School of Education

soe.unc.edu

G. WILLIAMSON McDIARMID, Dean

Deborah Eaker-Rich, Associate Dean, Chief Academic Officer and Director of Graduate Studies

Wendy Gratz Borman, Assistant Dean for External Relations

John Plummer, Assistant Dean for Administration and Finance

Professors

Patrick Akos, Kathleen Brown, Marta Civil, Gregory Cizek, Sharon Derry, Fenwick English, Susan Friel, John Galassi, Madeleine R. Grumet, Catherine Marshall, Linda Mason, G. Williamson McDiarmid, Judith Meece, George Noblit, Sam Odom, Xue Lan Rong, Keith Sawyer, Rune Simeonsson, Lynda Stone, Lynne Vernon-Feagans, William Ware, Barbara Wasik.

Associate Professors

Harriet Able, Cheryl Mason Bolick, Lora Cohen-Vogel, Jocelyn Glazier, Jeff Greene, Dana Griffin, Leigh Hall, Jill Hamm, Eric Houck, Sherick Hughes, Steve Knotek, Rebecca New, Rita O'Sullivan, Eileen Parsons, James Trier.

Assistant Professors

Janice Anderson, Claire Baker, Juan Carrillo, Claudia Cervantes-Soon, Dana Thompson Dorsey, Julie Justice, Melissa Miller, Gemma Mojica, Kihyun Ryoo.

Professors of the Practice

Pat Ashley, Neil Pedersen.

Research Professors

Virginia M. Buysse, Donald Bailey, Martha Cox, Karen Erickson, James Marshall, Dennis Orthner, Malbert Smith, A. Jackson Stenner, Carl Swartz, Pamela Winton.

Research Associate Professors

Dina Castro-Burgos, Kristen Kainz, Kelly Maxwell, Ellen Peisner-Feinberg, Sharon Ritchie.

Research Assistant Professor

Kara Hume.

Clinical Professors

Suzanne Gulledge, Audrey Heining-Boynton, Stephen Hooper.

Clinical Associate Professors

Leslie Babinski, Kathleen Gallagher, Daniel Huff, Sharon Palsha, Stanley Schainker, Neal J. Shipman, James Veitch.

Clinical Assistant Professors

Clinton Bolton, Todd Boyette, Nick Cabot, Taffye Clayton, Jennifer Coble, Melissa DeRosier, Deborah Eaker-Rich, Sandra Evarrs, Michael Follo, Amy Gauthier, Caroline Hexdall, Martinette Horner, Cheryl Horton, Derrick Jordan, Alvera Lesane, Mollie Lloyd, Deborah Manzo, Denise Morton, Robert Pleasants, Catherine Scott, Holly Sopko, Alex Tabori, Julie Vandiver, Anne Wheeler, Lynn Williford, Jennifer Wooten, Susan Wynn.

Clinical Instructors

O. Ray Angle, Alaina Barth, Kathryn Bartholomew, John Brodeur, Camille Catlett, Winston Crisp, Cynthia Demetriou, Jess Evans, Annice Fisher, Lisa Freeman, Emily Gomez, Ciji Heiser, Thomas Hardiman, Sarah Hoffarth, James LoFrese, April Mann, Ann McColl, George McFarley Jr., Mary Faith Mount-Cors, Katherine Nobles, Christina Perry, Chloe Russell, Bettina Shuford, Eric Sparks, Daniel Thomas Jr., Mabel Tyberg, Mary Willingham.

Lecturers

Christy Dunston, Jeffrey Fuchs, Jacquelyn Gist, Suzanne Harbour, Kate Kryder, Gary Miller, Rolanda Mitchell, Jeff Sackaroff, Timothy Stiles, Vergie Taylor, Miranda Thomas, Christy Walker.

Professors Emeriti

Hunter J. Ballew, Richard Brice, Linda Brooks, Duane Brown, Frank Brown, William I. Burke, Richard Coop, James Cunningham, Jill Fitzgerald, James J. Gallagher, R. Sterling Hennis Jr., Samuel M. Holton, Paul B. Hounshell, Richard C. Hunter, Mary T. Lane, David Lillie, Bobbie Boyd Lubker, Carol Malloy, William Malloy, William S. Palmer, Richard C. Phillips, Walter Pryzwansky, William C. Self, Roy E. Sommerfield, Dixie Lee Spiegel, Donald J. Stedman, Gary Stuck, Linda Tillman, Alan Tom, Neal H. Tracy, Gerald Unks, Eugene R. Watson, Ronald Wiegerink, Kinnard P. White, Ralph E. Wileman Jr.

Introduction

The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty members and peers. All of these elements work together to build a solid foundation for exemplary practices in education.

Programs in the School of Education are designed to prepare students to teach at one of the following levels: child development and family studies (birth to kindergarten), elementary (grades kindergarten through six), middle grades (grades six through nine), UNC–BEST (grades nine through 12 in mathematics or science), and music education (grades kindergarten through 12). For individuals wishing to obtain initial teaching licensure in English, English as a second language, foreign language, and social studies education, the School of Education offers a master of arts in teaching (M.A.T.) program. Admission to this program is based on successful completion of a bachelor's degree in an appropriate major.

Program of Study

The degree offered is the bachelor of arts with a major in education. Three different tracks are available: child development and family studies, elementary education, and middle grades education. The School of Education also offers special opportunities for math and science secondary licensure (UNC–BEST), music education in kindergarten through grade 12, and a minor in education. Students are subject to the requirements in place when they are admitted to the School of Education; consequently, the requirements described in this bulletin particularly apply to students admitted to the school during the 2014–2015 academic year.

Note: Students entering the University in fall 2014 should know that the School of Education is in the process of redesigning its teacher licensure programs to meet increasing state and national requirements for professional educators. Faculty members will be developing a dual B.A.–M.A.T. program in education for students who have earned a bachelor's degree in an appropriate subject area. Students who desire an initial license to teach children from birth to prekindergarten, or prekindergarten through elementary or middle grades (in mathematics, science, social studies, or language arts), can expect to apply to the newly designed graduate programs beginning in fall 2016; at that time, the bachelor of arts degree with a major in education will be discontinued. The School of Education Web site will provide updated information as it becomes available. For those wishing to obtain licensure in secondary mathematics or science (grades nine through 12) or music education (grades kindergarten through 12), the School of Education continues to offer initial licensure at the undergraduate level.

Admission to the School of Education

Note: The following information is for incoming transfer students and students who matriculated to the University prior to fall 2014.

Students are admitted to the School of Education's childhood development and family studies program, elementary education program, and middle grades program from the General College or from other departments of UNC–Chapel Hill. Current UNC–Chapel Hill students apply to the School of Education during the spring semester of their second year on campus. Students who have transferred to UNC–Chapel Hill must apply to the School of Education their first spring semester on campus.

The criteria for admission to the undergraduate programs include, but may not be limited to, good academic progress, commitment to the teaching profession and to children, strong letters of recommendation, and passing scores on the PRAXIS I: Pre-Professional Skills Test (PPST: Reading, Writing, and Mathematics) or approved scores on the SAT or ACT. Special consideration for admission is given to students with teaching-related scholarships and to students who would enhance the diversity of the teaching profession. In addition, students must have a minimum grade point average of 2.5 at the time they apply. Applicants also need to complete a form stating whether they have ever been convicted of a violation of law other than a minor traffic violation. This information has an impact on the school's ability to place students in public school field experiences, including student teaching, and also affects eligibility for teaching licensure. Applications are available online at soe.unc.edu. Interested students should check with advisors in the General College or on the School of Education's Web site for the application deadline. Questions about application requirements may be directed to the school's Office of Student Affairs at (919) 966-1346.

Students who enter the School of Education from the General College are required to fulfill all General Education requirements, select courses appropriate to their major field of concentration, take courses in education designed to meet teacher licensure requirements, and comply fully with all regulations and requirements for graduation from the University. For education requirements, students are subject to the requirements for the term in which they were admitted to the School of Education.

Because the University limits the number of transfer students from other institutions, transfer applicants compete for admission to the school on the basis of grade point average and other academic credentials, and on such matters as commitment to a career in teaching and strong letters of recommendation. The Office of Undergraduate Admissions makes the final decision on admitting transfer students after consultation with the School of Education.

Majoring in Education: Bachelor of Arts

Requirements Common to All Undergraduate Degree Tracks in Education

In addition to the general University graduation requirements, a student who secures a bachelor's degree in the School of Education must meet each of the following minimum requirements:

Note: A grade of F in any EDUC course or a cumulative grade point average that drops below 2.5 will result in a student's being academically ineligible to continue in the program.

Finally, all students must fulfill a semester-long teaching internship in spring of the senior year. Students are not permitted to enroll in on-campus coursework during an internship semester and may not hold a job that requires weekday hours without permission from the student-teacher placement coordinator (permission is given only under exceptional circumstances). Because all of the teaching internship areas are offered only during the spring semester, it is imperative that students plan their programs during the junior year to assure registering for the designated teaching internship during the spring of the senior year. All courses, except the required education seminars, must be completed before the senior internship semester begins. Students should consult their advising worksheet in order to identify those courses. Most students will find that a car is necessary during the student teaching semester. Student teachers are expected to abide by the public school calendar once they begin full-time student teaching. This means that, in most years, student teachers will be unable to take University spring break.

Because of the professional nature of the curriculum in the School of Education it is not possible for students in other departments to have education as a second major. However, students in other departments may pursue the minor in education, described below. Education majors who are interested in adding a second major or minor must go through the approval process with their academic advisor in the School of Education.

B.A. Major in Education:
Child Development and Family Studies

The child development and family studies program is an interdisciplinary program of study. In addition to taking core courses, students are involved in extensive field-based experiences with children and families beginning in the first semester of their junior year. Students also take coursework in other schools and departments, including social work, sociology, linguistics, public health, and psychology. The program prepares students to work with young children (age birth through six years) and their families in a variety of settings, including public and private preschools, public and private kindergartens, and child-care settings, including infant and toddler programs.

Total Credit Hours Required: 120 hours (minimum requirement)

Professional Sequence Courses (60 hours)

All professional courses require a grade of C or better to remain eligible.

Junior Year Fall Term

Junior Year Spring Term

Senior Year Fall Term

Senior Year Spring Term

No other courses are allowed during this semester.

Additional Requirements

Specialized Course Requirement (12 hours)

The child development and family studies program is an interdisciplinary program that requires students to take courses related to working with young children and their families in other departments on campus. Students in this program are required to take 12 hours of these specialized classes. These classes are designed to educate the early childhood professional to access and coordinate with interagency community-based resources for young children and their families. Students gain the knowledge and skills to work with young children who grow up in diverse environments and/or young children who might have specialized health-care or developmental needs. Below is a list of classes that can fulfill the 12-hour specialized course requirement. All specialized courses require a grade of C- or better.

AAAD 130, 231, 341; AAAD/WMST 386; ANTH 226, 318, 380, 439; ANTH/EDUC 629; ANTH/WMST 277; COMM 422, 576; COMM/WMST 224; EDUC 441, 515, 531, 560, 561, 562, 567; ENGL 284, 291; EXSS 210, 211; INLS 534; LTAM 291; LING 101, 200, 203; MATH 307; NUTR 240; PSYC 210, 222, 245, 250, 260, 465, 467, 468, 507, 512; SOCI 122, 380, 423, 426, 470; SOCI/WMST 444; SOWO 490; WMST 101

General Education Requirements

B.A. Major in Education: Elementary Education

The elementary education program at the undergraduate level provides students with a broad academic background and the specific professional education necessary to function as teachers of young children (kindergarten through grade six). To satisfy the General Education requirements and the content area requirements for the major, students should try to take as many of these courses as possible during their first and second years, prior to applying to the School of Education.

During the junior and senior years the professional education courses and student teaching will provide a range of experiences that will include working with children at the levels identified with the elementary program.

Total Credit Hours Required: 120 hours (minimum requirement; some major academic concentrations require more hours than others.)

Professional Sequence Courses (50 hours)

All professional courses require a grade of C or better to remain eligible.

Junior Year Fall Term

Junior Year Spring Term

Senior Year Fall Term

Senior Year Spring Term

No other courses are allowed during this semester.

Additional Requirement: Major Academic Concentration

First-year elementary education majors must fulfill the requirements for an interdisciplinary major as their major academic concentration. Four interdisciplinary majors have been approved for elementary education majors: 1) the arts; 2) language and literature; 3) math, science, and computer technology; and 4) social sciences. Each interdisciplinary major has a breadth (6–9 hours) and depth (15–19 hours) component. Students must earn a minimum grade of C or better in both the professional EDUC courses and the breadth and depth courses.

Breadth Courses

Students who choose the arts, language and literature, or social sciences interdisciplinary major take a total of three breadth courses outside their concentration area. Students in the math, science, and computer technology concentration take one language and literature breadth course and one social science breadth course for a total of two courses. (These students take an additional depth course in mathematics or science.) Please refer to the concentration-specific academic worksheet for the options open for each concentration.

Interdisciplinary Major Depth Courses

The Arts (five courses)

Required: COMM 160

For the remaining four courses, choose two from one subfocus area (music, the visual arts, or dramatic art) and one from each of the other two subfocus areas.

Subfocus 1: Music

Note: No more than three credit hours from the applied study/ensembles are permitted. All individual lessons are one credit hour.

Subfocus 2: The Visual Arts

Subfocus 3: Dramatic Art

Language and Literature (five courses)

Select one area of subfocus: modern romance language (Spanish or French) or language and literature (English).

Subfocus 1: Modern Romance Language (French or Spanish)

Subfocus 2: Language and Literature (English)

Math, Science, and Computer Technology

Mathematics (three courses)

Sciences (three courses from three different departments, at least one with a laboratory)

Social Sciences (five courses, three of which must be above 200)

Category 1: Minority Groups in the United States (choose one)

Category 2: Western Hemisphere United States (choose one)

Category 3: Western Hemisphere Non-United States (choose one)

Category 4: Third-World Culture (choose one)

Category 5: Family and/or Community (choose one additional Western Hemisphere United States course OR choose one of the following)

General Education Requirements

Total number of academic credit hours required is 120 semester hours.

B.A. Major in Education: Middle Grades Education

The middle grades education program provides students with a strong academic background in arts and sciences and the specific professional education necessary for successful teaching in middle and junior high schools (grades six through nine). Based on North Carolina State Board policy licensure opportunities, a candidate may add subject area licensure for teaching grades nine through 12 by successfully completing the middle grades licensure requirements and also passing the appropriate subject matter PRAXIS Test II. Students selecting the middle grades education program must complete the General College requirements of the University. Students working for this degree will be required to have two academic concentrations: one will be the major and one will be a minor concentration. In addition, students complete the professional education courses during their junior and senior years.

Total Credit Hours Required: 120 hours (minimum; some major academic concentrations require more hours.)

Professional Sequence Course (33 hours)

All professional courses require a grade of C or better to remain eligible.

Junior Year Fall Term

Junior Year Spring Term

Senior Year Fall Term

Two of the following four courses:

Senior Year Spring Term

No other courses are allowed during this semester.

Major Academic Concentrations

All content area courses require a C- or better to fulfill the requirement.

Language Arts

General Education Requirements for Language Arts

Mathematics

Note: Some of the courses above have prerequisites.

General Education Requirements for Mathematics

Social Studies

General Education Requirements for Social Studies

Science

Minor Academic Concentrations

Language Arts Minor

Mathematics Minor

Note: Some of the courses above have prerequisites.

Social Studies Minor

Science Minor

Honors in Education

During the spring semester of the junior year, an honors student in education participates in the honors seminar. During the fall semester of the senior year, the student prepares an honors thesis, on which there is an oral examination. The program is limited in enrollment and open on a space-available basis to students with a minimum cumulative grade point average of 3.3.

Establishing Licensure

North Carolina licensure requirements are distinct from the School of Education's degree requirements. In their senior year, elementary education (K–6) students who plan to obtain North Carolina licensure upon graduation must pass the North Carolina Foundations of Reading and General Curriculum exam. It is anticipated that a licensure examination will be developed for the birth-kindergarten license. Child development and family studies students should consult with their advisors and refer to the testing Web page on the School of Education website: soe.unc.edu/services/student_affairs/licensure/undergrad_praxis.php. Middle grades education students should take the Subject Assessment Tests (PRAXIS II) in both of their content areas.

Fees are charged for all licensure examinations. Information is available in 103 Peabody Hall. PRAXIS information is also available online at www.ets.org/praxis/nc/requirements and for NCFRGC at www.nc.nesinc.com.

Early in the semester in which a student plans to apply for graduation, initial teacher licensure forms for North Carolina must be completed and submitted to the licensure officer in 103 Peabody. Licensure application information is now available by program on the School of Education Web site. After the official posting of a degree, the licensure application is processed by the School of Education's licensure officer and forwarded to the North Carolina State Department of Public Instruction.

The programs described in this bulletin are approved by the North Carolina Department of Public Instruction, the State Board of Education, and the National Council for the Accreditation of Teacher Education.

Minoring in Education

The undergraduate minor in education is appropriate for undergraduate students interested in furthering their knowledge of education as a means of career development or to enhance their understanding of current schooling, community, and policy directions.

The minor requires an application to the School of Education that requires a statement of interest and purpose and an academic plan. The application process is intended to ensure the student's commitment to completing the minor. Applications are taken every fall.

Students may apply any year during their undergraduate career and will be required to complete a five-course sequence in which they receive a minimum of C or better in 12 hours of coursework.

The minor consists of five courses.

For more information about the minor in education, please contact the School of Education Office of Student Affairs at (919) 966-1346.

Advising

With the exception of the minor in education, the education programs have a large number of requirements. To best facilitate completion of all requirements students are strongly encouraged to meet with an academic advisor every semester.

Kara GrawOzburn is the School of Education academic advisor for all students interested in education. Ms. GrawOzburn sees students for advising both in Steele Building and in Peabody Hall as follows:

Special Opportunities in Education

UNC Baccalaureate Education in Science and Teaching (UNC–BEST)

UNC–BEST is a collaboration between the School of Education and the College of Arts and Sciences. This innovative program offers undergraduate science (biology, chemistry, geology, physics) and mathematics majors the opportunity to complete the requirements for a bachelor of arts or bachelor of science degree and obtain licensure as a secondary science or mathematics teacher in North Carolina in four years. Students will be prepared for North Carolina teaching licensure for grades nine through 12 in comprehensive sciences or mathematics.

UNC–BEST students are enrolled in their respective major in the College of Arts and Sciences and, once accepted into the UNC–BEST program, complete the requirements to earn North Carolina teaching licensure. Admission into the program requires a grade point average of 2.5 at UNC–Chapel Hill and successful completion of a minimum of six hours of mathematics (if applying for mathematics) or science (if applying for science) coursework on the UNC–Chapel Hill campus.

Program Requirements

Music Education: K–12 Licensure

The K–12 Music Education Licensure program is a collaboration between the School of Education and the College of Arts and Sciences. This innovative program offers undergraduate music majors the opportunity to complete the requirements for a bachelor of music and obtain licensure as a music teacher in North Carolina in four years.

Program Requirements

Alternative Teaching Licensure Programs

For students who do not major in education but who wish to seek licensure for teaching, the School of Education offers licensure-only and lateral-entry programs. Information about these programs may be obtained by contacting the Office of Student Affairs at (919) 966-1346.

Contact Information

Questions and requests should be directed to the Office of Student Affairs, CB# 3401, 103 Peabody Hall, (919) 966-1346. Web site: soe.unc.edu.

EDUC

65 First-Year Seminar: School Daze: What's School Got to Do with Getting an Education? (3). This seminar explores the concepts of schooling and education. Students will be challenged to reconsider their experiences and notions about pre-K through 12 schooling and to examine alternatives.

89 First-Year Seminar: Special Topics (3). Course content will vary each semester.

121 Tutoring in the Schools I (2). Provides a basic introduction to teaching and education. This course consists of a seminar based with field placements in different levels of schools.

122 Tutoring in the Schools II (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades kindergarten through three.

130 Navigating the Research University (1). This course will provide students with knowledge to succeed at a research university. Students will consider what it means to have a liberal arts education and will learn about motivation, resiliency, and self-advocacy. Students will reflect on their current work toward academic success and their path to graduation.

131 Career Exploration (1). Provides students an opportunity for exploration of career choices.

132 Career Planning (1). This course is designed for juniors and seniors who are preparing to embark on their post-Carolina job search. Students will learn how to develop the necessary tools and skills required to execute an effective job search.

221 Tutoring in the Schools III (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades four through eight.

222 Tutoring in the Schools IV (1). Focuses on the relationship among arts, creativity, and education.

250 Risk and Resiliency: Challenges and Opportunities in Education (4). Explores factors that put children at risk for educational failure and interventions to increase resiliency. Service and learning experiences in educational and community agencies are integral to the course.

309 An Examination of Quality and the Pursuit of Betterness (3). A three-credit seminar on leadership styles, philosophies, and issues related to leadership. Each class will overlap these concepts (topical or theory/practice, service, and self-awareness.)

316 Advanced Leadership Development Seminar (3). This is a three-credit course with a focus on delving deeper into issues relevant to leadership and education. This course is open to seniors, juniors, and sophomores with student organization experience and an interest in an advanced exploration of leadership.

317 Dynamics of Effective Leadership (1). The course is intended to provide an introduction to leadership theory, a forum for reflection upon personal strengths and contributions to leadership, and an opportunity to explore the nature of working in teams and groups. Pass/Fail.

318 Peer Leadership in the University Environment (2). This course revolves around and centers on the Relational Leadership Model, which defines leadership as the relational and ethical process of people together attempting to accomplish positive change.

387 Peer Tutoring (3). Peer Tutoring is an APPLES service-learning course that provides undergraduates the opportunity to serve fellow students through tutoring. Tutors must have an overall GPA of 3.0 or higher.

390 Special Topics in Education (3). This course provides students the opportunity for intensive exploration and discussion of selected topics in education.

401 Childhood Development: Understanding Birth to 12 (3). This course examines the field of child development as it contributes to the teaching and learning of children in early childhood and elementary educational settings, ages birth to 12.

402 Models of Early Childhood Service Delivery (3). This seminar serves as an introduction to the field of child development and early childhood education and special education. Students learn about the primary professional disciplines and agencies serving young children and their families. Current policy, recommended practices, and research innovations are reviewed.

403 Families, Schools, and Communities (1–3). This course examines issues of diversity among and across families within 21st-century schools and communities. The course stresses strategies for effective communication and collaboration with families, professional team members, and school and community resources.

404 Infant/Toddler Assessment and Intervention (3). Prerequisite, EDUC 401. Restricted to majors. Permission of the instructor for nonmajors. This course provides students with knowledge of program models and curricula/intervention strategies for working with infants and toddlers with and without disabilities. Additionally, information is provided regarding identification and assessment strategies for infants, toddlers, and two-year-olds. Program models for working with families are emphasized.

412 Introduction to Children and Schools and Field Experience (3). Permission of the instructor for nonmajors. This course helps prospective teachers gain the necessary knowledge to work sensitively and effectively with all elementary children and design appropriate learning experiences for elementary-aged students.

413 Language and Literacy Learning (3). Permission of the instructor for nonmajors. This course covers the theoretical and developmental aspects of language and literacy processes and practices. The course will cover reading, writing, speaking, listening, and viewing practices, birth to age 12.

416 Curriculum Integration: Science, Math, and Technology (3). Permission of the instructor for nonmajors. The focus of this course is children's development in mathematical and scientific ways of knowing and the use of technology to support this development.

421 Community Organizations and Children I (1). Provides an understanding of the community contexts of schools and an experience working in community groups. This is the first semester of a two-semester course.

422 Community Organizations and Children II (1). Prerequisite, EDUC 421. Provides prospective teachers with an understanding of the community contexts of the schools. Second semester of a two-semester course.

441 Education in American Society (3). A reflective examination of beliefs and attitudes associated with 1) the historical, philosophical, sociological, political, and economic forces affecting education and schooling in the United States; 2) the structure and function of the school system; and 3) current issues and trends in American schooling and education.

465 Introduction to Teaching (2). Offered concurrently with EDUC 466. Restricted to students admitted to the middle grades teacher education program. Initiates students into the teaching profession. The course stresses what it is like to be a teacher, with concurrent emphasis on the life of the student and the study of schools.

466 Planning for Teaching in the Middle Grades (3). Offered concurrently with EDUC 465. Restricted to students admitted to the middle grades teacher education program. Helps students learn how to plan and develop skills to meet the unique and diverse needs of young adolescents as they prepare to teach.

469 Developing Skills for Teaching (3). Prerequisites, EDUC 465 and 466. Helps students develop a variety of basic teaching skills used by classroom teachers. This course will be conducted primarily as a laboratory course.

493 Practicum (1–6). Permission of the instructor for nonmajors. Students gain familiarity with the operations and complexity of teaching. Students observe instruction, assist in teaching, learn about the curriculum and specific resources, interact with school personnel, work with students, and apply skills learned in previous courses. Prepares students for internship or student teaching.

496 Independent Study (1–3). Permission of the instructor. Provides readings and research under the direction of a faculty member. May be repeated for a maximum of six credit hours.

503 Leadership Seminar (1–3). Course asks students to consider what it means to participate in schools as educational leaders. Students consider how to collaborate effectively with school colleagues, advocate for children and families, participate in the politics of schools and education, and examine what it means to be change agents in classrooms and schools.

504 Learning in the Modern World (3). Students learn about current educational emphases and controversies as well as what the research and scholarship in the fields of education and cognition can contribute to our understanding of these phenomena.

505 Leadership in Educational/Nonprofit Settings (3). Introduces students to a research-based, highly practical understanding of leadership frames/styles prominent in educational/nonprofit organizations. Emphasizes continued student engagement with various leadership models and principles.

506 Politics, Policymaking, and America's Schools (3). Through extensive case study and conversations with policy actors, students will learn the stages model of policy making and understand conflicting values that play out in policy decisions.

508 Cultural Competence, Leadership, and You (3). This course was developed to confront and address questions of global cultural competence and self-critique. Culturally competent leaders work to understand their own biases and patterns of discrimination.

509 Helping Youth Thrive in K–12 Schools (3). Learn strengths-oriented approaches in education practice, research, and policy. The course takes up contemporary literature on positive psychology, developmental assets, resiliency, cultural competence, school readiness, school engagement/connectedness, and positive youth development.

510 Mexican American and Chicana/o Experience in Education (3). This course examines the political, cultural, and historical dimensions of the Mexican American and Chicana/o experience in education. A critical exploration of K–12 schools, higher education, and various social initiatives intended to address inequities in education for Mexican Americans and Chicanas/os will also be a focus of this class.

513 Methods for Teaching in the Elementary School (9). Permission of the instructor for nonmajors. This methods block is a field based, integrated collection of science, literacy, and math courses designed to prepare preservice teachers for planning and implementing instruction in elementary schools.

515 The Arts as Integrative Teaching (2). Restricted to students admitted to the elementary education program or the child development and family studies program. Explores integration of the arts in the curriculum.

516 Introduction to the Education of Exceptional Learners (3). Offers an overview of the special education field and its relevance to the classroom teacher. The course is based on an interdisciplinary perspective toward serving exceptional learners and collaboratively coordinating services. Course content emphasizes inclusive programming and the teacher's role in facilitating students' unique learning needs.

519 Senior Seminar (3). Corequisite, EDUC 593. Course is restricted to majors. Permission of the instructor for nonmajors. The senior seminar is inquiry based and directly connects student teachers with classroom practices. Throughout the semester student teachers develop and implement inquiry projects.

520 Early Language and Literacy Learning–Birth to Third Grade (3). Course is restricted to majors. Permission of the instructor for nonmajors. Course focuses on the language, reading, and writing development of children birth through third grade. Promotes early literacy learning for all children with and without disabilities, including those at risk.

521 Schools, Cultures, and Communities I (3). Permission of the instructor. Explores current issues dealing with schools and the cultures and communities they encompass.

522 Schools, Cultures, and Communities II (3). Prerequisite, EDUC 521. Permission of the instructor for students lacking the prerequisite. Continues to explore current issues dealing with schools and the cultures and communities they encompass.

523 Teaching Early Mathematics–Birth to Third Grade (3). Course is restricted to majors. Permission of the instructor for nonmajors. Students study the teaching and learning of mathematics for young children, birth to third grade. Emphasis is placed on content for math, as well as materials, techniques, and teaching aids.

526 Ethics and Education: From Global Problems to Classroom Dilemmas (3). Among the topics examined are ethical implications of democratic schooling for a democratic society, educators as moral agents, and education as an institution with incumbent responsibilities. Students explore the explicit and implied ethics of education and schooling as they relate to policy makers, educators, and citizens concerned about social justice.

531 Effective Teaching: First Steps (2). Characteristics of effective teachers, classroom management, instructional methods, instructional planning and presentation, monitoring and assessing student behavior and learning, differentiating instruction, yearly plans and pacing guides.

532 Child and Adolescent Development (2–3). This course examines the field of human development as it contributes to the teaching and learning of all children. The emphasis is on understanding the nature of development in educational contexts and the implications of research and theory on human development for teacher practice and the creation of supportive learning environments for all children.

533 Social Justice in Education (3). Course examines how education can help create more fair and just societies, ultimately contributing to high performing educational systems internationally. Students explore multiple perspectives on social justice; examine efforts at local, state, national, and global levels; and learn to articulate efforts in classrooms and schools with wider community initiatives.

534 Effective Teaching: Assessment (2). Methods of assessment, multiple measures, monitoring student performance to inform and improve instruction, understanding students with special needs with individual education plans, test scores, and other information in student files.

535 Teachers and Schools (3). Leadership in classroom and school with families, standards of practice, advocating equity, supporting teaching profession, school organization, school finance, legal issue/education strategies for environments that promote learning, issues and trends.

540 Mathematics Teaching (2). NCTM Standards, Standard Course of Study, developing student understanding of mathematics, problem-solving skills, and professional commitment.

541 Mathematics Problems for Instruction (2). Mathematical tasks for learners in grades six through 12 and instructional methods necessary to maintain a task at a high cognitive level.

542 Planning for Mathematics Instruction (2). Examining patterns of practice and assessment, modifying and improving planned units, pacing instruction, reconsidering individual differences and differentiation.

550 Science Teaching (2). Nature of science, national science standards, teaching science as inquiry, safety in the science classroom, materials management.

551 Designing Science Tasks (2). Prerequisite, EDUC 550. Developing and redesigning science instruction to engage students actively, with emphasis on classroom management for energetic curricula, modifying tasks and projects, assessment strategies, and utilization of resources.

552 Improving Science Instruction (2). Prerequisite, EDUC 551. A practitioner's look at instruction in middle and high school science classrooms using many current pedagogical approaches of instruction: constructivism, models of inquiry, reflective practice, and conceptual change theory.

555 Constructive Coaching I: Starting Out Right (2). Designed to support lateral-entry candidates, solving the most urgent problems in the classroom. Includes frequent online communication, individualized attention to immediate problems and combines supervision, coaching, and mentoring.

556 Constructive Coaching II: Effective Management of Student Behavior (2). Prerequisite, EDUC 555. Course designed to help lateral-entry candidates by improving their classroom management skills, specifically those related to student behavior.

557 Constructive Coaching III: Helping Students Learn (2). Prerequisite, EDUC 556. Course designed to support the lateral-entry candidates through individualized feedback about concerns, focusing on strategies for increasing student learning using content area literacy strategies.

560 Second Language Teaching (2). Methods of teaching a second language, how people learn foreign languages, planning instruction, getting students to communicate, using and adapting foreign language textbooks, and developing lessons.

561 Designing Second Language Tasks (2). Students examine instruction as effective mechanism for classroom management, choosing and redesigning tasks and projects to engage students in active learning. Assessment of student understanding investigated as necessary for development of effective instruction.

562 Improving Second Language Instruction (2). Students will consider national standards frameworks as organizing principles for instructional strategies. They will develop skills by use of culturally authentic materials, performance based assessment, and units and lessons promoting successful language learning.

563 Teaching Language Arts in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching language arts in the middle grades, including planning for student diversity and unit planning.

564 Teaching Social Studies in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on the goals and methods of teaching social studies in the middle grades.

565 Teaching Science in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on methods for teaching science in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.

566 Teaching Math in the Middle Grades (3). Restricted to students admitted to the middle grades education program. Focuses on methods for teaching mathematics in the middle grades and includes emphasis on the individual needs of students, reading and writing in the content area, and unit planning.

567 Children's Literature in Elementary and Middle Schools (3). Explores literature in the contexts of interdisciplinary elementary and middle school curricula and the interests and needs of children and young adolescents. Topics include reader-response theory, censorship, Internet resources, school resources, and methods.

568 Seminar on Teaching (3). Prerequisites, EDUC 465, 466, and 469; corequisite, EDUC 593.

593 Internship/Student Teaching (1–12). Permission of the instructor for nonmajors. Student teaching internships are full-time, authentic, field-based experiences in an educational setting. Preservice teachers are responsible for planning lessons, delivering instruction, assessing students, managing the classroom, and demonstrating their teaching effectiveness. This internship is devoted exclusively to the student's functioning in a professional capacity.

595 Introduction to Exceptional Children (3). Permission of the instructor for nonmajors. Surveys giftedness and mental disabilities; emotional and behavioral disorders learning disabilities; speech, hearing, vision, and physical impairments. Emphasizes the role of professionals, families, and the community in supporting the whole child.

601 Education Workshops (1–3). Permission of the program director. Workshops designed around education topics primarily for licensed K–12 teachers.

626 Pedagogical English Grammar for ESL Teachers (3). Enhances foreign and second language educators' understanding of English grammar, expands their skills in linguistic analysis, and helps them develop a more pedagogically sound approach to the teaching of English grammar.

627 Pedagogical Linguistics for ESL Teachers (3). Provides future English as a second language teachers with advanced concepts in linguistics and comparative linguistics. Topics such as phonology and morphology will be covered.

628 Methods of Teaching English as a Second Language (3). Covers teaching methods, assessment, and resource issues related to helping the ESL learner. Additional topics include theories of language learning and the relationships between culture and language.

629 Language Minority Students: Issues for Practitioners (ANTH 629) (3). Permission of the instructor. Explores issues of culture and language associated with teaching English as a second language.

689 Foundations of Special Education (3). This course provides an advanced introduction to key concepts, issues, and service delivery approaches pertaining to the educational needs of students with high incidence disabilities.

691H Honors Seminar in Education (3). Restricted to honors candidates in the School of Education. Required for graduation with honors in education. Integration of critical analysis of selected educational themes, introduction to methods of educational research, and intensive work in skills of reading critically and writing.

694H Honors Thesis in Education (3). Prerequisite, EDUC 691H. A grade of B or better in EDUC 691H is required to take this course. Required of all candidates for graduation with honors in education. Preparation of an honors thesis under the direction of a member of the School of Education faculty and an oral examination on the thesis.

697 Education Minor Capstone Course (3). Student completes a major project in education. Course involves discussion about the changing and contested goals of education, how student projects are implicated in these complexities, and how the projects may be articulated in terms of policy change.