University of North Carolina at Charlotte · Courses
EDCI
96 courses with the subject EDCI, 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.
EDCI 6120Media Literacies and Pedagogy in Education3
Cross-listed Course(s): EDCI 8313. Introduces teacher leaders to methods for developing effective and engaging curricula that focuses on the integration of 21st century cutting-edge technology with pedagogical practices. This course aims to demystify contemporary uses of new media (e.g., smartphones, blogs, social networking, video sharing/digital filmmaking, gaming, etc.) in urban classrooms, by demonstrating how media education can supplement traditional approaches to learning. Teacher leaders are exposed to research on varied pedagogical
Processes in STEM. (3) Introduction to Engineering Principles in STEM equips middle and secondary math and science teachers with the skills to integrate engineering concepts into their curricula. Through online meetings and asynchronous work, learners will explore engineering education goals, develop instructional strategies, assess student understanding, and create support systems for educators. The course emphasizes a research-based framework, fostering problem-solving and critical thinking through project-based learning, and examines the impact of student identities and attitudes on learning. Additionally, learners will explore informal engineering education settings and encourage ethical practices in engineering.
Environments engages graduate students in the exploration of contemporary research and practice in K– 12 STEM education. Designed for current and future educators, the course investigates how emerging technologies, interdisciplinary learning, and innovative instructional models are shaping STEM learning environments. Through synchronous discussions and asynchronous inquiry, students will analyze peer-reviewed research, develop annotated bibliographies, and synthesize findings into a final research paper. Emphasis is placed on innovative approaches to STEM integration, AI, computational thinking, and ethical reasoning, with opportunities to engage with guest scholars and practitioners to connect theory with real-world implementation.
Examination of special topics germane to multilingual education in urban environments at the elementary, middle, and secondary school levels as well as the community and four-year college, including historical perspectives on current problems, effectiveness of programs and practices in urban schools, and emerging theories of learning. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit with change of topic. May be repeated for credit up to 6 credit hours.
Examination of the research in specific areas germane to urban educational settings and problems. Emphasis on different research questions and methodologies used to investigate similar problems. Examination of alignment of research findings with educational change in urban environments of the elementary, middle, and secondary school levels as well as the community and four-year college. May be repeated for credit with change of topic.
Examination of special topics germane to leadership in urban education environments at the elementary, middle, and secondary school levels as well as the community and four-year college. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit with change of topic.
Examination of special topics germane to education in urban-regional environments at the elementary, middle, and secondary school levels as well as the community and four-year college. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit with change of topic.
EDCI 8080Topics in Curriculum, Instruction, and Educator
Development. (3) Special topics germane to curriculum and instruction in education environments at the elementary, middle, and secondary school levels, as well as the community and four-year college. Also examined are specific areas of teacher preparation, professional learning, and educator development. The course has extensive reading and discussion of topics from multiple perspectives. May be repeated for credit with change of topic.
Cross-listed Course(s): MATH 6106. Prerequisite(s): MATH 3163 or its equivalent or permission of department. Topics chosen from group theory, rings and ideals, integral domains, fields and elementary Galois theory.
Cross-listed Course(s): MATH 6107. Prerequisite(s): MATH 2164 or its equivalent or permission of department. Systems of linear equations, matrices, vector spaces, linear transformations, determinants, canonical forms of matrices, inner products.
EDCI 8114Advanced Topics in Mathematics Education3
Prerequisite(s): Enrollment in the Mathematics Education specialization of the Doctoral Program in Curriculum and Instruction. Advanced research topics in the teaching and learning of mathematics. Includes a survey, interpretation, and synthesis of contemporary research problems in mathematics teaching and learning. May be repeated for credit with change of topic.
Cross-listed Course(s): MAED 6124. Study of major issues affecting mathematics education: analysis of the impact of learning theories on methods of teaching; assessment methods for improving mathematics learning; analysis of the historical and programmatic development of the mathematics curriculum leading to current trends, issues, and problems; and analysis of the role of technology in the mathematics classroom.
EDCI 8121Applied Research Methods in the Teaching of
English. (3) Cross-listed Course(s): ENGL 6674. Provides the opportunity to apply research methods in classrooms. Examine identities as readers, writers, teachers, and especially as classroom researchers. aduate Catalog 2026-2027
Prerequisite(s): Admission to the Ph.D. in Curriculum and Instruction. Permission of department. Students will critically examine the complex intersections of language, identity, and culture in educational contexts. Through analysis of real-world dilemmas and contemporary scholarship, doctoral students will explore how raciolinguistic ideologies, language policies, and institutional practices shape educational experiences for multilingual learners and marginalized communities. Students will engage with frameworks such as critical language testing, raciolinguistic perspectives, and history-in-person to understand how language functions in educational settings.
EDCI 8139Perspectives in African American Literature3
Cross-listed Course(s): ENGL 6147. A survey of African- American literature, emphasizing the major authors, those relevant historical and social factors, and those specific literary movements that have influenced the development of African-American literature.
Education. (3) Cross-listed Course(s): READ 6100. Theories, research, and instructional methods associated with reading and language arts, preschool through high school; questions of effectiveness related to instructional approaches and materials; related topics such as multicultural literacy, the role of phonics, and assessment.
Introduces candidates to elementary education faculty and their research programs to allow doctoral students to connect early in their program with faculty who will chair or serve on their committees. Graded on a Pass/Unsatisfactory basis.
Educator Development. (3) An analysis of research topics and methodologies in curriculum, instruction, and educator development. Examination of contemporary research perspectives and paradigms in K-12 education; interpreting and synthesizing the research literature; survey of contemporary research inquiries in curriculum, instruction, and educator development; design and implementation of a pilot research study. May be repeated for credit up to 6 credit hours.
Elective Course (6 credit hours) Select from the following, in consultation with the Program Advisor. Students may enroll in graduate-level credit outside of this list with approval of the Program Director.
EDCI 8188High Achieving Urban Schools and Students3
Prerequisite(s): Permission of Department, Enrollment in the Ph.D. in Curriculum and Instruction. Explores high achieving urban schools and students. It is grounded in research that addresses school effects that promote high performance in urban schools. The course broadens understanding in research and classroom practices regarding effective school processes that support high achievement.
Cross-listed Course(s): TESL 6206. Prerequisite(s): Admission to Ph.D. in Curriculum and Instruction program. Provides doctoral students a shared space to examine qualitative representations the intersection of globalization and education with specific attention to the experiences of immigrant communities and the contemporary phenomenon of transnationalism. The shared readings, in many cases stemming from dissertations, are intended to serve as potential "mentor" texts as doctoral students realize a research agenda. Moreover, the course ensures
Cross-listed Course(s): READ 6250. Introduction to the research interests of faculty, with emphasis on research in urban educational issues and problems. Seminar and individual support for replication attempts, instrument development and field-testing in pilot studies, practice in and critique of different methods of data-gathering and data analysis.
EDCI 8252K-12 Writing Development and Instruction3
Cross-listed Course(s): READ 6252. Theories, research, and critical issues related to students’ writing development and effective writing instruction. Field experience required.
EDCI 8254Collaborative Leadership in Literacy Education
(3) Cross-listed Course(s): READ 6254. Prerequisite(s): Completion of Phase II and READ 6260 course. Investigates models and strategies for assuming the leadership responsibilities of a literacy specialist, including mentoring, staff development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers.
Elective Courses (6 credit hours) Select from the following, in consultation with the Program Advisor. Students may enroll in graduate-level credit outside of this list with approval of the Program Director.
Mathematics Education Concentration Courses for Advanced Standing (18 credit hours) For Advanced Standing in the Mathematics Education Concentration, students are required to complete a total of 18 credit hours in specialization coursework. This includes 15 credit hours of required courses and 3 credit hours of specialization electives. Required Courses (15 credit hours) Consultation with Program Advisor is required. Advanced Standing students may substitute graduate-level credit concentration electives for required specialization courses with approval of the Program Director.
EDCI 8262Social Dynamics and Systems that Educate3
Cross-listed Course(s): ELED 6262. Prerequisite(s): EDCI 8260 or EDCI 8261. Examines contemporary educational practices and explores innovative approaches to educating and learning. Students will analyze current challenges within educational systems and investigate strategies for improvement. Through critical reflection and research, participants will develop actionable plans to enhance educational outcomes.
EDCI 8263Social Action and Advocacy. (3) Cross-listed
Course(s): ELED 6263. Prerequisite(s): EDCI 8260, EDCI 8261, and EDCI 8262. Advocacy and social action are distinct yet interconnected ways to effect change. Advocacy involves actively speaking in favor of a cause or issue, while social action encompasses a broader range of activities to create positive social change. Social action often involves mobilizing communities around schools and groups to address systemic issues and promote fairness. This class will explore the characteristics of both social and advocacy to create change in and beyond educational institutions.
EDCI 8312Urban Schooling, Curriculum, and Pedagogy3
At the heart of ‘Urban Schooling’ are curriculum and pedagogy. Explores the literature on successful teachers, principals, and educational reformers who have developed curriculum and/or pedagogy that have proven effective in urban schools. Critically examines current practices such as managed curriculum and teaching to the test in urban classrooms and proposes education for democracy, that is culturally relevant and emancipatory.
Elective Courses (6 credit hours) Select from the following, in consultation with the Program Advisor. Students may enroll in graduate-level credit outside of this list with approval of the Program Director.
EDCI 8330History of Urbanization and Its Impact on
Schooling (3) Research Methodology Courses (15 credit hours) Each concentration must also complete at least 15 credit hours of research coursework, which also count toward dissertation preparation hours. Please note that five courses are required but not necessarily sufficient. Additional courses not listed require Graduate Program Director approval.
EDCI 8620Pro-Seminar in Curriculum, Instruction, and
Urban Education Leadership (3) Urban Core Courses (12 credit hours) Each concentration requires core coursework in Urban Core Foundations. All concentrations require 12 credit hours. Select four courses from the following, in consultation with the Program Advisor. Students may enroll in graduate-level credit outside of this list with approval of the Program Director.
Elective Courses (3 credit hours) Select from the following, in consultation with the Program Advisor. Students may enroll in graduate-level credit outside of this list with approval of the Program Director.
EDCI 8682Seminar in Professional and Grant Writing3
Mathematics Education Concentration (21 credit hours) The Mathematics Education Concentration emphasizes the context of urban education assets, issues and perspectives related to curriculum and instruction in mathematics education with research and theory applied to problems of learning and teaching mathematics. Students focus on elementary, middle/secondary, or post- secondary mathematics education. Required Courses (15 credit hours)
Prerequisite(s): Permission of Program Coordinator, Concentration Coordinator, or Advisor. Identification of a research question and development of the proposal for an
EDCI 8830Independent Study in Multilingual Education3
Prerequisite(s): Permission of department. Independent study of a multilingual education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit up to 6 credit hours.
EDCI 8840Independent Study in Reading, Language, and
Literacy. (3) Cross-listed Course(s): READ 6800. Prerequisite(s): Permission of the student’s advisor. Independent study of a literacy education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit.
EDCI 8850Independent Study in Curriculum and Educator
Development. (3) Prerequisite(s): Permission of the program advisor. Independent study of an elementary, middle grades, secondary, or teacher education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit.
EDCI 8860Independent Study in Mathematics Education
(3) Independent study of a mathematics education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit up to 12 credit hours.
Sociocultural Literacies (3) Curriculum and Educator Development (CED) Concentration Courses for Advanced Standing For Advanced Standing in the Curriculum and Educator Development (CED) Concentration, students complete 15 credit hours in required specialization coursework. Required Courses (15 credit hours) Consultation with Program Advisor is required. Advanced Standing students may substitute graduate-level credit concentration electives for required specialization courses with approval of the Program Director.
EDCI 8880Independent Study in Urban Education. (1 to 3)
Prerequisite(s): Permission of the student’s advisor. Independent study of an urban education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit.
credit hours; Enrollment requires all part of the comprehensive exam to have been passed, Graduate School official appointment of the dissertation committee and successful completion of the dissertation proposal defense. Continuous enrollment in dissertation research hours is required until the final dissertation is defended.) Degree Total = 60 Credit Hours ate Catalog 2026-2027
