Department of Curriculum and Instruction, The Graduate School Bulletin, The Graduate School, UNCG

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The Graduate School Bulletin

Department of Curriculum and Instruction

336 Curry Building
(336) 334-3437

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Faculty

Professors

Ceola Ross Baber, Ph.D.

Equity education, secondary education, social studies curriculum and instruction.

Gerald G. Duffy, Ed.D.

Reading strategy instruction, teacher development (William Moran Distinguished Professor).

Colleen Fairbanks, Ph.D.

Adolescent literacy, literacy and identity, teacher knowledge and development, writing instruction.

Bert Goldman, Ed.D.

College student retention, unpublished experimental mental measures.

Barbara B. Levin, Ph.D.

Teacher education, pedagogical thinking, technology education for teachers and children, case-based teaching, problem-based learning, social studies curriculum (Assistant Chair of Department and Director of Graduate Study).

Catherine E. Matthews, Ph.D.

K-12 science education and environmental education.

Samuel D. Miller, Ph.D.

Literacy development, student motivation, teacher education (Chair of Department).

Dale H. Schunk, Ph.D.

Social cognitive learning, self-regulation, motivation.

A. Edward Uprichard, Ph.D.

Mathematics education (elementary and middle grades), teacher education, leadership.

Associate Professors

Francine R. Johnston, Ed.D.

Early literacy, integrated language arts, children’s literature, spelling.

Deborah J. Taub, Ph.D.

Identity development of traditional age college students and professional preparation in student affairs.

Assistant Professors

David F. Ayers, Ed.D.

U.S. community college, politics of higher learning, college and university organization.

Heidi B. Carlone, Ph.D.

Anthropology of science education, equity in science education, science curriculum.

Jewell Cooper, Ph.D.

Equity education, ethnic identity development, community-based learning in preservice teacher education.

Beverly Faircloth, Ph.D.

Educational psychology, student motivation and development, sense of school belonging.

Kathryn Prater, Ph.D.

Early literacy, ESL literacy and preservice teacher education.

Kerri Richardson, Ph.D.

Mathematics education, teacher education, mathematics curriculum, curriculum theory.

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Overview

Graduate programs in the Department of Curriculum and Instruction include Master of Education degrees in curriculum and instruction and student personnel administration in higher education and a Doctor of Philosophy in curriculum and teaching with a concentration in either teacher education and development or higher education. Post-Baccalaureate Certificates in teaching English as a second language and in computer education, which is offered jointly with the Department of Library and Information Studies, and a Post-Master’s Certificate in college teaching, learning, and leadership are offered.

The Master of Education in curriculum and instruction offers eleven concentrations that culminate with the development of an Advanced Competencies Portfolio, providing eligibility for candidates to earn "M" licensure. Six of the concentrations—elementary education, middle grades education, social studies education, science education, Spanish education, and French education—offer two tracks, a Classroom Practice Track and a Teacher Leadership Track. The other four concentrations—reading education, English as a second language, mathematics education, and chemistry education—offer only the Teacher Leadership track. All concentrations and tracks require 39 semester hours for the master’s degree.

The Classroom Practice Track is designed for candidates who have a bachelor’s degree but did not pursue teacher education or licensure as an undergraduate. All concentrations in this track will also have prerequisite or corequisite courses which are required for teaching licensure in North Carolina. The prerequisite or corequisite courses must be completed before a candidate can be recommended for licensure. A list of prerequisite or corequisite courses is available in the Student Advising and Recruitment Center (http://www.uncg.edu/soe/newsite/sarc/index.html) or the department’s Web page at http://www.uncg.edu/cui.

The Teacher Leadership Track is designed for candidates who already hold the Standard Professional I license or initial license to teach and wish to pursue more advanced study in a field of education.

The Instructional Technology concentration is designed for teachers and other candidates who wish to focus their studies on instructional technology as it relates to curriculum and instruction. The Instructional Technology Specialist—Computers (077) licensure is attached to this concentration.

Field experiences (school-based activities) are required across the curriculum of the M.Ed. programs.

The Master of Education in student personnel administration in higher education prepares students to implement transformative and integrated learning experiences in college, university, and other post-secondary settings. Students complete classes in foundation studies, professional studies, assessment and research, and a coherent sequence of supporting studies.

For more information on a specific concentration or track contact the Student Advising and Recruitment Center (SARC) at (336) 334-3410 or visit the department’s Web page at http://www.uncg.edu/cui.

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Requirements for the Master of Education

All Concentrations

(unless otherwise noted)
Core Courses (9 hours)

CUI 545 Diverse Learners (3)
CUI 669 Educational Implications of Learning and Developmental Theory (3)
ERM 605 Educational Measurement and Evaluation (3)
(Students in a Teacher Leadership Track may choose between ERM 605 or ERM 604 Methods of Educational Research (3))

Advanced Competencies Portfolio and Other Required Culminating Experiences

For some tracks, a technology portfolio and PRAXIS exams are necessary for licensure and graduation, while for others only the Advanced Competencies Portfolio and a possible assessment day are required.

Chemistry Education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CHE 602 Graduate Seminar (2)
CHE 680 Research Problems in Chemistry (6)
7-10 hours of advanced courses in chemistry selected after needs assessment and under advisement from the Department of Chemistry
CUI 632 Trends and Teaching Practices and Curriculum in Secondary School Science (3)

Professional Development/Leadership

CUI 628 Trends and Issues in Curriculum and Instruction (3) or ELC 697 Selected Critical Issues in American Education (3) or approved substitute
CUI 656 Teacher as Leader (3)
CUI 675 Teacher as Researcher (3)

Elementary Education

Classroom Practice Track (39 hours)

Pedagogical Expertise

CUI 517 Literacy I: Reading and Writing in the Primary Elementary Grades (3)
CUI 518 Mathematics in the Elementary and Middle Schools (3)
CUI 519 Science in the Elementary School (3)
CUI 520 Social Studies in the Elementary School (3)
CUI 521 Literacy II: Reading and Writing in the Intermediate Elementary Grades (3)
CUI 622 Differentiated Instruction (3)

Professional Development/Leadership

CUI 650 The Interaction of Classroom Management and Instruction (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 622 Differentiated Instruction (3)
15 hours selected on basis of approved plan of study

Professional Development/Leadership

English as a Second Language

Teacher Leadership Track (39 hours)

Core Courses

CUI 646 Introduction to Equity Education (3)
CUI 669 Educational Implications of Learning and Developmental Theory (3)
ERM 605 Educational Measurement and Evaluation (3) or ERM 604 Methods of Educational Research (3)

Pedagogical Expertise

CUI 523 Legal, Historical, and Cultural Implications of English as a Second Language (3)
CUI 603 Literacy for English Language Learners (3)
CUI 604 Applied Linguistics for ESL Teachers (3)
CUI 618 Teaching English as a Second Language (3)
6 hours electives under advisement to include literacy courses such as CUI 614, 615, 616, or 640

Professional Development/Leadership

Add-on Licensure in English as a Second Language (15 hours)

CUI 523 Legal, Historical, and Cultural Implications of English as a Second Language (3)
CUI 603 Literacy for English Language Learners (3)
CUI 604 Applied Linguistics for ESL Teachers (3)
CUI 614 Word Study
CUI 618 Teaching English as a Second Language (3)

Licensure Process

Before completing all coursework, students seeking NC licensure in English as a Second Language are required to pass the PRAXIS specialty area exam in English as a Second Language (20360).

Upon satisfactory completion of these courses, student may make application for licensure with The Teachers Academy Certification Officer in 319 Curry.

French Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

FRE 507 Teaching French Through French Literature (3) or FRE 511 The Practice of French Translation and Interpretation (3) or FRE 615, 616 Advanced Composition for Graduate Students (3) (3)
FRE 532, 533 French Civilization (3) (3) or FRE 557 Advanced Topics in French Literature (3) (if the topic is Paris)
Three courses from French literature and/or film (director/author and/or film genre) at the 500-level and above
CUI 527 Teaching Second Languages in the Elementary/Middle Schools (3)
CUI 552 Teaching Practices and Curriculum in Foreign Languages (3)

Professional Development/Leadership

CUI 638 Seminar in Secondary Education (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

FRE 507 Teaching French Through French Literature (3) or FRE 511 The Practice of French Translation and Interpretation (3) or FRE 615, 616 Advanced Composition for Graduate Students (3) (3)
FRE 532, 533 French Civilization (3) (3) or FRE 557 Advanced Topics in French Literature (3) (if the topic is Paris)
Three courses from French literature and/or film (director/author and/or film genre) at the 500-level and above
CUI 622 Differentiated Instruction (3)
CUI 633 Trends in Teaching Practices and Curriculum in Foreign Languages (3)

Professional Development/Leadership

Instructional Technology

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 610 Integrating Technology into Subject Matter Instruction (3)
CUI 644 Supervised Practicum in Curriculum and Instruction (3)
CUI/LIS 672 Instructional Design (3)
LIS 631 Emerging Technological Trends in Information Access (3)
LIS 632 Managing School/Library Computer Laboratories (3) or LIS 630 Computer-Related Technologies for Library Management (3)
LIS 635 Media Production Services for Library Programs (3)
SES 662 Assistive Technology for Inclusive Education (3)

Professional Development/Leadership

CUI 656 Teacher as Leader (3)
CUI 675 Teacher as Researcher (3)
CUI/LIS 674 Seminar: Issues and The Virtual Community (3) or CUI 628 Trends and Issues in Curriculum and Instruction (3) or ELC 697 Selected Critical Issues in American Education (3) or approved substitute

Mathematics Education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

Five courses selected from the following list and under advisement from the Departments of Mathematical Sciences and Curriculum and Instruction: MAT 513, 514, 516, 517, 518, 519, 531, 532, 540, 545, 546, 549, 591, 592, 595, 596, 631, 632, 647, and 648
CUI 622 Differentiated Instruction (3) or CUI 665 Diagnosis and Corrective Teaching in Mathematics (3)
CUI 630 Trends in Teaching Practices and Curriculum in Secondary School Mathematics (3) or CUI 664 Teaching Problem Solving (3) or CUI 668 Seminar in Mathematics Pedagogy (3)

Professional Development/Leadership

Middle Grades Education

Classroom Practice Track (39 hours)

Pedagogical Expertise

CUI 535 Literacy in Content Areas (3)
CUI 626 Middle Grades Curriculum and Instruction (3)
CUI 634 Seminar in Middle Grades Education (3 - with internship)
6 hours content
3 hours methods

Professional Development/Leadership

CUI 650 The Interaction of Classroom Management and Instruction (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 622 Differentiated Instruction (3)
CUI 626 Middle Grades Curriculum and Instruction (3) or approved substitute
CUI 656 Teacher as Leader (3)
Content courses (12)

Professional Development/Leadership

CUI 628 Trends and Issues in Curriculum and Instruction (3) or ELC 697 Selected Critical Issues in American Education (3) or approved substitute
CUI 675 Teacher as Researcher (6) (taken as two separate offerings)

Reading Education

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 615 Literacy in the Early Years (3)
CUI 616 Literacy Development and Instruction Across the Grades (3)
CUI 617a Diagnosis and Correction of Reading Problems (3)
CUI 617b Advanced Strategies in Diagnosis and Correction (3)
CUI 619 Research and Programs in Reading Education (3)
CUI 640 Writing Instruction in the Elementary and Middle Grades (3)
3 hour elective

Professional Development/Leadership

Add-on Licensure in Reading

The add-on program in reading is designed for professionals who have already completed a master’s program in education or who are currently enrolled in a master’s program and would like additional licensure as a reading specialist. The program requires 18 hours of course work. Some of these hours may be completed as part of another master’s program such as those offered by the Department of Curriculum and Instruction or the Department of Specialized Education Services.

Admission Process

Currently enrolled graduate students who wish to apply to the add-on licensure program before completion of their master’s degree should consult with Dr. Francine Johnston in the Department of Curriculum and Instruction. They do not have to reapply to The Graduate School.

Licensed teachers seeking additional licensure as a reading specialist who are not currently enrolled in a master’s program must have completed a master of education degree at UNCG or elsewhere. They must apply to The Graduate School and be accepted to the Reading Add-on Licensure Program.

Required Courses

CUI 615 Literacy in the Early Years (3)
CUI 616 Literacy Development and Instruction Across the Grades (3)
CUI 617a Diagnosis and Correction of Reading Problems (3)
CUI 640 Writing Instruction in the Elementary and Middle Grades (3)
Select two (2) courses from the following:
CUI 614 Word Study (3)
CUI 617b Advanced Strategies in Diagnosis and Correction (3)
CUI 619 Research and Programs in Reading Education (3)

Science Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

CUI 559 Teaching Practices and Curriculum in Science (3)
CUI 623 Environmental Education in the K-12 Classroom (3)
15 hours content courses

Professional Development/Leadership (9 hours)

CUI 638 Seminar in Secondary Education (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 622 Differentiated Instruction (3)
CUI 632 Trends in Teaching Practices and Curriculum in Secondary School Science (3)
15 hours content courses, to include option in environmental education

Professional Development/Leadership

Social Studies Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

CUI 553 Teaching Practices and Curriculum in Social Studies (3)
18 hours content courses (3-2-1 across 3 different social studies disciplines)

Professional Development/Leadership

CUI 638 Seminar in Secondary Education (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 622 Differentiated Instruction (3)
CUI 631 Trends in Teaching Practices and Curriculum in Secondary School Social Studies (3)
12 hours content courses, to include options in equity education and global education

Professional Development/Leadership

Spanish Education

Classroom Practice Track (39 hours minimum)

Pedagogical Expertise

CUI 527 Teaching Second Languages in the Elementary/Middle Schools (3)
CUI 552 Teaching Practices and Curriculum in Foreign Languages (3)
SPA 532 Spanish Civilization (3) or SPA 534 Spanish-American Civilization (3)
Two 600-level Hispanic literature seminars
Two courses in Hispanic language and literature at the 500-level or above
(Coreq or prereq: SPA 416)

Professional Development/Leadership

CUI 638 Seminar in Secondary Education (3)
CUI 680a Clinical Experience in Teaching (6)
CUI 680b Clinical Experience in Teaching Seminar (3)

Teacher Leadership Track (39 hours)

Pedagogical Expertise

CUI 622 Differentiated Instruction (3)
CUI 633 Trends in Teaching Practices and Curriculum in Foreign Languages (3)
SPA 532 Spanish Civilization (3) or SPA 534 Spanish-American Civilization (3)
Two 600-level Hispanic literature seminars
Two courses in Hispanic language and literature at the 500-level or above

Professional Development/Leadership

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Requirements for the Masster of Education in Educational Supervision

For 2007-2007, no new degree candidates will be accepted.

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Requirements for the Master of Education in Education Supervision with a Concentration in Instructional Design

This 36 hour program is designed for teachers and other candidates who wish a broad course of study related to curriculum and instruction. No licensure is attached to this concentration. The student’s educational goals should be articulated with an advisor.

Foundation Courses (9 hours)

CUI 669 Educational Implications of Learning and Developmental Theory (3)
CUI 698 Human Development (3)
ELC 695 Comparative Education or ELC 696 Philosophies of Education (3) or ELC 697 Selected Critical Issues in American Education (3)

Research (6 hours)

ERM 604 Methods of Educational Research (3)
ERM 605 Educational Measurement and Evaluation (3)

Required Major Courses (12 hours)

CUI 622 Differentiated Instruction (3)
CUI 654 Teaching Models and the Analysis of Instruction (3)
ELC 615 Foundations of Curriculum (3)
LIS 672 Instructional Design (3)

Elective Major Courses (9 hours)

Electives must be selected with the prior approval of the advisor to address licensure needs or student interest.

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Requirements for the Master of Education in Student Personnel Adminstration in Higher Education

The M.Ed. in student personnel administration in higher education prepares graduates to implement transformative and integrated learning experiences in college, university, and other postsecondary setting. In preparation for careers in college student personnel administration, graduate learners complete a minimum of 42 hours in foundation studies, professional studies, assessment and research, and a coherent sequence of supporting courses. The 42 hour requirement also includes an internship in college student personnel administration. Graduates may select supporting courses for an emphasis on adult learning.

Foundational Studies (9 hours minimum)

CUI 601 Foundations of College Student Personnel Administration (3)
CUI 661 Higher Education in the U.S. (3)
ELC 604 Moral Dimensions of Education (3) or ELC 661 Ethics in Education (3) or ELC 696 Philosophies in Education (3)

Professional Studies (18 hours minimum)

CUI 602 Theoretical Foundations of Higher Learning (3)
CUI 606 Administration of Higher Education (3)
CUI 627 Enrollment Management (3)
CUI 662 Curriculum in Higher Education (3) or CUI 600 The Community College (3)
CED 603 The American College Student (3)
One course in learning interventions, selected in consultation with advisor, such as CUI 663 Planning Programs in Postsecondary Education (3) or CUI 625 Academic Advising and Retention in Higher Education (3)

Assessment and Research (3 hours)

ERM 604 Methods of Educational Research (3)

Internship (3 hours)

CUI 690 Internship in Higher Education (3)

Supporting Courses (9 hours)

Students select a coherent sequence of supporting courses in consultation with the advisor.

Comprehensive Examination

Please consult with the Director of Graduate Study or departmental secretary for the dates of this examination.

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Requirements for the Specialist in Education in Higher Education

For 2007-2007, no new degree candidates will be accepted.

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Requirements for the Post-Master’s Certificate in College Teaching, Learning, and Leadership

The 15-hour Post-Master’s Certificate in college teaching, learning, and leadership is designed for current and future faculty and college student educators working in community colleges, baccalaureate-granting colleges, and universities. It is also intended for UNCG graduate students who have completed a minimum of 18 hours in their program and are in good standing with their department. Completion of the master’s degree is required for the awarding of the certificate.

The program focuses on the planning, design, and implementation of collegiate learning experiences but also allows the pursuit of a broad range of interests related to learner differences, contexts for learning, transformative learning, academic leadership, and assessment and accountability.

Required Core Course (3 hours)

CUI 663 Planning Programs in Postsecondary Education (3)

Electives (12 hours)

Students select 12 hours from the following:
CUI 600 The Community College (3)
CUI 601 Foundations of College Student Personnel Administration (3)
CUI 602 Theoretical Foundations of Higher Learning (3)
CUI 606 Administration in Higher Education (3)
CUI 607 Adult Learning and College Teaching (3)
CUI 612 Current Issues in Higher Education (3)
CUI 662 Curriculum in Higher Education (3)
CUI 663 Higher Education in the U.S. (3)
CUI/LIS 672 Instructional Design (3)
CUI 745 Higher Education: Equity, Inclusion, and Learning (3)
CUI 748 Seminar in Student Cognition and Motivation (3)
CUI 750 Doctoral Proseminar in Higher Education (3)
CUI 752 The Law of Higher Education (3)
CUI 753 Accountability in Higher Education (3)
CUI 756 Public Policy in Higher Education (3)
CUI 759 College Teaching Practicum or discipline-based equivalent (3)
Other higher education courses selected under consultation with advisor.

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Requirements for the Doctor of Philosophy in Curriculum and Teaching

The Department of Curriculum and Instruction offers a graduate program of study leading to a Ph.D. in curriculum and teaching with a concentration in teacher education and development (60 hours minimum) or higher education (66 hours minimum). All students in the curriculum and instruction doctoral program are required to meet requirements in the areas of curriculum and instruction and research as described below. Additional course requirements are determined on an individual basis through planning by the student and his/her doctoral advisory/dissertation committee.

Required Core Courses (12 hours minimum)

All students must complete a required core of courses as denoted below (an asterisk denotes the required course which should be the first completed in the doctoral program):

Teacher Education and Development Concentration (12 hours)

CUI 654 Teaching Models and Analysis of Instruction (3)
CUI 748 Seminar in Cognition and Motivation (3)
CUI 750 Doctoral Proseminar in Curriculum and Instruction: Teacher Education (3)
One course from CUI, SES, LIS, or other area as approved by doctoral committee (3)

Higher Education Concentration (12 hours)

CUI 661 Higher Education in the U.S. (3)
CUI 662 Curriculum in Higher Education (3)
CUI 745 Higher Education: Equity, Inclusion and Learning (3) or CED 603 The American College Student (3)
CUI 750 Doctoral Proseminar in Curriculum and Instruction: Higher Education (3)

Research Requirements (21 hours minimum)

The research component must include both qualitative and quantitative research courses, plus an applied research component. Students are expected to acquire a deep understanding of the concepts of research and inquiry as they relate to curriculum and instruction. The knowledge base should include understanding of various research paradigms, criticisms of these paradigms, and the ability to conduct scholarly research.

The research component must include one doctoral-level statistics course and one doctoral-level qualitative methods course. ERM 680 can be counted in 21 hours.

The research component must include at least 6 hours of applied research courses. In the teacher education and development concentration, this requirement may be satisfied by taking CUI 775, Directed Doctoral Research, which may be repeated once for credit. In the higher education concentration students will complete CUI 790, Practicum: Applied Research in Higher Education, which may be repeated once for credit.

The remaining research courses will be selected with advice and approval of the doctoral committee.

Teacher Education and Development Concentration (15 hours minimum)

In the teacher education and development concentration, students will decide on courses in the curriculum and instruction concentration with the advice and approval of the doctoral committee. By carefully selecting courses, students may develop a focus in any of several areas including teacher education, elementary education, middle grades education, reading and literacy education, mathematics education, social studies education, science education, foreign language education, equity education, English as a second language/TESOL, or an interdisciplinary focus.

Higher Education Concentration (21 hours minimum)

In the higher education concentration, students take 21-27 hours, to be determined during consultation with the doctoral advisory/dissertation committee. Course work should be consistent with the conc entration to include: higher education finance, higher education law, higher education policy, ethics, organizational development and management, higher education research and assessment, and college teaching.

Comprehensive Examination

Each candidate for the doctoral degree is required to successfully pass an oral and written comprehensive examination. Dates for this examination are determined by the student and the doctoral advisory/dissertation committee chair.

Dissertation (12 hours minimum)

Each candidate for a doctoral degree must prepare and present a dissertation that focuses on some aspect of teacher education or higher education, shows independent investigation, and is acceptable in form and content to the student’s committee and The Graduate School.

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CUI Curriculum and Instruction Courses

506	Institutes in Education (1-3)
	Practicum or workshop experiences to focus on issues, problems, or approaches in the profession. Students may apply no more than 3 hours of this course to any degree program. (Graded on S-U basis)
516	Emergent Literacy and Literature (3:3)
	Explores emergent literacy development in preschool/kindergarten setting and introduces the wide range of literature available for young children with emphasis on using books to stimulate language and cognitive development.
517	Literacy I: Reading and Writing in the Primary Elementary Grades (3:3)
	Pr. admission to the M.Ed. in curriculum and instruction Classroom Practice Track, or permission of instructor Course focuses on how children learn to read and what classroom teachers can do to facilitate their growth as readers in the primary grades.
518	Mathematics in the Elementary and Middle Schools (3:3)
	Study of the current mathematics program, including emphasis on meaning theory and on instructional materials, methods, and procedures in teaching the fundamental operations.
519	Science in the Elementary School (3:3)
	Course focuses on designing and developing science learning experiences for children in the biological, physical, earth, and space sciences. The nature of elementary school science and children’s interests are considered. (Summer)
520	Social Studies in the Elementary School (3:3)
	Course designed to help educators design and implement appropriate social studies instruction in the elementary school. Emphasis is given to program structure, instructional processes, and research developments. Specific attention is given to current emerging elements of the modern social studies program in the elementary school.
521	Literacy II: Reading and Writing in the Intermediate Elementary Grades (3:3:3)
	Pr. admission to the M.Ed. in curriculum and instruction Classroom Practice Track and 517, or permission of instructor Integrated reading and language arts course designed to prepare students to teach reading and writing in the elementary grades.
523	Legal, Historical, and Cultural Implications of English as a Second Language (3:3)
	Pr. Standard Professional I licensure in another area or 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.
527	Teaching Second Languages in the Elementary/Middle Schools (3:3)
	Pr. 545 and admission to teacher education program or permission of instructor 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.
530	Middle Grades Language Arts Education (3:3)
	Pr. admission to middle grades education 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 (3:3)
	Pr. admission to teacher education or permission of instructor Designed to prepare middle grades, secondary and special subject or content area teachers to work with students who exhibit a varitey of reading and writing levels.
545	Diverse Learners (3:3:2)
	Pr. admission to advanced master’s program in teacher education and/or admission to teacher education, or permission of instructor Provides students with a broad base of knowledge and skills to increase their effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies.
551	Teaching Practices and Curriculum in English (3:3:2)
	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, and listening.
552	Teaching Practices and Curriculum in Foreign Languages (3:3:2)
	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 (3:3:2)
	Pr. 450, 545 and admission to teacher education. Coreq. or pr. 470, or permission of instructor. Required of student teachers in social studies Organization of social studies in secondary schools; classroom methods, techniques, and activities; teaching materials; testing and evaluation.
554	Middle Grades Social Studies Education (3:3)
	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.
555	Multicultural Education (3:3)
	Philosophical and sociocultural perspectives on pluralism and diversity. Emphases include interdependent individual, cultural, and institutional behaviors related to race, religion, class, cultural/ethnic heritage, and gender.
557	Teaching Practices and Curriculum in Mathematics (3:3:2)
	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 Science (3:3:2)
	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.
560	Middle Grades Science Education (3:3:5)
	Pr. admission to Middle Grades Education concentration (undergraduate or graduate classroom practice track) or lateral entry middle school science teachers who have not had a middle grades science methods course Develops candidate competencies in middle grades science instruction as related to adolescent learners. Emphases include practical and theoretical attention to best practices, curriculum, assessment, and standards of practice.
561	Nature of Science/Science Education (3:3)
	Study of nature of science, encompassing literature from history, philosophy, and sociology of science (science and technology studies). Includes discussion of this literature’s influence on school science curriculum and instruction.
589	Experimental Course
	This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
600	The Community College (3:3)
	Development of the community college on the national and state levels, including objectives, organization, curricula, instruction, and services.
601	Foundations of College Student Personnel Administration (3:3)
	Pr. admission to The Graduate School Historical, philosophical, ethical, cultural, and research foundations of higher education that inform student affairs practice. Learners articulate the inherent values of the profession as guided by key professional documents.
602	Theoretical Foundations of Higher Learning (3:3)
	Pr. admission to The Graduate School Learning as a comprehensive, holistic, and transformative experience integrating academic learning and student development. Overview of campus programs and services. Review of research on the impact of college on undergraduates.
603	Literacy Instruction for English Language Learners (3:3)
	Pr. admission to M.Ed. in ESL or ESL add-on licensure program 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.
604	Applied Linguistics for ESL Teachers (3:3)
	Pr. admission to M.Ed. in ESL or ESL add-on licensure program Linguistics 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 (3:3)
	Pr. one course in human development or child development, one course focusing on human learning, or permission of instructor. A course in linguistics is recommended. 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 (3:3)
	Pr. permission of instructor 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 (3:3)
	Alternative teaching models: their nature, curriculum foundations, relationship to the adult learner, analysis, and evaluation. Research on teaching and issues in faculty evaluation.
609	Methods of Teaching Computer Literacy and Computer Programming (3:3:3)
	Content and method for teaching for computer literacy and computer programming and strategies for teaching these subjects. Designed for computer specialists, computer teachers, and regular classroom teachers. (Same as LIS 673)
610	Integrating Technology into Subject Matter Instruction (3:3:3)
	Study of ways to integrate a variety of computer-based technologies for teaching and learning content in the K-12 curriculum. Designed for classroom teachers, computer teachers, and computer specialists.
611	Survey of Adult Education (3:3)
	Survey of concepts and history of the professional field of adult education and affiliated fields. Examination of the role of the influencer or teacher of adults within today’s context of accelerating cultural change.
612	Current Issues in Higher Education (3:3)
	Identification and analysis of current issues with discussion of proposals for resolution.
613	Linguistics for ESL Teachers (3:3)
	Designed for teachers pursuing advanced licensure in English as a Second Language. Focuses on understanding general linguistic concepts and their application to ESL pedagogy.
614	Word Study (3:3)
	Designed to familiarize educators with underlying developmental theories and teaching strategies for word recognition, spelling, and vocabulary development. Special attention given to issues surrounding phonics.
615	Literacy in the Early Years (3:3)
	Course gives experienced teachers an in-depth study of how children learn to read and how to facilitate growth as readers in primary grades. Emphasis on at-risk readers.
616	Literacy Development and Instruction Across the Grades (3:3)
	Designed to give 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 (3)
	Pr. 615 and 616 and permission of instructor 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 (3)
	Pr. 615 and 616 and permission of instructor 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 (3:3)
	Pr. admission to M.Ed. in ESL or ESL add-on licensure program Specific instructional methods and strategies to facilitate content area instruction and English language development for students who speak languages other than English.
619	Research and Programs in Reading Education (3:3)
	Pr. minimum of 9 hours in reading education; 3 hours in research or statistics or permission of instructor For students completing a master’s program with a concentration in reading education or those entering into postmaster’s work. Students encouraged to employ previously gained knowledge in seeking solutions to the problems facing the profession.
620	Theories of Reading and Writing Processes (3:3)
	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 (3:3)
	Procedures 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 (3:3)
	Pr. admission to M.Ed. in curriculum and instruction; 545, 669, ERM 605, and a minimum of 15 hours in the pedagogical expertise area, or permission of instructor Methods appropriate for assessing individual learning needs in a performance-based curriculum, and constructing, implementing, and evaluating a long-term instruction plan in specific content area(s).
623	Environmental Education in the K-12 Classroom (3:3)
	Pr. 545, 669, ERM 605, or permission of the instructor Teachers will design, conduct and evaluate environmental education activities in their K-12 classrooms. Course activities partially fulfill requirements for North Carolina environmental education licensure. Weekend field trip is required.
624	Elementary School Curriculum and Instruction (3:3)
	Pr. 500-level course in elementary education Curricular and instructional principles, processes, and designs applicable to children from early childhood to early adolescence. Current and emerging elements of the modern elementary school curriculum.
625	Academic Advising and Retention in Higher Education (3:3)
	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 (3:3)
	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 (3:3)
	Pr. CED 579 or permission of instructor "Enrollment influences" including the institution’s integrated efforts in marketing, recruitment, admission, and retention, etc.
628	Trends and Issues in Curriculum and Instruction (3:3)
	Pr. admission to M.Ed. in curriculum and instruction, 545, 669, ERM 605; 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. May be repeated for credit when topic varies.
630	Trends in Teaching Practices and Curriculum in Secondary School Mathematics (3:3)
	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.
631	Trends in Teaching Practices and Curriculum in Secondary School Social Studies (3:3)
	Pr. permission of instructor Historical development and objectives of social studies curriculum in schools; structure of individual disciplines in social studies, trends and new directions in curriculum, and implications of significant research in social studies curriculum and methodology. May be repeated once for credit when topic varies.
632	Trends in Teaching Practices and Curriculum in Secondary School Science (3:3)
	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.
633	Trends in Teaching Practices and Curriculum in Foreign Languages (3:3)
	Pr. permission of instructor Research in first and second language acquisition as it relates to second language teaching. Developments in foreign language curriculum and methodology. May be repeated once for credit when topic varies.
634	Seminar in Middle Grades Education (3:3)
	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.
635	Reading in the Secondary School and Content Areas (3:3)
	Pr. 664 or permission of instructor Reading development; problems and procedures of teaching basic and mature reading skills to pupils in junior and senior high schools; explore implications of research for teaching, and identify problem areas.
637	Trends in Teaching Practices and Curriculum in Secondary School English (3:3)
	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.
638a, b	Seminar in Secondary Education (3:3), (3:3)
	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 (3:3)
	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 (3:3)
	Interrelates knowledge, research, and practice in teaching writing as a process in elementary and middle grades. Implementing the writing process across the curriculum.
644	Supervised Practicum in Curriculum and Teaching (3:3)
	Pr. permission of instructor Directed studies of curricular and instructional issues in a field setting. (Graded on S-U basis)
646	Introduction to Equity Education (3:3)
	Designed to introduce concept of equity education (culture, race, ethnicity, socioeconomic status, language, gender, and exceptionality). Students acquire knowledge, skills, and dispositions necessary to create equitable environments in K-12 educational settings.
650	The Interaction of Classroom Management and Instruction (3:3)
	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 the Analysis of Instruction (3:3)
	Alternative models of instruction in elementary, secondary and non-school contexts: curriculum foundations, analysis and implications, observation systems, evaluation of teaching and teachers, and critical instructional issues.
655	Supervision of Instruction (3)
	Supervision as curriculum and instructional leadership, focusing on the analysis and evaluation of instruction, generation of curriculum alternatives, interpersonal relationships between supervisor and supervisee, and strategies for the supervisory conference.
656	Teacher as Leader (3:3)
	Pr. ERM 605 and 24 hours of M.Ed. course work, or 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. (3:3)
	Major problems and issues affecting contemporary higher education in the U.S. and their historical background.
662	Curriculum in Higher Education (3:3)
	Pr. 600 or 601 or permission of instructor 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 (3:3)
	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 (3:3)
	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 (3:3)
	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 in grades K-8. Design of instructional strategies to help students overcome difficulties. Attention to evaluation of remedial instruction.
667	Technology in Mathematics Education (3:3)
	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 (3:3)
	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 (3:3)
	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 (3:3)
	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.
672	Instructional Design (3:3)
	Components of the systems approach to instructional design. (Same as LIS 672)
674	Seminar: Issues and the Virtual Community (3:3)
	Pr. permission of instructor Major social and ethical issues emerging in the virtual community including those embraced by access, privacy, intellectual property, freedom of speech, institutional/social control, and evolving formats. (Same as LIS 674)
675	Teacher as Researcher (3:3:3)
	Pr. ERM 605 and 24 hours of M.Ed. course work, or 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. May be repeated once for credit.
680a	Clinical Experience in Teaching (6)
	Pr. admission to M.Ed., Classroom Practice Track program, or permission of department Supervised in-school clinical experience. Required full-time teaching.
680b	Clinical Experience in Teaching Seminar (3)
	Pr. admission to M.Ed., Classroom Practice Track program, or permission of department Seminar focused on the ways students learn within the classroom and community context.
685	Supervision: Theory and Concepts (3:3)
	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	Contemporary Problems Seminar (1-3)
	Pr. advanced master’s or doctoral standing, or permission of instructor Specific course title identified each semester by subscript (e.g., Contemporary Problems Seminar; Issues in Professional Negotiations). May be repeated for credit when topic varies.
690	Internship in Higher Education (3)
	Pr. must have completed 18 semester hours in the Plan of Study and permission of instructor Provides experiential learning opportunities in six functional areas of higher education. Learners engage in professional work activities and explore career interests within business, student, and academic affairs, among others. (Graded on S-U basis)
692	Independent Study (1-4)
	Pr. permission of instructor Guided readings, research, and individual project work under direction of a staff member.
698	Human Development (3:3)
	Selected works in social and biological sciences to determine basic psychological foundations of learning and human behavior and their application to the helping professions.
699	Thesis (1-6)
	Individual guidance and direction in the development of a research problem in the master’s degree thesis.
710	Human Development and Education (3:3)
	Pr. 698 or permission of instructor Major conceptual approaches to human development, current developmental research topics and their application to education.
711	Experimental Course
	This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
726	Seminar in Curriculum Development in Middle Grades Education (3:3)
	Pr. master’s degree in middle grades education; 644, 654, 655 or permission of instructor Current research in young adolescent development and curriculum development as it relates to improving middle grades education.
730	Qualitative Research Design in Curriculum and Instruction (3:3)
	Pr. 750 or permission of instructor Qualitative research design in curriculum and instruction, including its history, philosophy and nature. Includes discussion of types of qualitative research, assessment issues, and critical reading of qualitative research.
745	Higher Education: Equity, Inclusion, and Learning (3:3)
	Review of theory and research on inclusion and equity in postsecondary education. Addresses skills, knowledge, and dispositions necessary for establishing culturally responsive learning environments.
748	Seminar in Student Cognition and Motivation (3:3)
	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	Doctoral Proseminar in Curriculum and Instruction: Teacher Education or Higher Education (3:3)
	Pr. admission to Ph.D. in curriculum and teaching Overview of doctoral program in Teacher Education and Development or Higher Education. Introduction to inquiry and research design in curriculum, instruction, and higher education. First course in program.
751	Higher Education: Economics and Finance (3:3)
	Pr. 606 and admission to Ph.D. in higher education, or permission of the instructor Overview of economic context and implications for theory, policy, and practice. In-depth analysis of fiscal resources, expenditures, strategic planning, and resource allocation. Special emphasis on ethical decision-making and fiscal responsibility.
752	The Law of Higher Education (3:3)
	Pr. 606 and admission to Ph.D. in higher education, or permission of instructor Overview of law and implications for decision-making in higher education. Focus on constitutional, statutory, and case law. Prepares higher education leaders to proect individual rights of faculty, students, others.
753	Accountability in Higher Education (3:3)
	Pr. 661 or permission of instructor Overview of accountability issues related to assessment, accreditation, institutional effectiveness, and self-study processess for graduate students and faculty interested in teaching or administrative positions in postsecondary education.
754	Internship in Curriculum and Instructional Leadership (3:0:10)
	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 instructional leadership setting. Supervision provided by departmental faculty in collaboration with field-based mentors. May be repeated once for credit.
756	Public Policy in Higher Education (3:3)
	Pr. 661 or permission of instructor Overview of the roles of principal forces and actors in formulating federal and state policies related to access, affordability, and accountability in postsecondary education.
759	College Teaching Practicum (3:3)
	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 (3:3)
	Pr. 645 and 730 or other qualitative research methodology course or permission of instructor 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 (3)
	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 on Teaching and Teacher Education (3:3)
	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 (3)
	Pr. must have completed 36 semester hours in the Doctoral Plan of Study (including one methods course in qualitative research and one methods course in quantitative research) and permission of instructor Complete an applied research project that addresses specific information needs of the cooperating institution. Learn to uphold the standards of the selected research methods. May be repeated once for credit. (Graded on S-U basis)
799	Dissertation (1-12)
	Individual direction in the development and execution of a doctoral dissertation.
801	Thesis Extension (1-3)
802	Dissertation Extension (1-3)
803	Research Extension (1-3)

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