26 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 120Foundations of Math2
This course will prepare prospective elementary teachers to teach math by revisiting and strengthening their mathematical background knowledge. The work in this course will include learning and reviewing the mathematics students had learned before and understanding how students, particularly children, learn mathematics. For much of the course, students will be exploring the material from the perspective of the children they will teach in the future.
This course provides a scientifically-based foundation on reading research needed to understand the fundamental principles and concepts of the structure of language with focus on phonological awareness, phonics, alphabetic principle, and oral language.
Students will review concepts that were taught in Foundations of Reading and Literacy Methods for Diverse Learners, including Foundations of Reading Development, Development of Reading Comprehension, and Reading Assessment and Instruction. Weekly sessions will have an emphasis on content as well as how to answer questions specific to that content. Students will gain understanding of how to apply content knowledge and succeed on the North Carolina Foundations of Reading 190 test.
EDU 215Education Raleigh: Exploring Critical Issues Impacting Local Schools4
meets the Peace Core Social Sciences requirement Students will explore three critical issues in education: inclusion of students with disabilities, equality of opportunity, and cultural/linguistic diversity. They will explore these issues in a variety of contexts that may include a public school, a private school, a magnet school, a specialized high school, and a charter school, all located right here in Raleigh. After visiting schools, students will engage in analysis and reflection on the impact the schools have on children’s experiences. Immersive learning components include school visits, guest speakers, interviews with school partners, and reflective discussions. 96 | 2026-27 William Peace University Academic Catalog
EDU 240Disability: Perceptions and Realities Around the World4
meets the Peace Core Humanities requirement This course is an overview of how disability is represented, perceived, and experienced in the U.S. and around the world. Students critically examine the history, politics, cultural and educational issues of disability through multiple forms of media. Students will read/experience first-hand accounts from people with disabilities about how society’s view of disability has impacted their lives. Students will examine disability representation in international media including news, literature, film and television. Students will develop an understanding of many types of disability and will challenge stereotypes.
A course whose content may vary from term to term according to the needs of the academic department, student demand or the interests of a faculty member.
This course prepares teacher candidates to design effective lessons that include such elements as measurable learning objectives, alignment with content standards, active student engagement, activation of prior knowledge, meaningful guided practice, differentiation to reach every student, and carefully designed assessments that will provide useful information about student learning. This course provides an overview of a variety of assessment techniques in order to document student learning and progress, and to drive instructional decisions. This course will prepare teacher candidates to select, create, and interpret assessments. One credit hour of this course will be dedicated to immersive learning, including role playing, teaching lesson plans, case studies, practice data collection, practice data interpretation, and creating assessments.
Literacy for the Diverse Learner provides scientifically-based instruction using the Science of Reading. This course will review phonological awareness and phonics as the foundation for learning fluency, vocabulary, and comprehension skills. Beginning teachers will become familiar with the research of learning how to best assess, teach, and provide intervention using these reading components. Principles of explicit, systematic, and multi sensory instruction will be explored.
This course is designed to help teachers understand the learning characteristics of struggling and diverse learners in mathematics classrooms and to use research-based instructional strategies to target the learning needs of students. Candidates will explore the theoretical knowledge, practical knowledge, and skills for teaching in a mathematics classroom. They will also familiarize themselves with appropriate methods, curriculum goals, instructional planning, and assessments appropriate for elementary students. In addition to planning lessons, candidates will have an opportunity to work with students in the field. 97 | 2026-27 William Peace University Academic Catalog
EDU 325Special Education Methods for General Curriculum4
This course covers the following areas in working with students with disabilities: 1) an overview of the process and procedures for providing special education services, 2) selecting and implementing appropriate instructional strategies and assistive technologies, 3) preparation of IEPs, and 4) maintaining compliance with federal and state laws and guidance. Students will gain a repertoire of evidence-based instructional strategies for learners with disabilities. One credit hour of this course will be dedicated to immersive learning activities which may include case studies, role plays, a mock IEP meeting, and working with students in local schools.
This course is designed to examine theories and provide practical methods for creating a positive, safe, efficient, and orderly learning environment, and to develop strategies for working with behavior problems and other challenges in the classroom. Students will focus on developing an understanding of students’ personal, psychological, and learning needs; developing positive teacher-student and peer relationships; organizational and group management methods; and using a wide range of methods focused on preventing and correcting behavior that negatively impacts learning. Throughout this course, students will review scientific-based research on best practices in education as related to classroom and behavior management. One credit hour of this course will be dedicated to immersive learning activities including role-playing, case studies, and field work.
A course of study addressing a specific topic or problem of interest to a student, designed collaboratively by the student and faculty member(s), and resulting in a paper, report, critiqued performance or production, or other assessable evidence of value added to the student’s educational experience. A contract of expectations by the student and by the supervising faculty member(s) must be approved by the advisor and the Vice President for Academic Affairs prior to registration. No more than eight (8) semester hours toward the baccalaureate degree can consist of directed study credit. 101 | 2026-27 William Peace University Academic Catalog
EDU 415Literacy Intervention and Diagnostic Assessment4
This course will provide an in-depth study of research-based strategies to diagnose and remediate difficulties in reading, writing, speaking, and listening. Teacher candidates will develop knowledge, skills and understanding of diagnostic literacy assessment and the implementation of a wide variety of literacy interventions. Teacher candidates will be prepared to make data-based literacy instructional decisions with students who experience literacy difficulties from kindergarten through high school. They will develop the ability to match specific literacy interventions with individual student needs. One credit hour of this course will focus on immersive learning activities including case studies, using sample data to write literacy intervention plans, mock teaching, and working with students in local schools.
Candidates will be introduced to instructional practices that respond to the social context in which they will work. This course will cover the general principles and approaches to culturally responsive teaching and learning. Candidates will learn how teachers develop meaningful relationships with students, how teachers learn from and about a school and local community, how teachers develop and implement culturally responsive classroom management and pedagogy, and how teachers develop expectations for students that maximize their capacity. In addition, the course will aid candidates in developing culturally responsive curriculum and pedagogy in their practice. Candidates will participate in immersive learning experiences that immersive 99 | 2026-27 William Peace University Academic Catalog
Professional Teaching Seminar will focus teacher candidates on developing the skills to become more effective teachers in the classroom. They will be able to identify strengths and areas for improvement of their practice. Students will continually learn how to refine their teaching practices through analysis and reflection of their teaching, before, during and after teaching. Students will reflect on experiences in their classrooms through discussion and formal reflections throughout the semester.
