47 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 119Introduction to Early Childhood, Education4
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, guidance techniques, and professionalism. Topics, include theoretical foundations, national early, learning standards, NC Foundations for Early, Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, guidance techniques, and curriculum responsive to, the needs of each child/family. Upon completion, students should be able to implement, developmentally appropriate environments, guidance, techniques, schedules, and teaching strategies, across developmental domains to support, culturally, linguistically, and ability diverse, children and their families in inclusive settings, and design a personal career/professional, development plan.
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 building strategies between diverse, families, children birth through adolescence, schools, and communities and demonstrate a, variety of communication skills including, appropriate use of technology to support every, child.
This course includes the theories of child, development, observation and assessment, milestones, and factors that influence, development, from conception through, approximately 36 months. Emphasis is placed on, knowledge, observation and assessment of, developmental sequences in approaches to, play/learning, emotional/social, health/physical, language/communication and cognitive domains., Upon completion, students should be able to, compare/contrast typical/atypical developmental, characteristics, explain biological and, environmental factors that impact development, and identify evidence-based strategies for, enhancing development for children that are, culturally, linguistically, and ability diverse.
This course includes the theories of child, development, observation and assessment, milestones, and factors that influence, development, from preschool through middle, childhood. Emphasis is placed on knowledge, observation and assessment of developmental, sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains., Upon completion, students should be able to, compare/contrast typical/atypical developmental, characteristics, explain biological and, environmental factors that impact development, and identify evidence-based strategies for, enhancing development for children that are, culturally, linguistically, and ability diverse.
This course introduces evidence-based strategies, to build nurturing relationships with each child, by applying principles and practical techniques, to facilitate developmentally appropriate, guidance. Topics include designing, responsive/supportive learning environments, cultural, linguistic and socio-economic, influences on behavior, appropriate expectations, the importance of communication with, children/families including using technology and, the use of formative assessments in establishing, intentional strategies for children with unique, needs. Upon completion, students should be able, to demonstrate direct/indirect strategies to, encourage social skills, self-regulation, emotional expression and positive behaviors while, recognizing the relationship between children's, social, emotional and cognitive development.
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 162Observation and Assessment in, Early Childhood Education3
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 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 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.
This course covers atypical patterns of child, development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on, the characteristics of exceptionalities and, delays, early intervention/special education, transitions, observation, developmental, screening, formative assessment of children, and, collaborating with families and community, partners. Upon completion, students should be, able to recognize diverse abilities, describe the, referral process, identify community resources, explain the importance of collaboration with, families/professionals, and develop appropriate, strategies/adaptations to support children in all, environments with best practices as defined by, laws, policies and the NC Foundations for Early, Learning and Development.
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.
This course includes developmentally appropriate, practices in group settings for school-age, children. Emphasis is placed on principles of, development, environmental planning, and positive, guidance techniques and program development. Upon, completion, students should be able to discuss, developmental principles for culturally, linguistically, and ability diverse children ages, five to twelve and plan and implement, developmentally appropriate programs and, activities.
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 principles and practices, essential to preparing and supporting child care, administrators. Topics include program, philosophy, policies and procedures, NC Child, Care Law and Rules, business planning, personnel, and fiscal management, and NAEYC Code of Ethical, Conduct Supplement for Early Childhood Program, Administration. Upon completion, students should, be able to articulate a developmentally, appropriate program philosophy, locate current, state licensing regulations, analyze a business, plan and examine comprehensive program policies, and procedures.
This course focuses on advocacy/leadership, public, relations/community outreach and program, quality/evaluation for diverse early childhood, programs. Topics include program, evaluation/accreditation, involvement in early, childhood professional organizations, leadership/mentoring, family, volunteer and, community involvement and early childhood, advocacy. Upon completion, students should be, able to define and evaluate all components of, early childhood programs, develop strategies for, advocacy and integrate community into programs.
This course is designed to provide learners with, the knowledge and skills to create, manage, and, assess effective instructional environments, learning attitudes, and behaviors for today's, diverse learning population. , , Topics include organizing the learning, environment, fostering positive learning, attitudes, supporting healthy stakeholder, partnerships, engaging students using effective, differentiated instruction, guiding, and managing, student behaviors, and assessing student progress., , , Upon completion of this course, learners will, demonstrate effective dispositions of the, professional educator that include managing, schedules, spaces, and resources, promoting, supportive learning mindsets, engaging students, with diverse instructional strategies, guiding, student behaviors to maximize both the, instructional and social climate, and analyzing, and effectively responding to student progress.
This course introduces the appropriate and ethical, use of technology that is inclusive of digital and, analog materials/tools to enhance teaching and, learning in all educational settings. Emphasis is, placed on the developmentally appropriate use of, technology with children, ethical issues, digital, citizenship, instructional strategies, assistive, technology, and the use of technology for, professional development and communication with, families. Upon completion, student should be able, to demonstrate professional and ethical, implementation of various modes of technology in, culturally responsive and equitable ways to, support diverse children, families and, communities.
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, to enhance instruction, instructional technologies, for teaching, technology-based assessment, formative and summative assessments, data to, inform practice, and ethical practices for, technology and assessment. Upon completion, students will be able to demonstrate, effective integration of educational technology, into classroom practice, appropriate use of, technology-based assessments, and practical, application of data to inform educational planning, and interventions.
EDU 277Integrated Curriculum and Instructional, Strategies: Math/Science3
This course is designed to provide learners with, the content knowledge, instructional, methods/materials, and assessment techniques, needed to provide research-based math and science, K - 12 instruction. , , Topics include essential math and science 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 math and science instruction aligned, to the NC Standard Course of Study, other, professional and national standards.
EDU 278Integrated Curriculum and Instructional, Strategies: Social Studies/ELA3
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.
This course is designed to allow learners to, demonstrate acquired skills and competencies in a, developmentally appropriate learning environment., Topics include dispositions of effective teachers, portfolio assessment development, reflective, practice, teaching methods, assessment strategies, and professional practices based on state and, national Teaching Standards. , , Upon completion, learners should be able to, provide a portfolio assessment with evidence of, ethical/professional standards, respect for a, diverse population in learning environments, content knowledge, appropriate guidance, intervention, and grade-level technology enhanced, lesson planning/assessments through practices in, the classroom environment.
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.
