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)
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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.
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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)

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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.
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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)
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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)
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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.
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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)
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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.


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:     K-8 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 elementary and middle school level. (Spring)

Graduate
 
FLED 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)

FLED 5201:     K-8 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 elementary and middle school level. (Spring)
 
FLED 6200:     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.
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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)
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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)

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