Education
Education Courses
ED 101. College Reading 3
Individualized program for development of reading skills. Fall
ED 200. Computer Applications for Education 3
This course introduces the student to a variety of technological tools used by educators. In addition to using technology tools for instruction and communication, Teacher Education students will also develop technology-rich student learning objects that employ word processing, desktop publishing, spreadsheets and databases and presentation software. Students will also perform internet research and develop their electronic portfolio. Pre-requisite or co-requisite: ED 205 Fall/Spring
ED 205. Introduction to Education 2
An introduction to the profession of teaching for elementary, middle grade, secondary, and special subject area students with required observations in a school setting. This course is prerequisite to all other professional education courses. Fall/Spring
ED 251. Introduction to Special Education 3
This course will build a foundation for understanding the diverse learning needs of students with disabilities and how schools can meet these needs in an inclusive setting. The course will include an overview of delivery models, instructional strategies and the role of the teacher in the inclusive classroom. Candidates will also gain knowledge of the procedural and legal issues that surround the field of Special Education. Fall/Spring
ED 252. Introduction to Gifted Education 3
Build a foundation for understanding the diverse learning needs of students with gifted/talented exceptionalities and how schools can meet these needs in an inclusive setting. The course will include an in-depth study of the historical foundations of gifted education, current research regarding gifted education, as well as an overview of delivery models, instructional strategies, and the role of the teacher in the inclusive classroom as both instructor and advocate. Prerequisite: Valid North Carolina Teaching License.
ED 311. Children’s Literature 3
Principles of selection and evaluation of all genres of literature and the effective utilization of books in the curriculum. Fall
ED 312. Adolescent Literature 6-12 3
Principles of selection, evaluation, and use of all media designed for curricular needs and enrichment in programs for adolescents. See English 312.
ED 314. The Adolescent Learner 3
This course outlines the developmental characteristics and turning points from childhood to young adulthood within the context of education. It critically examines the mismatch between school organizations and curriculum and the intellectual, social, physical, and emotional needs of adolescents. It addresses the diverse needs of adolescent learning, encompassing special needs and second language learners. This course contains a practicum component, allowing students to examine key theories within the context of classroom and school settings. Fall
ED 320. Multi-Sensory Methods & Models of Gifted Education 3
In this course candidates will gain an understanding of the learning principles and the importance of multi-sensory instruction for learners who are gifted. This course will prepare candidates to assess individuals and design highly creative instructional methods and strategies tailored to individual needs, abilities, and learning styles. Candidates will be introduced to different methods for teaching the North Carolina Standard Course of Study through higher order thinking skills and the multi-sensory processes including visual arts, theater, music, and creative movement. Using an integrated thematic approach to instruction, candidates will build a knowledge base for each of the content areas. Prerequisite: Valid North Carolina Teaching License.
ED 321. Language Arts in the Elementary Education Program 3
Current trends, issues, research, strategies, methods and materials for teaching language arts (writing, reading, speaking, and listening) in grades K-6. Field experience required. Prerequisite: Formal admission to Teacher Education Program. Spring
ED 325. Social Studies Methods in the Elementary Education Program 2
Instructional theories, methods, and materials appropriate to teaching social studies in the elementary K-6 program; extensive practical application in an appropriate school setting. Prerequisite: Formal admission to Teacher Education Program. Fall
ED 326. Science Methods in the Elementary Educ. Program 2
Instructional theories, methods, and materials appropriate to teaching science in the elementary K-6 program; extensive practical application in an appropriate school setting. Prerequisite: Formal admission to Teacher Education Program. Fall
ED 327. Special Topics 1–4
Options for students to study, according to their interests, a variety of topics not covered in regular courses. To be announced by the division. Offered each semester.
ED 329. Motor, Communication, and Sensory Deficits of the Exceptional Child 2
This course is designed to enhance candidates’ knowledge and understanding of the motor, communication, and sensory deficits of the exceptional child. Course work will focus on current assistive technology and various other methods of communication, including Signed Exact English. In this class, candidates will gain an understanding of the importance of providing students with access to the activities of daily life, recreation, and academics. Spring – odd years.
ED 340. Middle Grades Curriculum 3
This course outlines the developmental characteristics and turning points from childhood to young adulthood within the context of education. It critically examines the mismatch between school organizations and curriculum and the intellectual, social, physical, and emotional needs of adolescents. It addresses the diverse needs of adolescent learning, encompassing special needs and second language learners. This course contains a practicum component, allowing students to examine key theories within the context of classroom and school settings. Offered each semester. Prerequisite: PSY 111 Spring
ED 347: Sociocultural Foundations of Teaching Students with Disabilities 3
In this course candidates gain an understanding of the importance of cultural socio-economic and family dynamics. They apply this knowledge to help guide instructional and management planning. This course will prepare candidates to work with diverse individuals and design highly creative instructional methods and strategies tailored to individual needs, abilities, and learning styles.
ED 348. Nature & Needs of Students with Learning Disabilities 3
This course is designed to consider the specific area of learning disabilities in depth, including etiology, prevalence, and characteristics. This course will review and analyze current practice and research on issues relating to the education of students with learning disabilities. Historical and current aspects pertaining to the particular area disability will be revealed as well. Fall – even years.
ED 350. Behavioral Management for the Exceptional Child 3
This course is designed to consider the specialized areas of behavior function and management in-depth. The course will review and analyze current practices and issues relating to managing behavior of the exceptional child. This course will teach research-validated, instructional and behavior strategies to facilitate learning across the curriculum. Prerequisite: Formal admission to Teacher Education Program. Spring – even years.
ED 360. Issues in Teaching English as a Second Language in Public Schools 3
Examines issues and policies relevant to the teaching and learning of English as a Second Language. Includes a practicum in the public schools. Evenings Only
ED 365. Sociocultural Foundations of TESL in Public Schools 3
Examines and applies theories and research related to the nature of culture and to the experiences of immigrant populations in communities and schools. Prerequisite: Formal admission to Teacher Education Program. Evenings Only
ED 375. Creative Drama 3
The use of improvised playmaking in stimulating learning and developing creative imagination, artistic sensibility, and desirable personal and social attitudes in young people. Although the principles may apply to all age groups, this course is designed for those working with young children and teenagers. Prerequisite: Sophomore standing. Meets the Arts Experience Connector requirement. Spring
ED 401. Psychological Foundations of Education 3
Theories, principles, and conditions involved in learning and teaching. Prerequisite: Formal admission to Teacher Education Program. Fall/Spring
ED 402. Historical, Philosophical, Social Foundations of Education 3
Material appropriate to the historical, philosophical, and social foundations of education. Prerequisite: Formal admission to Teacher Education Program. Fall/Spring
ED 404. Reading Instruction in the Elementary School 3
Principles, methods, and materials for developing reading skills in the elementary school, including innovative and alternative reading instructional approaches and special problems which cause reading disability. Prerequisites: Formal admission to Teacher Education Program, ED 321. Fall
ED 410. Reading in the Content Areas 3
Study of the reading process as it relates to all middle grades special subject area and secondary disciplines; includes use of audio visuals and equipment. Prerequisite: Admission to teacher education. Fall/Spring
ED 412. The Teaching of English in the Middle Grades/Secondary Program 3
Understanding and application of materials and methods in English. Offered as needed.
ED 413. The Teaching of Health and Physical Education in the Secondary Program 3
See PE 413. Offered as needed.
ED 415. The Teaching of Social Studies in the Middle Grades/Secondary Program 3
Understanding and application of materials and methods in social studies. Fall
ED 416. Specialized Instructional Methods and Materials 3
Current literature and research on effective, research-based instructional practices will be used as the basis for developing advanced skills necessary to implement instruction for special needs students. Materials will be examined and evaluated in terms of their usefulness for instruction of group and individual exceptional students. Candidates will discuss ways to adapt materials and modify the curriculum in order to enable access for all students. An emphasis will be placed on the utilization of assessment results and the documented research-validity that goes along with each instructional strategy. Fall – odd years.
ED 417. Teaching of a Second Language in K-12 Classrooms 3
Understanding and application of methods and materials in second language instruction. Offered as needed.
ED 418. The Teaching of Mathematics in the Middle Grades/Secondary Program 3
Understanding and application of materials and methods in mathematics. Offered as needed.
ED 419. Methods for Teaching ESL 3
Examines and applies various methods for teaching ESL populations in public schools. Offered as needed.
ED 421. The Teaching of Science in the Middle Grades/Secondary Program 3
Understanding and application of materials and methods in science. Offered as needed.
ED 424. Art Methods for Middle Grades/Secondary Schools 4
See Art 424.
ED 432. Collaboration and Consultation 3
Candidates will discover that effective teachers share leadership responsibilities with their co-workers, parents, and ancillary service providers. In this course, studies in collaboration and consultation take into account the important role teachers play in the leadership of the school. The organizing theme for this course centers on the premise that teachers are leaders. Guidelines are presented to assist future teachers to develop collaboration and consultation skills necessary to learn from and lead professionals, parents, students, and others in positive ways. A close examination of leadership and leadership theories, personality types, organizational refraining, successful models for collaboration, school culture, and stakeholders’ involvement grounds this course in real world applications. Guest speakers are included to assist the evolution of teacher-development practices. Spring – odd years.
ED 435. Assessment Methods, Use and Interpretation 3
This course will concentrate on the assessment and evaluation of students with special needs. Skills will include developing and administering a variety of instruments, interpreting and using assessment data (for screening, identifying, instructional planning, decision-making, and evaluating progress), and recognizing the limitations of test instruments, especially as related to cultural and linguistic issues. Current issues and trends in assessment will be explored. Fall – odd years.
ED 436. Assessment and Trends in Gifted Education 3
This course is designed to help candidates acquire assessment skills needed to make sound instructional decisions, monitor progress, and to allow teacher to plan instruction based on assessment. Classroom-based methods of curriculum, learning, performance, and behavioral assessments will be presented; including data collection, designing and implementing interventions, making curricular adaptations, and using data to make instructional decisions. Prerequisite: Valid North Carolina Teaching License
ED 440. Advanced Strategies for Literacy Acquisition and Development 3
This course is designed to prepare candidates for leadership roles in literacy development for students K-12. This will be achieved through a program of: (1) professional reading, (2) discussion and writing based on critical analyses, (3) instructional and curricular design and critique, and (4) intensive field observation, and (5) implementation of the clinical intervention process. Prerequisite: Formal admission to Teacher Education Program or Valid North Carolina Teaching License. Offered as needed.
ED 441. Comprehensive Strategies for Teaching Content Based Literacy 3
This course focuses on the skills readers require to understand and learn from content area texts. Various strategies for helping students gain fluency and comprehension are studied and analyzed. Candidates will design instruction in the content areas for learners with a variety of ability levels, special needs, cultural and language backgrounds, and interests. Field observation and instructional unit design are required. Prerequisite: Formal admission to Teacher Education Program or Valid North Carolina Teaching License. Fall
ED 443. Conceptual and Historical Foundations of Reading 3
This course is designed to identify and analyze historical and contemporary trends and issues related to the teaching of reading. Emphasis will be placed on the development of a broad knowledge regarding trends and issues related to critical literacy, American educational reform movements, and international influences, as well as research-based findings regarding how best to teach the process of reading. These trends and issues will be examined in light of their contemporary implications and current applications in the field of reading. Prerequisite: Formal admission to Teacher Education Program or Valid North Carolina Teaching License. Offered as needed.
ED 444. Reading Assessment and Intervention 3
This course is designed to prepare candidates to carry out all components of the reading assessment and intervention sequence. This includes (1) selecting assessments for different purposes and students; (2) conducting various assessment procedures; (3) linking assessment results to instructional planning; (4) tracking response to intervention and modifying plan content and pace accordingly; (5) documenting the procedures and outcomes of the assessment and intervention sequence; (6) communicating and collaborating with parents, colleagues, and other school personnel to achieve reading improvement goals. Candidates will achieve course outcomes through a variety of classroom activities and clinical experiences. Prerequisite: Formal admission to Teacher Education Program or Valid North Carolina Teaching License. Offered as needed.
ED 450. Advanced Methods for Teaching Mathematics 3
This course is designed to introduce candidates to the knowledge, skills and procedures needed to provide effective mathematics instruction to all students. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. In this course candidates must use assessment results to develop instruction that uses multi-sensory methods, continuing cycles of review, concrete to abstract instruction that builds mathematical connections. Candidates will also develop skills that will allow them to monitor students’ responsiveness to instruction (RTI). The entire course focuses on the overall development of mathematical skills and connections (including quantity/magnitude, form of a number, numeration, base ten, equality, algebraic and geometric application, and proportional reasoning). This type of instruction/monitoring will ensure a positive effect on the academic performance of students. Prerequisites: Formal admission to the Teacher Education Program, MTH 203 and MTH 204. Fall
ED 451. Curriculum Based Assessment/Responsiveness to Instruction 3
This course is designed to help students acquire formative and summative assessment skills needed to effectively program instruction, monitor progress/responsiveness to instruction, and promote successful participation in the general education and special education curricula. This course will introduce candidates to benchmarking, cut scores, and the use of norms to make instructional decisions. This course will also introduce candidates to the Response to Intervention (RTI) approach and the tiered system that enables early intervention for all learners. Prerequisites: Formal admission to the Teacher Education Program, ED 450 and ED 455. Fall – even years.
ED 452. Curriculum Differentiation for the Gifted 3
This course is designed to help candidates acquire assessment skills needed to make sound instructional planning decisions including multiple instructional models and methods and sound assessment criteria. Candidates design an in-depth unit of study that incorporates components of the Renzulli Enrichment Triad, The Tree Stage Model, and other research based instructional planning techniques. Prerequisite: Valid North Carolina Teaching License
ED 455. Teaching Students with Persistent Reading Problems 3
This course is designed to introduce candidates to the knowledge, skills, and procedures needed to provide a strong reading foundation for students with persistent reading difficulties. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. In this course candidates must use assessment results to plan a set of daily instructional lessons which include explicit instructional proceduresk, activities, and materials for teaching phonemic awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, and reading comprehension. Candidates then develop an analysis that would track the student’s progress and recommend changes for the instructional plan. This type of instruction/monitoring will ensure a positive effect on the academic performance of students. Prerequisites: Formal admission to the Teacher Education Program and ED 404 for elementary education majors/ED 404 and ED 410 for Special Education majors; or valid North Carolina Teaching License. Spring
ED 456. Legal Issues/Procedures Focused On Exceptional Needs Children 1
This course will build a foundation for understanding the Laws and Procedures surrounding diverse learners. Candidates will focus on the needs of students with disabilities and how schools can meet these needs through current legislation. The course will include an overview of the procedures for providing special education services, the important roles teachers, parents, and professionals share in this process, the continuum of services, and writing a quality IEP (Individualized Education Plan). Fall/Spring
ED 457. Directed Reading 1
Independent readings directed by members of the division faculty. Offered each semester.
ED 460. Independent Study 4
Independent in-depth investigation, reading, and research in a professional area of interest. Department approval required. Offered each semester.
ED 464. Planning and Managing the Learning Environment 3
This course will review basic classroom management theories, methods and techniques for students with exceptional learning needs. Attention will be given to the design and application of classroom/behavior management plans, social learning, and interventions to manage individual and group behavior. Strategies for establishing a positive and supportive learning environment will be explored. The importance of respect for diversity, peer interactions, and children’s social and affective development will be discussed. Prerequisite: Formal admission to the Teacher Education Program. Spring – even years.
ED 465. Classroom Assessment 3
This course is designed to prepare middle grades, secondary, and specialty area pre-service candidates to (1) prepare (or select) a variety of assessment instruments; (2) use data to organize, plan, and set goals; and, (3) use a variety of assessment data to inform instructional decisions. Candidates will investigate and design a variety of assessments specific to their content area or discipline. Pre-requisite: Formal admission into Teacher Education Program. Fall/Spring
ED 470. Diversity in American Schools 3
This course provides an overview of diversity in schools in the United States. It explores linguistics, cultural, racial, and other forms of diversity represented in society and schools, including strategies teachers use to develop academic literacy among children learning English as a second language. The course also addresses strategies schools use to meet the needs of diverse learners. Pre-requisite: Formal admission to student teaching. This course is taken concurrently with student teaching (ED 490 or ED 491). Fall/Spring
ED 471 (Science), ED 472 (Math), ED 473 (Social Studies), ED 474 (English), ED 475 (Middle Grades). Content Area Practicum 3
Requires candidates to apply knowledge gained in earlier courses to their student teaching experience while under the direct supervision of the instructor. Specifically, the course builds on the instructional unit plan prepared for the content-area methods course and the assessment and analysis project initiated in the classroom assessment course. Pre-requisite: Content area methods and ED 465 Classroom Assessment. This course is taken concurrently with student teaching. Offered as needed.
ED 490. Observation and Directed Teaching in the Middle Grades, Secondary, or Specialty Area Programs 7
Student teaching in the middle grades, secondary, or specialty areas. Prerequisites: Formal admission to student teaching and approval of the Teacher Education Council. Fall/Spring
ED 491. Observation and Directed Teaching in the Elementary Education, Integrated Education, or Special Education Programs 10
Student teaching in the elementary education, integrated education or Special Education areas. Prerequisites: Formal admission to student teaching and approval of the Teacher Education Council. Fall/Spring