School of Education
G. WILLIAMSON McDIARMID, Dean
Jill Fitzgerald, Senior Associate Dean for Academic Programs and Chief Academic Officer
Deborah Eaker-Rich, Assistant Dean and Quality Assurance Leader
Wendy Gratz Borman, Assistant Dean for External Relations
John Plummer, Assistant Dean for Administration and Finance
Professors
Gregory Cizek, Fenwick English, Jill Fitzgerald, Susan Friel, John Galassi, Madeleine R. Grumet, Catherine Marshall, G. Williamson McDiarmid, 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, Jocelyn Glazier, Jill Hamm, Steve Knotek, Rebecca New, Rita O’Sullivan, Eileen Parsons, James Trier.
Assistant Professors
Janice Anderson, Jeff Greene, Dana Griffin, Leigh Hall, Julie Justice, Melissa Miller, Olof Steinthorsdottir.
Research Professors
Donald Bailey, James Bodfish, Donna Bryant, Martha Cox, James Marshall, Peter Ornstein, James Reznick, Pamela Winton.
Research Associate Professors
Virginia M. Buysse, Dina Castro-Burgos, Mary-Ruth Coleman, Deborah Hatton, Ellen Peisner-Feinberg, Sharon Ritchie.
Research Assistant Professors
Kirsten Kainz, Patsy Pierce, Anita Scarborough, Lorraine Taylor.
Clinical Professors
Suzanne Gulledge, Audrey Heining-Boynton, Stephen Hooper, Russell Rowlett.
Clinical Associate Professors
Leslie Babinski, Todd Boyette, Kelly Coker, Daniel Huff, Stanley Schainker, Neal J. Shipman, Rhonda Wilkerson.
Clinical Assistant Professors
Linzy Abraham, Elise Barrett, Lori Bruce, Nellie Bryan, Nick Cabot, Anne Crawford, Kim Dadisman, Marcia Davis, Melissa DeRosier, Deborah Eaker-Rich, Sandra Evarrs, Kathleen Gallagher, Frank Graham, Joseph Green, Jennifer Hiemenz, Cheryl Horton, Matthew Irvin, Mollie Lloyd, Deborah Manzo, Kelly Maxwell, Tammie Moore, Denise Morton, Merida Negrete, Chris Osmond, Sharon Palsha, Barbara Rhoades, Susan Roberts, Catherine Scott, Patience Vail, Julie Vandiver, James Veitch, Peggy Weiss, Anne Wheeler, Lynn Williford, Susan Wynn.
Clinical Instructors
John Brodeur, Demitrius Brown, Camille Catlett, Sara Ewell, Melissa Exum, Annice Fisher, Suzanne Harbour, Frank Kessler, Christina Perry, Lidia Tyberg.
Clinical Lecturers
Suzanne Harbour, Vergie Taylor.
Lecturers
Courtney George, Cheryl R. Goldstein, David Holdzkom, Patricia Sickles.
Retired Fixed-Term Professors
Barbara Day, Wallace Hannum.
Professors Emeriti
Hunter J. Ballew, Richard Brice, Linda Brooks, Frank Brown, 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, 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, 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.
The North Carolina Department of Public Instruction has mandated changes to the programs described below. Students are subject to the requirements in place when they are admitted to the School of Education; however, as further modifications are made, the requirements described in this bulletin may change. For current updates and/or changes made after the printing of this bulletin, please see our Web site at soe.unc.edu/. Students enrolled prior to fall 2010 will not be affected by these changes.
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), and UNC–BEST (grades nine through 12 in mathematics or science). 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 with a major 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 transfer students from the General College, from other departments of UNC–Chapel Hill, or from 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 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.
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:
• 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 two academic concentrations 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 EDUC course 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 during the spring semester of the junior and senior year. Students are not permitted to enroll only in education courses during an internship semester and may not 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.
B.A. Major in Education: Child Development and
Family Studies
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)
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 Service Delivery
• EDUC 403 School, Families, and Culture
• EDUC 407 Child Development Practicum
• Specialized Track course
• Elective
Junior Year Spring Term
• EDUC 404 Infant/Toddler Assessment and Intervention
• EDUC 405 Infant/Toddler/2s Internship and Seminar
• EDUC 595 Introduction to Exceptional Children
• Specialized Track course
• Elective
Senior Year Fall Term
• EDUC 501 Preschool/Kindergarten Assessment and Teaching Strategies
• EDUC 523 Teaching Early Mathematics
• EDUC 520 Early Language and Literacy Learning
• Specialized Track course
• Specialized Track course
Senior Year Spring Term
• EDUC 502 Preschool/Kindergarten Student Teaching and Seminar
• EDUC 503 Professional Development and Leadership Seminar
Additional Requirements
Specialized Track Requirement (12 hours)
The CDFS 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 the CDFS 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 and to give students 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 track requirement. The courses on this list can also be used to fulfill the 6 hours of electives required by CDFS students.
Choose from AFAM 102; ANTH 144, 146, 380; EDUC 416, 441, 616, 682; ENGL 284; EXSS 141, 188, 211; LING 101, 200, 203; MATH 307; NUTR 240; PSYC 210, 215, 222, 225, 230, 245, 250, 260, 465, 467, 468, 507; SOCI 122, 423. Other classes can be used if approved by the CDFS faculty coordinator.
Note: Either PSYC 245 OR 250 is a prerequisite for the program. If taken as your prerequisite to the CDFS program it cannot also count as a specialized class.
Required Electives (6 hours)
Students must take 6 hours of course work related to working with children and/or families.
General Education Requirements
• SOCI 130 to fulfill one of the social science Approaches requirements
• PSYC 101 to fulfill the physical and life sciences Approaches without laboratory requirement
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 of the University, students should try to take many of these courses in the first year and second 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 401 Childhood Development: Understanding Birth to 12
• EDUC 412 Introduction to Schools and Children
• EDUC 413 Language and Literacy Learning
Junior Year Spring Term
• EDUC 403 School, Families, and Culture
• EDUC 414 Literacy and the Child
• EDUC 415 Social Studies and the Child
• EDUC 416 Curriculum Integration: Science, Math, and Technology
Senior Year Fall Term
• EDUC 513 Methods for Teaching in the Elementary School
• EDUC 514 Senior Fall Practicum
• EDUC 516 Differentiated Instruction for Inclusive Classrooms
Senior Year Spring Term
• EDUC 518 Student Teaching in Elementary Grades
• EDUC 519 Seminar on Teaching the Elementary Grades
Additional Requirement: Major Academic Concentration (24–49 hours)
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 above in both professional EDUC courses and depth courses.
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; EDUC 567; ENGL 284, 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
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 courses: ART 151, 152, 286, 287, 450
• Intermediate courses with an introductory course prerequisite: ART 155, 254, 387
• Advanced course with a prerequisite of an intermediate course: ART 451
• Studio course: 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 from 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 from 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: Choose one from ENGL 400, 401; LING 101
• Children’s literature: Choose one from EDUC 567; ENGL 284; INLS 530, 532
• Oral interpretation of literature: Choose one from COMM 160, 162, 261; ENGL 146, 147
• Non-American/Non-British literature: Choose one from 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, and Computer Technology
Mathematics (three courses):
• MATH 307
• MATH 411
• Choose one from STOR 151 or 155 (prerequisite MATH 110 or exemption)
Sciences (three courses, at least one with a laboratory):
• Choose one from CHEM 101 and 101L, or CHEM 200
• Choose one from PHYS 100, 101, or 104
• Choose one from ASTR 101 and 101L; BIOL 271, 272, 277, 278 and 278L; GEOG 111; GEOL 103, 159 and 159L
Social Sciences (five courses, three of which must be above 200)
Category 1: Minority Groups in the United States (choose one):
• AFAM 102, 258, 274; 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 2: 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 3: Third-World Culture (choose one):
• 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 4: Family and/or Community (choose one OR take a second course from Category 2A):
• PSYC 468; SOCI 130, 425
General Education Requirements
• BIOL 101/101L or PHYS 106 to fulfill the physical and life sciences with lab Approaches requirement
• An additional physical and life sciences Approaches course
• To satisfy the social and behavioral sciences Approaches requirement, choose two of ANTH 101, ECON 101, GEOG 120, POLI 100, or SOCI 130
• To satisfy the visual and performing arts Approaches requirement, choose one from ART 151, 152; MUSC 121, 141, 142, 143, 144, 145, 146; DRAM 116, 120; EXSS 193
Free Electives (0–7 semester hours)
Total number of academic credit hours required is 120 to 126.5 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 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 Introduction to Teaching
• EDUC 466 Planning for Teaching in the Middle Grades
• EDUC 467 Planning for Teaching in the Middle Grades 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 Math 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; or LING 101
• ENGL 300, 300I, 301, 307, 315, 400, 401, 405, or 486
• ENGL 331, 338, 343, 344, 345, 347, 348, 350, 353, 355, 356, 360, 361, 362, 367, 368, 369, 373, 374, 375, 439, 440, or 446
• ENGL 472, 475, 485, 487, 564, 581, 587, 589, 639, 657, 659, 660, 661, or 684
• EDUC 567 or INLS 530
General Education Requirements for Language Arts
• WMST 101 to satisfy a social and behavioral sciences Approaches requirement
• To satisfy the visual and performing arts Approaches requirement, choose one from COMM 140; DRAM 116, 120; ENGL 142
Mathematics (21 hours):
• MATH 231 (Foundations quantitative reasoning requirement)
• MATH 232, 307, 381, 411
• Choose one from MATH 533 or 551
• STOR 151 or 155
• Choose one from COMP 101, 110; MATH 401, 515, or any not taken above from MATH 533 or 551
Note: Some of the courses above have prerequisites.
Social Studies (21 hours):
• ECON 101
• HIST 128, 362, or 377
• AFRI 101; HIST 130, 133, 134, 136, 139, 140, 187, 276, 282, 537, or 538; HNRS 353, 354; POLI 226, 236, or 250
• HIST 162, 210, 260, or 262; HNRS 353 (if not used above)
• HIST 366 or 367
• POLI 100
• SOCI 101, 111, or 130
General Education Requirements for Social Studies
• HIST 151 to satisfy the historical analysis Approaches requirement
• GEOG 120 and ANTH 101 or 102 to satisfy a social and behavioral sciences Approaches requirement
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):
• EDUC 567 or INLS 530
• ENGL 130 or 131
• ENGL 313 or 314
• ENGL 301, 302, 343, 344, 367, 369, 373, 439, 440, or 446
• ENGL 400
Mathematics Minor (18 hours):
• MATH 231, 232, 307, 381, 411
• One from COMP 110; MATH 416, 515, 551; or STOR 151
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 AFRI 101; HIST 133, 140, 162, 187, 282, 537, 538; HNRS 353, 354; 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 course work in their content area must take the Subject Assessment Test (PRAXIS II) in that area.
Fees are charged for all PRAXIS examinations. Information is available in 103 Peabody Hall. PRAXIS information is also available online at 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
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 and mathematics majors enrolled in the following departments the opportunity to complete 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 one of the following areas: biology, chemistry, geology, mathematics, or physics. Scholarship opportunities are available on a selective basis.
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.
Program Requirements
• Teaching methods course in the major: BIOL 410, CHEM 410, GEOL 412, MATH 410, or PHYS 410
• EDUC 532 Understanding Students (3)
• EDUC 533 Diversity and Teaching (3)
• EDUC 535 Teachers and Schools (3)
• EDUC 569 Student Teaching Internship (12)
• UNC–BEST Seminars (1)
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.
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.
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.
131 Career Exploration (1). Provides students an opportunity for exploration of career choices.
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 NC Fellows Sophomore Seminar (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). Advanced Leadership and Issues in Higher Education is a three-credit, pass/fail 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. Pass/Fail.
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 is designed to be an experience in leadership, focusing on the Relational Leadership Model. Pass/Fail.
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 School, Families, and Culture (3). Course restricted to majors. This course examines issues of diversity among and across families within 21st-century schools and communities to better prepare teacher education students to provide quality education experiences for all children.
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.
405 Infant/Toddler/2s Internship and Seminar (2). Prerequisite, EDUC 401; corequisite, EDUC 404. Permission of the instructor for nonmajors. Students work in inclusive infant, toddler, or two-year-old rooms, giving them the opportunity to engage in recommended practices presented in EDUC 404. A seminar is held in conjunction with this internship.
407 Child Development Practicum (1). Corequisite, EDUC 401. Students are required to observe children in early childhood education programs and schools for assignments in 401.
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 (1). 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.
414 Literacy and the Child (1). Permission of the instructor for nonmajors. This course focuses on the literacy practice of individual children. An emphasis on the funds of knowledge individual children bring to literacy contexts will drive the course content.
415 Social Studies and the Child (6). Prerequisite, EDUC 412. Permission of the instructor for nonmajors. This course emphasizes the interconnection of classroom/school and society, the role of cultural beliefs in education, and social studies instruction.
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 group. 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.
467 Planning for Teaching in the Middle Grades Lab (1). Corequisite, EDUC 466. Provides the classroom-based experiences required for observation and application of skills acquired in EDUC 466.
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.
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.
501 Preschool/Kindergarten Assessment and Teaching Strategies (5). Prerequisites, EDUC 401, 404, and 405. Restricted to majors. 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 strategies in their preschool and kindergarten student teaching sites approximately 10 hours per week.
502 Preschool/Kindergarten Student Teaching and Seminar (3–12). Prerequisites, EDUC 401, 404, 405, and 501. Restricted to majors. Students complete their full-time student teaching in preschool and kindergarten classrooms. This 35- to 40-hour-per-week semester long internship is devoted exclusively to the student’s functioning in a professional capacity. A weekly seminar serves as a forum for students to discuss recommended practices.
503 Professional Development and Leadership Seminar (2). Permission of the instructor. Students learn about effective strategies for professional development in early childhood and early intervention, including 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.
512 Teaching Mathematics in Elementary Education (4). Prerequisites, EDUC 412 and 415. Required preparation, 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 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.
514 Senior Fall Practicum (2). Course is restricted to majors. Permission of the instructor for nonmajors. This practicum experience provides students the opportunity to observe classroom teaching and participate in a community of practice within the school/classroom placement in which full-time student teaching will take place.
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 Differentiated Instruction for Inclusive Classrooms (2). Course is restricted to majors. Permission of the instructor for nonmajors. This course focuses on preparing preservice teachers for inclusive classroom settings. Emphasis will be placed on differentiating instruction to effectively meet the academic needs of students in the inclusive classroom.
517 Exceptional Children Seminar and Field Placement II (1). Restricted to students admitted to the elementary education program. This seminar proceeds similarly to EDUC 516.
518 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 Senior Seminar (3). Corequisite, EDUC 518. 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.
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 (3). 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 (3). 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 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 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.
568 Seminar on Teaching (3). Prerequisites, EDUC 465, 466, and 469; corequisite, EDUC 569.
569 Teaching Internship (1–21). Prerequisites, EDUC 465, 466, and 469; corequisite, EDUC 568. 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.
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 (1–21). Permission of the program director. Workshops designed around education topics primarily for licensed K–12 teachers.
612 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 Introduction to Communication Disorders (COMM 617) (3). See COMM 617 for description.
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.
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.