Literacy: Diagnostics and Overview: This course teaches candidates how to identify, interpret, and prescribe strategies in order to meet the needs of individual learners in the areas of reading, writing, listening and speaking. Formal and informal diagnostic measures are studied. This course also examines spelling instruction through the lens of English orthography and analyzes the role of spelling literacy development. A field experience is required.
Schooling in the Context of Poverty and Working with English Language Learners: Candidates investigate stereotypes and misconceptions regarding low income students and families in the United States. Candidates learn and apply strategies to engage, motivate, and effectively teach students who live in poverty. Candidates will learn and apply the SIOP model and strategies for teaching linguistically diverse learners. This will be accomplished through readings, observations, videos, discussions and experiential activities. Our focus will be to examine best practices and methods of teaching and understanding students living in poverty and English Language Learners. A field experience is required.
Admission to the Teacher Education Program. (Offered every spring term.)
EDU 365Introduction to Research4
Introduction to Research: This course is an introduction to the educational research traditions, procedures, theories, and methods commonly utilized in educational settings. The emphasis is on the development of the skills needed to utilize existing research as well as application of these skills to conduct research and evaluation in a K-6 setting. This course fulfills the writing intensive requirement for the University. (Offered every spring term.)
Topics in International Preparation: This course examines international aspects of a selected subject matter in preparation for international experience around the same topic. Open only to students enrolled in the corresponding international experience course Students must earn a grade of C- or better (an average of 70) in order to participate in EDU 399. The total number of hours for EDU 398 and EDU 399 cannot total more than four total hours.
International Experience: The international experience component of EDU 398. Students will have the opportunity to experience firsthand many of the topics studied in the prerequisite course. The total number of hours for EDU 398 and EDU 399 cannot exceed four total credits.
completion of EDU 398 with a grade of C- or better (an average of 70).
EDU 404Vocabulary Instruction: This course examines
curriculum, planning and development of skills relating to phonics and vocabulary instruction, reading, writing, and comprehension within the framework of the Foundations of Reading theory. Candidates develop an understanding of the English orthography while exploring effective ways to differentiate instruction to meet the needs of all students. A field experience is required. Prerequisite: Admission to the Teacher Education Program. Credit: 4
Elementary Math Methods: This course examines methodologies for teaching mathematics in elementary school. Topics include lesson planning, integration of subject matter with real world topics, cooperative learning, mathematical practices, assessment techniques, problem solving, the use of technology and curriculum integration. A field experience is required.
Admission to the Teacher Education Program. (Offered every fall term.)
EDU 435Balanced Literacy for 3-6 Learners4
Balanced Literacy for 3-6 Learners: This course provides knowledge of assessments, evaluation and strategies to meet the needs of all learners in a balanced approach to literacy. Target areas include: Word Study, vocabulary, writing, independent and supported reading and writing, and comprehension as appropriate in third, fourth, fifth and sixth grade classrooms. A field experience is required.
Admission to the Teacher Education Program. (Offered every spring term.)
EDU 445Elementary Science Methods4
Elementary Science Methods: This course examines content specific pedagogical strategies for teaching science in elementary school. Topics include the use of inquiry in lesson planning and delivery, integration of subject matter with real world topics, cooperative learning, assessment techniques, problem solving, the use of technology and curriculum integration. A field experience is required.
Admission to the Teacher Education Program. (Offered every fall term.)
EDU 455Elementary Social Studies Methods4
Elementary Social Studies Methods: This course examines methods, current trends and content of effective social studies teaching with emphasis on relationships among social science discipline areas in a multicultural society. Emphasis will be placed on developing thinking and problem solving skills as well as the relationship of social studies to other areas of elementary school curriculum and developing a classroom community. A field experience is required.
Admission to the Teacher Education Program. (Offered every fall term.)
EDU 465Critical Issues in Elem Education
Critical Issues in Elementary Education: Classroom Management, Law, Leadership: This course will examine the origin, development, and current status and trends of elementary school curriculum. This course will also explore social, historical, legal, political and philosophical issues tha impact K-6 education nationally and internationally. Special emphasis will be placed on addressing classroom management, leadership, parental involvement, community service, and ethical advocacy. A year-long student teaching experience begins in this course. A field experience is
Critical Issues in Secondary Education: Classroom Management, Law, Leadership: This course will examine the origin, development, and current status and trends of secondary education curriculum. This course will also explore social, historical, legal, political and philosophical issues that impact secondary education nationally and internationally. Special emphasis will be placed on addressing classroom management, leadership, parental involvement, community service, and ethical advocacy. A field experience is required. (Offered every spring term.)
Literacy Integrated in the Content Areas: The importance of reading development in the content fields for the improvement of learning is emphasized. Topics include study skills; selection of appropriate reading materials, both functional and recreational; classroom strategies for facilitating reading comprehension and vocabulary-building methodologies. How reading is used in the diverse classroom is explored. A field experience is required. (Offered every fall term.)
Application and Practice: Elementary STEM: This course extends the content and methods taught in the mathematics and science methods courses. The emphasis is an application of science, technology, engineering and mathematics skills in the K-6 setting. A field experience is required. A field experience is required. (Offered every fall term.)
Secondary Methods and Materials: This course explores the study of teaching methods, resources, materials and strategies as related to general secondary school teaching and specific content area teaching. Producing curriculum for diverse learners and understanding the needs of multiple students in the same general education classroom is explored. A field experience is required. Prerequisite to student teaching; normally to be taken in the senior year. (Offered every fall term.)
Foreign Language Methods and Materials in the K-12 Classroom: This course explores the study of teaching methods, resources, materials and strategies as related to teaching foreign languages and specific content area teaching. Producing curriculum for diverse learners and understanding the needs of multiple students in the same general education classroom is explored. A field experience is required. Prerequisite to student teaching; normally taken in the senior year. (Offered every fall term.)
Exploration in the Foreign Language Classroom: This course t explores the foreign language classroom and the methods and materials in a classroom setting in a lower or higher age group than that intended for student teaching. Candidates will examine teaching methods, resources, materials and strategies as related to the foreign language classroom. This course should be taken the semester before student teaching. 197
Professional Internship in Elementary Schools: This course is the culminating experience for pre-service teachers and will include directed observation and student teaching. This course fulfills the University's internship requirement. Student teaching fee applies.
Approval of the Teacher Education Committee. (Offered every fall and spring term.)
EDU 496Prof Internship in Foreign Language12
Professional Internship in Foreign Language K-12: This course is the Capstone course for pre-service teachers in Foreign Language. Student teaching bridges the world of the working teacher where theory and practice are implemented. There are supervised observations and each candidate is assigned a cooperating teacher to work with in the field. Seminars will be held bi-weekly. This course fulfills the University’s internship requirement. Student teaching fee applies.
Approval of the Teacher Education Committee. (Offered every fall and spring terms.)
EDU 497Prof Internship in Secondary School12
Professional Internship in Secondary Schools: This course is the culminating experience for pre-service teachers and will include directed observation and student teaching. It is the practice of theory, clinical practice, and the work place. Seminars will be held bi-weekly. This course fulfills the University's internship requirement. Student teaching fee applies.
Approval of the Teacher Education Committee. (Offered every fall and spring term.)
EDU 503Educational Research and Evaluation3
Educational Research and Evaluation: The purpose of this course is to teach candidates how to investigate and analyze various educational research findings. Candidates will apply this new knowledge by synthesizing their findings and creating a research proposal within a classroom setting. Candidates will be required to critically analyze research designs, explore and assess various research methods, comprehend basic statistical procedures, and interpret the data of current educational research findings. (Offered every fall term.) Credit:
Classroom Management and Conflict Resolution: This course offers practical strategies relating to assessment, classroom management, and instructional technologies. Specific emphasis will be placed on empirically validated practices and conflict resolution methods. A field experience is required. (Offered every spring term.)
Research Methods I: This course is an introduction to educational research traditions, procedures, theories and methods commonly utilized in educational settings. The emphasis is on the development of skills needed to utilize existing research as well as application of these skills to conduct research and evaluation in the content areas. Candidates will research and examine literature related to a problem which will be investigated in Research Methods II. Candidates will work with a University content area faculty member to determine an appropriate focus.
Methods of Teaching in Secondary School: Candidates will examine teaching methods, resources, materials and strategies as related to secondary school teaching and specific content area teaching. Candidates will begin examining how to create lesson plans and units of study which will promote meaningful learning environments.
Foreign Language Methods and Materials in the K-12 Classroom–French or Spanish: Study of teaching methods, resources, materials and strategies as related to general secondary school teaching and foreign language teaching. Candidates will begin examining how to create lesson plans and units of study which will promote meaningful learning environments. Candidates will have clinical experiences across K-12 areas.
Educational Psychology: Study of those principles and theories of psychology that have direct application to the classroom. Emphasis will be on development, learning, motivation, classroom management, and assessment. (Offered every fall, spring and summer terms.)
Mathematics Methods in Elementary Education: This course examines methodologies for teaching mathematics in elementary school. Topics include lesson planning, integration of subject matter with real world topics, cooperative learning, mathematical practices, assessment techniques, problem solving, the use of technology and curriculum integration. A field experience is required. (Offered every fall term.)
Educational Technology: This course will prepare educators in the use of information communication and technology literacy skills. Candidates will explore the most effective technology tools and instructional practices currently being used in education as well as examine best practices for technology and digital literacy in 21st century classrooms. Candidates explore the elements of digital citizenship and how they provide the foundation for preparing students to be digitally responsible producers and consumers within the larger community. A field experience is required. (Offered every fall and spring term.)
Foundations and Curriculum in Elementary Education: In this course candidates explore the K-6 curriculum with emphasis on the Common Core State Standards and NC Essential Standards, planning lessons, curriculum integration, instructional practice, differentiation of instruction for unique learner needs, classroom climate, and the use of the internet for resources. Educational theory and practice in the United States will also be studied in the context of historical, philosophical and sociological foundations. Topics addressed in this context will include historical influence in contemporary education; major philosophical theories and their influence in school practice; and the relationship between school and society. A field experience is required. 198
Diagnosis and Correction of Reading Difficulties: This course teaches candidates how to identify, interpret, and prescribe strategies to meet the needs of those experiencing difficulty in reading. Formal and informal diagnostic measures are studied. Candidates learn effective reading comprehension strategies for K-6 students. A school experience of working with students who have reading difficulties is required. A field experience is required. (Offered every fall term.)
Diversity in Schools: Candidates will investigate both the similarities and differences within the following areas: culture, race, gender, ethnicity, sexual preference, classism, religion, and exceptionalities. This will be accomplished through self- exploration and various activities. These topics will be discussed in terms of our educational system. Our focus will be to examine various methods for teaching diversity within a K-6 curriculum. (Offered every spring term.)
Teaching Reading and Other Language Arts: This course provides an in-depth study of literacy development focusing on social, cognitive, and linguistic foundations. Critical reading of professional literature extends knowledge base and assists candidates in developing a philosophy of writing instruction emphasizing the writing process, the challenges of the diverse classroom, and the integration across content areas. Demonstration of various instructional approaches and strategies to promote a print-rich environment and to teach children to effectively use syntactic, semantic, grapho-phonic, and pragmatic cueing systems and comprehension of story. Competency in planning learning experiences that incorporate the communication processed in all curricular areas. Common Core State Standards will be used as basis for K-6 lesson development. A field experience is required. (Offered every spring term.)
Research Methods II: This course continues the work started in Research Methods I. Candidates design and implement a content-based research study. This course emphasizes the various ways to organize and analyze qualitative and quantitative data. University content area faculty members will collaborate with candidates to support their data collection and analysis.
Content Area Reading: Candidates will examine research which supports the most effective strategies within their content areas and analyze and evaluate teacher effectiveness. Topics include long-term unit planning and delivery, integration of subject matter, cooperative learning, assessment techniques, problem solving, use of technology, curriculum integration and classroom management.
Data Driven Instruction & Assessment: This course provides candidates with the tools necessary to assess and analyze assessment data to improve instruction and increase student achievement.
Science Methods in Elementary Education: This course examines content specific pedagogical strategies for teaching science in elementary school. Topics include the use of inquiry in lesson planning and delivery, integration of subject matter with real world topics, cooperative learning, assessment techniques, problem solving, the use of technology and curriculum integration. A field experience is required. (Offered every fall term.)
Social Studies Methods and Materials in Elementary Education: This course examines effective methodologies for teaching Social Studies in the elementary school with focus on reflective writing and the value of a multicultural environment. Common Core State Standards and NC Essential Standards will guide student learning. Cooperative learning, group process, and inquiry models will be used in planning lessons. Multi-faceted assessment techniques will be practiced. (Offered every summer term.)
Content and Vocabulary Development in Elementary Education: In this course the importance of reading development in the content fields for the improvement of learning is emphasized. Topics include study skills; selection of appropriate reading materials both functional and recreational; classroom strategies for facilitating reading comprehension; and vocabulary-building methodologies, including spelling instruction that relies on an understanding of English orthography and ways children develop as spellers. Candidates will analyze the role of spelling in literacy development and identify the characteristics of how children read, write and spell in the stages of literacy development. A field experience is required. (Offered every fall term.)
Teacher as Researcher: This course describes the nature and purposes of collaborative action research and how the action research process is used to improve the quality of classroom instruction and school climate. Candidates will formulate a research question, review related literature, and plan and carry out their own research in school settings. The learning product of this course will be a paper or project to be presented at the Action Research Symposium. Corequisite: EDU 552. (Offered every fall term.)
Seminar and Reflective Practice: Candidates will use case studies, research and reflective writing to expand and modify the three components: instructional practice, unique learner needs, and classroom climate of their Performance Based Licensure portfolio.Corequisite: EDU 551.
Introduction to Gifted Education: An introduction to the education of gifted students, emphasizing historical foundations of gifted education; definitions; federal, state, and local laws and guidelines; characteristics; theories of intelligence; methods of identification; current problems, trends, and issues in gifted education. Candidates will study, and apply on the current research in these specific areas while completing a culminating project. 199
Social and Emotional Needs of Gifted Children: This course will focus on the theoretical and practical knowledge needed to support the social and emotional needs of gifted children. Special attention will be placed on current research of effective characteristics, personality traits, recognizing the signs of stress and distress and will explore ways to deal with perfectionism. Candidates will study, and apply on the current research in these specific areas while completing a culminating project.
Methods and Models of Gifted Education: This course focuses on methods and models of instruction for high-abiity learners. Special emphasis is placed on effective instructional methods for gifted students, including problem-based learning, project- based learning, independent/self-directed learning, Socratic seminar, critical thinking, and problem solving. Candidates will study, and apply on the current research in these specific areas while completing a culminating project.
Developing Curriculum and Differentiating Instruction for the Gifted: This course focuses on interdisciplinary approaches to instruction and integrative methods for designing learning experiences for gifted learners. Emphasis is placed on ways to use assessment data to extend basic differentiation of curriculum elements (i.e., content, process, product, and learning environment). Candidates will student, and apply on the current research in these specific areas while completing a culminating project.
Teaching Gifted Students: Candidates in this course will observe a variety of instruction with gifted students. Candidates will focus on assessments, planning and implementing instruction for gifted students in gifted classrooms and in inclusion settings. Candidates will study and reflect on the current research in these specific areas while completing a culminating project.
Introduction to STEM Curriculum: This introductory course to the STEM track provides an in-depth examination and evaluation into STEM curricula. Emphasis will be placed on designing grade level integrated curriculum units.
STEM Education Research: This course is a detailed analysis and evaluation of the past and current research and trends in STEM education. Candidates will also learn how to develop and implement resaerch in their own classroom and schools.
Advanced Science and Math Content: This course introduces advanced content in Biology, Chemistry, and Physics. A thematic approach to learning STEM-related content will be examined as well as advanced techology-based methods to support content acquisition.
STEM Assessment and Evaluation: This course will examine methods for effective evaluation specifically through the use of technology. Alternative forms of assessment common in Science and Math classrooms will be explored.
Leadership in STEM Learning: This course will focus on building leadership skills in implementing successful STEM learning. Topics include STEM leadership models, professional development and other means for continued education.
Digital Literacy for K-12 Classrooms: This course prepares educators in the use of information communication and technology literacy skills. This course will introduce many of the most common technology tools and instructional practices currently being used in schools. Candidates will revisit best practices for technology and digital literacy in 21st century classrooms.
Digital Citizenship: This course will focus on exploring and understanding the nine elements of digital citizenship. Candidates will examine how each of these elements of digital citizenship can be applied to what is taught in the classroom as well as preparing students to be digitally responsible producers and consumers within the larger community. Credit:
Integrating Technology into the Language Arts, Math, Social Studies & Science Curricula: This course is an in-depth study of NC K-12 computer skills and technology curriculum. Emphasis is placed on the development of strategies, materials, and staff development to integrate technology into content-related curricula.
Promoting 21st Century Literacies: This course will focus on an understanding of 21st century skills and themes and it will engage students in discussions, activities, and projects related to issues of information, media, and visual literacies. Emphasis is placed on developing an understanding of the ethical and legal issues surrounding the access and use of information, evaluating social and cultural differences in order to collaborate effectively with others from a range of social and cultural backgrounds, examining how media can influence beliefs and behaviors, and utilizing appropriate visual media creation tools
Clinical Internship: This course provides candidates with an opportunity to apply what they have learned in their coursework into their own classrooms and schools. This internship will be in their own classroom with the support of a University technology specialist to assist in implementing technology and media-rich lessons.
Professional Internship--Elementary Graduate Students: Directed observation and student teaching in selected schools, grades K-6. Seminars are scheduled throughout this period. All coursework must be completed before student teaching with no grade below a C and no more than one C. Student teaching fee applies.
Approval of the Teacher Education Committee. (Offered every fall and spring term.)
EDU 601Educational Research and Evaluation3
Educational Research & Evaluation: Candidates will investigate: empirical, logical and conceptual research problems; methods and procedures of qualitative and quantitative research; interpret research; write reviews of related literature; and participate in library research. Candidates will also critically analyze research designs, explore and assess various research methods, acquire a conceptual knowledge of statistical procedures and interpret research findings. Differentiated coursework, research and application will align to candidates’ individual specialty area.
Education Law and Ethics: This course is designed to guide candidates through an examination of the ethical and legal dimensions of school. Candidates will explore current legal issues facing students and educators as well as landmark court cases that have shaped the schools of today. Candidates will be prepared to design protocols and processes that ensure compliance with legal and ethical obligations. Upon completion of this course, candidates will have built a solid foundation of legal and ethical understanding. Differentiated coursework, research and application will align to candidates’ individual specialty area.
Multicultural Pedagogy: This course investigates multicultural education at the individual as well as at the societal level. Candidates will engage in activities/discussions to investigate similarities and differences within cultures, races, gender, ethnicity, socio-economic status, religion and exceptionalities in schools including AIG, ELL, Special Education and students of poverty. The course provides candidates with a broad base of knowledge and skills to increase the effectiveness of instruction through culturally responsive teaching. The candidate will be able to effectively meet the needs of all learners through one’s self-exploration, research and
21st Century Leadership: This course will examine school outreach to families, business partners, and to faith-based and civic organizations as multiple models of how to build strong partnerships between school and community. Candidates will learn how to build strong community relationships and collaborate with external stakeholders. Candidates will develop and implement a project with external partners to bring students and their families together at the school. Differentiated coursework, research and application will align to candidates’ individual specialty area.
PLCs: Alignment & Action: This course will introduce the common themes and ideas from educational leaders regarding the creation and effective implementation of Professional Learning Communitiess at both the school and district levels. It will address critical questions about using the PLC structure to ensure alignment among assessment, curriculum, instruction, teaching and student learning. The course will explore how to facilitate data-driven decision-making and instruction at the school level. It will also examine the use of PLCs in a broader context, including their research-based principles and their potential impact on achievement gaps and educator effectiveness. Differentiated coursework, research and application will align with candidates’ individual specialty areas.
EDU 606School and Community Leadership This course will3
examine community engagement, tactics to promote collaboration with families and other community members, and strategies to maximize community resources and meet community interests and needs. Additional focus will be on promoting a positive school culture and building a culture of care within a school, accounting for systems and structures.
Building Community: This course will examine the school executive’s outreach to families, to business partners, and to faith-based and civic organizations as multiple models of how to build strong partnerships between school and community. Candidates will engage in active discussion and reflection regarding the role of the school executive in building strong community relationships and collaborating with external stakeholders. During this course, candidates will also identify and analyze school targets as part of the culminating program capstone project. Credit: 3
Leading Diversity: This course will lead candidates through a discussion and analysis of the issues, challenges, and opportunities related to education in a diverse and democratic society. Candidates will be engaged in an investigation of the similarities among students within cultures, ethnicity, and socio-economic status, and will be led to explore the preparation and ability of leaders and schools in promoting the 201
Vocabulary Instruction: This course examines phonics, vocabulary and spelling instruction that relies on an understanding of English orthography, Foundations of Reading theory and how children develop as spellers, readers, and writers. Candidates analyze the role of spelling in literacy development and develop effective differentiated instruction to meet the needs of all students.
Introduction to Special Education: This course is an overview of special education characteristics and definitions of disabilities, the referral process and service delivery models. Information on the history of, legal basis for and contemporary issues in special education.
Disability Laws and Policies: This course is designed to teach candidates the development and enactment of laws and policies designed to protect the rights of persons with special needs and disabilities. The course examines significant legislation contributing to policies affecting the population of students including disability legislation/policy on local, state, national, and international levels.
Supporting SPED Students: This course focuses on the theoretical and practical knowledge needed to support the social and emotional needs of students with special needs. Special attention will be paid to current research on effective characteristics, personality traits, recognizing the signs of stress and destress and will explore ways to work with students, parents, and teachers.
Inclusive Education: This course provides candidates with information and expertise related to instruction that effectively meets the academic needs of all students in inclusive settings. Characteristics of, identification of and teaching practices for exceptionsl students.
Internship and Seminar in Special Education: This course provides candidates time to work with special education specialists in the schools and classrooms. They will implement effective teaching strategies in inclusive classroom settings. Clinical hours.
Introduction to Higher Education: This course will introduce students to teaching at the college level. Focus will be on an examination of the history and current trends in higher education. An annotated bibliography will be developed and
Adult Learning Theory: This course will focus on the theory and application of how adult students think and learn including an in-depth analysis of current research. Prerequisite: EDU 625 Credit; 3.
Higher Education Instruction Strategies: This course explores the best practices fo instruction in the college-level classroom. Candidates will explore trends and current research and apply newly learned information and processes.
Higher Education Evaluation and Assessment: Introduces students to assessment, evaluation, and technology rich principles and practices. Focus will be on the uses and limitations of a broad range of assessment and evaluation appraches in college teaching. Prerequisite: EDU 625.
Higher Education Internship: This course focuses on current reserch in higher education settings and embeds an internship with college faculty as a fieldword component in this course.
Foundations of Reading: This course provides an overview of the reading process, including reading readiness, comprehension, word recognition, diagnosis, methods of instruction and related language acquisition processes.
Supervision to Improve Instruction: This course will engage candidates in an exploration of the role of the school executive in supervising and improving instruction. Topics such as teacher coaching, professional development, best practices, collegiality, and shared leadership will be discussed. Candidates will reflect upon the role of the school leader in monitoring instruction and in providing feedback and support in a manner that results in continuous growth and improvement in the classroom and in student achievement.
20st Century Learner: Students will explore and evaluate the current thinking on the role of psychology and cognition on learning. An annotated bibliography will be developed and used throughout the program. Credit: 3.
Designing Effective Curriculum: Students will study frameworks for designing K-12 curriculum and design effective curriculum that can be implemented in the K-12 classroom. Frameworks to be implemented in Candidates' classrooms and schools will be developed.
Instruction and Assessment: Students will examine effective practices for providing differentiation in the classroom. The course will guide students through evaluating research-based assessment strategies for the K-12 classroom. Students will lead their peers through evaluating student assessments, determine learning goals for students based on student data, and present instructional opportunities to promote student learning.
Contemporary Issues in Education: This course will provide students opportunities to examine research related to issues, problems, and current trends related to curriculum and instructional practices in the K-12 setting. Students will read and discuss contemporary issues in the K-12 school. students will collaborate with peers to determine curriculum planning strategies and instructional practices that are aligned with 21st century classrooms.
Teaching of Writing: This course provides theories, research and critical issues related to students' writing development and effective writing instruction. Candidates learn to implement the writing process across the curriculum.
Leading in a Global Society: This course is designed to introduce candidates to the critical role that leaders have in the success of schools, the success of systems, the success of a global community, and the success of the individual student. Candidates will build a foundation of knowledge as they reflect upon the history of the princpalship and various leadership theories. Candidates will discuss and explore the role of the school leader as change agent, the challenges associated with this role, and the value of systemic thinking and planning in the management and leadership of schools. In addition, this course will introduce the candidate to the first component of the culminating program capstone project. For this work, candidates will engage in a reflection and analysis, grounded in data, of the status and needs of their current school. Credit:
EDU 644Foundations of Learning Theory & Cognition This
course introduces candidates to key principles of developmental psychology, cognition, and learning theory that inform effective teaching practice. Students will examine major learning theories and analyze how each influences classroom and curriculum decision-making. The course will also explore motivation and learner engagement, with an emphasis on supporting diverse learners in the K-12 classroom.
EDU 645Curriculum Evaluation & Decision-Making The
course will focus on curriculum frameworks and learning theory with emphasis on research and evidence-based practices. Emphasis will be on evaluating and selecting curricula to address a variety of issues across diverse settings.
Professional Learning Communities: This course is designed to introduce and explore the school executive’s role in leading a school through the most exciting of tranformations - that of moving from a traditional structure and culture into that of a true professional learning community. Future school leaders will be equipped with the understanding of the tools and planning necessary for a school to successfully adapt to a 21st Century collaborative model. Also included in this course is the candidate’s development of an action plan, which acts as a key component of the culminating program capstone project. This plan will be based on previously identified data and targets, and will address the allocation of resources and the specific strategies needed to address and improve identified gaps in student learning.
EDU 647Effective Learning Design This course focuses on3
instructional analysis, design, and evaluation principles in the context of K-12 curriculum. Students will gain practical experiences applying learning theory to learning design principles, including (but not limited to): standards alignment, needs analysis, assessment planning, instructional strategies, and materials selection.
EDU 648Assessment & Data-Informed Practices The course
will guide students through developing and evaluating research-based assessment strategies for the K-12 classroom. Emphasis will be on evaluating student assessment data to create aligned assessments, inform instruction, and make ethical decisions in learner-centered classroom practices.
EDU 649Contemporary Issues & Leadership This course3
examines research related to issues, problems, and current trends in the K-12 setting. Students will research and discuss contemporary issues affecting today’s schools and collaborate with peers to determine the impact on curriculum and instructional practices. Throughout the course, candidates will develop their instructional leadership philosophy and use it as a lens for analyzing contemporary issues in the K-12 setting.
Assessment, Diagnosis & Instruction to Remediate Reading Difficulties: Candidates examine causes of reading disabilities, diagnostic instruments, standard and informal assessment procedures, report writing, and materials and methods of instruction of an atypical reader.
Practicum in Reading Diagnosis: A comprehensive practicum that involves the supervised assessment of the reading and Language Arts abilities of children and adolescents. In a supervised clinical experience, candidates develop, administer, interpret, and score formal and informal tests, write case reports, and analyze reading and language arts problems. (Offered every summer term.)
Student Teaching: This course is the culminating experience for MAT Secondary candidates. Observations will be conducted and candidates will attend seminars. All coursework must be completed before student teaching with no grade below a C and no more than one C. Student teaching fee applies.
Classroom Management Seminar: Candidates will explore various environments of high school education as well as how to manage adolescent behavior. Specific emphasis will be placed on empirically validated practices and conflict resolution methods. Co-requisite: EDU 661.
Professional Development Seminar: This course is designed to support candidates during their student teaching with special emphasis on professional development. Candidates will learn how to access resources for ongoing professional development, plan professional development, as well as design a personal professional development plan to improve instructional practices and improve student learning outcomes.
Education Law and Ethics: This course is designed to lead candidates through an examination of both the ethical and legal dimensions of school leadership. Candidates will explore current legal issues facing students and educators as well as landmark court cases that have shaped the schools of today. Topics to be presented and discussed include due process, search and seizure, staff evaluation, bilingual education, sexual discrimination and harassment, and the education of exceptional children. Candidates will be prepared to design protocols and processes that ensure compliance with legal and ethical obligations. At the completion of this course, candidates will have built a solid foundation of legal and ethical
Internship in the Foreign Language Classroom: Candidates will complete an internship in which they will teach and be observed in a designated classroom in a level of K-12 schooling that is not at the level of student teaching.
Instruction Literacy Leadership: Current theories, research and instructional methods associated with reading and the Language Arts are examined. Candidates focus on the self- direction and professional development of literacy specialists, with an increasing emphsis on becoming instructional leaders including: mentoring, staff-development, coaching, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents.
Curriculum Development and Implementation: This course will lead candidates through an exploration of the theoretical foundations of curriculum and models for curriculum development. Candidates will learn and engage in discussion regarding the role of the school leader as a change agent in curricular processes. Candidates will also be challenged to reflect on the school leader’s responsibility in defining what knowledge, skills and concepts are essential to the complete educational development of the students in their school.
Improving Instruction Using Data: This course will focus on the critical expectation that school executives can create processes for the collection and use of student assessment data, both summative and formative, for the purpose of improving classroom instruction. This course will examine the knowledge and skills necessary to address this important responsibility and will provide candidates with the data analysis framework needed in order to apply this knowledge during the administrative internship experience and beyond. Case scenarios featuring actual schools and real data allow candidates to reflect upon decisions and synthesize data for further use by teachers. The course will culminate in the production of a digital product for use in sharing analyses, conclusions, and recommendations with school faculty. Credit:
Action Research in Education: This course examines the nature and purpose of collaborative action research and how the action research process is used to strengthen and improve school climate. Candidates will formulate a research question, plan and carry out their own research in school settings based on their new expertise area. The learning product of this course is a paper to be presented. Differentiated coursework, research and application will align to candidates’ individual specialty area.
EDU 681Action Research in Education This course provides3
participants with foundational knowledge in being a consumer of and conducting educational/academic research. It is also designed to develop skills for planning and completing a systematic action research inquiry into classroom practice, which will include analysis of practice, review of relevant literature, plans for change, implementation, and evaluation.
Seminar in Collaborative Leadership and Professional Development: Seminar focused on the self-direction and professional development of literacy specialists, with an increasing emphasis on becoming instructional leaders including: mentoring, staff-development, coaching, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers. (Offered every spring term.)
School Executive Internship I: As the first phase of a two- phased internship experience, this course provides the first formal opportunity for candidates to put learned theory and content into practice. Candidates work collaboratively with school-based mentors and with their university supervisor to plan and experience a variety of administrative-based activities including required core internship activities, all designed to provide practical insight into the implementation of knowledge and the application of administrative skills. Candidates are required during this first internship phase to complete a minimum of 100 logged hours and also to align all internship experiences to the North Carolina Standards for School Executives.
School Executive Internship II: As the second phase of a two- phased internship experience, this course provides the ongoing opportunity for students to apply learned theory and content to school-based challenges and experiences. During this course, candidates will continue to work collaboratively with their school-based mentors and with their university supervisor to plan and experience a variety of administrative- based activities including required core internship activities, al designed to provide practical insight into the implementation of knowledge and the application of administrative skills. Candidates are required during this second internship phase to complete a minimum of 100 logged hours and also to align all internship experiences to the North Carolina Standards for School Executives. Upon completion of this second internship phase, candidates should have completed a comprehensive 200 hour internship with a broad spectrum of administrative experiences. In addition, candidates will complete the overarching and culminating program capstone project during this course, including an Action Plan for Continuous Improvement, a presentation of such to the faculty of the school, and a reflection on the work completed and the challenges ahead.
