School of Education

JILL FITZGERALD, Interim Dean

Deb Eaker-Rich, Interim Assistant Dean

Wendy Gratz Borman, Assistant Dean

Deborah P. Lane, Assistant Dean

Professors

Frank Brown, Gregory Cizek, Barbara Day, Fenwick English, Jill Fitzgerald, Susan Friel, John Galassi, Madeleine R. Grumet, Audrey Heining-Boynton, Ryuko Kubota, Catherine Marshall, Judith Meece, George Noblit, Sam Odom, Xue Lan Rong, Rune Simeonsson, Lynda Stone, Linda Tillman, Gerald Unks, Lynne Vernon-Feagans, William Ware, Barbara Wasik.

Associate Professors

Patrick Akos, Cheryl Mason Bolick, Harriet Boone, Kathleen Brown, Jill Hamm, Wallace Hannum, Carol Malloy, Rita O’Sullivan, Dwight Rogers, James Trier.

Assistant Professors

Kathleen Gallagher, Jocelyn Glazier, Jeff Greene, Dana Griffin, Leigh Hall, Steve Knotek, David P. Levine, Melissa Miller, Latish Owusu-Yeboa, Eileen Parsons, Sam Song, Olof Steinthorsdottir.

Research Professors

Donald Bailey, Donna Bryant, Martha Cox, James Marshall, Peter Ornstein, James Reznick, Pamela Winton.

Research Associate Professors

Virginia M. Buysse, Dina Castro-Burgos, Mary-Ruth Coleman, Gloria Harbin, Deborah Hatton, Ellen Peisner-Feinberg, Sharon Ritchie.

Research Assistant Professors

Melissa DeRosier, Anita Scarborough, Lorraine Taylor.

Clinical Professors

Suzanne Gulledge, Marcus Lee, Russell Rowlett, Patricia Shane.

Clinical Associate Professors

Leslie Babinski, Kelly Coker, Daniel Huff, Stanley Schainker, Neal J. Shipman, Rhonda Wilkerson.

Clinical Assistant Professors

Elise Barrett, Anne Crawford, Kim Dadisman, Marcia Davis, Deborah Eaker-Rich, Mark Enfield, Sandra Evarrs, Cheryl Horton, Mollie Lloyd, Deborah Manzo, Tammie Moore, Denise Morton, Edward M. Neal, Merida Negrete, Chris Osmond, Sharon Palsha, Barbara Rhoades, Meg Sheehan, Rodney Trice, Beril Ulku-Steiner, James Veitch, Anne Wheeler, Lynn Williford, Susan Wynn.

Clinical Instructors

Darcy Berger, Camille Catlett, Kathy Sikes, Sandra Swenberg, Mabel Tyberg.

Lecturers

Cecil Coburn, Cheryl R. Goldstein, Suzanne Harbour, Thomas Metzguer, Melissa Raley, Vergie Taylor.

Retired Fixed-Term Professors

John Brantley, Duane Brown.

Professors Emeriti

Hunter J. Ballew, Richard Brice, Linda Brooks, William I. Burke, Richard Coop, James Cunningham, James J. Gallagher, R. Sterling Hennis Jr., Samuel M. Holton, Paul B. Hounshell, Richard C. Hunter, Mary T. Lane, David Lillie, Bobbie Boyd Lubker, William Malloy, William S. Palmer, Richard C. Phillips, Walter Pryzwansky, William C. Self, Roy E. Sommerfield, Dixie Lee Spiegel, Donald J. Stedman, Gary Stuck, Alan Tom, Neal H. Tracy, 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 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-kindergarten); elementary (grades kindergarten through six); and middle grades (grades six through nine). For individuals wishing to obtain initial teaching licensure in English, English as a second language, foreign language, mathematics, music, science, 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 of arts or bachelor of science in an appropriate arts and sciences major.

Program of Study

The degree offered is the bachelor of arts in education. Three different tracks are available: child development and family studies, elementary education, and middle grades education.

Admission to the School of Education

Students are admitted to the School of Education as transfers from the General College, from other departments of UNC–Chapel Hill or other institutions.

The criteria for admission to the undergraduate programs include, but may not be limited to, good academic progress, commitment to the teaching profession and 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 by the end of their fourth semester to be formally admitted, although this does not guarantee admission. 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 Web site for the application deadline. Questions about application requirements may be directed to the 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.

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:

• Complete the last 30 hours of the degree in residence at UNC–Chapel Hill (to ensure that students take all their professional sequence or EDUC courses here)

• Meet the requirements of an appropriate teaching major in child development and family studies, elementary education, or one of the teaching areas at the middle grades level

• For elementary education students, complete the requirements for a second major academic concentration as well as the required breadth courses

• Earn a grade of C (2.0) or better for each professional course (EDUC) in the School of Education and an overall C+ (2.5) average in the major teaching field

Note: A grade of F in any EDUC course 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 the senior year. For elementary and middle grades, the teaching internship is offered only during the spring semester. For child development and family studies, there are required internships spring semester of the junior and senior year. Students are not permitted to enroll in noneducation courses during an internship semester nor hold a job which 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 appropriate semester 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 not be able 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 minor in education or have education as a second major. 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.

Majoring in Education (Child Development and Family Studies): Bachelor of Arts

The CDFS 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 course work 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: 121 hours (minimum requirement)

• General Education Requirements: Please consult the academic advising worksheets for the general education requirements. In some cases, the School of Education requires a particular course to satisfy the requirement.

Professional Sequence Courses (61 hours)

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

Junior Year Fall Term

• EDUC 401 Early Childhood Development

• EDUC 402 Models of Early Childhood Services

• EDUC 403 Working with Families

• Specialized track

• Required elective

Junior Year Spring Term

• EDUC 404 Infant Assessment and Teaching Strategies

• EDUC 405 Clinical Internship and Seminar (Infant)

• EDUC 406 Introduction to Exceptional Children Seminar

• Specialized track

• Required elective

Senior Year Fall Term

• EDUC 501 Preschool/Kindergarten Assessment and Teaching Methods

• EDUC 662 Emergent Literacy

• Specialized track

Senior Year Spring Term

• EDUC 502 Preschool/Kindergarten Internships

• EDUC 503 Professional Development and Leadership Seminar

Specialized Track (12 hours)

Students must take 12 hours of coursework across the two specialization tracks, Community Resource Facilitation and Development and Infant/Child Development Service Provision. Community Resource Facilitation and Development is designed to train the early childhood professional to access and coordinate interagency community-based resources for young children and their families. Infant/Child Development Service Provision is designed to give students the knowledge and skills to work with young children with specialized health care and developmental needs.

Required Electives (6 hours)

Majoring in Education (Elementary Education): Bachelor of Arts

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 (kindergarteners through grade six). To satisfy the General Education requirements of the University, students should try to take many of these courses in the first year and sophomore year, prior to making application. Students are encouraged to begin taking course work in their major academic concentrations as early as possible.

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

• EDUC 412 Development and Learning in the Elementary Classroom

• EDUC 413 Emergent Literacy

Junior Year Spring Term

• EDUC 403 Working with Culturally Diverse Families

• EDUC 414 Literacy across the Curriculum for Elementary Education

• EDUC 415 Culture, Society, and Teaching

• EDUC 416 Aesthetics: The Arts, Culture, and Learning

Senior Year Fall Term

• EDUC 512 Mathematics in Elementary Grades

• EDUC 513 Teaching Reading and Language Arts (K–6)

• EDUC 514 Teaching Science in the Elementary School

• EDUC 515 The Arts as Integrative Teaching

• EDUC 516 Exceptional Children Seminar (A) and Field Placement

Senior Year Spring Term

• EDUC 517 Exceptional Children Seminar (B)

• EDUC 518 Student Teaching in Elementary Grades

• EDUC 519 Seminar on Teaching Elementary Grades

Major Academic Concentration (24–49 hours)

Beginning in fall 1999, 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.

Breadth Courses

Students who choose the arts, language and literature, or social sciences interdisciplinary major choose one course from each subject area outside their concentration area, for a total of three breadth courses. Students in the math, science, and computer technology concentration choose 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.)

• Language and Literature: Choose one from COMM 160, 162, 261; ENGL 400; INLS 530, 532

• Mathematics: Choose one from MATH 307 or 411

• Science: Choose one from ASTR 101 and 101L; CHEM 200; GEOL 101 and 101L; PHYS 100

• Social Science: Choose one from AFAM 102, 258; ANTH 143, 102; HIST 127, 128, 143; POLI 100; SOCI 122, 124, 130

Interdisciplinary Major Depth Courses

The Arts (five courses)

Required: COMM 160, 162, or 261

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

• MUSC 121, 141, 142, 143, 144, 145

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

• Introductory Level Courses: ART 151, 152, 286, 287, 450

• Intermediate Level Courses with an Introductory Course Prerequisite: ART 155, 254, 387

• Advanced Level Courses with Prerequisite of Intermediate Level Course: ART 451

• Studio Courses: ART 103

Subfocus 3: Dramatic Art

• DRAM 115, 120, 135, 140, 240, 281, 282

Language and Literature (five courses)

Select one area of subfocus: English as a second language, modern Romance language (Spanish or French), or language and literature.

Subfocus 1: Modern Romance Language (French or Spanish)

• Fluency Courses: Choose one of FREN or SPAN 204; FREN or SPAN 300

• Literature Courses: Choose two of FREN or SPAN 260; FREN or SPAN 372; FREN 375; SPAN 373

• Language/Civilization Courses: Choose two of FREN or SPAN 255; FREN or SPAN 310; FREN or SPAN 330; FREN 331 or SPAN 340; FREN or SPAN 350

Subfocus 2: Language and Literature

• Required: ENGL 400

• Children’s Literature: INLS 530 or 532

• Oral Interpretation of Literature: Choose one of COMM 160, 162, 261; ENGL 146, 147

• Non-American/Non-British Literature: Choose one of AFRI 262; ASIA 350; CHIN 252; CMPL 121, 122, 393; ENGL 367, 369; FREN 260, 275, 277; ITAL 242; PORT 270, 275; RUSS 274; SPAN 260, 270, 275

• Choose one more from any of the subfocus courses listed above.

Math, Science

Mathematics (three courses):

• MATH 307

• MATH 411

• choose one of STOR 151 or 155 (prerequisite MATH 110 or exemption)

Sciences (three courses, at least one with a laboratory):

• Choose one: CHEM 101 and 101L or CHEM 200

• Choose one: PHYS 100, 101, or 104

• Choose one: ASTR 101 and 101L; BIOL 271, 272, 277, 278, and 278L; GEOG 111; GEOL 103, 159 and 159L

Social Studies

Five courses, three of which must be above the 200 level

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

• AFAM 102, 274, 258; ANTH 230, 350, 440; ASIA 350; HIST 232, 362, 589; POLI 217, 274; PSYC 467, 503; RELI 141; SOCI 124, 380, 444; WMST 101

Category II: Western Hemisphere (choose two):

• A: The United States (one course): AMST 101; ANTH 340; COMM 318; ECON 390; GEOG 260, 261, 262, 428, 454; HIST 565, 573, 580, 586; POLI 100, 405, 410; SOCI 115, 122

• B: The Western Hemisphere other than the United States (one course): AFAM 254; ANTH 231; HIST 143, 281, 530; POLI 231, 238, 434, 435, 450

Category III: Third-World Culture (choose two):

• AFRI 101, 480; ANTH 102, 103, 226, 320, 429; GEOG 120, 130, 265, 267, 268; HIST 134, 282, 288; POLI 241, 250; RELI 183

Category IV: Family and/or Community (choose one OR take a second course from Category IIA):

• PSYC 468; SOCI 130, 425

Free Electives (0–7 semester hours)

Total number of academic credit hours required is 120 to 126.5 semester hours.

Majoring in Education (Middle Grades Education): Bachelor of Arts

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 schools and junior high schools (grades six through nine). Students who desire to earn initial licensure to teach at the high school level may choose to pursue the “Middle Grades Plus” option. 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 (30 hours)

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

Junior Year Fall Term

• EDUC 465 The Teaching Profession

• EDUC 466 Planning for Teaching

• EDUC 467 Planning for Teaching Lab

Junior Year Spring Term

• EDUC 469 Developing Skills for Teaching

Senior Year Fall Term

Two of the following four courses:

• EDUC 563 Teaching Language Arts in the Middle Grades

• EDUC 564 Teaching Social Studies in the Middle Grades

• EDUC 565 Teaching Science in the Middle Grades

• EDUC 566 Teaching Mathematics in the Middle Grades

Senior Year Spring Term

• EDUC 568 Seminar on Teaching

• EDUC 569 Teaching Internship

Major Academic Concentrations (21–34 hours)

Language Arts (21 hours):

• COMM 160

• ENGL 225 or 265

• ENGL 301, 302, 313, or 314

• ENGL 400

• ENGL 344, 367, 369, 373, 439, 440, or 446

• ENGL 485, 487, 587, 589, or 684

• INLS 530 (or approved substitute)

Mathematics (21 hours):

• MATH 231

• MATH 232

• MATH 307

• MATH 381

• MATH 411

• Choose one: MATH 416, 533, or 551

• STOR 151 or 155

• Choose one: COMP 101, 110; MATH 401, 515, or any not taken above from MATH 416, 533, or 551

Note: Some of the courses above have prerequisites.

Social Studies (21 hours):

• ECON 101

• HIST 128, 362, or 377

• HIST 130, 133, 134, 136, 139, 187, 276, 282, 537, or 538; POLI 226, 236, or 250

• HIST 162, 210, 260, or 262

• HIST 366 or 367

• POLI 100

• SOCI 101, 111, or 130

Science (31–34 hours):

• ASTR 101 and 101L, or GEOG 111

• BIOL 101 and 101L

• CHEM 101 and 101L, or 200

• GEOL 101 and 101L

• PHYS 100, 101, or 104 and laboratory

• One science course from any area beyond introductory courses

• Biology concentration: Two biology courses from sophomore level or higher (may include GEOL 211)

• Physics concentration: Two physics courses from sophomore level or higher

• Chemistry concentration: Two chemistry courses from sophomore level or higher

• Geology concentration: Two geology courses from sophomore level or higher

Minor Academic Concentrations (15–21 hours)

Language Arts Minor (15 hours):

• ENGL 130 or 131

• ENGL 313 or 314

• ENGL 301, 302, 343, 344, 367, 369, 373, 439, 440, or 446

• ENGL 400

• INLS 530 or EDUC 567

Mathematics Minor (21 hours):

• MATH 231

• MATH 232

• MATH 307

• MATH 381

• MATH 411

• One from COMP 110; MATH 416, 515

• One from MATH 233, 416, or STOR 155

Note: Some of the courses above have prerequisites.

Social Studies Minor (18 hours):

• One from ANTH 101, 102; SOCI 101, 111, or 130

• ECON 101 or POLI 100

• GEOG 120

• HIST 366 or 367

• Two from HIST 133, 162, 187, 282, 537, 538; POLI 226, 236, or 250

Science Minor (17–20 hours):

• ASTR 101 and 101L or GEOG 111

• BIOL 101 and 101L

• CHEM 101 and 101L, or 200

• GEOL 101 and 101L

• PHYS 100, 101, or 104 and laboratory

Electives: 0–9 hours

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 grade point average of 3.4.

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 licensure upon graduation must pass Subject Assessment Tests (PRAXIS II). Child development and family studies students who wish to teach kindergarten must take the Elementary Subject Assessment Tests (PRAXIS II). Middle grades education students who do not have 24 hours of coursework in their content area must take the Subject Assessment Test (PRAXIS II) in that area.

Fees are charged for all PRAXIS examinations. Information and application forms are available at the University Counseling Center in the Student Health Services Building and 103 Peabody Hall. PRAXIS information is also available online at http://www.ets.org/praxis.

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 State Department of Public Instruction and the National Council for the Accreditation of Teacher Education.

Special Opportunities in Education

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 in 103 Peabody Hall or by phone at (919) 966-1346.

EDUC

121 [021] Introduction to Education (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 [022] Children in Schools: Tutoring the Elementary Child—K through 3 (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades kindergarten through three.

131 [031] Career Exploration (1). Provides students an opportunity for exploration of career choices.

221 Children in Schools: Tutoring the Older Child—Elementary and Middle School (1). Combines tutoring training with a field placement for tutoring in literacy and mathematics in grades four through eight.

222 [024] Teaching Fellows Seminar: Teaching, Creativity, and the Arts (1). Focuses on the relationship among arts, creativity, and education.

250 [050] 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.

302 [193] Study Group Research I (1–3). Prerequisites, EDUC 600, enrollment in the M.Ed. for experienced teachers program. Explores the meanings of research and the potential roles of teachers in conducting research. Teachers formulate possible individual or small group research projects that they can carry out during the year.

307 [067] Revisiting Real Numbers and Algebra (MATH 307) (3). Central to teaching pre-college mathematics is the need for an in-depth understanding of real numbers and algebra. This course explores this content, emphasizing problem solving and mathematical reasoning.

401 [050] Early Childhood Development (4). Prerequisites, PSYC 101 and 250 and permission of the instructor. This course addresses major theories of child development for young children with and without disabilities from birth to six years across the cognitive, social/emotional, language/communication, and physical, perceptual-motor development domains. Biological, environmental, and sociocultural influences on typical and atypical development are examined concurrently. Students participate in a field-based component in early childhood programs allowing for observation and interaction with young children birth to six years of age with and without disabilities.

402 [080] 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 [111] Working with Socioculturally Diverse Families of Young Children (3). Prerequisites, SOCI 130 and permission of the instructor. This course provides an analysis of issues related to contemporary families of young children. The family is viewed within individual social and cultural contexts as well as a family systems orientation.

404 [060] Infant/Toddler Assessment and Teaching Strategies (3). Prerequisites, EDUC 401 and permission of instructor. 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 the infant and toddler. Program models for working with families are emphasized.

405 [090] Infant/Toddler Internship and Seminar (5). Prerequisites, EDUC 401 and permission of instructor; corequisite, EDUC 404. Students are placed in inclusive center-based settings for infants and toddlers. The internship is taken in conjunction with EDUC 404. This field-based experience gives students the opportunity to practice assessment and instructional strategies for working with this age range. Students are required to be in their internship placements approximately 12 hours per week. A weekly seminar is held in conjunction with this internship to serve as a forum for integrating students’ infant/toddler internship experiences with early childhood recommended practices presented in EDUC 404.

406 [101] Introduction to Child Health Services (3). Permission of the instructor. This course addresses policy and service delivery issues related to children with disabilities from birth through school age. Surveys giftedness and various disabling conditions: mental retardation, emotional disturbance, learning disabilities, speech impairment, hearing impairment, vision impairment, orthopedic impairment, and neurological impairment. Intervention strategies for children with severe and multiple disabilities will be addressed. Cross-listed with EDUC 695.

412 [071] Learning and Development in the Elementary Classroom (6). Prerequisite, admission to the elementary education program. This course focuses on the connection between child development and learning theories, assessment, and classroom practices for elementary children. The course provides competencies related to the implementation of developmentally and culturally appropriate teaching strategies and assessment, including methods for fostering cognitive, social, physical, language/communication/literacy, and emotional development.

413 [052] Emergent Literacy for Elementary Education (1). Focuses on the development of reading and writing processes from birth through first grade, emphasizing typically developing children.

414 [053] Literacy across the Curriculum for Elementary Education (1). Provides rationale and practical methods for integrating reading and writing with content areas in the elementary school.

415 [073] Culture, Society, and Teaching (6). Prerequisite, EDUC 412. Emphasizes the interconnection of classroom, school, and society; the role of cultural beliefs in education; and social studies instruction. A field-based course. Activities include observation and participation in a classroom and teaching social studies.

416 [004] Aesthetics Education: Arts, Culture, and Learning (3). Introduction to developmental aspects of children’s art and to the application of art materials and processes to teaching at the elementary and intermediate levels.

421 [058] Community Organizations and Children I (1). Provides an understanding of the community contexts of schools and an experience working in community group. This is the first semester of two-semester course.

422 [059] 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 [041] Education in American Society (3). Primarily for students not majoring in education and may be taken by education majors only as an elective. 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 [065] Introduction to Teaching (offered concurrently with EDUC 466) (2). Prerequisite, admission 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 [066] Planning for Teaching in the Middle Grades (offered concurrently with EDUC 465) (3). Prerequisite, admission 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.

467 [066L] Planning for Teaching in the Middle Grades Lab (1). Prerequisite, enrollment in EDUC 466. Provides the classroom-based experiences required for observation and application of skills acquired in EDUC 466.

469 [069] 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.

496 [125] 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. (Formerly EDSP 199)

501 [061] Preschool/Kindergarten Assessment and Teaching Strategies (5). Prerequisites, EDUC 401, 404, and permission of the instructor. This course addresses the link between child developmental theories, assessment, and classroom practices for children three to six years of age. Students will practice assessment and curriculum projects in their preschool and kindergarten student teaching sites six to eight hours per week.

502 [092] Preschool/Kindergarten Student Teaching and Seminar (3–12). Prerequisites, EDUC 401, 404, 405, 501, and permission of the instructor. The preschool and kindergarten clinical internship provides students with a supervised field-based experience with typically and atypically developing children and their families. Additionally, this internship provides an opportunity for students to apply competencies (i.e., knowledge, attitudes, and skills) learned and developed in courses prior to this experience. This 40-hour-per-week internship is devoted exclusively to the student’s functioning in a professional capacity for eight weeks in a community preschool classroom and eight weeks in a public school kindergarten classroom. A weekly seminar serves as a forum for students to discuss recommended practices from the early childhood literature presented in EDUC 501 and their experiences in their student teaching sites.

503 [121] Professional Development and Leadership Seminar (2). Permission of the instructor. This course is designed to help students gain knowledge about effective strategies for professional development within the early childhood and early intervention fields. Specific topics include leadership styles and skills; professional identity and roles; methods of collaboration to achieve individual and organizational change; current child and family policy issues; and program administration and evaluation. Students will demonstrate knowledge of these competency areas and the value of lifelong learning within one’s profession through action plans and portfolio development.

512 [012] Teaching Mathematics in Elementary Education (4). Prerequisites, EDUC 412, 415, and one college mathematics course. Provides a study of the pedagogy related to teaching mathematics in elementary programs. This course is taught in an elementary school and must be taken in the fall of the senior year.

513 [051] Teaching Reading and Related Language Arts (K–6) (4). Prerequisites, EDUC 412 and 415. A survey course for K–6 majors on the nature of reading and other language arts. The course is taught at an elementary school. Required of all K–6 majors and must be taken in the fall of the senior year.

514 [060] Teaching Science in the Elementary School (3). Prerequisites, EDUC 412 and 415. Methods and materials for teaching science will be taught, with an emphasis on inquiry and an integrated unit approach.

515 [068] The Arts as Integrative Teaching (2). Prerequisite, admission to the elementary education program or the child development and family studies program. Explores integration of the arts in the curriculum.

516 [074] Exceptional Children Seminar and Field Placement (2). Prerequisite, admission to the elementary education program. This seminar introduces students to teaching children with special needs in the general classroom. Students will complete a case study on an individual child with learning difficulties while in the field placement.

517 [075] Exceptional Children Seminar and Field Placement II (1). Prerequisite, admission to the elementary education program. This seminar proceeds similarly to EDUC 516.

518 [062] Student Teaching in Elementary Grades (1–12). Prerequisites, EDUC 415, 512, 513, 514, 516, and 517. Provides full-time experience in an elementary school classroom under the supervision of an experienced teacher and a University supervisor during 10 or more weeks.

519 [097] Seminar on Teaching the Elementary Grades (offered concurrently with EDUC 569) (3). Prerequisites, EDUC 465, 466, 469, and 568. This seminar provides the student an opportunity to reflect on teaching and the teaching profession by integrating knowledge about teaching with observations about teaching made during the internship.

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 [091] Schools, Cultures, and Communities II (3). Prerequisite, EDUC 521 or permission of the instructor. Continues to explore current issues dealing with schools and the cultures and communities they encompass.

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 Effective Teaching: Understanding Students (2). Physical, social, and psychological development of students; implications for teaching; styles of learning; levels of thinking; development of problem-solving skills; cognitive and behavioral learning theory; motivation; influences on students’ worlds.

533 Effective Teaching: Diversity (2). Cultural diversity, family support systems, language differences, special needs, using diversity to enrich the classroom, matching instruction to student needs, characteristics of diverse learners and how they impact teachers and students.

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 (2). 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, redesigning tasks, projects to engage students 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, organizing principles for instructional strategies. Will develop skills by use of culturally authentic materials, performance based assessment creating units and lessons promoting successful language learning.

563 [083] Teaching Language Arts in the Middle Grades (3). Prerequisite, admission 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. (Formerly EDUC 568)

564 [084] Teaching Social Studies in the Middle Grades (3). Prerequisite, admission to the middle grades education program. Focuses on the goals and methods of teaching social studies in the middle grades. (Formerly EDUC 568)

565 [085] Teaching Science in the Middle Grades (3). Prerequisite, admission 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. (Formerly EDUC 568)

566 [086] Teaching Math in the Middle Grades (3). Prerequisite, admission 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. (Formerly EDUC 568)

567 [105] Literature in Middle School (3). Explores literature in contexts of interdisciplinary middle school curricula and the interests and needs of young adolescents. Topics include reader response theory, censorship, Internet resources, school resources, and methods. (Formerly EDUC 198)

568 [095] Seminar on Teaching (offered concurrently with EDUC 569) (3). Prerequisites, EDUC 465, 466, and 469.

569 [096] Teaching Internship (offered concurrently with EDUC 568) (1–21). Prerequisites, EDUC 465, 466, and 469. This internship gives students the opportunity to plan instruction and to teach with increasing degrees of responsibility. The internship will be in a school setting under direct supervision of a classroom teacher.

600 [116] Reinventing Teaching (3). Prerequisite, admission to the M.Ed. for experienced teachers program. Addresses contexts of teaching, teaching in the world, and teaching students in schools. This course is designed for experienced educators to reinvent teachers and teaching.

601 [100] Education Workshops (1–21). Permission of the director of the professional studies division. Workshops designed around education topics primarily for licensed K–12 teachers.

612 [118] Social Studies and Arts (1–9). Looks at social studies as a discipline that easily integrates other disciplines, particularly the arts, which includes literature. It emphasizes curriculum and instruction, as well as theoretical underpinnings.

617 [128] Introduction to Communication Disorders (COMM 684) (3). Explores the etiology, epidemiology, assessment, and educational implications of speech and language disorders. (Formerly EDSP 143)

620 [122] Introduction to School Psychology (3). Introduces the student to concepts and methods involved in school psychology. (Formerly EDSP 120)

621 [115G] Explorations in Literacy (3). Explores what it means to be a reader and writer, the nature of development of literacy.

626 [106] 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. (Formerly EDUC 627)

627 [107] 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. (Formerly EDUC 108)

628 [109] 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. (Formerly EDCI 180)

629 [150] 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. (Formerly EDUC 180)

631 [131] Program Development for Special Populations (3). Permission of the instructor. Reviews issues associated with program development for children who are experiencing uneven success in school because of poor attendance, poverty, drug and alcohol abuse, disabling conditions, parental abuse, or violent behaviors. (Formerly EDSP 283)

641 [141] Introduction to Teaching (3). Prerequisite, admission to the M.A.T. program. Introduces the principles of effective teaching with emphasis on the first year of teaching. (Formerly EDUC 150)

642 [142] Introduction to Schools (3). Prerequisite, admission to M.A.T. program. Provides an examination and overall view of schools that introduces topics such as the cultures of schools, professionalism, connections with other communities, multiculturalism, and special populations. (Formerly EDUC 151)

644 [144] Learner and Learning I (3). Prerequisites, EDUC 641 and 642. Provides prospective teachers a conceptual understanding of child/adolescent development in order to enable them to interpret student behavior in a valid manner. (Formerly EDUC 160)

645 [145] Contexts of Education I (3). Prerequisites, EDUC 641, 642, and permission of the instructor. Focuses on the social contexts of schools; conditions of teaching; relations among students, teachers, and administrators; equitable educational opportunity; and educational philosophies. This course is part one of a two-course sequence. (Formerly EDUC 161)

646 [146] Practica Student Internship (3). Prerequisites, EDUC 641 and 642. Provides students the opportunity to observe and become involved with all aspects of teaching and schools within their content area. (Formerly EDUC 165)

647 [147] Methods and Materials for Teaching Secondary/K–12 Subjects I (3). Prerequisites, EDUC 641 and 642. Prepares students to teach the English language arts at the secondary level. The immediate purpose of this course is to prepare participants for full-time student teaching during the spring semester. (Formerly EDUC 170)

648 [148] Methods and Materials for Teaching Elementary Music I (3). Prerequisites, EDUC 641 and 642. Equips students with resources and experiences to facilitate entry as a specialist in the elementary music classroom. (Formerly EDUC 175)

652 [151] Principles of Instructional Design (3). Studies the design and production of instructional materials incorporating goal analysis, learning task analysis, behavioral objectives, entry behavior, criterion tests, instructional strategies, design planning, and formative evaluation. (Formerly EDCI 115)

662 [162] Emergent Literacy (3). This course focuses on the development of literacy processes (reading and writing) at the birth through first grade level. Means of nurturing emergent literacy are represented and explored for parents, early caregivers, and preschool through first grade teachers. Students will practice literacy-based activities in preschool and kindergarten programs throughout the semester. (Formerly EDUC 199)

664 [164] Families and Teams in Early Childhood Intervention: Interdisciplinary Perspectives (3). Open to graduate students only. Explores issues and models of family-professional and interprofessional relationships in early childhood settings. Collaborative communication and problem solving strategies are emphasized in the context of diversity. (Formerly EDUC 230)

665 [165] Early Childhood Assessment Strategies (3). Open to graduate students only. Provides an overview and application of strategies for developmental screenings, normative evaluations, curriculum, and play-based assessments for young children ages birth through five. (Formerly EDUC 231)

666 [166] Preschool/Kindergarten Curriculum and Learning Environments (3). Open to graduate students only. Focuses on individually, developmentally, and culturally appropriate learning environment and curriculum strategies for young children with and without disabilities ages three to five. (Formerly EDUC 232)

667 [167] Infant/Toddler Curriculum and Learning Environment (3). Focuses on infant/toddler development and mental health strategies for facilitating development in the home and child care. (Formerly EDUC 235)

668 [168] B–K Internship (1–2). Provides an opportunity for students to synthesize and apply research and recommended practices in their work settings or in an assigned internship setting. (Formerly EDUC 240)

672 [178] Seminar in Educational Studies (3). Focuses on educational issues involving culture, curriculum, and change. Issues addressed will vary.

681 [181] Human Development (3). Open only to majors in the School of Education. Emphasizes theories of child and adolescent development plus research findings that aid in the understanding of human behavior and development. (Formerly EDFO 101)

682 [130] Behavioral Support Techniques (3). Emphasizes effective behavior management and applied behavior analysis techniques for intervening in the environments of exceptional children to increase learning. (Formerly EDSP 179)

683 [183] Educational Measurement and Evaluation (3). Identifies the basic concepts in measurement and evaluation, describes the role of evaluation in curriculum construction and revision, and describes the development and use of teacher-constructed tests. (Formerly EDFO 106)

684 [184] Statistical Analysis of Educational Data I (4). Studies descriptive and inferential statistics for educational research, including an introduction to fundamentals of research design and computer data analysis. (Formerly EDFO 180)

686 [186] The Psychology of Adult Learning (3). Focuses on knowledge and application of learning principles and conditions for facilitating learning in adults. (Formerly EDFO 103)

687 [191A] Reading and Writing Methods for Students with Learning Disabilities (3). Explores the characteristics of students with learning disabilities in the areas of reading and writing. Students will learn assessment techniques and instructional methods specific to addressing these characteristics. (Formerly EDSP 247)

688 [191B] Math and Content Areas for Students with Learning Disabilities (3). Explores the characteristics of students with learning disabilities in math, social studies, and science. Students will also learn assessment techniques and instructional methods specific to addressing these characteristics. (Formerly EDSP 247)

691H [093H] Honors Seminar in Education (3). Prerequisite, honors candidate 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 [094H] Honors Thesis in Education (3). Prerequisite, EDUC 691H with a grade of B or better. 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.

695 [127] Introduction to Exceptional Children (3). Surveys giftedness and of various disabling conditions: mental retardation, emotional disturbance, learning disabilities, speech impairment, hearing impairment, vision impairment, orthopedic impairment, and neurological impairment. (Formerly EDSP 130)

EDUX

615 [194A] Assessment and Differentiation (1). Prerequisites, EDUC 600, enrollment in the M.Ed. for experienced teachers program. Enhances teachers’ understanding of how to differentiate assessment.

616 [194B] Teaching and Differentiation (1). Prerequisite, enrollment in the M.Ed. for experienced teachers program. Enhances teachers’ understanding of how to differentiate instruction. Using a case-based approach, teachers examine the areas of human development, special education and inclusion, cultural diversity, linguistic diversity, cognitive styles, and multiple intelligences as frames through which to consider creative environments to promote students’ classroom success.

622 [126] Content-Area Reading and Writing (3). Focuses on current theory, research, and issues in the teaching and use of reading and writing in the content areas. This is an introductory course. (Formerly EDUC 153)

626 [121] Revisiting Real Numbers Concepts (3). Uses a problem-based format and group work to explore the mathematics of the real numbers with an emphasis on rational numbers.

675 Seminar in Science Education (3). Teaches students curriculum and instruction strategies in science education. The focus of the course is on teaching and assessing science for conceptual understanding.

676 Perspectives on Science Education: Physical Science (3). Examines physical science domains in depth. Students reflect on their own understandings of science phenomena and research their students’ understandings.

677 Perspectives on Science Education: Life Science (3). Studies the history of science education, curriculum design, and national reform ideas as well as projects and programs currently used in U.S. classrooms.