Education Courses
EDU 1420 FIELD EXPERIENCE I (1)
This course offers the Teacher Candidate an opportunity to discover information about the school system. Ten hours in an accredited public school with emphasis on directed observation is required. Students will be supervised by a clinical educator as well as a faculty member from the Education Department. Formal application for Field Experience Placement is required at the time of pre-registration. Courses taken at other institutions will not be accepted in lieu of this course.
Offered: fall and spring
EDU 2000 HUMAN GROWTH AND DEVELOPMENT (3)
This course covers the cognitive, physical, social-emotional, and moral development of children from birth to adolescence. Emphasis will be placed on the implications and applications for effective teaching.
Prerequisite: none
EDU 2210 INTRODUCTION TO TEACHING IN THE FIELD (1)
This course includes on-campus seminars and labs that require a minimum of fifteen hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Students will be supervised by a clinical educator as well as a faculty member from the Education Department. 341 Formal application for a Field Experience Placement is required at the time of pre-registration. Courses taken at other institutions will not be accepted in lieu of this course.
Offered: fall
EDU 2400 INSTRUCTIONAL TECHNOLOGY (2)
This course will provide Teacher Education candidates with theoretical and practical information regarding current instructional technology. As Teacher Candidates discover the uses of technology on the classroom, they will expand their understanding of how students learn through technology; investigate adaptive technology for students with special needs; study Web 2.0 apps (e.g., virtual reality field trips, basic robotic programing, and more); and discover how these applications can be used in the classroom. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department. This is a computer intensive course.
Prerequisites: CSC 1000 or permission of the instructor
EDU 2420 FIELD EXPERIENCE II (1)
This course includes on-campus seminars and labs that require a minimum of twenty hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Formal application for a Field Experience Placement is required at the time of pre-registration. Students enrolled in this course are expected to complete any test(s) required by the Teacher Education Program, the Department of Public Instruction, and state/ federal law prior to admission into the Teacher Education Program. Courses taken at other institutions will not be accepted in lieu of this course.
Prerequisite: EDU 2510
Offered: fall and spring
EDU 2460 ELEMENTARY EDUCATION (K-6) (3)
This course covers curriculum development, instructional activities, classroom management, techniques for elementary education, and parent-school-community relationships. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department.
Prerequisite: none
EDU 2510 FOUNDATIONS OF EDUCATION (3)
This course offers the Teacher Candidate an opportunity to discover information about the organization, governance, and importance of the public education systems in America. The course will explore teaching as a profession in the 21st Century; professional ethics and goal setting; and the roles of the classroom teacher in the school and community.
Offered: fall and spring
EDU 2600 WRITING METHODS FOR ELEMENTARY TEACHERS (3)
Designed for Elementary Education and Special Education majors, EDU 2600 involves the review and application of Standard Written English. Specific attention will be paid to the holistic teaching of Standard Written English through literature. Current elementary-level language arts textbooks will be considered.
EDU 3100 MEASUREMENT, ASSESSMENT AND EVALUATION OF EDUCATIONAL GROWTH (3)
This course focuses on advanced principles of measurement of students’ work product to include both formative and summative assessments as well as End of Grade (EOG) and End of Course (EOC) tests. Topics covered include needs analysis; instructional adaptations; and differences in learner cognitive abilities. Also, the social, linguistic, cultural, emotional, and academic needs of students in schools of the 21st Century will be examined.
Prerequisite: none
EDU 3170 METHODS FOR ELEMENTARY SCIENCE (2)
The course will develop teacher candidates’ understanding of how to implement science lesson plans, strategies, and activities. An emphasis in the course will be placed on scientific inquiry, process skills, concepts, and applications relative to life, physical, and earth sciences. Elementary teacher candidates will learn more about how to foster a classroom environment to promote critical thinking skills that lead to the development of scientific literacy. The course prepares elementary teacher candidates to deliver science instruction based on methods, research, and best practices.
Prerequisite: Students need to be admitted to Teacher Education Program or receive permission from the instructor.
Offered: spring
EDU 3180 METHODS FOR INSTRUCTIONAL TECHNOLOGY (3)
The course will develop teacher candidates’ understanding of how to leverage educational technology strategies and tools in meaningful ways across the various content areas to increase student learning. The course is based on the ISTE Standards for Students, North Carolina Digital Literacy Competencies, The Technological Pedagogical Content (TPACK) model, Technology Integration Matrix (TIM), and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. The focus of the course is to prepare students to think critically and develop knowledge to help students succeed in a global digital world. The course prepares teacher candidates to understand how to use educational tools in their classroom to benefit students.
Prerequisites: Students need to complete EDU 2400 Introduction to Instructional Technology or receive permission from the instructor prior to enrolling in this course.
EDU 3300 EDUCATIONAL PSYCHOLOGY (3)
This course surveys foundational theory and research in educational psychology, with a focus on the cognitive, motivational, social-emotional, and ethical development of K-12 students. Students will be 343 introduced to historical and contemporary approaches to psychological theory and research; learn how to apply theoretical knowledge to student learning and assessment; and determine whether a study design adheres to accepted ethical standards for human subjects’ research.
Prerequisite: Acceptance to the Teacher Education Program or permission of instructor and Department Chair. With permission of the instructor, this course is open to additional categories of candidates. Offered: fall and spring
EDU 3410 STREAM FOR EDUCATORS (4)
The course will develop teacher candidates’ understanding of how to implement STREAM (Science, Technology, Reading, Engineering, Art, and Math) lesson plans, strategies, and challenges. An emphasis in the course will be placed on ITEEA’s Standards, Engineering by Design Loop, and Grand Challenges for Engineering. Elementary teacher candidates will learn more about how to foster a classroom environment to promote the next generation of innovators and engineers. The course prepares elementary teacher candidates to deliver STREAM instruction based on methods, research, and best practices.
EDU 3420 FIELD EXPERIENCE III (1)
This course includes on-campus seminars and labs that require a minimum of thirty hours in an accredited school. Students should expect to engage in non-instructional activities and limited instruction. Formal application for a Field Experience Placement is required at the time of pre-registration. Students are recommended to take this course the semester before student teaching. Prerequisite: Formal acceptance to the Teacher Education Program is required for admission. With permission of the instructor, this course is open to licensed teachers and lateral entry candidates
Offered: fall and spring
EDU 3450 TESTING AND DIAGNOSING READING DIFFICULTIES (2)
This course introduces the Teacher Candidates to professional terminology, the various facets of reading disabilities, and the history of reading theory. Content includes formative and summative assessment procedures used to pinpoint areas of weaknesses in reading. The course involves the Teacher Candidate with hands-on experiences with a student to informally assess and identify individual student weaknesses in reading that require remediation. Teacher Candidates develop an individualized remediation plan based on the test results for the assigned student. The course provides experience working cooperatively with an experienced classroom teacher and communicating with parents. The course requires a practicum in an accredited school.
Prerequisite: none
Cross-listed with SPE 3450
EDU 3560 INVESTIGATING METHODS AND STRATEGIES IN TEACHING READING (3)
This course focuses on an introduction to the essentials of phonics, phonological awareness, and phonemic awareness. It emphasizes the application of word identification, principles, and pedagogy related to the sound structure of oral and written language. In addition, the course will introduce assessments and research-based teaching strategies to support literacy pedagogy.
Prerequisite: none
Offered: fall
EDU 3570 TEACHING READING THROUGH LITERATURE (3)
This is an introductory course to the basics of reading instruction with an emphasis on fluency, vocabulary, and comprehension strategies. These skills are taught within the context of various genres of children’s literature. This course requires a practicum of working one on one with a student implementing the strategies discussed in class.
Prerequisites: EDU 3560 or permission of the instructor
Offered: spring
EDU 3620 LITERATURE FOR ADOLESCENTS (3)
This course introduces students to appropriate middle grades and secondary school literature (grades 6-12), with an emphasis on integrating literature in the communication skills program. Students will learn strategies for promoting an appreciation of literature and ludic reading among middle and high school students. This course does not count toward either the major or minor in English.
Prerequisite: none
Offered: as needed
EDU 3845 TOPICS IN MATHEMATICS EDUCATION (3)
Facilitates students’ understanding of how to promote mathematical literacy focusing on instructional strategies for promoting mathematics literacy with adaptations for diverse and exceptional learners. Topics include error analysis, pedagogy of text structures (e.g., proofs, logic tables, and matrices); teaching mathematical writing; statistical techniques for analyzing student learning; and survey of research in mathematics education. This course requires 5 hours working in a 6-12th grade mathematics classroom. If enrolled in 2510, 2420, 3420 no additional hours will be required. Students are required to earn a final grade of C or better.
Prerequisite: Formal acceptance to the Teacher Education Program is required for admission.
Cross-listed with MAT 3845
Offered: as needed
EDU 4020 METHODS FOR ELEMENTARY MATH (2)
The course will develop teacher candidates’ understanding of how to implement math lesson plans, strategies, and activities. The course will develop teacher candidates’ understanding of how to foster 345 mathematical conventions and processes skills. The course prepares elementary teacher candidates to deliver math instruction based on methods, research, and best practices.
Prerequisite: Students need to be admitted to TEP or students need to receive permission from the instructor.
Offered: fall
EDU 4030 METHODS FOR ELEMENTARY SOCIAL STUDIES (2)
The course will develop teacher candidates’ understanding of how to implement social studies lesson plans, strategies, and activities. The course will develop teacher candidates’ understanding of how to foster the development of global citizens who are critical thinkers in a democratic society. The course prepares elementary teacher candidates to deliver social studies instruction based on methods, research, and best practices.
Prerequisite: Students need to be admitted to TEP or receive permission from the instructor.
Offered: fall
EDU 4070 PROFESSIONAL ORIENTATION (ALL LICENSES) (2)
Professional Orientation addresses critical legislation and case law relating to education in North Carolina and the United States. This course is designed to provide preservice teachers with basic legal literacy, legal history, and legal research skills. EDU 4070 is a part of the Professional Studies Sequence for all Teacher Candidates. It is designed to work in conjunction with EDU 4210 (student teaching).
Prerequisite: Formal acceptance into student teaching for education majors
Offered: fall and spring
EDU 4100-4180 TEACHING METHODS FOR SECONDARY AND SPECIAL SUBJECT AREAS (9-12) (2-3)
These courses introduce preservice candidates to methods, materials, and evaluation procedures for teaching a given secondary or special subject. Courses taken at other institutions will not be accepted in lieu of these courses. Methods courses must be taken the semester prior to student teaching.
- EDU 4100: Elementary Music
- EDU 4110: Secondary English (9-12)
- EDU 4120: Secondary Social Studies (9-12)
- EDU 4130: Physical Education and Health Education
- EDU 4140: Mathematics (9-12)
- EDU 4150: Science (9-12)
- EDU 4160: Foreign Languages and ESL
- EDU 4170: Art (K-12)
- EDU 4180: Secondary Music
Prerequisite: Formal acceptance to the Teacher Education Program
Offered: as needed
EDU 4145 METHODS OF TEACHING MATHEMATICS IN THE MIDDLE/SECONDARY SCHOOL (3)
A combination of lecture and laboratory using materials and procedures appropriate for the teaching of middle/ secondary school mathematics. For teachers of secondary school mathematics. See EDU 4110- 4190.
Prerequisite: MAT 1140
Cross-listed with MAT 4145
Offered: as needed
EDU 4190 SEMINAR IN POSITIVE BEHAVIOR DEVELOPMENT (3)
This course models strategies and techniques for building self-concept and managing behaviors that promote success in the learning environment. It focuses on inclusion classrooms and the social-emotional needs of individuals with and without disabilities. This course requires a practicum. Courses taken at other institutions will not be accepted in lieu of this course except upon review and agreement by the course professor and Chair of the Education Department.
Prerequisite: Formal acceptance to the Teacher Education Program or permission of the instructor is required for admission.
Cross-listed with SPE 4190
Offered: fall and spring
EDU 4200 READING AND WRITING IN THE CONTENT AREAS (6-8, 9-12, K-12) (3)
This course focuses on implementing reading and writing as tools to facilitate students’ learning of content area material. It covers various aspects of disciplinary literacy, content writing pedagogy, and writing across the curriculum (WAC).
Prerequisite: Formal acceptance to the Teacher Education Program or permission of the instructor
EDU 4210 STUDENT TEACHING (ALL LICENSES) (10)
An extended full-time experience in a classroom. The Student Teacher Candidate progresses gradually from observation to full teaching responsibility, supervised by the classroom teacher and University faculty. Formal application for a Student Teaching Placement is required at the time of pre-registration. No other courses except EDU 4070 may be taken during the student teaching semester. Courses taken at other institutions will not be accepted in lieu of this course.
Prerequisite: Formal acceptance to student teaching
Co-requisite: EDU 4070
Offered: fall and spring
EDU 4470 MIDDLE GRADES METHODS (6-9) (3)
This course teaches pre-service candidates instructional design, activities, and techniques for middle grades education. Formal acceptance to Teacher Education program is required. Courses taken at other institutions will not be accepted in lieu of this course, except on review and agreement by the course professor and Chair of the Education Department.
Prerequisite: Formal acceptance to the Teacher Education Program or permission of the instructor
EDU 4480 CURRICULUM DEVELOPMENT FOR GIFTED (3)
This course instructs candidates in the modification of basic curricular environments for the gifted and talented. Modifications of content, process, products, and learning are discussed, as are approaches outlined in the North Carolina Curriculum Framework for Gifted Education. Assignments emphasize interdisciplinary approaches and integrative methods for designing appropriate instruction for gifted learners. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
Prerequisite: none
EDU 4500 SEMINAR IN EDUCATION (2)
EDU 4500 is an upper-level seminar course that focuses on relevant theory and disciplinary writing techniques. Students will design, write, and present a Capstone project on an approved topic. The projects must demonstrate the Teacher Candidate’s depth of understanding and application of theoretical knowledge regarding teaching and learning.
Prerequisite: Formal acceptance to the Teacher Education Program or permission of the instructor
Offered: fall and spring
EDU 4510 METHODS OF TEACHING THE GIFTED AND TALENTED (3)
This course focuses on the design, development, and implementation of methods, materials, and teaching models relevant to the needs of the gifted and talented. This course is required for add-on AIG licensure. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
Prerequisite: none
EDU 4550 NATURE AND NURTURE OF GIFTED AND TALENTED (3)
This course presents a historical overview of Gifted Education from state and national perspectives. Topics include the nature and identification of gifted students, as well as past and current educational practices impacting gifted students. Special emphasis is given to North Carolina Services of Gifted Students and the North Carolina Curriculum Framework. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
Prerequisite: none
EDU 4650 ISSUES AND TRENDS IN GIFTED EDUCATION (3)
This course addresses current problems, issues, and trends in gifted education. Students will explore the unique social/ emotional needs of gifted learners; characteristics of underachieving gifted individuals; needs of twice-exceptional students (those who are simultaneously gifted and learning disabled); and educational program concerns. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor and Chair of the Education Department.
Prerequisites: none
EDU 4990 INDEPENDENT STUDY IN EDUCATION (1-3)
An opportunity for a well-qualified, upper-division student to engage in special research in his/her major. Requires approval by the faculty advisor, the supervising professor, the Education Department Chair, and the college dean before approval by the Provost. Credits to be determined. Courses taken at other institutions will not be accepted in lieu of this course.
Prerequisite: Acceptance to the Teacher Education program/consent of the instructor, Chair, Dean, and Provost
Offered: as needed
SPE 2550 EDUCATING DIVERSE POPULATIONS (3)
A survey course introducing social, cultural, socioeconomic, emotional, and physical factors affecting diverse populations and their implications for education. Sophomore standing required.
SPE 2600 EDUCATION OF EXCEPTIONAL CHILDREN AND YOUTH (3)
The course addresses current issues and trends pertaining to exceptional children and youth. Appropriate educational approaches and the processes and procedures for providing special education services are emphasized.
Prerequisite: SPE 2550. With permission of the instructor this course is open to licensed teachers and lateral entry candidates
SPE 3350 TESTING AND ASSESSING SPECIAL EDUCATION STUDENTS (3)
This course is designed to study advanced principles of measurement of students’ work product to include both formative and summative assessments, conducting of curriculum-based assessment procedures and the interpretation of test results used for diagnosing, planning instruction and monitoring of student progress.
SPE 3450 TESTING AND DIAGNOSING READING DIFFICULTIES (2)
This course content introduces the Teacher Candidates to professional terminology, the various facets of reading disabilities, and a history of reading theory. This course also covers formative and summative assessment procedures used to pinpoint areas of weaknesses in reading. The course involves the Teacher Candidate with hands on experiences with a student to informally assess and identify individual student weaknesses in reading that require remediation. Teacher Candidates develop an individualized remediation plan based on the test results for the assigned student. The course provides experience working cooperatively with an experienced classroom teacher and communicating with parents. The course requires a 10-15 hour practicum in an accredited school.
Prerequisite: none
Cross-listed with EDU 3450
Offered: fall
SPE 3850 COLLABORATION WITH PARENTS AND EDUCATORS (3)
The characteristics, roles, and skills of interpersonal relations with parents, general education and other professionals in the education of exceptional children.
Offered: fall as needed
SPE 4010 SCIENTIFICALLY BASED RESEARCH METHODS IN SPECIAL EDUCATION (4)
The course focuses on research-validated learning and behavior strategies, assessment, multi-sensory methods and curricula to facilitate learning across the curriculum. Designing and evaluating instructional plans, organizing effective student learning environments, and using technology throughout the curriculum are stressed. Courses taken at other institutions will not be accepted in lieu of this course. Requires a minimum of 10 hours in an accredited school.
SPE 4100 PRACTICUM IN THE CORRECTION OF READING DIFFICULTIES/DISORDER (3)
The course will focus on the implementation of the individualized reading plan developed in SPE 3450 Testing and Diagnosing Reading Difficulties. It will provide opportunities for Teacher Candidates to use the developed plan, to write reports and lesson plans according to the assessed needs and to tutor the students. It will also provide for re-assessing diagnosed areas of weakness after the remediation plan has been implemented. Requires a minimum of 10 hours in an accredited school.
Prerequisite: SPE 3450
Offered: spring
SPE 4190 SEMINAR IN POSITIVE BEHAVIOR DEVELOPMENT (3)
This course models strategies and techniques for building self-concept and managing behaviors that promote success in the learning environment; focuses on inclusion classrooms and social and emotional needs of individuals with disabilities. Requires a minimum of 10 observation hours in an accredited school. Courses taken at other institutions will not be accepted in lieu of this course except upon review and agreement by the course professor and Chair of the Education Department.
Prerequisite: Formal acceptance to Teacher Education Program is required or permission of instructor Cross-listed with EDU 4190
Offered: fall and spring
SPE 4990 INDEPENDENT STUDY IN SPECIAL EDUCATION (1-3)
An opportunity for a well-qualified, upper-division student to engage in special research in his/her major. Formal acceptance to Teacher Education Program required for admission.
Prerequisite: approval by the faculty advisor, the supervising professor, the Education department Chair, and the college dean before approval by Provost. Credits to be determined. Courses taken at other institutions will not be accepted in lieu of this course except on review and agreement of the course professor.