36 courses with the subject EDUC, 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.
A general survey of physical and cultural geography, the objectives, basic skills and study methods of the geographer as applied to the teaching of geography. Required for licensure in 6–9 and 9–12 Social Studies. Others admitted by permission of instructor. Field experience is required. Odd years Spring.
Course not otherwise included in the catalog listing but for which there may be special needs. May be repeated for credit as often as permitted and as subject matter changes. See department chair.
Introduces students to current issues, research, and trends affecting teachers and students. Emphasizes school and student diversity, curriculum, and accountability. To be taken concurrently with EDUC 211.
Covers current technologies, applications promoting active and participatory learning, societal and ethical issues, and the development of technological competence and essential skills. Emphasizes the practical application of the Computer Skills standards. Field experience is required. To be taken concurrently with EDUC 210. (Grading is S/U). Fall and Spring.
Introduces and examines the history, legislation, legal responsibilities, categories of disabilities, characteristics, educational concerns, educational responsibilities, and best practices for meeting the needs of students with exceptionalities. Issues of referral, assessment, eligibility, individualized educational programming, service delivery options, placement, consultation and collaboration with educators and related service personnel, and professional resources are emphasized. Field Experience required.
Designed to provide pre-service and in-service teachers with an opportunity to develop the knowledge base and skills necessary to use and analyze software, hardware, and other devices used to increase, maintain or improve the functional capabilities of individuals with disabilities. Field experience is required.
Course not otherwise included in the catalog listing but for which there may be special needs. May be repeated for credit as often as permitted and as subject matter changes. See department chair.
Interdisciplinary approach to the teaching of visual art, music, movement and creative drama. Emphasis on integration of curriculum standards, methods and materials, geography concepts, and use of technology associated with Social Studies instruction. Culminates in the production and presentation of an integrated unit plan. Field experience is required. No credit given to students with credit for EDUC 315 or 344. Pre- or
Young adult literature, including genres, themes, authors and history; emphasizing methodologies for incorporating the young adult novel into the classroom. Instructional and motivational techniques examined. Field experience is required.
Multiple literacies have been designated as reading, writing, speaking, listening and doing, and include 21st century skills such as critical thinking. The focus of the course provides candidates with an overview of multiple instructional strategies as they relate to 21st century skills, differentiation, and assessment. In addition, candidates will engage in the language demands associated with edTPA. Candidates will examine these strategies and language demands as they relate to the assessment portfolio required of the state. Field experience is required.
Emphasizes the developmental goals of the middle school, curriculum and methods of instruction appropriate for middle-grade students, assessment of student learning, and materials appropriate for middle-grade students. This course includes a literacy component including: adolescent literature, writing in the middle school, and integrating reading strategies into unit designs. Field experience required.
Teaching science, physical activity, and healthful living in the K-6 classroom. Emphasis on analysis of best teaching practices, inquiry experiences, classroom methods and management, and integrated teaching and assessment. Field experience required. No credit given to students with credit for EDUC 219 or 322.
A study of classroom logistics for the elementary school teacher including assessment strategies; special needs and differentiation; and positive, effective interactions with families and school and community personnel. Field experience required. Pre- or
Teaching the language arts (reading, writing, speaking, listening, viewing, visually representing) in the K-2 classroom. Emphasis on proficiencies for teaching the acquisition of language skills (including syntax, semantics, morphology, and pragmatics), phonological and phonemic awareness, accurate and efficient word identification and spelling abilities, word knowledge, and comprehension strategies. Field experience required. No credit given to students with credit for EDUC 317.
Teaching the language arts (reading, writing, speaking, listening, viewing, visually representing) in the 3-6 classroom. Emphasis on proficiencies for teaching the development of increasingly more complex language skills (including syntax, semantics, morphology, and pragmatics), reading and writing for more diverse purposes, reading and writing increasingly complex materials, and higher level comprehension strategies. Field experience required.
Examination of theoretical and practical issues related to teaching mathematics to elementary school children. Includes the development and review of techniques for measuring, assessing, analyzing, and reporting student achievement. Field experience required.
Emphasizes knowledge and skill in administering and interpreting diagnostic assessments in reading to gauge learner strengths and weaknesses and to monitor academic progress and guide instructional decision making in the teaching of reading. Emphasis is placed on using explicit instructional techniques in teaching the essential components of reading such as phonemic awareness, phonics/word study, fluency, vocabulary, and comprehension using evidence-based teaching strategies. Field Experience required.
Emphasizes curriculum standards, methods and materials associated with Social Studies, short-term and long-range planning, geography, use of technology, and integration of Social Studies with other disciplines. Field experience required.
Designed to provide pre-service and in-service teachers with an opportunity to develop the knowledge base and skills necessary in making educational accommodations for learners with special and diverse needs within the general education classroom. Participants will be familiarized with a particular group of diverse learners and their needs, and strategies for meeting their needs. Field Experience required.
An examination of current concepts and issues in special education assessment from screening, pre-referral, eligibility/disability classification, placement, to progress monitoring of evidence-based practices. Also, the course emphasizes knowledge, skill, and practice in observation, standardized norm referenced, curriculum-based, family, and ecological methods of assessment, including those appropriate for children from culturally and linguistically diverse backgrounds. Collection of assessment data and their appropriate application are part of the required field experience. Field Experience required.
Introduces and explores art teaching methods, lesson planning, public school art program budgeting, philosophy of art education, and topics included in the NC Teacher Education Specialty Area Standards. Field experience is required. Spring.
Course not otherwise included in the catalog listing but for which there may be special needs. May be repeated for credit as often as permitted and as subject matter changes. See department chair.
Planning, teaching, evaluation and management essential for classroom teaching; use of educational technology in designing lessons; application of methodologies appropriate to teaching students with mild to moderate disabilities; methods of informal and formal assessment and grading. Specific techniques presented and practiced on how to develop, remediate or compensate for learners with mild to moderate educational needs. Field experience required. To be taken as part of the Professional Year prior to the Clinical Practice Semester.
Planning, teaching, and management essential for classroom teaching. To be taken as part of the Professional Year in the semester prior to the Clinical Practice semester. Prerequisites for all licensure areas: EDUC 210, 211 and formal admission to the department. EDUC 327 and 342 are prerequisites, and EDUC 338 is a pre- or corequisite for K-6 Elementary licensure students. EDUC 313 is a prerequisite for 6-9 Language Arts and 9- 12 English licensure students. EDUC 230, 305, 327, 342, and 349 are prerequisites for K-12 Special Education: General Curriculum licensure students. EDUC 314 is a prerequisite for all licensure students except those seeking K12 Art and Foreign Language licensure. EDUC 346 is a prerequisite for all licensure students except those seeking K-6 Elementary School or K-12 Special Education: General Curriculum licensure. PSYC 319 is a prerequisite for all licensure students except those seeking K-6 Elementary School licensure.
Use of educational technology in designing lessons; application of methodologies appropriate to art instruction; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies appropriate to English and Language Arts instruction; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies appropriate to the teaching of a second language in the K–12 curriculum; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies. Review and integration of mathematical concepts with an emphasis on teaching strategies; analysis of trends; significance of manipulative exercises; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies appropriate to the teaching of science; analysis of trends; laboratory experiences; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies appropriate to Social Studies instruction; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Use of educational technology in designing lessons; application of methodologies appropriate to Theatre Arts instruction; methods of informal and formal assessment, evaluation, and grading. Analysis of the tasks, language, documents, and rubrics required as part of the edTPA system. Field experience required. To be taken as part of the Professional Year prior to the Clinical Practice semester.
Use of educational technology in designing lessons; application of methodologies appropriate to Elementary and Special Education instruction; methods of informal and formal assessment, evaluation, and grading. Analysis of each of the tasks, language, documents, and rubrics required as part of the edTPA system. To be taken as part of the Professional Year prior to the Clinical Practice semester. Field experience required.
Emphasizes full-time involvement of students in a cooperating elementary, middle and/or secondary school as appropriate to area/level of licensure desired. To be taken concurrently with EDUC 456.
To continue to grow as teacher-leaders, teachers must know their students and the communities served by their schools. Licensure candidates will collect and analyze data, design and implement differentiated lessons, and analyze the impact on the learner according to the edTPA system. To be taken concurrently with EDUC 455. Spring.
Course not otherwise included in the catalog listing but for which there may be special needs. May be repeated for credit as often as permitted and as subject matter changes. See department chair.
Independent research under the supervision of a faculty mentor. An IP grade may be awarded at discretion of instructor. May be repeated for a total of 6 hours credit. See department chair.
Source: University of North Carolina Asheville's catalog, linked per course · table learning_unit · CourseShelf publish 61
