70 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 114Intro to Family Childcare 4 0 04
The course introduces the foundational principles, strategies, and best practices for planning and implementing meaningful, developmentally appropriate learning experiences while managing a professional and sustainable family child care setting. Emphasis is placed on addressing the unique challenges of mixed-age group care, supporting diverse developmental needs, building positive family and community partnerships, maintaining professionalism, integrating sound business practices, and promoting self-care for providers to sustain long-term success. Upon completion, students should be able to design, adapt, and implement inclusive activities for infants, toddlers, preschoolers, and school-age children while effectively managing a sustainable family child care business with a focus on professionalism, self-care, and strong family-community collaboration.
This course introduces the foundations of culturally responsive, equitable and inclusive early childhood education, planning intentional developmentally appropriate experiences, learning activities, and teaching strategies for indoor and outdoor environments for all young children, Revised August 14, 2026 2026-2027
This course introduces the foundations of responsive and accessible school-age care and education including planning intentional, developmentally appropriate experiences, learning activities, and teaching strategies for children ages five to twelve. Topics include theoretical foundations, child and school-age development, national and state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, guidance strategies, and curriculum responsive to the needs of each child and family. Upon completion, students should be able to implement developmentally appropriate environments, guidance strategies, engaging curriculum and effective teaching strategies across developmental domains while supporting children and families with diverse backgrounds and needs.
This course introduces the impact of social environments on young children's development and the importance of developing supportive, reciprocal relationships across children's various social environments and family circumstances. Topics include recognizing the impact of family/community relationships on child development, respect for family differences, strategies for building/sustaining respectful, reciprocal relationships, resilience, strength-based strategies for working with families and identifying community resources to support children, families, and the classroom. Upon completion, students should be able to demonstrate an understanding of how various family structures, environmental conditions, relationships, stressors, supports, and cultural values create the context for young children's lives by implementing strength-based strategies to support classroom interactions, and communications with families and communities.
This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, and supporting respectful relationships between diverse families, programs/schools, and community agencies/ resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators. Upon completion, students should be able to identify appropriate relationship 2026-2027 Revised August 14, 2026
First Year – Spring Semester COM 231 Public Speaking or ENG 111 Writing and Inquiry EDU 146 Child Guidance EDU 151 Creative Activities EDU 153 Health, Safety, & Nutrition EDU 221 Children with Exceptionalities Second Year – Fall Semester EDU 154 Social/Emotional/Behavioral Development EDU 223 Specific Learning Disabilities EDU 247 Sensory/Physical Disabilities EDU 248 Developmental Delays
This course provides a comprehensive introduction of best strategies for creating and planning an inclusive and diverse environment to meet the individual needs of children using research-based practices. Topics include adaptations and accommodations to the indoor/outdoor classroom environments, materials, schedules, learning experiences, and assistive technologies. Upon completion, students should be able to make adaptations to environments, materials, schedules, learning experiences, and assistive technologies to create inclusive classroom settings. EDU 151 Creative Activities 3 0 0 3 This course introduces developmentally supportive, diverse, equitable, and inclusive creative learning environments with attention to divergent thinking, creative problem-solving, evidence- based teaching practices, and open-ended learning materials and activities that align with the NC Foundations for Early Learning and Development. Emphasis is placed on best practices providing process-driven culturally diverse, learning experiences in art, music, creative movement, dance, and dramatic play integrated across all domains and academic content in indoor/outdoor environments for every young child age birth through age eight. Upon completion, students should be able to observe, examine, create, adapt, and advocate for developmentally appropriate creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse.
This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. EDU 154 Social/Emotional/Behavioral Development 3 0 0 3 This course covers the emotional/social development of young children and the varied causes, expressions, prevention methods and management strategies of challenging behaviors. Emphasis is placed on culturally responsive and supportive caregiver/family/child relationships, positive 2026-2027 Revised August 14, 2026
This course covers maintaining the health and safety of young children in licensed child care facilities. Topics include universal precautions, emergency preparedness, early childhood mental health, safety regulations, child maltreatment, shaken baby syndrome, CPR/First Aid, ITS-SIDS, playground safety, medication administration, communicable diseases, immunizations, and transportation. Upon completion, students should be able to safely prevent/manage infectious diseases, medications, food/allergic reactions, transporting children, response to natural disasters, universal precautions, CPR/First Aid, child maltreatment, safety regulations from licensing and sanitation, and foster resilient environments.
This course covers children with exceptionalities as life long learners within the context of the community, school and family. Emphasis is placed on inclusion, legal, social/political, environmental, and cultural issues relating to the teaching of children with exceptionalities. Upon Revised August 14, 2026 2026-2027
This course introduces the research, benefits, goals, and ethical considerations associated with observation and formative assessment in early childhood education. Emphasis is placed on the implementation of multiple observation/assessment strategies including anecdotal records, event samples, rating scales, and portfolios to identify specific needs of individual children with diverse abilities and to create appropriate learning experiences. Upon completion, students should be able to practice responsible assessment and effectively use tools to assess the child, teacher practices and indoor and outdoor environments to enhance programming; and explain the importance of assessment partnerships with families and other professionals.
This course examines classroom management and evidence-based instructional strategies that create supportive learning environments to provide culturally, linguistically and developmentally appropriate guidance for school-age populations. Topics include classroom management and organization, teaching strategies, individual student differences and learning styles, ongoing systematic observation, and developmentally appropriate classroom guidance techniques. Upon completion, student should be able to utilize developmentally appropriate behavior management, utilize high-quality instructional strategies that enhance the teaching/learning process and promote students' academic success.
This course is an introduction to the early childhood profession. Emphasis is placed on the NAEYC Code of Ethical Conduct, personal growth through involvement in professional organizations, advocacy for children and the profession, and the importance of a professional portfolio. Upon completion, students should be able to identify professional resources and community partners and demonstrate essential advocacy skills while involving oneself in the early childhood field.
EDU 184Early Childhood Introductory Practicum 1 3 02
This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children, assisting in the implementation of developmentally appropriate, culturally responsive, equitable, and ability diverse activities in indoor/outdoor environments for young children, supporting/engaging families, and modeling reflective/professional practices based on national/state guidelines. Upon completion, students should be able to implement 2026-2027 Revised August 14, 2026
This course introduces students to knowledge, concepts, and best practices needed to provide developmentally appropriate, effective, inclusive, and culturally responsive educational experiences in the classroom. Topics include growth and development, learning theory, student motivation, teaching diverse learners, classroom management, inclusive environments, student- centered practices, instructional strategies, teaching methodologies, observation/assessment techniques, educational planning, reflective practice, collaboration, cultural competence, ethics, professionalism, and leadership. Upon completion, students should be able to identify the knowledge, skills, roles, and responsibilities of an effective educator as defined by state and national professional teaching standards.
This course covers current topics and policies in the diverse and inclusive field of early childhood education that affect young children, families, communities, and professionals. Emphasis is placed on but not limited to advocacy, equity, bias and social justice, emerging research, professionalism, reflective practice, and legal/ethical concerns. Upon completion, student should be able to list, discuss, and explain current trends/policies in early childhood education as well as develop an advocacy plan based on course content. EDU 216 Foundations of Education 3 0 0 3 This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level. Note: This course has been approved for transfer under the CAA as a premajor and/or elective course requirement. This course has been approved for transfer under the ICAA as a premajor and/or elective course requirement. EDU 221 Children with Exceptionalities 3 0 0 3 Revised August 14, 2026 2026-2027
EDU 230Development, Diversity, & Resilience in 2 3 03
Youth & Secondary Students This course provides an overview of youth development with an emphasis on understanding how individual, cultural, and contextual factors influence learning, well-being, and resilience in middle and high school settings. Emphasis is placed on applying research-based knowledge of cognitive, social, emotional, and physical development to meet the needs of diverse students, foster motivation and engagement, and support healthy identity formation during the secondary years. Upon completion, students should be able to design learning environments and instructional practices that promote well-being, self-efficacy, and resilience; apply inclusive and developmentally appropriate strategies; and build positive relationships that enhance learning and growth among diverse youth.
This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months. EDU 235 School-Age Activities 3 0 0 3 This course introduces developmentally supportive, inclusive, and creative learning environments for school-age programs, focusing on diverse, equitable, and engaging experiences in art, music, movement, and dramatic play. Emphasis is placed on fostering divergent thinking, creative problem-solving, and integrating process-driven activities across academic subjects in both indoor and outdoor settings. Upon completion, students should be able to observe, analyze, design, adapt, and advocate for creative learning opportunities that reflect the cultural, linguistic, and ability diversity of school-age children, ensuring accessibility and meaningful engagement in developmentally appropriate and inclusive educational experiences. EDU 236 School-Age Administration I 3 0 0 3 This course introduces principles and practices essential to preparing and supporting administrators of programs serving school-age children in before and after school programs, summer care, and intersession care. Topics include program philosophy, policies and procedures, state licensing and regulations, business planning, fiscal and staff management, and fund development. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, ensure compliance with state regulations, develop comprehensive business plans, and explore career development opportunities. EDU 237 School-Age Administration II 3 0 0 3 This course builds on the foundational principles introduced in School Age Administration I, focusing on advanced topics essential for administrators of programs serving school-age children. Topics include advocacy and leadership, public relations, community outreach and partnerships, 2026-2027 Revised August 14, 2026
EDU 239Applying Scientific Inquiry in Middle Grades 2 3 03
This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive science teaching in the middle grades classroom. Topics include formative and summative assessments, inquiry-based investigations, Universal Design for Learning (UDL), safety and lab management, and evidence-based strategies for engaging all students in scientific exploration and critical thinking. Upon completion, students should be able to design and use assessment tools to measure conceptual understanding, analyze student data to guide instruction, differentiate lessons to promote access and equity, and apply scientific inquiry skills to foster curiosity and achievement among diverse students.
This course covers characteristics, intervention strategies, assistive technologies, and inclusive practices for children with sensory and physical disabilities. Topics include inclusive placement options, utilization of support services, other health impairments and family involvement for children with sensory and physical disabilities. Upon completion, students should be able to identify and utilize intervention strategies and service delivery options for those specific disabilities. EDU 248 Developmental Delays 3 0 0 3 This course covers the causes and assessment of developmental delays and individualized instruction and curriculum for children with developmental delays. Emphasis is placed on definition, characteristics, assessment, educational strategies, inclusion, family involvement, and services for children with developmental delays. Upon completion, students should be able to identify, assess, and plan educational intervention strategies for children with developmental delays and their families. EDU 250 Teacher Licensure Preparation 3 0 0 3 This course provides information and strategies necessary for transfer to a teacher licensure program at a senior institution. Topics include entry level teacher licensure exam preparation, performance based assessment systems, requirements for entry into teacher education programs, the process to become a licensed teacher in North Carolina, and professionalism including expectations within the field of education. Upon completion, students should be able to utilize educational terminology and demonstrate knowledge of teacher licensure processes including exam preparation, technology based portfolio assessment, and secondary admissions processes to the school of education at a senior institution.
This course introduces discovery experiences in math and science. Topics include concepts, facts, phenomena, and skills in each area. Upon completion, student should be able to identify, plan, select materials and equipment, and implement and evaluate developmentally appropriate curriculum materials. EDU 256 Instructional Strategies/Social Studies 2 2 0 3 This course covers objectives, content, materials, and instructional approaches to social studies. Topics include the integration of history, geography, economics, and governmental materials; research/study techniques; and critical thinking. Upon completion, students should be able to assess, plan, implement, and evaluate developmentally appropriate experiences as it relates to the NC Standard Course of Study. EDU 259 Curriculum Planning 3 0 0 3 This course is designed to focus on using content knowledge to build developmentally effective approaches for culturally/linguistically/ability diverse young children. Topics include components of curriculum, a variety of curriculum models, authentic observation and assessment, and planning developmentally appropriate experiences aligned with the NC Foundations for Early Learning and Development. Upon completion, students should be able to understand, evaluate, and use curriculum to plan for individual/group needs.
Experiences Birth Through Kindergarten This course provides an overview of developmentally appropriate curriculum strategies and learning experiences for children from birth to age five, focusing on designing, implementing, and evaluating inclusive, responsive, and equitable learning opportunities across diverse early childhood settings. Emphasis is placed on integrating early childhood content domains, aligning curriculum with the NC Foundations for Early Learning and Development, and applying best practices for observation, assessment, and instructional design in culturally and linguistically diverse environments. Upon completion, students should be able to design and implement developmentally appropriate, inclusive, and culturally responsive curriculum plans that reflect best 2026-2027 Revised August 14, 2026
EDU 260Birth Through Kindergarten: Assessment 3 0 03
& Family Collaboration This course provides an overview of assessment practices and family collaboration strategies for children from birth through kindergarten, emphasizing the use of authentic, developmentally appropriate methods to support growth, learning, and equitable outcomes across diverse early childhood settings. Emphasis is placed on observation, documentation, and assessment techniques that respect cultural, linguistic, and ability diversity, as well as strategies for engaging families as active partners in understanding and supporting children's development. Upon completion, students should be able to implement effective assessment practices, analyze and use data to inform curriculum decisions, and collaborate with families to create inclusive, responsive learning environments that promote each child's developmental progress and success.
This course provides an overview of essential administrative components for managing early childhood programs, including child development, program frameworks, North Carolina child care rules and regulations, effective leadership practices, reflective supervision, and the NAEYC Code of Ethical Conduct. Emphasis is placed on personnel management, financial planning, reflective supervision strategies, child development principles, ethical decision-making, and ensuring compliance with state regulations to maintain high-quality learning environments. Upon completion, students should be able to apply program standards, manage staffing and budgets, implement reflective supervision to support professional growth, integrate child development knowledge into program planning, uphold ethical responsibilities following the NAEYC Code of Ethical Conduct, and navigate regulatory requirements to support successful early childhood program operations. Revised August 14, 2026 2026-2027
This course is designed to prepare students for leadership roles in licensed child care facilities in North Carolina by focusing on curriculum development, program assessment, and resource management for centers and families. Emphasis is place on best practices in early childhood curriculum, quality improvement strategies, advocacy, and leadership in early learning environments. Upon completion, students should be able to implement developmentally appropriate curriculum, assess program effectiveness, support families with relevant resources, and advocate for policies that enhance early childhood education and program quality. EDU 263 School-Age Program Administration 2 0 0 2 This course introduces the methods and procedures for development and administration of school- age programs in the public or proprietary setting. Emphasis is placed on the construction and organization of the physical environment. Upon completion, student should be able to plan, develop and administer a quality school-age program.
EDU 264Strategies for Adaptive Math Instruction 2 3 03
This course provides a comprehensive introduction of strategies, best practices, and skills to effectively teach math in K-12 special education settings while aligning instruction with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include number sense and operations; data analysis and probability; mathematical problem solving, communication, and reasoning; technology in math; and algebraic and geometric concepts individualized and tailored to each students' needs across various educational settings. Upon completion, students should be able to assess learning needs, implement and evaluate curriculum, ensure comprehensive and adaptive math instruction to support diverse, equitable and inclusive learning requirements.
EDU 265Strategies for Adaptive Literacy Instruction 2 3 03
This course provides a comprehensive introduction to evidence-based strategies, best practices, and instructional skills for teaching reading and writing in K-12 special education settings while aligning with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include phonological awareness, phonics, fluency, vocabulary, and comprehension; written expression; literacy assessment and progress monitoring; assistive and adaptive technologies; and differentiated instruction for diverse students across general and specialized settings. Upon completion, students should be able to design, implement, and evaluate individualized literacy instruction that fosters language development, reading proficiency, and equitable access to literacy for students with a wide range of learning needs and exceptionalities. 2026-2027 Revised August 14, 2026
This course is designed to provide students with the knowledge and skills to utilize digital instructional technologies and technology-based assessments to plan and implement appropriate educational experiences and interventions in the classroom. Topics include educational technology 2026-2027 Revised August 14, 2026
EDU 278Integrated Curriculum Instr: Soc Stud/ELA 2 3 03
This course is designed to provide learners with the content knowledge, instructional methods/materials, and assessment techniques needed to provide research-based social studies and ELA K -12 instruction. Topics include essential social studies and ELA concepts and skills, developmentally appropriate pedagogy, culturally responsive instruction, standards-based outcomes, technology enhanced lesson planning, formative/summative assessments, research- based interventions, authentic learning experiences, and reflective practice. Upon completion, learners will be able to plan, implement, assess, and reflect on developmentally appropriate social studies and ELA instruction aligned to the NC Standard Course of Study, other professional and national standards.
This course is designed to provide students with concepts and skills of literacy development, instructional methods/materials and assessment techniques needed to provide scientifically-based, systematic reading and writing instruction into educational practice. Topics include literacy concepts, reading and writing development, developmentally appropriate pedagogy, culturally- responsive instruction, standards-based outcomes, lesson planning, formative/summative assessment, recognizing reading difficulties, research-based interventions, authentic learning experiences, classroom implementation, and reflective practice. Upon completion, students should be able to plan, implement, assess, evaluate, and demonstrate developmentally appropriate literacy instruction aligned to the NC Standard Course of Study and other state and national standards.
This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally, linguistically and ability diverse. 2026-2027 Revised August 14, 2026
EDU 281Instructional Strategies/Reading & Writing 2 2 03
This course covers concepts, resources, and methods for teaching reading and writing to elementary through middle-grade children. Topics include the importance of literacy, learning styles, skills assessment, various reading and writing approaches and instructional strategies. Upon completion, students should be able to assess, plan, implement and evaluate school-age literacy experiences as related to the North Carolina Standard Course of Study. EDU 282 Early Childhood Literature 3 0 0 3 This course covers the history, selection, and integration of literature and language in the early childhood curriculum. Topics include the history and selection of developmentally appropriate children’s literature and the use of books and other media to enhance language and literacy in the classroom. Upon completion, students should be able to select appropriate books for storytelling, reading aloud, puppetry, flannel board use, and other techniques. 2022-2023 Effective 2023 Spring & Summer Revised February 28, 2023
This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. EGR 150 Introduction to Engineering 1 2 0 2 This course is an overview of the engineering profession. Topics include goal setting and career assessment, ethics, public safety, the engineering method and design process, written and oral communication, interpersonal skills and team building, and computer applications. Upon completion, students should be able to understand the engineering process, the engineering profession, and utilize college resources to meet their educational goals. Note: In accordance with the Comprehensive Articulation Agreement, this course has been approved to satisfy the pre-major/elective requirement in A.A., A.E., and A.S. degree programs. EGR 250 Statics/Strength of Materials 4 3 0 5 This course includes vector analysis, equilibrium of force systems, friction, sectional properties, stress/strain, and deformation. Topics include resultants and components of forces, moments and couples, free-body diagrams, shear and moment diagrams, trusses, frames, beams, columns, connections, and combined stresses. Upon completion, students should be able to analyze simple structures. Revised August 14, 2026 2026-2027
