93 courses with the subject EDN, 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.
EDN 100Foundations and Principles of Resident Assistantship2
EDN 100 is a required course for first semster RAs. The course focuses on the expansion of knowledge, skills, and dispositions related to the overall residential experience. Students must earn a grade of C or better to retain RA employment.
The course is the first required seminar for Isaac Bear students participating in the Future Teacher Career Academy. Students will explore the teaching profession through selected educational readings, professional speakers, group discussions and special events. The focus of this course will be for FTCA participants to explore themselves as learners.
The course is the second required seminar for Isaac Bear students participating in the Future Teacher Career Academy. Students will explore the teaching profession through selected educational readings, professional speakers, group discussions and special events. Students focus on studying different kinds of learners similar and different from oneself.
This course is required of all Education Living-Learning Community (ELLC) participants during the spring semester of the freshman year. Students will orient to campus life as well as expand their knowledge of the education profession. Students will engage in collaborative learning, guest speakers, field experiences, readings of selected educational literature, and special events.
This course examines historical, sociological, and philosophical foundations of education as well as issues of diversity. The course engages students’ knowledge, research, and analytical skills in relation to the goals and purposes of education. Students are challenged to critically reflect on personal and educational experiences as preservice professionals. The course is designed to provide opportunities to observe and engage in reflective discussion of curriculum and instructional practices, school governance and organization, and school-community relationships, inclusive of field experience. **Additional liability insurance expense may be necessary.** The lab for this course is EDNL 200 .
A study of the major psychological variables that influence learning in schools and their applications to teaching. Addresses theories and systems of learning (behavioral, cognitive, constructivist, and humanistic); major developmental processes and typical characteristics; and principles of motivation. Variables explaining and accounting for individual differences will be examined, including cultural aspects of learning and special needs learners. Students will learn about practices associated with effective teaching, including classroom management, and standards for valid assessment of student learning.
This introductory course is designed for students who are interested in early childhood education and early intervention as professional careers. It examines the theoretical bases for teaching and early intervention with young children birth through five and their families. Content includes an overview of the historical roots, current issues, program models, and goals of early childhood education as well as an introduction to professional standards and organizations. Particular emphasis is placed on environments and interactions that are responsive to children’s developmental, individual, and cultural needs. Field experiences required.
This course will provide an introduction to leadership. Students will develop an understanding of the leadership theories, styles of leadership, and strategies for successful leadership. They will learn skills to enhance their leadership effectiveness in a variety of settings and will develop insights about themselves and others.
The course examines the concepts, principles, and practices of American democracy through the lens of public education, a central institution in sustaining and advancing democratic life. Public schooling in the United States was conceived as a civic enterprise. Thomas Jefferson asserted that the purpose of public schools was “to understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either” (1818). This course builds on that premise, situating the founding documents and milestone texts of the American republic within the broader effort to cultivate an educated citizenry capable of self-governance.
Analysis of current theory and practice application to small group and one-on-one tutoring with emphasis on adult learners. Introduction to tutoring as profession. Meets content requirements for Regular Tutoring Certificate through the College Reading and Learning Association.
Emphasizes the assessment of and instruction in word recognition and other early and foundational literacy skills, especially those that develop oral language and connect speech to print.
Study of play behaviors and fine arts curriculum from birth to age five. Designed to prepare students to plan and deliver play-based and developmentally appropriate experiences that foster children’s engagement in the cultural and performing arts (drama, dance, vocal and instrumental music, and visual art). Theory and practices for promoting play and developing creativity will be emphasized.
Focus on the purposes of the elementary school in today’s society and the varied philosophical and theoretical stances used to design programs and select practices that will meet the needs of diverse learners. Ten hours of field experience required.
Provides conceptual tools and analytic skills essential to planning, implementing, and evaluating instruction. The design of instruction that incorporates behavioral, cognitive and constructivist theories of learning and views of curriculum will be considered. Topics: types of learning; conditions of learning; performance objectives; purposes, forms, and procedures for educational assessment; task analysis, and lesson design.
EDN 200 and EDN 203 . Course Repeatability: Course may not be repeated.
EDN 302Child Observation and Assessment3
Designed to develop a broad set of child and family observation skills and ability to conduct and interpret variety of means of child assessment, both formal and informal. Methods of assessment will include systematic observations, use of screening instruments, interview techniques, rating scales, portfolios and anecdotal records. Includes knowledge of assessment with culturally diverse populations and children with special needs. Field experiences required. The lab for this course is EDNL 302 .
Emphasizes the design, selection, production, and evaluation of instructional materials, computer-generated presentations, and interactive multimedia, with particular emphasis on their effective integration into an instructional unit. Develops skill in the operation of media production equipment, including microcomputers, fundamentals of operating systems, computer software applications, networks, and telecommunications.
EDN 304Creativity, Imagination, and Innovation in Education3
This course will examine the creative process in teaching, curriculum design, and educational spaces. Students will explore the ways that individuals develop, implement and evaluate new ideas, processes, and programs related to education. Students will also study the cultivation of imagination and the nurturing of innovation using real-world examples.
This course examines the field of comparative and international education, including a focus on exploring complex global educational issues of equity, access, and quality. The course explores comparative case studies of education around the world.
This course will focus on country-specific culture and cross-cultural experiences in education. The major emphasis of this course will be on the presentation of educational practices unique to a particular country or region.
Overview of the conceptual and historic development of programs for students in grades six through nine. Comparison of varied curricular, instructional, and organizational aspects of the middle school movement. Major emphasis on exploring the educational implications of the developmental characteristics of early adolescent learners. Varied approaches to teaming, classroom management and mainstreaming will be investigated. Work will include observations in a variety of settings.
EDN 319Meeting Needs of Special Students In Elementary Schools3
This course will focus on strategies for meeting needs of individuals in elementary school classrooms. Students will study alternative methods for dealing with pupil differences that have an impact on academic and social behaviors. Characteristics of children with academic, intellectual, social-emotional, physical, cultural and language differences will be examined. Field experiences required.
This course addresses meeting the needs of diverse learners in middle level classrooms (6-9). It is divided into three modules examining different aspects of diversity: differentiating instructionto address students’ learning styles and intelligences; understanding characteristics of and adapting instruction to meet the needs of special learners; and working with English language learners and their cultural contexts. Each module includes sections on assessing learner needs and adapting instruction to meet these needs. Field experiences required.
EDN 321Meeting Needs of Special Students in High Schools2
This course will focus on strategies for meeting needs of individuals in high school classrooms. Students will study alternative methods for dealing with pupil differences that have an impact on academic and social behaviors. Characteristics of students with academic, intellectual, social-emotional, physical, cultural and language differences will be examined. Field experiences required.
EDN 322Foundations of Number and Algebraic Reasoning (K-6)3
Focus on the curriculum, materials, and methods appropriate for the teaching of number and algebraic reasoning for the kindergarten through sixth grade level. Field experience required. The lab for this course is EDNL 322 .
This course examines the curriculum, materials, and methods appropriate for the teaching of mathematics at middle grade levels. There is an emphasis on problem-based instruction including the selection and implementation of high-level mathematics tasks and the teacher’s facilitation of problem-solving, collaboration and discussion. Coursework includes field experience.
Understanding of psychological and environmental factors that affect learning of school mathematics. Focus on methods and materials appropriate to diagnosis and remediation of mathematics difficulties common at the six through nine level. Awareness of strategies effective for enhancing self-confidence in mathematics learning. A field-based activity is required.
EDN 325Foundations of Geometry, Measurement and Data (K-6)3
Focus on the curriculum, materials, and methods appropriate for the teaching of geometry, measurement and data for the kindergarten through sixth grade level. Field experience required.
Examines a range of aspects of diversity, with a view toward understanding the impact of these forces on teaching and learning. Uses an interdisciplinary approach that draws from academic and community resources and experiences to immerse students in practice and research related to multicultural education and multiple dimensions of diversity.
EDN 334Social Studies Curriculum and Instruction (K-6)3
An overview of the goals of social studies education and how this affects various patterns of organizing curricular content. The implications of learner developmental characteristics for selecting approaches to instruction from history as well as the social and behavioral sciences will be explored. Emphasis on selection and preparation of appropriate materials including the strategies of inquiry, critical thinking, mapping and graphing, simulation, and problem solution. Field experiences required.
EDN 335Social Studies Education in the Middle Grades3
This course examines the curriculum, materials, and methods appropriate for teaching social studies at middle grade levels. There is an emphasis inquiry-based instruction including social inquiry in the real world, analysis of sources to build arguments, and teaching methods related to historical events and social studies phenomena. Coursework includes field experience.
Methods of teaching the biological, earth and physical sciences. Applications of the sciences to classroom experimentation and investigation. Examination of contemporary curricula used at the elementary school level. Field experiences required.
Assumes initial level competency in curriculum and methods of science. Focuses on conceptualization of and rationale for using inquiry method of teaching science. Provides opportunities to acquire and practice skills needed to utilize method and to guide scientific investigation at K-12 levels.
This course includes a survey of curriculum and methods for teaching science in grades 6-9. There is an emphasis on scientific inquiry, topics that integrate learning across science disciplines, and the social implications of science and technology. Coursework includes field experience.
Designed to provide supervised extended experiences in public school classrooms beyond those required as a part of any one methods course. Focus on reflections concerning observations and use of pedagogy with elementary age students. Emphasis on integration in order to promote theory into practice. Weekly field experiences in designated sections of corequisite courses required.
This course emphasizes the instructional application of foundational and advanced literacy skills with a focus on the role of comprehension and research-based tools to support vocabulary acquisition, fluency, and reading for meaning. The lab for this course is EDNL 340 .
EDN 348Differentiated Literacy Assessment and Instruction3
This final course in the literacy course sequence emphasizes the culmination of theory, practice, and assessment of literacy teaching and learning in classrooms, especially methods of differentiation across diverse student populations. A field experience is required.
This course will examine and compare major differences in the approach to education in the K-12 setting in selected countries/regions. Differences in theoretical approaches as well as application of pedagogies will be studied.
EDN 352Developing Reading and Writing Competence in the Middle Grades3
Develops understanding of reading and writing processes in the broad context of communication. Presents strategies for fostering and evaluating interest, fluency, and skill in reading and writing, both in developmental literary classes and in middle level, content subjects. Topics include organizational and instructional strategies for the development of reading and writing ability, techniques for motivating and guiding readers and writers, and strategies for study and comprehension, which support learning in all areas of the middle school curriculum. Field experiences required.
EDN 355Language Arts Methods for the Middle Grades3
Informed by current theory and research, this course examines developmentally appropriate curriculum, materials, assessments, and methods for the teaching of language arts at middle grades levels. The application of contemporary media and computer technology for the middle grades is incorporated. Coursework includes field experience.
Required course in the teaching of reading. Basic instructional reading strategies are developed with emphasis on introducing assignments, improving study skills, and fostering critical thinking. Students identify and learn to teach reading skills specific to varying content areas. Adjusting instruction to students’ reading capabilities is stressed.
This course will investigate the historical and contemporary issues related to gender, sexuality, and sex education. Specific topics will include: the construction of gender identity in educational settings, educational practices that reinforce or challenge gendered identities, single-sex education, and sexuality education. Students in the course will also explore laws and policies related to gender and sexuality in education.
Designed to inform students of the theory and research that has influenced the development of principles and strategies for promoting emergent literacy. Developmentally appropriate literacy activities will be explored along with ways to use individualized assessment to gauge children’s current abilities and to use and build upon what children bring to oral language, reading, and writing. The roles of supportive adults, print-rich environments and principles of multicultural learning will be investigated. Field experiences required.
EDN 383Mathematics and Science for the Early Years3
Designed to acquaint B-K teachers with the curriculum, materials and methods used to teach basic concepts in mathematics and science to young children. Emphasis will be given to developmentally appropriate materials and experiences to promote power of observation and to encourage emergent conceptual abilities and cognitive processing skills. Field experiences required.
Prepares individuals who do not currently hold a clear Birth-Kindergarten license, and are currently teaching at the preschool level, to create developmentally appropriate preschool environments and adapt their skills for the preschool classroom. Emphasis is placed on creating or adapting interpersonal and physical environments to facilitate development in all domains and meet individual needs. Strategies for developing collaborative relationships with families will also be explored. Activities include lectures, discussion, demonstrations, individual and group presentations, and laboratory assignments completed in the teacher’s own classroom.
EDN 382 or EDN 430 . This course is designed to provide students with opportunities for application of concepts through forty hours of field work with kindergarten age children. Students will become acquainted with a variety of instructional strategies, materials, methods of instruction, and technology currently used in kindergarten programs. Credit Hours: 1 Course Repeatability: Course may not be repeated.
EDN 400Immigration, Demographics, and Justice in Education3
This course will consider immigration, changing demographics in the United States, the effects of these changes on schools and communities, and power structures that support and/or hinder school and community responses to changing demographics. Specific attention will be given also to differences in rural and urban demographic shifts and the effects of those shifts on education.
EDN 401Professional Development of Teachers as Leaders1
In-depth examination of the principles of leadership as they apply to the professional development of classroom teachers. Representatives from professional educational organizations as well as school leaders will discuss what is required for pre-service teachers as they prepare to enter the work force. Emphasis on the establishment of personally designed professional goals will allow students to prepare for their futures as classroom, school and organizational leaders.
EDN 403Theory and Practice in Teaching Secondary English3
Emphasis on theory, curriculum development, inquiry, critical thinking, classroom management, instructional strategies and selection of appropriate instructional materials. Successful planning and teaching practices with adaptations to diverse needs of students will be discussed. Field experiences required (10-20 contact hours). The lab for this course is EDNL 403 .
EDN 404Theory and Practice in Teaching Secondary Mathematics3
Emphasis on theory, curriculum development, inquiry, critical thinking, classroom management, instructional strategies and selection of appropriate instructional materials. Successful planning and teaching practices with adaptations to diverse needs of students will be discussed. Field experiences required (10-20 contact hours). The lab for this course is EDNL 404 .
EDN 405Theory and Practice in Teaching Secondary Social Studies3
Emphasis on theory, curriculum development, inquiry, critical thinking, classroom management, instructional strategies and selection of appropriate instructional materials. Successful planning and teaching practices with adaptations to diverse needs of students will be discussed. Field experiences required (10-20 contact hours). The lab for this course is EDNL 405 .
EDN 406Theory and Practice in Teaching Secondary Science3
Emphasis on theory, curriculum development, inquiry, critical thinking, classroom management, instructional strategies and selection of appropriate instructional materials. Successful planning and teaching practices with adaptations to diverse needs of students will be discussed. Field experiences required (10-20 contact hours). The lab for this course is EDNL 406 .
EDN 407Theory and Practice in Teaching Foreign Languages (K-12)3
Emphasis on theory, curriculum development, inquiry, critical thinking, classroom management, instructional strategies and selection of appropriate instructional materials. Successful planning and teaching practices with adaptations to diverse needs of students will be discussed. Field experiences required (10-20 contact hours). The lab for this course is EDNL 407 .
Physical education and music education majors do not need to take corequisite course. Development of instructional skills required for successful teaching with regard for the particular needs of the student’s academic discipline and the effective management of the classroom. Designed as a culmination of professional study and an initiation into the internship and the teaching profession. Emphasis is given to professional documentation of reflective growth.
Physical education and music education majors do not need to take corequisite course. Students will be assigned full-time to practicum sites within their areas of specializations. During the course, students will engage in a variety of supervised instructional activities, assuming increasingly wider responsibility for class instruction. Practical are offered in the following areas of specialization: biology, chemistry, English, French, geology, history, mathematics, music, physical education (and health), physics, social studies, and Spanish.
Designed as a culmination of professional study and an initiation into student teaching and the teaching profession. Provides opportunities to extend and apply understandings of the roles of the teacher as a decision-maker, particularly in the areas of planning, instruction, management, and evaluation.
A full-time practicum experience within the area of specialization. Students will engage in a variety of supervised instructional activities, assuming an increasing amount of responsibility for all phases of classroom instruction. Practicum are offered in the areas of elementary education (K-6), middle grades education (6-9), and special education.
A part-time practicum experience within the appropriate area of licensure. Students will engage in supervised instructional activities that extend their understandings and teaching performance to an additional area of preparation. Areas of specialization include education of young children, elementary, middle grades, special education, and secondary education.
This course is designed to assist student interns in establishing and maintaining a positive elementary classroom climate for diverse learners. It will provide a forum for discussion for interns by involving current classroom teachers and making use of field placements experiences. A survey of K-6 management techniques grounded in current teaching practice will be shared.
EDN 414Integrating the Arts in the Elementary Curriculum3
Designed to provide experiences with visual art, music, drama, and dance that will prepare students to plan and deliver appropriate experiences for elementary students. Attention will be given to understanding the arts in culture, the needs of young children in the arts, the creative process, the skills and concepts of the arts, and connections to other disciplines. Emphasis will be on integrating arts instruction in other areas of the curriculum. Field experience required.
This course will provide students with an understanding of the design principles underlying the production of instructional materials and with the necessary production techniques. Emphasis will be placed upon the production of materials and their effective integration into an instructional unit. Students will design, produce, and evaluate a number of projects using techniques common to media programs in public schools and the authors who have made contributions to this field.
Designed to develop skills in using computers as tools in instruction and to make judgments about instructional materials designed for use on computers. Topics include: (a) introduction to computing systems, (b) introduction to microcomputer programming languages, (c) authoring languages, (d) judging instructional “software”, (e) using computers to manage classroom records, (f) using computers in instruction. and (g) teleprocessing and automated data bases. Activities will include group lectures, demonstrations, and discussions, projects in software designed for classroom management and instruction. The major focus is on microcomputer application.
Designed as a culmination of professional study and an initiation into student teaching and the teaching profession. Provides opportunities to extend and apply understandings of the roles of the teacher as a decision-maker, particularly in the areas of planning, instruction, management, and evaluation.
Corequisite course only applies to students pursuing teacher licensure in Spanish or French. Development of instructional skills required for successful teaching with regard for the particular needs of the student’s academic discipline and the effective management of the classroom. Designed as a culmination of professional study and an initiation into the internship and the teaching profession. Emphasis given to professional documentation of reflective growth.
This course is designed to introduce students to theories, principles and techniques for developmentally appropriate guidance of young children birth through five years. Emphasis is placed on guidance techniques, strategies and appropriate interventions that teachers can use to facilitate young children’s autonomy and self-discipline while promoting development of self-concept and prosocial behaviors. The effect of the environment and adult-child interaction on guidance will be examined. Class activities include lectures, small and large group discussions, cooperative learning activities, video illustrations, case analyses, problem solving exercises, and field experience reflections. Field experiences required.
In this course students will study local, state, national, and international policies related to education. Students will examine the causes and effects of specific policies for teachers, students, and communities. Students will complete an in-depth study of a group or agency that advocates for children, youth, families, and/or schools. A capstone project is included in this course.
Through interaction with resources and experts students will develop readily accessible, web-based materials through engagement in field based exploration of plants and animals of coastal ecosystems and environmental issues. This course focuses on both science content and pedagogical resource development.
Provides students the understandings, skills, and abilities necessary to implement an effective preschool program. Emphasis placed on knowledge of the curriculum content and the effective combinations and correlations of these contents for a preschool program. Activities include lectures, discussions, demonstration, individual, and group projects. Field experiences required.
Designed to develop a broad overall view of teaching in the primary grades. The course includes examination of the history, current “state of the art” and possible future of primary education. Focus is on the application of knowledge of child development and learning theories in organizing and implementing the primary school curriculum in an integrated and interdisciplinary fashion. Study of classroom organization and management for effective teaching in the primary grades will be undertaken.
EDN 432Interdisciplinary Curriculum and Instruction3
Examines principles of interdisciplinary curriculum and instruction and explores its appropriateness for middle grades and intermediate students. Alternative approaches to designing interdisciplinary curriculum and instruction such as thematic units and exploratory and interest-based study will be examined. Emphasizes the possible linkages among the disciplines, focusing on thinking and communication skills, concepts and problem solving learning, as well as value clarification/resolution.
This course examines the effects childhood trauma and adversity have on cognitive and social development and provides strategies and best practices to promote academic achievement. It explores a variety of adverse childhood experiences (ACEs) and promotes resilience-building techniques to minimize the effects of trauma. Trauma-informed approaches and self-care are essential components of the course.
Students will learn about and apply ideas about thematic instruction, teamwork, assessment, classroom management, legal and ethical issues, and parent/family/community involvement in middle level education. This course provides opportunities to extend understandings of the middle grades teacher as a professional in those areas. The course includes extensive field experiences.
Focuses on the study of gifted education including historical and current views in the field. Emphasis placed on understanding the unique characteristics of gifted learners, issues of identification, and traditionally underrepresented populations. Includes readings, lecture, discussion, presentations, and applied learning assignments.
EDN 444Curriculum, Methods, and Materials for Gifted Education3
Examines effective curriculum, methods, and materials to sue in support of gifted learners. Course focuses on talent development as well as effective curricular, instructional, management, and assessment strategies including differentiated instructional practices, and advanced problem-solving, and independent learning for gifted learners.
Designed to inform students of the goals, philosophies and program characteristics of exemplary programs in very early childhood education (birth to age three). Developmentally appropriate settings and activities for infants and toddlers will be studied, and ways of working with parents will be explored. Optimal caregiving strategies and skills needed for providing a quality program for infants and toddlers will be emphasized. Field experiences required.
Designed to develop both planning and intervention skills for working with young children with special needs and their families. Students will plan educational programs, which include use of specific intervention techniques and practices from recognized early intervention programs for children showing a typical development. Attention will be given to adopting strategies to include exceptional children in programs for typically developing young children. Field experiences required.
This course is designed to inform students of the goals, philosophies, and program characteristics of exemplary programs in early childhood education for children with disabilities (birth to age three). Developmentally appropriate settings and activities for infants and toddlers with disabilities will be explored.
The administration of early childhood education programs will be studied, including planning, scheduling, enrollment, licensure and evaluation of programs operating in various settings. Relevant federal and state legislation, policies and regulations will be examined. Public policy questions in the United States and the implications of policy decisions for program administration will be examined. Possibilities for integrating child and parent education will also be explored. Field experiences required.
EDN 461Using Technology to Teach about the Environment3
This course will focus on: the exploration of new technologies to teach about the environment, current issues and trends in environmental education; the development, implementation, and assessment of new technologies; and effective instructional strategies to teach key environmental principles and concepts.
This course is designed to enable students to develop their knowledge of the elements of partnership with families in early childhood settings. The course develops an understanding of traditional and non-traditional families, structural and lifestyle variations and parenting in diverse cultures and at-risk families. Approaches for establishing and sustaining collaboration among professionals, parents, caregivers and community agencies on behalf of children with and without special needs will be explored. Field experiences required.
EDN 465Student Teaching in Early Childhood Education (B-K)10
A full-time practicum experience with young children and their families in an approved early childhood setting. Students will engage in a variety of supervised activities assuming an increasing amount of responsibility for all phases of an educational program for young children and their families. Emphasis is on the teacher intern as a decision maker and reflective practitioner.
EDN 466Student Teaching for Early Childhood Practitioners3
Assists practicing Pre-K teachers without current B-K licensure to develop and refine the skills necessary to apply successful instructional practices in an early childhood classroom setting. Discussion will include shifting paradigms in teaching/learning and how they relate to current trends in early childhood education. Emphasis will be placed on understanding the role of developmentally and individually appropriate practices with preschool children.
Must receive program approval to enroll. A supervised practicum experience working with children and/or their families in a school or community setting. Designed for students who are completing a degree in education without earning licensure, this practicum promotes integration of the knowledge, skills, and dispositions required to be an effective educator. The practicum placement is selected to be consistent with the student’s career goals. Placement and field hours must be approved by the instructor. This course does not fulfill the requirements for North Carolina teacher licensure.
A full-time practicum experience within the area of specialization. Students will engage in a variety of supervised instructional activities, assuming an increasing amount of responsibility for all phases of classroom instruction.
EDN 480Exploring the Field of International Education3
This course focuses on the field of international education at the higher education level. It is designed to provide students with the capacity to work with or within education abroad, international student & scholar services, and international student recruitment, and to understand trends, relationships, and perspectives within the field.
