Education Courses
EDU Courses
EDU 1400 FOUNDATIONS OF EDUCATION (3)
formerly EDU 2510
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.
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.
Prerequisite: EDU 1400
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.
EDU 2410 INTRODUCTION TO INSTRUCTIONAL TECHNOLOGY (3)
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 course involves significant computer based work.
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 1420
EDU 2450 ESTABLISHING RESPECTFUL LEARNING ENVIRONMENTS (3)
This course introduces future teachers to effective strategies and techniques for fostering positive self-concept and managing behaviors that facilitate success within the learning environment. Emphasizing inclusive classrooms, the course addresses the diverse social-emotional needs of individuals, including those with disabilities. Key topics include creating supportive learning environments, implementing behavior intervention plans, and utilizing positive behavior supports. Educators will explore practical approaches to promoting self-regulation, conflict resolution, and social skills development among all students. Through case studies and hands-on activities, participants will gain the necessary skills to cultivate a classroom climate that promotes academic achievement and emotional well-being for every learner.
EDU 2998/2999 EDUCATING DIVERSE POPULATIONS (DOMESTIC/STUDY ABROAD) (3)
This course explores the complexities of educating diverse populations in a rapidly changing society. Students will explore multicultural and global education, the culture-learning process, and the role of classrooms and schools as cultural crossroads. Key topics include intercultural development, race and ethnicity, global perspectives, and linguistic diversity among other topics. The course also emphasizes developmentally appropriate practices and strategies for creating inclusive classrooms that support all learners. By examining these critical areas, students will be prepared to foster equitable and effective educational environments. An optional study abroad component allows students to gain firsthand experience with educational systems and cultural practices in a different country.
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.
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.
Prerequisite: EDU 2410 or permission from the instructor.
EDU 3220 METHODS FOR K-8 SCIENCE (2)
This course equips future educators with effective strategies and methods for teaching science to K-8 students. It covers the goals of science education, emphasizing the importance of fostering curiosity and critical thinking. Teacher candidates will learn to guide students in asking questions, defining problems, constructing explanations, and designing solutions. The course also includes unpacking the NC Standard Course of Study Standards including Earth and Space Science, Life Science, and Physical Science, providing a comprehensive approach to science education that encourages hands-on learning and scientific inquiry.
EDU 3230 METHODS FOR K-8 SOCIAL STUDIES (2)
This course equips future educators with effective strategies and methods for teaching social studies to K-8 students. It covers the goals of social studies education, emphasizing the importance of fostering curiosity and critical thinking. Teacher candidates will learn to guide students in asking compelling and supporting questions, evaluating sources, developing claims, communicating ideas, and taking informed action. The course also includes unpacking the NC Standard Course of Study Standards including the use of inquiry skills to explore Behavioral Sciences, Civics and Government, Economics, Geography and History.
EDU 3240 METHODS FOR K-8 MATHEMATICS (3)
This course provides future educators with the skills and knowledge needed to effectively teach mathematics to K-8 students. It emphasizes problem-based learning and equitable assessment practices. Key topics include early number concepts, understanding mathematical operations, and achieving basic fact fluency. Educators will explore whole-number place-value, strategies for addition and subtraction, and techniques for teaching multiplication and division. The course emphasizes a comprehensive approach to math education that supports all learners. Additionally, a lab component is attached to this course, requiring field placement and hands-on experience working with small groups of students.
Pre-requisites: MAT 1060, MAT 2060
Co-requisites: EDU 3241
EDU 3241 METHODS FOR K-8 MATHEMATICS PRACTICUM (1)
This practicum course provides teacher candidates with hands-on experience in K-8 mathematics instruction through direct engagement with public school students. Students will apply their knowledge of math concepts and instructional strategies by tutoring and supporting K-8 students in developing their math skills. Emphasis will be placed on creating effective lesson plans, using diverse teaching methods, and employing formative assessments to monitor student progress. Through this practicum, teacher candidates will enhance their ability to foster a positive learning environment, address individual learning needs, and promote mathematical understanding and confidence among young learners.
Pre-requisites: MAT 1060, MAT 2060
Co-requisites: EDU 3240
EDU 3250 STREAM FOR EDUCATORS (3)
This course explores the principles and practices of transdisciplinary teaching with a focus on the STREAM (Science, Technology, Reading, Engineering, Arts, and Mathematics) conceptual models. Future educators will learn to teach across disciplines, emphasizing the relevance of STREAM in solving real-world problems. The course covers the implementation of transdisciplinary teaching methods, effective assessment strategies in STREAM, and addresses the challenges educators may face in a STREAM-focused classroom. Students will gain practical skills for integrating diverse subjects to create cohesive, engaging, and meaningful learning experiences for students.
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 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.
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. Formal acceptance to the Teacher Education Program is required for admission.
Prerequisite: EDU 2420 and instructor permission
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 RESEARCH-BASED APPROACHES TO THE TEACHING OF READING I (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.
Corequisite: EDU 3561
EDU 3561 RESEARCH-BASED APPROACHES TO THE TEACHING OF READING I PRACTICUM (1)
Concepts covered in EDU 3560 will be applied in a field experience setting. This course includes weekly one-on-one or small-group instruction that requires a minimum of 15 hours in an accredited school. Teacher candidates will be supervised by a clinical educator as well as a faculty member from the Education Department.
Corequisite: EDU 3560
EDU 3570 RESEARCH-BASED APPROACHES TO THE TEACHING OF READING II (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.
This course does not meet the general education literature requirement.
Prerequisites: EDU 3560 and EDU 3561 or permission of the instructor
Corequisite: EDU 3571
EDU 3571 RESEARCH-BASED APPROACHES TO THE TEACHING OF READING II (PRACTICUM) (1)
Concepts covered in EDU 3570 will be applied in a field experience setting. This course includes weekly one-on-one or small group instruction that requires a minimum of 15 hours in an accredited school. Teacher candidates will be supervised by a clinical educator as well as a faculty member from the Education Department. Formal application for a Field Experience Placement is required at the time of pre-registration.
Prerequisites: EDU 3560 and EDU 3561 or permission of the instructor
Corequisite: EDU 3570
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 and does not meet the general education literature course requirement.
EDU 3650 SYSTEMS OF SUPPORT FOR ACADEMICS AND BEHAVIOR (3)
This course is designed to equip teacher candidates with an understanding of theory, methods, and practice for navigating and using school support systems to provide assistance to students with diverse abilities and needs in both academics and behavior. This course focuses on developing teacher candidates with culturally responsive data literacy practices, including promoting understanding of various forms of assessment and providing techniques for utilizing data sources to plan differentiated instruction and supplemental support. Specific systems of support used in public schools will be examined, including Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and Positive Behavior Intervention Support (PBIS).
Prerequisite: EDU 3100
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.
Cross-listed with MAT 3845
EDU 4000 METHODS FOR K-8 ELA (3)
This course is designed to prepare teacher candidates to teach English Language Arts (ELA) and to lead to elementary and/or middle grades licensure. Specific methodologies related to the theory and practice of teaching English Language Arts will be examined, including writing methods, analysis of children’s and young adult literature, and promoting oral language and discussion skills.
Pre-requisites: EDU 3570 and EDU 3571
EDU 4070 PROFESSIONAL ORIENTATION (ALL LICENSES) (2)
This course is designed to equip preservice educators with the essential knowledge and skills to embark on a successful teaching career. Through a comprehensive exploration of educational law, advocacy, theory and practice, candidates will develop a deep understanding of the professional responsibilities, professional networks, and ethical standards that underpin effective teaching.
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.
Prerequisite: MAT 1140
Cross-listed with MAT 4145
EDU 4200 DISCIPLINARY LITERACY (3)
formerly Reading and Writing in the Content Areas
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.
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 4500 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 and permission of instructor
Co-requisite: EDU 4500
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.
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 student teaching and permission of instructor
Co-requisite: EDU 4210
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.
SPE Courses
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. Students can take EDU 2998/2999 Educating Diverse Populations (Domestic/Study Abroad) to meet this requirement but cannot receive credit for both courses.
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 or EDU 2998/EDU 2999. 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 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
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.
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
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.
Prerequisite: approval by the faculty advisor, the supervising professor, and the Education Department Chair. Credits to be determined. Courses taken at other institutions will not be accepted.