44 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.
Credits: 1 hr This course is designed to give an overview of how to be a successful parent. Emphasis is placed on establishing emotional security, enhancing educational development, and developing a positive self-concept.
Credits: 3 hrs This course will provide students with opportunities to investigate education-related problems using information literacy skills. Students will review real-life case studies impacting society and gain the ability to interpret when and why credible information is needed.
Credits: 3 hrs This course is designed to prepare prospective educators (BK- 12) to take the Praxis Core academic skills tests in reading, writing, and mathematics. The Praxis Core is required by NC for teacher licensure and by WSSU for admission into the Educator Preparation Program (EPP). The course is also designed to enhance the learning process and introduce students to the Praxis Core format, while determining strengths and areas of need students may have among the tested content.
Credits: 3 hrs This course is designed to acclimate students to Winston-Salem State University and to help students accomplish the goals of liberal learning. The focus will be on helping new students enhance interpersonal relationships, develop a personal identity, explore education as a career, meet the requirements for being admitted to the Department of Education; and begin the process of developing academic and intellectual competence. This is a writing intensive course, which allows students multiple opportunities to engage in formal writing, receive feedback, and improve their writing skills.
Credits: 3 hrs This course is a survey of the current and critical issues and trends in education. There will be a focus on critical reading, analysis and writing. This freshmen level course will help prepare students to become critical readers and better writers. No prior knowledge of these issues and trends is required. This is a level II course.
Credits: 1 hr This course is designed to introduce prospective teacher education students to the teaching profession. There is also a 12- hour field experience component for this course. The students will be able to identify diverse needs of children in the classroom. This is the first level of clinical experience for students.
Credits: 3 hrs From a critical thinking perspective, this course will interpret and analyze the academic and social inequities affecting Black Males in American P12 schools. Emphasis will be placed on building students’ critical thinking skills as students unpack the current research on Black male academic and social progress as it relates to literacy development and discipline disproportionality. Students will identify culturally relevant practices for supporting the productive development of Black male students in an effort to cultivate more socially just learning environments for all students.
Credits: 3 hrs This course is designed to provide an understanding of the history, purposes, organization, and administration of the American public school system, with special emphasis on the role of the teacher in the total educational program. In addition, current issues in education are critically examined.
Credits: 3 hrs In this oral communication course, participants will demonstrate the use of appropriate language, conventions, elocution, poise, organization, supporting evidence, and content to effectively communicate through the spoken word and increase their understanding of the academic and social inequities affecting Black girls in American P12 schools. Emphasis will be placed on building students’ oral communication skills as they explore current research on Black girls’ academic and psychosocial experiences within the educational system. Students will share culturally relevant resources for supporting the development of Black female students in an effort to decrease discipline disproportionality and to cultivate more socially just learning environments for all students.
Credits: 3 hrs This course is designed to offer the student practical knowledge of activities and materials appropriate to the developmental needs of young children. Emphasis: activities for cognitive and social development; selection and utilization of materials; and techniques for arranging the physical environment for effective learning.
Credits: 3 hrs The course will examine the growth and development of the child from birth to twelve years. Emphasis will be placed on the whole child and all aspects of development: physical, mental, language, emotional, psychomotor, and social will be considered. Students will be introduced to various theories of the developmental process and will explore their implications for the classroom.
Credits: 3 credit hours This course explores the basic principles and concepts in comparative and international education and seeks to acquaint students with knowledge of the field of comparative and international education. These will include some theories guiding comparative study and major educational issues impacting teaching and learning worldwide. Participants in the course will analyze some educational systems in terms of philosophy, policies, control, etc. At the elementary and secondary levels, students will analyze gender differences and related issues in educational settings in terms of access, achievement, teacher attitudes, etc. in schools across the world. They will review data on the achievement of American students and compare them to students in other countries, based on the PISA exam for 15 year olds. Students will also review the preparation and status of teachers in the general society; they will compare and contrast the attitude of the society in various countries towards teachers and teaching, and how it impacts teacher performance.
Credits: 3 hrs This course is designed to enable the student to master those skills needed by persons who provide care for children ages birth to 18 months. Learning activities and motivational techniques that promote the development of each child are emphasized. Techniques: reading, lecture, audio-visual presentation, discussion, observation.
Credits: 3 hrs This writing intensive course will provide students with the opportunity to develop an approved written proposal for service learning projects/problem based learning project based on the analysis of a series of complex, real-world problems regarding the social justice for parents and students within a specific low-income, high-need school community. The course emphasizes the ways students can advocate for parents and students in a community and use community agencies and resources to implement a project. This course emphasizes written communication for the purpose of seeking approval of a service learning project and emphasis is placed on working with culturally and linguistically diverse students, parents, schools and the community.
Credits: 3 hrs This course is designed to introduce education pre-majors and non-education majors to a basic understanding of the history of public educationin America, key philosophies that drive educational practices, societal conditions that impact student learning, and current issues in education. The course will emphasize the analysis of data derived from educational research and how finding impact school-based decisions.
Credits: 3 hrs This course examines the learning process, reviews aspects of developmental theory, and considers issues related to the teaching of critical thinking and the assessment of learning.
Credits: 3 hrs In this course, students will explore the philosophical foundations of the American educational system. This exploration includes an analysis of the philosophical orientations that are particularly relevant to educational policy, curriculum, and instruction.
Credits: 3 hrs This course is desighned for pre-service teachers to learn and apply the structure and mechanics of lessons planning and instruction in alignment with the NC Professional Standard Course of Study and the Education Preparation Program. Students will analyze learning theories and apply to classroom unstruction, design and implement effective lesson plans, and engage in personal reflections and evaluation of their planning. This course includes a field experience during which students will evaluate and apply the concepts taught in the course.
Credits: 3 hrs Classroom management is a foundational element of effective teaching and student success. This course is designed to equip pre-service teachers with the knowledge, skills, and reflective practices necessary to create and sustain safe, respectful, and productive learning environments. Grounded in Principles of Classroom Management: A Professional Decision-Making Model, the course emphasizes evidence-based strategies and the critical thinking needed to make informed and ethical classroom decisions. Students will engage in high-impact learning communities through participation in Professional Learning Communities (PLCs), and students will be expected to produce clear, reflective writings that demonstrate critical thinking and a deep understanding of classroom management concepts. The course’s objectives and assignments are designed to prepare pre-service teachers to enter the classroom with confidence, empathy, and a student-centered mindset.
Credits: 3 hrs This writing intensive course will provide students with the opportunity to develop an approved written proposal for service learning projects/problem based learning project based on the analysis of a series of complex, real-world problems regarding the social justice for parents and students within a specific low-income, high-need school community. The course emphasizes the ways students can advocate for parents and students in a community and use coummunity agencies and resources to implement a project. This course emphasizes written communication for the purpose of seeking approval of a service learning project and emphasis is placed on working with culturally and linguistically diverse students, parents, schools and the community.
Credits: 3 hrs This course is designed to give Education majors the opportunities to deepen their knowledge and understanding of the education field. Students work independently under the guidance of a departmental faculty member. Students choose a research topic and carry out research in the field of education. Students will be expected to produce a written paper and make an oral presentation on their research project.
Credits: 3 hrs This course focuses on the role of the microcomputer in education. Topics covered include instructional hardware and software, determination of classroom needs, evaluation of instructional materials, sources of assistance to educators on the use of computers, and techniques of applying computerized instruction in the classroom. The course also provides the opportunity for students to learn how to operate educational equipment, e.g., laminating machines, overhead projectors, opaque projectors, cassette recorders, and others.
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Credits: 3 hrs This course, which is designed for students preparing to teach in grades K-12, addresses the preparation of criterion and noncriterion referenced tests, the selection and use of standardized tests, grading and marking, and using tests to improve instruction. Scoring and interpreting test results, graphical presentation of data, and qualitative assessment will also be considered.
Credits: 3 hrs This course is designed to help students develop an understanding of the various intra-national cultural groups in our communities (e.g., Hispanics, Native Americans, Asian Americans, etc.). Such an understanding is critical to the development of knowledge, skills and attitudes essential for functioning successfully as leaders and advocates for children in public schools. Topics to be covered in this course include: (1) values and beliefs, (2) family structures and styles, (3) child rearing practices and expectations, (4) learning styles, (5) interpersonal strategies for participating in cross-racial/cultural interactions, and (6) anti-bias techniques for classroom curriculum and teaching. Special attention will be given to developing competencies needed to work effectively with parents and their children to maximize school success.
Credits: 1-3 hrs This course provides an opportunity for a student to design and pursue a project that will further his/her understanding of an aspect of the educational enterprise and/or develop and refine skills useful in the pursuit of a career in education.
Credits: 3 hrs This course is designed to develop an understanding of the dynamics of group behavior and to promote the development of the skills and attitudes essential for functioning effectively as a group member. Topics include the arousal and expression of emotions by group members, decision-making procedures, task orientation of the group, behavior relevant to task completion, power, the problem of intimacy within the group, and the role and procedures of communication within the group. Students may receive credit for only one of the following: EDU 4321, PSY 4321 or SOC 4321 .
Credits: 3 hrs Part one of this course deals with the general history, philosophy, organization and administration of adult education. Part two deals with methods of informal instruction, group leadership, conference planning, and techniques in handling various issues of education programs as well as for those preparing to serve as teachers and/or as leaders for various agencies serving adults.
Credits: 3 hrs This course emphasizes problems the teacher faces in providing individual, small-group, and whole-group guidance. Problems within the area of planning with children, evaluating children, group work, and keeping records are considered. Students must choose two problems and develop a major report. Students may earn credit for only one of the following: EDU 4331, PSY 4331 or SOC 4331. Prerequisite(s); PSY 2301
Credits: 3 hrs This capstone course focuses on culturally responsive pedagogy, professional knowledge, development of reflective practices and positive dispositions. Explicit strategies to assist students in navigating the cultural context of schooling are employed. This course also illuminates best practices, research in teaching and learning, and the application of theory. This course provides a forum for teacher candidates to share, support, and reflect on their developing teacher competence.
Credits: 3 hrs This course is designed to prepare teacher education majors for the Praxis II Exam. Course activities include test-taking exercises, critical-thinking reading, self-evaluation, and mastery of the exam’s format. More specifically, participants will practice with multiple-choice questions, constructed responses, and time management strategies. Special emphasis is placed on contentarea pedagogical knowledge of specialty areas.
Credits: 3 hrs. Through hands-on activities, this course covers uses and applications of various modes of information technology to teaching and learning. Emphasis is laid on the ability of the student to demonstrate effective use and integration of various technologies into instruction in the classroom. It explores various utiliations of computers, media, and Information technologies in P-12 settings in ways that maximizes instruction and learning for students. It also covers development and uses of multimedia in the classroom, information communication and Internet resources, development of instructional web pages; and various technology integration strategies for the content areas.
Credits: 3 hrs This course is designed for students preparing to teach secondary school mathematics. Innovative techniques used in the teaching of mathematics will be discussed and developed.
Credits: 3 hrs This course is designed to provide the prospective teacher of English in the senior high and middle school with the needed competencies to select, organize, and effectively use materials for strengthening the communication skills of students. Special attention will be given to the examination of textbooks and to the evaluation of instruction within the area. Credit will not be allowed for work of less than C quality.
Credits: 3 hrs This course involves the prospective secondary and middle grades social studies teacher in classroom and field work designed to produce competent teachers who can select worthwhile materials from various sources and organize individualized, small-group and large-group lesson plans and teaching units so secondary pupils may acquire the social concepts, skills, and values necessary for adult life.
Credits: 3 hrs This course combines methods of teaching with a survey of subject matter in the areas of science. Emphasis will be placed upon principles, techniques, and procedures that will form an articulate bridge between the learner and the competencies to be developed and the attitudes and appreciations to be gained. The problems and challenges in methodology will be treated objectively. Methods and their adaptations to scientific situations will be presented, discussed, and demonstrated. Effective methods that have been handed down through the ages, as well as current practices, will be noted.
Credits: 3 hrs This course is designed to examine the principles of teaching modern foreign languages. All current methodological and pedagogical theories and applications will be examined. Emphasis will be placed on innovative techniques used in the teaching of Spanish at the junior and senior high levels. Special attention will be given to the development of competencies needed to select, organize, and effectively use materials for enhancing the fundamental language skills of students. Lesson planning, micro-teaching, the examination of textbooks, professional organizations and the evaluation of instruction within the discipline will be introduced. Attention will also be paid to the role of proficiency testing.
Credits: 3 hrs This course is designed to examine the principles of teaching modern foreign languages. All current methodological and pedagogical theories and applications will be examined. Emphasis will be placed on innovative techniques used in the teaching of Spanish at the elementary school level. Special attention will be given to the development of competencies needed to select, organize, and effectively use materials for enhancing the fundamental language skills of students. Lesson planning, micro-teaching, the examination of textbooks, professional organizations, and the evaluation of instruction within the discipline will be introduced. Attention will also be paid to the role of proficiency testing.
Credits: 3 hrs In conjunction with Internship in Educational Service, this course is the capstone experience were students will demonstrate their proficiency between the theory and the practical application of their area of study in a professional work environment. Students will develop and submit a portfolio that reflects their professional activities and growth throughout their internship experience.
Credits: 3 hrs This course is designed to identify curriculum designs and instructional strategies that are developmentally appropriate for early adolescents. The course focuses on the appropriateness of educational and instructional practices to the developmental stages of emergent adolescents, families and the community in the educational process and the development of appropriate classroom management plan. Candidates will observe, describe, and analyze developmentally appropriate instructional strategies, develop strategies for working with families, and create a positive classroom management plan. They will prepare and teach lessons to small and large groups of students based on the content presented in the North Carolina Standard Course of Study.
Credits: 6 hrs Internships are off-campus experiential learning activities designed to provide students with opportunities to make connections between the theory and practice of their academic study and the practical application of the study in a professional work environment. The internship experience provides the student with authentic work experience, allowing them to apply the knowledge and skills learned in the classroom in a supportive, supervised setting. Additionally, this experience will help students gain a clearer sense of what skills they may still need to develop and provides them with an opportunity to build professional networks. Internships are completed under the guidance of a university supervisor. In conjunction with the university supervisor, the student will create educational based activities for adult services which will create the students’ framework for learning and reflection. Interns will complete a minimum of 200 hours of service.
Credits: 9 hrs This course deals with the application of theory to teaching situations in the school. Proficiency in handling typical classroom situations is developed. This course is required for all teacher education majors.
Credits: 9 hrs This course offers students an opportunity to prepare for their chosen careers by combining academic theory and actual work experience. The work experience is to be full-time paid work for approximately 15 weeks. The Cooperative Education staff, the employer, the student, and the student’s major department must agree on the employment terms and the learning experience to be gained. The academic grade (either Pass-Fail, or A, B, C, D, F) is the responsibility of the student’s major department, with due consideration given to the employer’s evaluation of the student. The student may enroll in this course in two non-consecutive semesters for a total of 12 credit hours. These hours or any part thereof can count toward the student’s degree, or may be additive, at the discretion of the student’s major department.
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Source: Winston-Salem State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
