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Graduate Course Syllabi

• 506 Institutes in Education. Practicum or workshop experiences to focus on issues, problems, or approaches in profession.
• 516 Emergent Literacy and Mathematical Understanding Exploration of emergent literacy development in language arts and mathematics in a preschool/kindergarten setting, particularly language and cognitive development theories and research as applied to home and classroom practices. (SP).
• 517 Literacy I: Reading and Writing in the Primary Elementary Grades Pr. admission to M.Ed. in curriculum and instruction Classroom Practice Track or permission of instructor. Designed to give teachers study in depth of the reading process as a functional aspect of curriculum. Newer media techniques and practices examined and evaluated. Student required to do independent study of one area of the reading program as related to the specific teaching situation. (FA/SP)
• 518 Mathematics in the Elementary and Middle Schools Current mathematics program, including emphasis on meaning theory and on instructional materials, methods, and procedures in teaching fundamental operations. (FA,SP)
• 519 Science in the Elementary and Middle Schools Emphasis on helping teachers and assist children in developing experiences for working in the field of science. Consideration given to an understanding of nature of field of elementary school science, developing criteria for selecting appropriate materials, and role of children’s interests in designing learning experiences. (SU,FA)
• 520 Social Studies in the Elementary Schools Designed to help educators gain more complete understanding of elementary school social studies. Special emphasis given to evaluation of the field beginning with the separate subjects approach, to correlation, to broad fields, to integration, and separate disciplines approach. Emphasis also given to identification of key skills that help children function intelligently in this field. Development of democratic citizens also a major consideration. (SU,FA).
• 521 Literacy II: Reading and Writing in the Intermediate Elementary Grades Study of the language arts curriculum. Some consideration given to the implementation of research for classroom instruction. Attention to recent developments in the use of media, instructional techniques, and materials for instruction. (SU,FA).
• 523 Legal, Historical, and Cultural Implications of English as a Second Language  Pr. "A" licensure in another area of permission of instructor. Exploration of legal and historical bases of English as a Second Language. Analysis of differences among home and school cultures, especially related to language. (SP)
• 526 Teaching English as a Second Language  Preparation of ESL teaching through study of trends, major theories, methodologies, and assessment in second language learning. (FA). NOTE: Effective Fall 2006 this course will be repalced with CUI 618.
• 527 Teaching Second Languages: Elementary/Middle Schools Study of second language teaching approaches applicable to the elementary/middle school pupil. Materials development and evaluation. Organizing effective second language programs in the elementary and middle schools. (FA).
• 530 Teaching Language Arts in Middle Grades  Course develops competencies in middle grades language arts instruction as related to adolescent learners.  Emphases include practical and theoretical attention to best-practices, curriculum assessment, and standards of practice.
• 535 Literacy in the Content Areas  Course prepares middle level and secondary teachers to work with students who exhibit a variety of reading and writing abilities.  Emphases on content area, developmental, and critical literacy issues and strategies related to adolescent learners.
• 545 Diverse Learners Course designed to provide students with a broad sense of knowledge and skills that will facilitate their effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. The course includes a practicum (field/lab) experience of two hours per week.
• 551 Teaching Practices and Curriculum in English  Pr.450 and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required of student teachers in English. Designed to acquaint prospective teachers with modern concepts and practices in English instruction in secondary schools; emphasis on teaching four fundamental language arts: speaking, writing, reading, listening.
• 552 Teaching Practices and Curriculum in Foreign Languages  Pr. 450, 545 and admission to teacher education Coreq. or pr. 470, or permission of instructor. Designed to acquaint second language teachers with modern methods and techniques of instruction in secondary schools. Emphasis on proficiency in listening, speaking, reading and writing and on teaching materials.
• 553 Teaching Practices and Curriculum in Social Studies Pr. 450, 545, and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required for student teachers in social studies. Organization of social studies in secondary schools; classroom methods, techniques, and activities; teaching materials; testing and evaluation.hniques
• 554 Middle Grades Social Studies Education Pr. admission to middle grades education concentration. Candidate competencies in middle grades social studies instruction. Emphases include practical and theoretical attention to curriculum development, planning, resources, standards, instructional strategies, and assessment.
• 557 Teaching Practices and Curriculum in Mathematics Pr. 450, 545 and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required of student teachers in mathematics.  Special teaching problems in secondary mathematics. Teaching procedures for important topics discussed in relation to their foundations in mathematics and logic.
• 559 Teaching Practices and Curriculum in Secondary Science Pr. 450, 545 and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required of student teachers in science.  Development of philosophy of science teaching and of attitudes and values relative to science teaching in secondary school. Emphasis on recent curriculum studies in biology, chemistry, physics, and earth-science and the changing approaches to teaching these subjects.
• 600 The Community College Development of the community college on the national and state levels, including objectives, organization, curricula, instruction, and services.
• 603 Literacy Instruction for English Language Learners  Basic knowledge of  theory and research in second language acquisition and literacy development, and strategies and techniques for effective literacy instruction for English Language Learners. This course includes a practicum.
• 604 Applied Linguistics for ESL Teachers  Linguistic theories on phonology, morphology, syntax, psycholinguistics, and sociolinguistics; basic theories of second language acquisition; and application of the theories and models of applied linguistics in ESL classroom teaching.
• 605 Developmental Psycholinguistics. Processes involved in the acquisition and development of a first language in the human species. Interrelations between psycholinguistics and cognition. Field work will include observations in a natural setting and in language testing situations.
• 606 Administration of Higher Education . Basic skills and theory of administrative behavior, organizational structure, governance and management of higher education; processes and factors influencing institutional decision making and higher education planning.
• 607 Adult Learning and College Teaching  Alternative teaching models; their nature, curriculum foundations, relationship to the adult learner, analysis, and evaluation. Research on teaching and issues in faculty evaluation.
• 612 Current Issues in Higher Education Identification and analysis of current issues with discussion of proposals for resolution.
• 614 Word Study Designed to familiarize educators with underlying developmental theories and teaching strategies for word recogntion, spelling, and vocabulary development. Special attention given to issues surrounding phonics.
• 615 Literacy in the Early Years  Course focuses on emergent and beginning readers in the primary grades. Current issues in early literacy will be addressed with special consideration given to at-risk students.
• 616 Literacy Development and Instruction Across the Grades . Course designed to give experienced teachers a deeper understanding of the theories and research behind effective reading instruction for students beyond the primary grades.
• 617a Diagnosis and Correction of Reading Problems . Causes of reading disabilities, diagnostic instruments, standard and informal testing procedures, report writing, and materials and methods of instructing the atypical reader. Work with individual students or small groups identified as problem readers.
• 617b. Advanced Strategies in Diagnosis and Correction . Further examination of atypical readers. Work with problem readers in a supervised, clinical context. Evaluation of formal and informal assessments, the generation of educational prescriptions, and the direction of assessment procedures.
• 618  Teaching English as a Second Language  Specific instructional methods and strategies to facilitate content area instruction and English language development for students who speak languages other than English. This course includes a practicum.
• 619 Research and Programs in Reading Education . For students completing a masters program with a concentration in reading education or those entering into postmasters work. Students encouraged to employ previously gained knowledge in seeking solutions to the problems facing the profession.
• 620 Theories of Reading and Writing Processes . Current cognitive and social theories of reading processes and writing processes. Implications of applying those theories to the elementary and middle school curriculum.
• 621 Diagnosing Learning Difficulties in Elementary and Junior High School. rocedures and techniques in diagnosing learning problems, especially in the language arts area. Emphasis placed on assessment and treatment procedures related to learning processes. Practical application stressed through contact with school-age children.
• 622 Differentiated Instruction . Pr: admission to M.Ed. in Curriculum and Instruction; successful completion of CUI 545, CUI 669, ERM 605 and minimum of 15 semester hours in Pedagogical Expertise area, or permission of instructor. Methods appropriate for assessing students' individual learning needs in an assessment-and performance-based curriculum, and constructing, implementing, and evaluating, a long-term instructional plan in specific content area(s) to meet those needs.
• 623 Environmental Education in the K-12 Classroom . Pr. CUI 669, CUI 545, ERM 605; permission of the instructor. Students will design, conduct and evaluate environmental education activities in their K-12 classrooms. Course activities partially fulfill requirements for North Carolina environmental education certification. Weekend field trip required.
• 625 Academic Advising and Retention in Higher Education . Addresses academic advising as a key element in the retention of college students; academic advising on the college campus.
• 626 Middle Grades Curriculum and Instruction . Pr. permission of instructor. Curricular and instructional principles, processes, and designs applicable to students in the middle grades. Particular emphasis is given to exemplary middle school programs.
• 627 Enrollment Management . "Enrollment influences" including the institution's integrated efforts in marketing, recruitment, admission, and retention, etc.
• 628 Trends and Issues in Curriculum and Instruction . Pr. Admission to M.Ed. in Curriculum and Instruction, CUI 545, CUI 669, ERM 605 or 604; or permission of instructor. Examination of selected current trends and issues in curriculum and instruction, focusing on causes, intentions, and effects of policies at the local, state and national levels.
• 630 Trends in Teaching Practices and Curriculum in Secondary School Mathematics. Pr. permission of instructor. Will familiarize teachers of grades 7-12 with the changes in content and methods of teaching secondary mathematics. May be repeated for credit when topic varies.
• 632 Trends in Teaching Practices and Curriculum in Secondary School Science . Pr. permission of instructor. Curriculum developments in biology, chemistry, physics, and earth science at the secondary school level. New approaches to teaching-learning, problem solving, discovery methods of learning, concept learning, and learning by inquiry. May be repeated once for credit when topic varies.
• 634 Seminar in Middle Grades Education . Pr. completion of a course in middle grades curriculum and instruction. Will focus on the unique needs of students and teachers in middle level schools.
• 637 Trends in Teaching Practices and Curriculum in Secondary School English . Pr. permission of instructor. Developments in the teaching of English and analysis of current practices. Changes in curriculum and materials. May be repeated once for credit when topic varies.
• 638 Seminar in Secondary Education . Group analysis of selected problems. Individual student presentations of research done on topics related to that person's professional situation.
• 639 Global Education in the Curriculum . Develop awareness of need for global education and skills and processes necessary for implementation in the curriculum.
• 640 Writing Instruction in the Elementary and Middle Grades . Interrelates knowledge, research, and practice in teaching writing as a process in elementary and middle grades. Implementing the writing process across the curriculum.
• 650 The Interaction of Classroom Management and Instruction Pr. permission of instructor. Competencies in motivating and increasing student learning through the development of positive interpersonal relationships in the classroom, effective classroom organization and instruction, and altering unproductive student behavior.
• 654 Teaching Models and Analysis of Instruction . Pr. ELC 615 or permission of instructor. Alternative models of instruction in elementary, secondary and nonschool contexts; curriculum foundations, analysis and implications, observation systems, evaluation of teaching and teachers, and critical instructional issues.
• 656 Teacher as Leader . Pr: admission to M.Ed. in Curriculum and Instruction, CUI 555, CUI 669, ERM 605; permission of instructor Study of leadership skills and best practices for teachers as leaders working with school, district, state and/or national initiatives and issues.
• 661 Higher Education in the U.S. Major prooblems and issues affecting contemporary higher education in the U.S. and their historical background.
• 662 Curriculum in Higher Education . Curricular patterns and processes in postsecondary educational institutions. Social, historical, and philosophical perspectives on current curricular trends and processes of change among various institutional types.
• 663 Program Planning in Postsecondary Education . Review of classic, naturalistic, and critical programming models in adult and postsecondary education. Prepares faculty, trainers, and staff developers to translate felt needs into meaningful learning experiences.
• 664 Teaching Problem Solving . Pr. admission to a graduate program, or permission of instructor. Survey of methods and materials for teaching problem solving and evaluating problem solving performance of students. Development of instructional programs on problem solving and assessment of their effects.
• 665 Diagnosis and Corrective Teaching in Mathematics . Pr. Successful completion in two mathematics courses (MAT 112 or higher) and one course in mathematics education, or permission of instructor. Techniques for diagnosing learning difficulties in mathematics grades K-8. Design of instruction strategies to help students overcome difficulties. Attention to evaluation of remedial instruction.
• 667 Technology in Mathematics Education . Pr. 664 or permission of instructor. Technologies used to learn mathematics and ways of incorporating those technologies into mathematics instruction.
• 668 Seminar in Mathematics Pedagogy . Pr. 664 or equivalent, or permission of instructor. Analysis of alternative pedagogy for specific mathematics content, with design of instruction and assessment based on that analysis. May be repeated for credit, maximum of 6 hours applicable toward any degree.
• 669 Educational Implications of Learning and Developmental Theory . Pr. permission of instructor. How learning and developmental theories define the teacher's role as instructional leader, how curricular materials might be designed and used, and student learning and motivation.
• 670 Research in Mathematics Education . Pr. successful completion of two courses in mathematics education, or permission of instructor. Research in mathematics instruction and learning; attention to synthesizing and identifying educational implications of research.
• 675 Teacher as Researcher . Pr: admission to M.Ed. in Curriculum and Instruction, CUI 545, CUI 669, ERM 605; permission of instructor. Methods and skills for designing, conducting, interpreting, and applying action research, the systematic inquiry into curriculum, instruction, teaching and learning. Course focuses on reflective inquiry and practical application of findings.
• 680 Clinical Experience in Teaching (Elementary) . Pr. admission to an M.Ed., Option II program. Supervised in-school clinical experience and seminar focused on the ways children learn within the classroom context. Required full-time teaching with seminar one afternoon per week.
• 680 Clinical Experience in Teaching (Secondary) . Pr. admission to an M.Ed., Option II program. Supervised in-school clinical experience and seminar focused on the ways children learn within the classroom context. Required full-time teaching with seminar one afternoon per week.
• 685 Supervision: Theory and Concepts . Theories and practices in educational supervision; curriculum development and coordination, staff development and assessment, and organizational alternatives designed to improve both student and teaching functioning in schools.
• 688 Evaluation and Assessment in Higher Education . An overview of assessment, accreditation, institutional effectiveness, and self-study issues and processes for graduate students and faculty with an interest in teaching or administrative positions in postsecondary education. Dilemmas and assumptions related to assessing institutions, academic programs, and nor-academic programs for the purposes of improvement and/or accountability will be explored.
• 690 Internship in Higher Education . Pr. Participants must have completed a minimum of 18 semester hours in the graduate plan of study. Permission of the instructor is required. Provides experiential learning opportunities in various functional areas of higher education. Learners engage in professional work activities and explore career interests within business, student, and academic affairs, among other areas.
• 711 Experimental Course .This number reserved for experimental courses. Refer to the Course schedule for current offerings.
• 730 Seminar: Qualitative Research Design in Curriculum and Instruction Pr. admission to the doctoral program in curriculum and teaching; or permission of instructor. This course addresses the foundations of qualitative design, including its history, philosophy and nature.  Includes discussion of different types of qualitative research, assessment issues, and critical reading of qualitative research in education.
• 745 Higher Education: Equity, Inclusion, and Learning . Review of theory and research on inclusion and equity in postsecondary education. Adresses skills, knowledge, and dispositions necessary for establishing culturally responsive learning environments.
• 748 Seminar in Student Cognition and Motivation . Pr. 669 or permission of Instructor. Current research findings in cognition and motivation as they apply to the development of various instructional approaches and activities.
• 750 Seminar: Issues in Curriculum and Instruction . Pr. admission to the doctoral program in curriculum and teaching; or permission of instructor. Issues and trends in pedagogy and supervision. Students will extend their research interests, and develop strategies for critical reading and writing.
• 752 The Law of Higher Education . Pr. admission to the doctoral program in curriculum and teaching; or permission of instructor. Pr. 606. The course is an elective for any UNCG master and doctoral students who successfully complete all prerequisite courses, with particular applicability for current and future college and university personnel including, administrators, faculty, staff and researchers.
• 754. Internship in Curriculum and Instructional Leadership . Pr. minimum of 24 semester hours from courses included in the doctoral student’s program of study including the following or their equivalent: 654, 655, 685; written verification by the student’s doctoral committee that student is ready for internship. Directed internship in an appropriate curriculum and instruction leadership setting. Supervision provided by departmental faculty in collaboration with field-based mentors. May be repeated once for credit.
• 759 College Teaching Practicum . Pr. advanced standing in the curriculum and teaching doctoral track and permission of instructor. Supervised experiences in teaching college level course(s).
• 765 Research in Equity Education This course examines the research knowledgebase in equity education and facilitates the design of culturally sensitive studies. Particular emphasis on race/ethnicity, gender, and class issues related to the design of research studies that affirm equity and perpetuate social justice.
• 775 Directed Doctoral Research . Pr. doctoral students in CUI and permission of instructor. Individual work on dissertation research problems; collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student’s dissertation. May be repeated once for credit.
• 785 Research in Teaching and Teacher Education . Pr. completion of ERM 604 or equivalent and one qualitative research methods course and admission to the doctoral program in curriculum and teaching; or permission of instructor. In-depth study of current trends and issues in research on teaching.
• 790 Practicum: Applied Research in Higher Education . Pr. Participants must have completed a minimum of 36 semester hours of their course of study including one methods course in qualitative research and one methods course in quantitative research. Permission of the instructor is required.Graduate learners complete an applied research project that addresses specific information needs of the cooperating institution. They learn to uphold the standards of the selected research method.

Page updated: 03-Nov-2007

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