|
The Department of Middle, Secondary, and K-12 Education
Course
Descriptions Updated Fall 2007
|
Education (EDUC)
Undergraduate
| EDUC
2100: |
Introduction to Education and Diversity
in Schools. (C) (3)
Corequisite: SPED 2100. Social, historical, and
philosophical foundations of the educating professions,
the organization and various levels of education, and
the major issues in American education. Field-based
activities in observing in class and non-classroom
settings: 5 hours. (Fall, Spring, Summer) |
| EDUC
2150: |
Human Development
Across the Life Span. (C) (3) Biological, psychological
and social development throughout the life span. (Fall,
Spring, Summer) |
| EDUC
3600: |
Teaching Fellows
Seminar. (1) Prerequisite: Membership in good
standing in the North Carolina Teaching Fellows Program.
A discussion-oriented course in contemporary school issues
led by the program’s faculty sponsors to cover Teaching
Fellows Program expectations and prepare students to participate
in required school, community, campus, and other enrichment
activities. May be repeated for credit. (Fall,
Spring) |
| EDUC
4290: |
Modifying Instruction
for Learners with Diverse Needs in
the Elementary School. (3) Prerequisite:
admission to Teacher Education. Corequisite: enrollment
in methods course(s) with field experience requirement.
Strategies for adapting standard instruction to meet the
learning needs of all members of elementary, middle, or
secondary classrooms, including students at risk for school
failure, individuals from culturally and linguistically
diverse backgrounds, gifted learners, and students with
disabilities. (Fall, Spring, Summer) |
| |
|
| EDUC
4291: |
Modifying Instruction for Learners with Diverse Needs
in Middle/Secondary Schools. (3)
Prerequisites: MDSK 2100, MDSK 3151, and SECD 4140.
Co-requisite: READ 3255 and one of the following: MDSK
4251, MDSK 4253, ENGL 4254, or MAED 4252. Strategies
for adapting standard instruction to meet the learning
needs of all members of middle or secondary classrooms,
including students at risk for school failure,
individuals from culturally and linguistically diverse
backgrounds, gifted learners, and students with
disabilities. (Fall, Spring, Summer) |
Graduate and Advanced Undergraduate
| EDUC
5000: |
Topics in Education.
(1-6) (1-6G) May include classroom and/or clinical experiences
in the content area. With department approval, may be repeated
for credit for different topics. (Fall, Spring, Summer)
|
| EDUC
5100: |
Diverse Learners.
(3) Strategies for adapting instruction to meet the learning
needs of all members of middle or secondary classrooms,
including students at risk for school failure, individuals
from culturally and linguistically diverse backgrounds,
gifted students, and students with disabilities. Suggested
prerequisite: MDSK 6162. Extensive clinical experience required. |
Graduate Only
| EDUC
6000: |
Topics in Education. (1-6G) May
include classroom and/or clinic experiences in the content
area. With department approval, may be repeated for credit
for different topics. (Fall, Spring, Summer) |
| EDUC
6100: |
Theories of Human Development and Learning.
(3G) Concept of development; philosophical antecedents of
developmental and learning theories; role of theory in explaining
human nature; components of theoretical explanations; evaluating
theories. (Fall, Spring) |
| EDUC
6102: |
The Person and School in Urban Society.
(3G) The basic philosophical theories and sociocultural
forces that influence the objectives, structure and programs
of schools, agencies and institutions in urban society.
(On demand) |
| EDUC 6254: |
Individualizing Instruction for Diverse Learners. (3) Instructional
modifications/adaptations related to meeting the individual
learning needs of students. Emphasis on teaming, collaboration,
and creating a classroom environment in which all learners
can be successful. Differences among learners that are influenced
by development, exceptionalities, and diversity are explored
using case study methodology. (Fall, Spring, Summer) |
| EDUC
6274: |
Contexts and Issues in the Teaching of English. (4) Prerequisites:
Admission to the M.A. in English Education or the M.Ed.
in Middle/Secondary Education. Examine the key concepts
of the discipline. Consider own identities as readers, writers,
teachers, researchers, makers of meaning. Emphasis upon
critical approaches and pedagogical issues, with special
attention to technology in the teaching of language, composition,
and literature, as well as cultural contexts for the study
of English. (Fall) (Evenings) |
| EDUC
6651: |
Piagetian Theory. (3G) Prerequisite:
Permission of the instructor. Advanced seminar for investigation
of Piagetian theory with emphasis on genetic epistemology,
research and neo-Piagetian concepts.
(On demand) |
| EDUC
6674: |
Applied Research Methods in the Teaching
of English. (4) Prerequisites: Completion of ENGL/EDUC
6274 and 12 hours of graduate credit toward the M.A. in
English Education. Building on the research basis established
in ENGL/EDUC 6274, this course provides the opportunity
to apply research methods in classrooms. Examine identities
as readers, writers, teachers, and especially as classroom
researchers. (Spring) (Evenings) |
| EDUC
6974: |
Thesis/Project in the Teaching of English. (6) Research
integrating the fields of English and Education in a theoretical
or application-oriented study. If the thesis/project is
the outgrowth of previous coursework rather than a new topic,
then considerable additional research and exposition must
be done. (Fall, Spring) |
| EDUC
7126: |
Comparative Education. (3G) Analysis
of sociocultural forces affecting educational planning and
comparison of contemporary educational systems of selected
countries and the United States. (On demand) |
Middle Grades Education
(MDLG)
Undergraduate
| MDLG
3130: |
The Early Adolescent Learner.
(4) Prerequisite: Admission to Teacher Education.
Physical, sexual, social, cognitive, and emotional development
in the 10-15 year old with emphasis on how these developmental
diversities affect the middle grades classroom. Includes
40 hours of field experiences. (Fall)
|
| MDLG
3131: |
The Philosophy and Curriculum of Middle
Grades Education. (4) Prerequisites: MDLG 3130,
admission to Teacher Education. Overview of education in
the middle grades (6-9) with emphasis on the foundational
components, organizational patterns, instructional programs,
and integrated curriculum unique to the middle school. Includes
40 hours field experiences. (Spring) |
| MDLG
3800: |
Individual Study in Middle Grades Education.
(1-6) Prerequisite: Permission of the student's advisor.
Independent study under the supervision of an appropriate
faculty member. May be repeated for credit. (Fall,
Spring, Summer) |
Note: Students are required to complete a year-long
internship beginning the semester prior to student teaching and
ending upon the successful completion of student teaching.
| MDLG
4430: |
Student Teaching/Seminar: 6-9 Middle
Grades Education. (15) (O) Prerequisite:
Completion of all coursework and approval of an Application
for Student Teaching. Planned sequence of experiences
in the student’s two areas of content specialization conducted
in an approved middle school setting under the supervision
and coordination of a University supervisor and a cooperating
teacher. The student must demonstrate the competencies
identified for his/her specific teaching fields in appropriate
grade-level settings. Approximately 35 to 40 hours
per week in an assigned school setting, teaching in two
areas of concentration and 10-12 on-campus seminars scheduled
throughout the semester. (Fall, Spring)
|
| MLDG
4471: |
Middle Grades Clinical Experience.
(3) Program of learning activities in the student's
level and/or area of academic concentration in an approved
school setting (gr. 6-9). (On demand) |
Graduate and Advanced Undergraduate
| MDLG
5130: |
The Middle Grades Experience. (3)
Current curricular and instructional programs and their
impact on the learning of contemporary adolescents. Reform
efforts currently underway in American schools that attempt
to address issues surrounding these and other current practices.
Developmental characteristics of the early adolescent learner.
Extensive clinical experience required. |
Graduate Only
| MDLG
6225: |
Issues in Middle Grades Education.
(3) Examination of educational practices in the middle grades
(6-9) including trends and issues unique to that philosophy.
Emphasis on broadening understanding of foundational components,
organizational patterns, instructional programs and management
techniques. (Spring) (Evening) |
| MDLG
6800: |
Individual Study in Middle Grades Education.
(1-6) Prerequisite: Permission of the student’s advisor.
Independent study under the supervision of an appropriate
faculty member. May be repeated for credit. (Fall,
Spring, Summer) |
Middle, Secondary,
and K-12 Education (MDSK)
Undergraduate
| MDSK
2100: |
Diversity and
Inclusion in Secondary Schools.
(3)
Introduction to the
contexts, challenges, and changes in U.S. secondary
education; emphasis on diversity in student populations
including special needs students; examination of
diversity in schools, including school organizations,
approaches to teaching, purposes and expectations for
public education, and communities. 10 hours of
observations and participation in school settings
required. (Fall, Spring,
Summer) |
|
|
| MDSK
3150: |
Research and Analysis of Teaching Middle
and Secondary School Learners. (3) Should be taken
in the semester prior to student teaching. Concepts,
methods, and practices used by effective teachers in their
daily classroom routines, including systematic observation
skills, interpretation of observation data, and application
of research-based findings. Includes 20 hours of field experiences.
(Fall, Spring) |
| MDSK
3151: |
Instructional Design and Technology
Integration. (3) Prerequisite:
MDSK 2100 or EDUC 2100
and SPED 2100, and admission
to Teacher Education. Setting goals and objectives
for instruction; planning activities and writing assessments
based on objectives; use of computer software for the creation
of units, lesson plans, and teacher-made tests.
(Fall, Spring) |
| MDSK
3160: |
Learning and Development: Birth through
Adolescence. (3) Prerequisites: EDUC 2100,
SPED 2100, and admission to Teacher Education. Theories
of learning and development and a systematic examination
of childhood and adolescence, with particular attention
to biological, social, and cognitive areas of child development.
Includes 10 hours of field experiences. (Fall)
|
| MDSK
3161: |
K-12 Curriculum Studies. (3)
Prerequisites: EDUC 2100, SPED 2100, and admission to Teacher
Education. Curriculum planning and development skills
with emphasis on relating school content and skills to societal
and individual needs, designing and implementing integrated
activities, and examining the nature and functions of schools.
(Spring) |
| |
|
| MDSK
4140: |
Assessment, Reflection, and Management Practices.
(3)
Co-requisite: SECD 4451, 4452, 4453, or 4454.
Concepts, methods, and practices used by effective
teachers in their daily classroom routine, including
assessment, reflection, classroom and behavior
management. Course may be taught on site at a
Professional Development School. Includes 30-hours of
field experience. |
| MDSK
4251: |
Teaching Science to Middle and Secondary
School Learners. (3) Should be taken semester prior
to student teaching. Preparation to teach science
at the middle and secondary school levels with emphasis
on a holistic, interdisciplinary understanding of science;
science as related to everyday life and society; and interdisciplinary
aspects of science. Includes 15 hours of field experiences.
(Fall, Spring) |
| MDSK
4253: |
Teaching Social Studies to Middle and
Secondary School Learners. (3) Should be taken semester
prior to student teaching. A methods course for teaching
social studies at the middle and secondary school levels.
Emphasis on using social science content to develop effective
teaching strategies, instructional plans, and classroom
materials for teaching social studies to middle and secondary
school students. Includes 15 hours of field experiences.
(Fall, Spring) |
| MDSK
4469: |
Student Teaching/Seminar: K-12 Foreign
Language. (15) Prerequisite: Approval of
an Application for Student Teaching. A planned sequence
of experiences in the student’s area of language specialization
(French, German, or Spanish) conducted in an approved school
setting under the supervision and coordination of a University
supervisor and a cooperating teacher. Students must
demonstrate the competencies identified for their language
field in two different grade level settings, initially at
the elementary level and subsequently at either the middle
or secondary school level. Approximately 35-40 hours
per week in an assigned school setting and 10-12 on-campus
seminars scheduled throughout the semester. (Fall,
Spring) |
Graduate and Advanced Undergraduate
| MDSK
5251: |
Teaching Science to Middle and Secondary
School Learners. (3) Comprehensive overview of both
science education and the nature of science. Planning and
implementing effective learning experiences and assessment
for both the number and the diversity of learners in a middle
or secondary science classroom. Extensive clinical experience
required. |
| MDSK
5253: |
Teaching Social Studies to Middle and
Secondary School Learners. (3) Comprehensive overview
of history and social studies education with an emphasis
on providing opportunities for history and social studies
teachers to create relevant, stimulating, content specific
lessons for the diversity of students in middle or secondary
schools. Extensive clinical experience required. |
Graduate Only
| MDSK
6150: |
Models of Teaching. (3) Learning
theory associated with information processing, personal,
social, and behavioral models; current trends in instructional
methodology for a variety of content areas. (Spring) |
| MDSK
6161: |
Research and Analysis, K-12 Teaching.
(3) Prerequisite: completion of all coursework required
for the “A” license and department approval. Concepts, methods,
and practices used by effective teachers in their daily
classroom routines, including systematic observation skills,
interpretation of observation data, and application of research-based
findings. Requires a full-time, 10 to 15 week internship
experience of teaching (lateral entry employment or placement
with a licensed teacher) in the area for which you are seeking
licensure. Includes formal observations in the intern’s
classroom by university faculty and/or school-based supervisors.
Application required. |
| MDSK
6162: |
Planning for K-12 Instruction. (3)
Introduction to the systematic process of planning for effective
classroom instruction and assessment. Special attention
will be given to the related use of technology in the development
of effective and systematic learning environments. It is
a recommended pre-requisite for EDUC 5100 and most of the
methods courses, as you will need lesson planning skills
to be successful in most of your other courses. Extensive
clinical experience required. |
| MDSK
6220: |
Adolescence and Learning. (3) Study
of adolescence as a phase of development and its relationship
to the learning process. (Fall) (Evening) |
| MDSK
6250: |
Issues in 6-12 Science Education.
(3) Orientation to content, curriculum and methods appropriate
for teaching science. Emphasis is on a critical examination
of current trends and practices in the teaching of science.
(On demand) |
| MDSK
6251: |
Issues in 6-12 Mathematics Education.
(3) Orientation to content, curriculum and methods appropriate
for teaching mathematics. Emphasis is on critical examination
of current trends and practices in the teaching of mathematics.
(On demand) |
| MDSK
6252: |
Issues in 6-12 English Education.
(3) Orientation to content, curriculum and methods appropriate
for teaching English. Emphasis is on critical examination
of current trends and practices in the teaching of English.
(On demand) |
| MDSK
6254: |
Issues in 6-12 Social Studies Education.
(3) Current issues in teaching and learning social studies.
Emphasis on current trends in curriculum, advanced instructional
methods, and research. (On demand) |
| MDSK
6260: |
Teacher Leadership. (3) An examination
of the current research on adult learning and development,
expert knowledge, and the professionalization of the field
of teaching. Students develop skills to direct other educational
professionals. (Fall, Spring) (Evening) |
| MDSK
6351: |
Advanced Methods in Middle and Secondary
Science. (3) Examination of current research and scholarship
on the teaching of science in middle and secondary schools.
Particular emphasis on the development of advanced instructional
expertise and leadership.
(On demand) |
| MDSK
6354: |
Advanced Methods in Middle and Secondary
Social Studies. (3) Examination of current research
and scholarship on the teaching of social studies in middle
and secondary schools. Particular emphasis on the development
of advanced instructional expertise and leadership. (On
demand) |
| MDSK
6356: |
Curriculum Studies. (3) Examination
of the field of curriculum study with particular emphasis
on the change process. (Fall) |
| MDSK
6691: |
Seminar in Professional Development.
(3). Seminar focused on the self-direction and professional
development of teachers. Emphasis will be placed on the
design, development, and completion of the candidate's comprehensive
portfolio, thesis, or research project. (Fall,
Spring) (Evening) |
Secondary Education
(SECD)
Undergraduate
| SECD
3140: |
The Adolescent Learner. (3) Characteristics
of the adolescent learner, including the impact on the classroom
of physical, social, cognitive, moral, vocational, and affective
developmental factors and multicultural issues. Field-based
activities include observation and tutoring in school and
non-school settings; 15 hours of field experiences. (Fall,
Spring) |
| SECD
3141: |
Secondary Schools. (3) Prerequisite:
admission to Teacher Education. Overview of secondary education
with emphasis on the foundational components and instructional
programs appropriate for contemporary adolescents in American
society. Includes 15 hours of field experiences. (Fall,
Spring) |
| SECD
3142: |
Issues in Secondary Education. (2)
Prerequisite: admission to Teacher Education. Corequisites:
EDUC 4290 and a content methods course. Integration of preservice
education and academic concentration course work in a pre-student-teaching
field experience. Students choose from sections of the course
that focus on a contextual issue of particular interest
while working in a setting where the issue exists. Students
may take as many different Issues sections as their schedules
permit. Includes 30 hours of field experiences. (On demand)
|
| SECD
3800: |
Individual Study in Secondary Education.
(1-6) Prerequisite: permission of the student’s advisor.
Independent study under the supervision of an appropriate
faculty member. May be repeated for credit. (Fall, Spring,
Summer) |
|
|
| SECD
4140: |
Adolescence and Secondary Schools. (3)
Prerequisite: MDSK 2100 and admission to teacher
education. Co-requisite: MDSK 3151. overview of
secondary education, including the foundational
components and instructional programs appropriate for
contemporary adolescents in a diverse U.S. society. |
| SECD
4441: |
Student Teaching/Seminar: 9-12 Secondary
Science. (15) Prerequisite: completion of all coursework
and approval of an Application to Student Teaching. A planned
sequence of experiences in the student’s area of specialization
conducted in an approved secondary school setting under
the supervision and coordination of a University supervisor
and a cooperating teacher in which the student demonstrates
the competencies identified for his/her specific teaching
field in an appropriate grade-level setting. Approximately
35-40 hours per week in an assigned school setting and 10-12
on-campus seminars scheduled throughout the semester. (Fall,
Spring) |
| SECD
4442: |
Student Teaching/Seminar: 9-12 Secondary
Mathematics. (15) Prerequisite: completion of all coursework
and approval of an Application to Student Teaching. A planned
sequence of experiences in the student’s area of specialization
conducted in an approved secondary school setting under
the supervision and coordination of a University supervisor
and a cooperating teacher in which the student demonstrates
the competencies identified for his/her specific teaching
field in a appropriate grade-level setting. Approximately
35-40 hours per week in an assigned school setting and 10-12
on-campus seminars scheduled throughout the semester. (Fall,
Spring) |
| SECD
4443: |
Student Teaching/Seminar: 9-12 Secondary
Social Studies. (15) Prerequisite: completion of all
coursework and approval of an Application to Student Teaching.
A planned sequence of experiences in the student’s area
of specialization conducted in an approved secondary school
setting under the supervision and coordination of a University
supervisor and a cooperating teacher in which the student
demonstrates the competencies identified for his/her specific
teaching field in an appropriate grade-level setting. Approximately
35-40 hours per week in an assigned school setting and 10-12
on-campus seminars scheduled throughout the semester. (Fall,
Spring) |
| SECD
4444: |
Student Teaching/Seminar: 9-12 Secondary
English. (15) Prerequisite: completion of all coursework
and approval of an Application to Student Teaching. A planned
sequence of experiences in the student’s area of specialization
conducted in an approved secondary school setting under
the supervision and coordination of a University supervisor
and a cooperating teacher in which the student demonstrates
the competencies identified for his/her specific teaching
field in an appropriate grade-level setting. Approximately
35-40 hours per week in an assigned school setting and 10-12
on-campus seminars scheduled throughout the semester. (Fall,
Spring) |
| |
|
| SECD
4451: |
Student Teaching/Seminar: 9-12 Secondary English.
(12) (O)
Prerequisite: Departmental permission for admission to
student teaching. Co-requisite: MDSK 4150. A planned
sequence of experiences in the student’s area of
specialization conducted in an approved school setting
under the supervision and coordination of a university
supervisor and a cooperating teacher. During student
teaching the student must demonstrate the competencies
identified for his/her specific teaching field in an
appropriate grade level setting. Approximately 35-40
hours per week in an assigned school setting.
Six-to-eight on-campus seminars scheduled throughout the
semester. |
| |
|
| SECD
4452: |
Student Teaching/Seminar: 9-12 Secondary Math. (12)
(O)
Prerequisite: Departmental permission for admission to
student teaching. Co-requisite: MDSK 4150. A planned
sequence of experiences in the student’s area of
specialization conducted in an approved school setting
under the supervision and coordination of a university
supervisor and a cooperating teacher. During student
teaching the student must demonstrate the competencies
identified for his/her specific teaching field in an
appropriate grade level setting. Approximately 35-40
hours per week in an assigned school setting.
Six-to-eight on-campus seminars scheduled throughout the
semester. |
| |
|
| SECD
4453: |
Student Teaching/Seminar: 9-12 Secondary Science.
(12) (O)
Prerequisite: Departmental permission for admission to
student teaching. Co-requisite: MDSK 4150. A planned
sequence of experiences in the student’s area of
specialization conducted in an approved school setting
under the supervision and coordination of a university
supervisor and a cooperating teacher. During student
teaching the student must demonstrate the competencies
identified for his/her specific teaching field in an
appropriate grade level setting. Approximately 35-40
hours per week in an assigned school setting.
Six-to-eight on-campus seminars scheduled throughout the
semester. |
| |
|
| SECD
4454: |
Student Teaching/Seminar: 9-12 Secondary Social
Studies. (12) (O)
Prerequisite: Departmental permission for admission to
student teaching. Co-requisite: MDSK 4150. A planned
sequence of experiences in the student’s area of
specialization conducted in an approved school setting
under the supervision and coordination of a university
supervisor and a cooperating teacher. During student
teaching the student must demonstrate the competencies
identified for his/her specific teaching field in an
appropriate grade level setting. Approximately 35-40
hours per week in an assigned school setting.
Six-to-eight on-campus seminars scheduled throughout the
semester. |
| SECD
4472: |
Secondary Education Clinical Experience.
(3) Program of learning activities in the student's area
of academic concentration in an approved school setting.
(On demand) |
Graduate
|
SECD 6800: |
Individual Study in Secondary Education.
(1-6) Prerequisite: Permission of the student’s advisor.
Independent study under the supervision of an appropriate
faculty member. May be repeated for credit. (Fall, Spring,
Summer) |
| SECD
7999: |
Graduate Residence. (1) Meets Graduate
School requirement for continuous enrollment during completion
of a capstone project or comprehensive examination. (Fall,
Spring) |
K-12 Foreign Language Education(FLED)
Undergraduate
|
FLED 4200: |
Secondary Methods – Foreign Languages:
(3G) For current and future teachers of foreign
languages (French, German and Spanish) to master a
variety of approaches, methods and techniques of
teaching foreign languages at the high school level. (Fall)
|
|
FLED 4201: |
Foreign Languages in the Elementary School Methods:
(3G) For current and future teachers of foreign
languages (French, German and Spanish) to master a
variety of approaches, methods and techniques of
teaching foreign languages at the elementary and
middle school level. (Spring) |
Graduate
|
MDSK 5200: |
Secondary Methods – Foreign Languages:
(3G) For current and future teachers of foreign
languages (French, German and Spanish) to master a
variety of approaches, methods and techniques of
teaching foreign languages at the high school level. (Fall)
|
|
MDSK 5201: |
Foreign Languages in the Elementary School Methods:
(3G) For current and future teachers of foreign
languages (French, German and Spanish) to master a
variety of approaches, methods and techniques of
teaching foreign languages at the elementary and
middle school level. (Spring) |
|
FORL 6100: |
Advanced Methods of Teaching Foreign Language: (3G)
A variety of topics will be addressed in order to
prepare experienced second language teachers to be
critical thinkers, second-language researchers, and
instructional and program leaders. Exemplar
topics include the history and trends of second
language instructional methods, curriculum design,
research-based practices, inclusive classrooms,
professional development, and mentoring of beginning
teachers. |
Teaching English as
a Second Language (TESL)
Graduate and Advanced
Undergraduate
| TESL
5103: |
Teaching English as a Second Language.
(3) (3G) For current and future teachers of English as a
Second Language (TESL) to master a variety of approaches,
methods and techniques of teaching ESL and other competencies
prescribed by the State of North Carolina. (Fall)
|
| TESL
5104: |
Authentic Assessment (formerly Second
Language Diagnosis and Evaluation). (3) For current
and future teachers of English as a Second Language (TESL)
to develop multiple criteria assessment models as TESL diagnosticians
and to master other competencies prescribed by the State
of North Carolina. (Spring) |
Graduate Only
| TESL
6000: |
Topics in Teaching English as a Second
Language. (1-6G) May include classroom and/or clinic
experiences in the content area. With department approval,
may be repeated for credit for different topics. (Fall,
Spring, Summer) |
| TESL
6204: |
Multicultural Education. (3) Assists
teachers and other school personnel acquire skills in multicultural
curriculum design and delivery. Examines issues that impede
poor and minority children from reaching their full potential
in today’s public schools, and addresses the need to develop
instructional practices that speak to their low level of
attainment. Emphasizes culture and language acquisition
instruction for teaching in a pluralistic society. |
| TESL
6470: |
Clinical Experience in Teaching English
as a Second Language. (3G) Prerequisite: Permission
of department. Program of experiential learning activities
in the student's level and/or area of academic concentration
in an approved school setting. (Fall, Spring)
|
| TESL
6476: |
Seminar and Internship in Teaching English
as a Second Language. (3G) Prerequisite: Permission
of department. Supervised experiences in school or non-school
teaching or training with an emphasis on developing skills
as an educational professional. (Fall, Spring)
|
| TESL
6691: |
A. B. C. Seminar in Professional Development.
(1, 1, 1) Seminar focused on self direction and professional
development of English as Second Language Specialists (ESL),
with an increasing emphasis on becoming instructional leaders,
as students plan to meet their own learning needs in instructional
expertise; expand their awareness of the role of the ESL
specialist; plan their program; use technology in presentations;
and develop their Master’s Research Project or Comprehensive
Portfolio. |
| TESL
6800: |
Individual Study in Teaching English
as a Second Language. (1-6G) Prerequisite: Permission
of the student's adviser. Independent study under the supervision
of an appropriate faculty member. May be repeated for credit.
(Fall, Spring, Summer) |
| TESL
7999: |
Graduate Residence. (0G) Meets Graduate
School requirement for continuous enrollment during completion
of a capstone project or comprehensive examination. (Fall,
Spring, Summer) |
To Contact the Office of Middle,
Secondary, K-12 Education
Phone: (704)
687-8875 or (704) 687-8878
Fax: (704) 687-6430
|
MDSK
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