32 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.
classroom and/or clinical experiences related to schooling, teaching, learning, educational policy, and/or curriculum. May be repeated for credit with change of topic and permission of department.
Prospect Curriculum (4) or EDUC 1511 - Local Social Science: Public Education and Schooling in the U.S. (3)
U.S. (3 to 4) or MDSK 2100 - Foundations of Education in Secondary Schools (3) Concentration Theatre Courses
or EDUC 1100 - Foundations of Education and Diversity in Schools - Prospect Curriculum (4)
Elective Courses (6-9 credit hours) For the Minor in Civic Engagement and Youth Leadership, 6-9 elective credit hours are required (6 credit hours if a College of Education major and taking EDUC 3200, 9 credit hours otherwise). For all majors except College of Education majors, one elective course (3 credit hours) must be chosen from each of the following areas: Urban Youth and Education, Communities, and Social Justice. College of Education majors select an elective course only from the Communities and Social Justice areas. Urban Youth and Education Course (3 credit hours) Select one of the following:
approval by the College internship coordinator. Enrollment in this course is required for students involved in professional work experiences offered through the College of Education internship program. Assignments must be arranged and approved in advance. May be repeated for credit. Graded on a Satisfactory/Unsatisfactory basis. Only open to undergraduate students; graduate level students are encouraged to contact their academic departments to inquire about academic or industrial internship opt ions for credit. For more information, contact the Office of Teacher Education Advising and Licensure (TEAL) in the College of Education.
Prerequisite(s): A 2.5 GPA and approval by the College internship coordinator in conjunction with the University Career Center. Enrollment in this course is required for students involved in professional work experiences offered through the cooperative education program. Participating students pay a course registration fee for transcript notation. Assignments must be arranged and approved in advance. The Cooperative Education Program is only open to undergraduate students; graduate level students are encouraged to contact their academic departments to inquire about academic or industrial internship options for credit. For more information, contact the University Career Center. Course may be repeated. Graded on a Satisfactory/Unsatisfactory basis.
Membership in good standing in the North Carolina Teaching Fellows Program. A discussion-oriented course in contemporary school issues led by the program’s director to cover Teaching Fellows Program expectations and prepare students to participate in required school, community, campus, and other enrichment activities. May be repeated for credit.
Prerequisite(s): To enroll in this course, students must be participating in the Mebane Early Literacy Scholars Program. The goal of the Mebane Early Literacy Scholars Professional Learning Community is to build Scholars' knowledge and skill in the area of early and elementary literacy education. Scholars gain hands-on experiences beyond their regular coursework through participating in enhanced clinical training and practice, and in instructional mentoring experiences. They engage in schools and the community, and in planning and organizing community- and family-engagement events focused on early literacy education. May be repeated for credit up to 4 credit hours.
a Teacher Education program, major, or minor. May include classroom and/or clinical experiences in the content area. May be repeated for credit with change of topics and permission of department.
Prerequisite(s): Admission to the Inclusion, Disability, and Exceptionality in American Society Minor or the Collaborative Educators in Inclusive Schools Minor. Pre- or Corequisite(s): SPED 2100. Introduces societal considerations when supporting individuals who differ from the mainstream including those with a disability or who are English learners. Focuses on the theoretical questions of how society predominantly understands and interacts with differing populations and the implications of these viewpoints and practices. Examines social, cultural, political, and economic determinants within society. Discusses the history, values, and assumptions about varied individuals in society with an examination of the relationship between disability, ethnicity and language, and social class with social change and equitable access to opportunity.
Minor Total = 18 Credit Hours
or MDSK 3100 - The Connected Classroom (3) or MDSK 4210 - Classroom Leadership (2)
Secondary Schools. (3) Prerequisites for Secondary Education Minors: MDSK 2100, MDSK 3151, and SECD 4140. Corequisites for Secondary Education Minors: READ 3255 and one of the following: MDSK 4251, MDSK 4253, ENGL 4254, or MAED 4252. Strategies for adapting standard instruction to meet the learning needs of all members of secondary classrooms, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners, and students with disabilities.
(3) Prerequisite(s): EDUC 4100, and EDUC 4290; Admission to the Collaborative Educators in Inclusive Schools Minor. The course is designed to provide opportunities for students to develop knowledge and skills of effective collaborative behaviors and language; review and practice collaborative co-teaching lesson plans previously completed in EDUC 4290; and build effective partnerships among professionals (e.g., teachers, paraprofessionals, related service personnel, and/or human service personnel) working with PreK-12 individuals with exceptionalities and multilingual learners in inclusive learning environments. The knowledge base acquired in this course includes the practice of effective communication skills, and understanding the influence of cultural diversity when engaging in co-teaching and teaming in working with students with disabilities and multilingual learners. Students will be engaged in continuous reflective activities throughout the course which will enable them to self-assess and make improvements in their knowledge and skills learned in this course. Students enrolled in this course will complete a minimum of 15 to 25 clinical field experiences in a school and/or agency site. (Spring only)
Society (3)
Environment (3)
Certificate Total = 12 Credit Hours
classroom and/or clinical experiences in the content area. May be repeated for credit with permission of department.
to 3) Explores how educators and others can build mutually respectful relationships with students and families in urban schools and communities. Particular attention is given to engagement frameworks that help to create a safe, caring, and positive learning space. May be repeated if a grade of C or below or a U is received.
(3) Provides a deeper understanding of the National Board for Professional Teaching Standards Certification Process. Emphasis on broadening an understanding of foundational components, including the National Board as a certifying entity, history of the certification process, National Board Standards for each content area, Core Propositions, what every teacher should know and be able to do, learning to be a reflective practitioner, and the steps in the certification process.
Prerequisite(s): Enrollment in M.Ed. in Elementary Education with Concentration in Special Education, M.Ed. in Special Education, or M.Ed. in Reading Education; or permission of instructor. Provides content on instructional modifications/adaptations related to meeting the individual learning needs of students. This course focuses on teaming, collaboration, and creating a classroom environment in which all learners can be successful. Differences among learners that are influenced by development and exceptionalities are explored using case study methodology.
National Board Certification. (3) Corequisite(s): EDUC 6320. An overview of contemporary issues and practices of National Board Certification through the investigation of current research, certification area standards, core propositions, and the process for achieving certification.
for National Board Certification. (3) Corequisite(s): EDUC 6310. Prepares students for planning and delivering effective instruction for completion of National Board Certification. An overview of standards, research-based instructional strategies, and assessment techniques are provided.
for National Board Certification. (3) Prerequisite(s): EDUC 6310 and EDUC 6320. Corequisite(s): EDUC 6340. Prepares students for evaluating and implementing research-based pedagogical practices. Students investigate teaching practice and the learning environment related to National Board Certification. An overview of standards, research- based pedagogical practices, and video analysis are provided. ate Catalog 2026-2027
Practitioner for National Board Certification. (3) Prerequisite(s): EDUC 6310 and EDUC 6320. Corequisite(s):
Source: University of North Carolina at Charlotte's catalog, linked per course · table learning_unit · CourseShelf publish 61
