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School of Education
Curry Building

Introduction to School of EducationCounseling & Educational DevelopmentCurriculum and InstructionElementary Education MajorMiddle Grades Education MajorCUI CoursesEducational Leadership & Cultural FoundationsEducational Research MethodologyLibrary and Information Studies

David D. Armstrong, Professor and Dean of School
Ada Vallecorsa, Associate Professor and Interim Associate Dean

 

The School of Education comprises five departments and the Collegium for the Advancement of Schools, Schooling and Education. Within the Collegium are four centers, a consortium and various externally funded projects.

Departments

  • Counseling and Educational Development (CED)
  • Curriculum and Instruction (CUI)
  • Educational Leadership and Cultural Foundations (ELC)
  • Educational Research Methodology (ERM)
  • Library and Information Studies (LIS)

The Collegium

  • Center for Educational Research and Evaluation
  • Center for Educational Studies and Development
  • Center for Information Technologies Education
  • Center for School Accountability
  • Piedmont Triad Horizons Education Consortium

 

All of these departments are engaged in graduate programs leading to master's, specialist's, and/or doctoral degrees. The Department of Curriculum and Instruction offers undergraduate degrees as well; its Bachelor of Science programs prepare students for Class "A" licensure in North Carolina. Undergraduate majors are available in Elementary and Middle Grades Education.

The School of Education also supports programs in teacher education conducted under the auspices of other schools (Music; Health and Human Performance; Human Environmental Sciences; Bryan School of Business and Economics) and departments within the College of Arts and Sciences by responding to course requirements in the areas of social, philosophical, and psychological foundations, methodology, and curriculum and student teaching. Recent emphases in competency-based curricula and individualized programming contribute to new designs of teacher education programs.

All licensure programs for school personnel are approved by the North Carolina State Department of Public Instruction and accredited by the Southern Association of Colleges and Schools and the National Council for Accreditation of Teacher Education.

The School of Education continues to seek realization of its goals as a professional school to create and disseminate new knowledge in professional education, to engage in field services and apply research findings, to prepare practitioners, and to study the profession. A general discussion of Teacher Education may be found in Part 7,

 

Teacher Education Programs.

Departments of the School of Education are listed below with their respective faculties. Students seeking further information on graduate-level programs are referred to The Graduate School Bulletin.

 

Department of Counseling and Educational Development

Curry Building

 

L. DiAnne Borders, Professor and Chair of the Department
Professors Myers, Purkey, Vacc; Visiting Distinguished Professor Patterson; Associate Professors Benshoff, Hinkle, Osborne; Assistant Professors Juhnke, Shoffner; Adjunct Professors Bailey, Bleuer, Clawson, Disque, McBride, Sweeney, Von Steen, Walz

The Counselor Education program at UNCG adheres to the scientist problem-solver model of training. Consistent with this approach is the program's goal of graduating students who have knowledge of basic counseling, possess a high level of competency in providing professional services, and have the skills necessary to conduct research. The tenets underlying the program include (a) exposure to a variety of theoretical orientations for counseling, (b) reliance on both the clinical-counseling and vocational-education approaches in designing counseling and programmatic interventions, (c) a commitment to developing the student's skills as a researcher, and (d) an emphasis on developing the normal developmental issues of the individual as opposed to an approach based on pathology.

Especially important to the program's faculty are the commitment to mental "health" (vs. pathology) and the value attached to understanding the common developmental themes throughout a person's life. Also, rather than receiving one theoretical orientation, students are exposed to a diverse base of experiences available from the faculty. This provides students with a number of different theoretical orientations from which they can formulate their own counseling style. The diversity also provides a variety of research opportunities for students as well as different applied settings for gaining field experience. Students are given strong encouragement to participate in research projects, professional organizations, and professional workshops.

In conjunction with core and specialized courses, students are able to engage in practicum experiences to obtain exposure to various counseling practices. The practica help prepare students for subsequent internship experiences, in which student interns actually function as a counselor at an approved site. A characteristic unique to the program is the full-time status of students and consequent day-time course schedule. Full-time commitment facilitates the development of collegial relationships among students and faculty, and allows for intensive didactic and clinical experiences. By carrying a full course load, students are able to immerse themselves in the process of becoming a professional counselor. Furthermore, the sequential nature of the program allows each course to build systematically upon previous courses, concluding with a full-year half-time internship in the second year.

Counseling and Development Major

The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council of Post Secondary Accreditation (COPA), has conferred accreditation to the following program areas in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro: a master's degree (M.S.), a combined master's and educational specialist degree (M.S./Ed.S.), a doctoral degree (Ed.D.) in counseling and development, and a doctoral degree (Ph.D.) in counseling and counselor education.

Within the master's program, students may emphasize through their specialized coursework and internship the following areas within counseling: community counseling, community counseling with a specialization in gerontological counseling, school counseling, and student development in higher education.

Within the combined master's and educational specialist programs, students may emphasize through their specialized coursework and internship the following areas within counseling: community counseling, community counseling with a specialization in gerontological counseling, marriage and family counseling, school counseling, and student development in higher education. The doctoral program in Counseling, Counselor Education and Supervision prepares students for leadership roles in each of these areas.

 

Counseling and Educational Development Majors

Degrees offered Master of Science (MS), Combined Master's and Educational Specialist (MS/EdS), Doctor of Education (EdD), Doctor of Philosophy (PhD)

 

Counseling and Educational Development Courses (CED)

 

Courses For Undergraduates

210 Career/Life Planning (3:3).

Introduction to career/life planning; knowledge of career development theories and decision-making theories; emphasis on collecting information related to the world of work and relating this information to the individual.

310 Helping Skills (3:3). Pr. advanced undergraduates in appropriate major.

Skills useful for facilitating helping relationships. Practical model for counseling and learning about helping by practicing the helping skills.

 

Courses For Advanced Undergraduates and Graduate Students

506 Institutes in Education (1-3)

  • Students may apply no more than 3 hours of this course to any degree program.
  • Grade: Satisfactory/Unsatisfactory, S/U.

Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.

574 Topics in Counseling and Guidance (3:3).

Designed to study issues, problems, and new approaches in helping relationships. Emphasis placed on current topic(s) of interest.

Please refer to The Graduate School Bulletin for additional graduate level courses.

 

Department of Curriculum and Instruction

Curry Building

 

Gerald Ponder, Professor and Chair of Department
Professors Armstrong, Bright, Olson, Uprichard, Van Hoose; Associate Professors Baber, Irwin, Miller, Powers, Strahan, Vacc, Vallecorsa; Assistant Professors Antonek, Cox, Johnston, Levin, Matthews, Niemeyer; Adjunct Professors Adkins-Bowling, N. Bowles, Leland, West, Woodruff

Undergraduate majors in this department are prepared to receive North Carolina Class "A" licensure for teaching in public schools, grades K-6 and 6-9. The majors in this department include Elementary (K-6) and Middle Grades (6-9) Education.

Elementary and Middle Grades Education majors progress through their professional studies in Inquiry Teams of 25-30 students under the guidance of a faculty member who serves as their field supervisor, academic advisor, and weekly seminar leader. Students assigned to an Inquiry Team take all Elementary or Middle Grades methods courses together and do 10-hour a week internships in the same Professional Development Schools. Three internships are required prior to student teaching. New Inquiry Teams begin in the Fall semester and continue for four consecutive semesters.

Admission to the University does not guarantee admission to Teacher Education with a major in the Department of Curriculum and Instruction. In addition to admission to teacher education (See "Teacher Education" in Part 7), a student who seeks admission to the Elementary or Middle Grades Education major is expected to achieve:

  1. A minimum grade point average (GPA) of 2.75;
  2. A grade of C or better in CUI 250;
  3. Completion of all courses needed to fulfill the "All University Liberal Education Requirements;" and
  4. Satisfactory scores on the Pre-Professional Skills Test (PPST).

 

Eligibility to enter student teaching requires maintaining a grade point average of 2.75 or better after being admitted to the major, and achieving a grade of "C" or better in each professional course. After admission to the major, if a student fails to maintain a grade point average of 2.75, the student has one semester to improve his/her grade point average. If a student receives a "D" or "F" in a professional course, the student is eligible to retake the course at its next offering.

All students majoring in Elementary or Middle Grades Education are required to complete another approved major or a second major or a concentration consisting of a minimum of 24 semester hours in a basic academic discipline. Depending on the academic discipline selected, a maximum of 6 hours may be counted toward the all-university liberal education requirement as well as the major or concentration.

The School of Education's Department of Curriculum and Instruction reserves the right to refuse admission where additional enrollments would threaten the academic quality of classes or programs. The size of each junior class coming into Elementary or Middle Grades Education is determined by the availability of clinical faculty for student practicum and student teaching experiences. Therefore, it may not be possible to assure space for each student who meets the quantitative criteria for admission to the major as specified above. Interviews and/or other qualitative criteria will be implemented in such instances.

 

Elementary Education Major (Bachelor of Science)

Required: 127 semester hours

All-University Liberal Education Requirements (AULER) (45 hours required)

All students in this program must meet AULER requirements. Specific area requirements are indicated below: Sem Hrs

  1. Analytical and Evaluative Studies (AE), 3 sh
  2. British or American Literature (BL), 3 sh
  3. Fine Arts (FA), 3 sh
    Recommended: ART, DCE, or MUS 323
  4. Historical Perspectives on Western Culture (HP), 3 sh
  5. Mathematics (MT), 3 sh
  6. Natural Science (NS), 6 sh
  7. Non-Western Studies (NW), 3 sh
  8. Reasoning and Discourse (RD), 6 sh
    Required: ENG 101 or FMS 103 or RCO 101 and one other approved RD course
  9. Social and Behavioral Sciences (SB), 6 sh
  10. World Literature (WL), 3 sh
  11. Electives (from any of the above areas or foreign language), 6 sh

See complete AULER area requirements and courses meeting those requirements.

Major Requirements (39 semester hours)

  1. CUI 250 (prerequisite for admission to the major)
  2. CUI 346, 350, 370 (First Professional Semester)
  3. CUI 320, 375, 380 (Second Professional Semester)
  4. CUI 360, 400, 420 (Third Professional Semester)
  5. CUI 461
  6. Two writing intensive courses

Licensure Requirements

  1. 6 semester hours of mathematics
  2. BIO 111 and 111L, GEO 103 or 311, and CHE 106 and 110 or PHY 205-205L
  3. One course in United States history
  4. PSY 121
  5. One literature course
  6. ELC 381
  7. HDF 302
  8. ART 367; MUS 361; DCE 345 or BCT 396
  9. HEA 341
  10. ESS 341

Second Major/Concentration Requirements (24-27 semester hours)

Students must complete a coherent course of study of 24-27 semester hours in a basic academic discipline. Depending on the academic discipline selected, a maximum of 6 hours of the second major may be counted toward the all-university liberal education requirements. The following second majors have been approved for Elementary Education:

Anthropology
Art
Biology
Chemistry
Classical Studies
Communication Studies
Dance
English
French
Geography German
History
Mathematics
Music
Philosophy
Physics
Political Science
Psychology
Religious Studies
Sociology
Spanish
Special Prgms in Liberal Studies

 

Middle Grades Education Major (Bachelor of Science)

Required: 126 semester hours

All-University Liberal Education Requirements (AULER)
(45 semester hours required)

Same as for Elementary Education Major. See complete AULER area requirements and courses meeting those requirements.

Major Requirements (39 semester hours)

  1. CUI 250 (prerequisite for admission to the major)
  2. CUI 202, 335, 350, 375, 400, 442, 462
  3. Two methods courses to match concentrations (CUI 320, 360, 370, 380)
  4. Two writing intensive courses

Licensure Requirements

  1. 6 semester hours of mathematics
  2. BIO 111, GEO 103 or 311, and CHE 106 and 110 or PHY 205-205L
  3. One course in United States history
  4. PSY 121
  5. One literature course
  6. ELC 381
  7. HEA 341

Second Major/Concentration Requirements (24-27 semester hours)

Students must complete a coherent course of study of 24-27 semester hours in a basic academic discipline. Depending on the academic discipline selected, a maximum of 6 hours of the second major may be counted toward the all-university liberal education requirements. The following second majors have been approved for Middle Grades Education:

Biology
Chemistry
Classical Studies
English
Geography
History
Mathematics
Physics
Political Science
Special Prgms in Liberal Studies

Any student choosing a social science as a second major must take HIS 347: North Carolina History; an economics course; and a political science course.

Any student choosing a science as a second major must take a course from each of the other two sciences.

Additional Concentration (minimum 15 semester hours)

Students also must complete an additional concentration of 15 semester hours in one of four areas: Communication Skills, Mathematics, Science, or Social Studies. Specific courses will be approved by the student's advisor to fulfill North Carolina Licensure requirements.

Dual certification in elementary and middle grades education is available under advisement.

 

Curriculum and Instruction Courses (CUI)

Courses For Undergraduates

120 Introduction to Instructional Technology for Educational Settings (1:1:1).

  • For students seeking initial North Carolina teaching licensure in any area.
  • Students may not receive credit for both CUI 120 and LIS 120.

Provides an introduction to instructional technology, knowledge, and skills for classroom settings. (Same as LIS 120) (FA,SP,SU)

202 Human Development II (3:3).

  • Required for Elementary and Middle Grades Education Majors.

Introduction to current knowledge about human growth and development from adolescence to old age and death. Designed to contribute to student's general education as well as to subsequent professional development. (FA,SU)

240 Introduction to Exceptional Children: Early Years (2:2).

Provides an overview to early childhood special education. Issues related to legislation, identification, characteristics, family roles, and programmatic concerns will be addressed. (SP)

250 Teaching as a Profession (3:3). Pr. sophomore standing (minimum 30 hrs completed).

A study of traditional and contemporary perspectives on teaching and learning; analysis of contemporary educational issues from teachers' perspectives; exploration of personal needs and goals in relation to teaching. Field experience in schools required. (FA,SP,SU)

299A, B Seminar for NC Teaching Fellows: Introduction to Teaching (1). Pr. Must be a North Carolina Teaching Fellow.

  • Grade: Pass/Not Pass (P/NP).

This two semester course is designed to facilitate first-year Teaching Fellows' understanding of social, ethical, legal, cultural and personal issues associated with public school teaching. (FA,SP)

320 Language Arts Education (3:3:3). Pr. admission to Elementary Education.

Curriculum and teaching strategies in the Language Arts with emphasis on the inter relatedness of all language processes: reading, writing, listening, and speaking. (SP)

335 Integrated Reading Instruction (3:3:3). Pr. admission to Middle Grades Education.

A study of reading and writing processes, ways to integrate reading and writing instruction in the content areas, ways to promote higher literacy among all of their students. (Odd FA)

346 Children's Literature and Instructional Media (3:3:3). Pr. admission to Elementary Education.

  • May not be taken by students who have credit for LIS 346.

Multimedia approach to literature for children; functions and use in the elementary curriculum with emphasis on integration of literature into the curriculum. (Same as LIS 346) (FA)

350 Internship I: Inquiry in Teaching and Learning (2:2:10). Pr. admission to Elementary or Middle Grades Education.

Supervised in-school internship and seminar focused on children's ways of knowing. (FA)

360 Elementary and Middle Grades Social Studies Education (3:3:3). Pr. admission to Elementary or Middle Grades Education.

An examination of student competencies in K-8 social studies and teaching. Emphases include development of the social studies; curricular principles and components; and teaching strategies. (FA)

370 Science Education in the Elementary School (3:3:3). Pr. CHE 106, GEO 103, PHY 205, or equivalents.

Curriculum and teaching techniques in science for undergraduate prospective elementary school teachers (K-6) with emphasis on problem solving and critical thinking abilities. (FA)

375 Internship II: Inquiry in Teaching and Learning (2:2:10). Pr. 350.

Supervised in-school internship and seminar focused on individual differences and integration across the curriculum. (SP)

380 Mathematics Education (3:3:3). Pr. successful completion of two courses in mathematics (MAT 112 or higher). Acceptance into Elementary/Middle Grades Education.

Provides for the development of knowledge and skills necessary to prepare students to teach mathematics in elementary/middle school classrooms. (SP)

390 Issues in Secondary Education (1-4:1-3:3). Pr. admittance to teacher education.

Introduction to and examination of secondary school environment, curricula, and structure, emphasizing multicultural teaching, exceptional populations, and educational technology. Includes internship in schools. (FA/SP)

399A, B, C, D Seminar for NC Teaching Fellows: Becoming a Teacher (1). Pr. Sophomore/Junior NC Teaching Fellow.

  • Grade: Pass/Not Pass (P/NP).

This two semester course is designed to facilitate second and third year NC Teaching Fellows' understanding of social, ethical, legal, cultural, and personal issues associated with public school teaching. (FA/SP)

400 Internship III: Inquiry in Teaching and Learning (2:2:10). Pr. 350 and 375.

Supervised in-school internship and seminar focused on the classroom as culture. (FA)

420 Reading Education (3:3:3). Pr. admission to Elementary Education.

Curriculum and teaching strategies with emphasis on reading/writing connections, corrective reading, and differentiated instruction. (FA)

425 Infant and Toddler Programs: Foundations and Methods (4:3:3). Pr. 211, 302, CUI 240.

Theories, principles, methods and issues related in infant and toddler programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs. Laboratory experience required. (Same as HDF 425) (FA)

430 Psychological Foundations of Education (4:3:2).

Designed to develop an understanding of classroom learning and instruction and the role of the teacher in the elementary classroom. Required field experience in school settings provides students with opportunity to observe classroom practice and to develop their own professional skills. Emphasizes organization and management of classroom, provision for individual differences, and evaluation of instruction. Provides introduction to working with exceptional children in regular classroom. (See CUI 450)

435 Preschool Curriculum (4:3:3). Pr. 211, 302, CUI 240.

Provides information on principles and components of preschool curricula, and strategies of learning for preschool children. Emphasis includes preschool children with and without disabilities. Laboratory experience is required. (Same as HDF 435) (SP)

441 Managing Preschool Children's Environments (3:3). Pr. 211, 302, CUI 240.

Principles and methods of working with typical and atypical preschool children. Emphasis on identifying and evaluating strategies for enhancing children's development with a program setting. (Same as HDF 441) (FA)

442 Teaching and Learning in the Middle Grades (3:3:3). Pr. completion of 250.

Students will explore the developmental needs of early adolescents, analyze educational practices designed to meet those needs and investigate issues identified in internship experiences. (Even FA)

450 Psychological Foundations of Education (3:3).

Designed to develop and demonstrate application of knowledge and understanding of the processes and methods of learning and teaching in respective school settings. Includes study of learner's growth and maturation, individual differences, and application of psychology to task of the teacher in evaluating pupil progress. Classroom observation and simulated experiences emphasized. Appropriate emphasis on adolescent. (FA/SP/SU)

451 Teaching Practices and Curriculum in English (3:3:2). Pr. 390, 450 and admission to teacher education. Co-requisite or prerequisite: 470, or permission of instructor.

  • Required of student teachers in English.

Designed to acquaint prospective teachers with modern concepts and practices of English instruction in secondary schools; emphasis on teaching four fundamental language arts: speaking, writing, reading, and listening. (FA)

452 Teaching Practices and Curriculum in Foreign Languages (3:3:2). Pr. 390, 450 and admission to teacher education. Co-requisite or prerequisite: 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. (FA)

453 Teaching Practices and Curriculum in Social Studies (3:3:2). Pr. 390, 450 and admission to teacher education. Co-requisite or prerequisite: 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. (FA)

457 Teaching Practices and Curriculum in Mathematics (3:3:2). Pr. 390, 450 and admission to teacher education. Co-requisite or prerequisite: 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. (FA)

459 Teaching Practices and Curriculum in Science (3:3:2). Pr. 390, 450 and admission to teacher education. Co-requisite or prerequisite: 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. (FA)

461 Student Teaching and Seminar: Elementary Grades (12). Pr. department chair approval.

  • Grade: Pass/Not Pass (P/NP).

Supervised student teaching in an elementary setting (grades K-6) under direction of a cooperating teacher with University supervision. Full-time teaching assignment in cooperating schools for a full semester. Conferences and seminars required. (SP)

462 Student Teaching and Seminar: Middle Grades (12). Pr. department chair approval.

  • Grade: Pass/Not Pass (P/NP).

Supervised student teaching in a middle grades setting (grades 6-9) under direction of a cooperating teacher with University supervision. Full-time teaching assignment in cooperating schools for a full semester. (SP)

465 Student Teaching and Seminar: Secondary School (12). Pr. admission to Student Teaching.

Supervised student teaching in senior high school under direction of University supervisor. Observation, participation, and appropriate classroom teaching experience on a full-time teaching assignment for full semester with weekly seminar. (SP)

470 Reading Education for Secondary and Special Subject Teachers (2:2). Pr. admission to teacher education or consent of instructor.

Designed to prepare secondary and special subject teachers to deal with students who exhibit a variety of reading abilities. Emphasis placed upon understanding scope of public school reading endeavors as well as teaching practices that can be generalized to a variety of instructional settings. Work with materials for student's major area required. (FA/SP/SU)

491 Independent Study (1 to 4). Pr. approval of instructor.

Guided readings, research, or individual project work under direction of a staff member.

493 Honors Work (3-6). See prerequisites under Honors Program, XXX 493.

499A, B Seminar for NC Teaching Fellows: Transition into Teaching (1). Pr. Senior NC Teaching Fellow.

  • Grade: Pass/Not Pass (P/NP).

This two semester course is designed to facilitate fourth-year NC Teaching Fellows' understanding of social, ethical, legal, cultural, and personal issues associated with public school teaching.

 

Courses For Advanced Undergraduates and Graduate Students

506 Institutes in Education (1 to 3).

  • Students may apply no more than three (3) hours of this course to any degree program.
  • Grade: Satisfactory/Unsatisfactory, S/U.

Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.

516 Emergent Literacy and Mathematical Understanding (4:4). Pr. permission of instructor.

Exploration of emergent literacy development in language arts and mathematics in a preschool setting, particularly language and cognitive development theories and research as applied to home and classroom practices. (SP)

517 Reading in the Elementary School (3:3). Pr. 420 or equivalent 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 School (3:3).

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 (3:3).

Emphasis on helping teachers to 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 School (3:3).

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 Curriculum and Teaching of the Language Arts in the Elementary School (3:3).

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 Issues in ESL (3:3). Pr. "A" licensure in another area or consent 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 (3:3). Pr. permission of instructor.

Preparation for ESL teaching through study of trends, major theories, methodologies, and assessment in second language learning. (FA)

527 Teaching Second Languages: Elementary/Middle Schools (3:3). Pr. 390 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. (FA)

540 Introduction to Exceptional Individuals (3:3). Pr. PSY 121 and consent of instructor.

  • May not be taken by students who have credit for PSY 502.

Introductory course designed to survey the field of exceptional children. Major attention focused on characteristics of the exceptional child. (FA,SU)

543 Teaching Exceptional Children in Mainstream Classrooms (3:3). Pr. ELC 381, or permission of instructor.

Intended for educators teaching exceptional children in regular class settings and for others concerned with mainstreaming efforts. Examines educational needs and appropriate instructional accommodations for such children.

555 Multicultural Education (3:3). Pr. admission to Teacher Education; CUI 202.

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. (SP)

Please refer to The Graduate School Bulletin for additional graduate level courses.

 

Department of Educational Leadership and Cultural Foundations

Curry Building

 

Svi Shapiro, Professor and Chair of the Department
Professors Brubaker, Goldman, Forbes, Purpel; Associate Professor Casey; Assistant Professors Mengert, Pillow, Williamson; Adjunct Professor Stinson; Adjunct Associate Professors Ford, Lancaster, Moore, Reichard; Adjunct Assistant Professors Coble, Jones, Maddox-Britt; Visiting Assistant Professors Hudson, Teague; Lecturers Kaiser, Medley

A major component of this department is an undergraduate course, ELC 381, "The Institution of Education," which is required of all students who are planning to seek teacher licensure.

Educational Administration/Leadership Majors

Degrees offered Master of Education in Higher Education; Master of School Administration; Specialist in Education, EdS; Doctor of Education, EdD.

Curriculum and Teaching Major

Degree offered Cultural Foundations (PhD)

 

Educational Leadership and Cultural Foundations Courses (ELC)

 

Courses For Undergraduates

375 Philosophy of Education (3:3).

Philosophical questions related to education, such as what is education, how are the aims of education to be decided, and what is knowledge, pursued in conjunction with classic historic readings in the philosophies of education and knowledge as well as selected contemporary reading.

381 The Institution of Education (3:3).

  • Required of students seeking teacher licensure.

Historical background, purposes, and concepts basic to public education; school as an expression of social and economic life, as a modifying influence on life, as an interpreter of ideologies, as an instrument for the transmission of culture; evolution, use, and personal significance to teachers of the dominant American philosophy of education.

 

Courses For Advanced Undergraduates and Graduate Students

506 Institutes in Education (1-3).

  • Students may apply no more than 3 hours of this course to any degree program.
  • Grade: Satisfactory/Unsatisfactory, S/U.

Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.

581 Teaching in the Urban School (3:3). Pr. admission to teacher education or permission of instructor.

This course is designed to provide an opportunity for educators to examine research and literature related to the problems of teaching in the urban school.

Please refer to The Graduate School Bulletin for additional graduate level courses.

 

Department of Educational Research Methodology

Curry Building

 

John Hattie, Professor and Chair of the Department
Professors Bond, Hattie, Jaeger; Associate Professors O'Sullivan, Wightman; Adjunct Assistant Professor McColskey; Visiting Professor Scriven

 

Educational Research, Measurement and Methodology Major

Degrees offeredMaster of Education, MEd; Doctor of Philosophy, PhD

 

Please refer to The Graduate School Bulletin for graduate level courses.

 

Department of Library and Information Studies

Curry Building

Marilyn L. Shontz, Associate Professor and Intermin Chair of the Department

Professor Wright; Associate Professors Carmichael, Kovacs; Assistant Professors Locke, Hersberger

This program is accredited by the American Library Association and leads to the Master of Library and Information Studies degree and appropriate state-level certification for school media personnel and public librarians.

Courses at the 500 level are offered for advanced undergraduates.

 

Library and Information Studies Major

Degree offeredMaster of Library and Information Studies, MLIS

 

Library and Information Studies Courses (LIS)

Courses For Undergraduates

100 Introduction to Electronic Information Resources (1:1).

Provides instruction in developing search strategies and utilizing these strategies with information search tools including JACLIN, JACLINCD, and the Internet including Telnet, FTP, and the World Wide Web.

120 Introduction to Instructional Technology for Educational Settings (1:1:1).

  • For students seeking initial North Carolina teaching licensure in any area.
  • Students may not receive credit for both LIS 120 and CUI 120.

Provides an introduction to instructional technology, knowledge, and skills for classroom settings. (Same as CUI 120) (FA,SP,SU)

346 Children's Literature and Instructional Media (3:3:3). Pr. CUI 250 or consent of instructor.

  • May not be taken by students who have credit for CUI 346.

Multimedia approach to literature for children; functions and use in the elementary curriculum with emphasis on integration of literature into the curriculum. (Same as CUI 346)

 

Courses For Advanced Undergraduates and Graduate Students

505 Introduction to Archival Management (3:3). Pr. consent of instructor.

Principles of archival management, featuring both classroom instruction in archival theory and practical experience in manuscript repositories and public and private archives. ( Same as HIS 505.)

506 Institutes in Librarianship and Educational Technology (1 to 3).

  • Only one 506 institute may be credited toward the MLIS degree.

Special institutes to study issues, problems, and new approaches to librarianship and educational technology.

554 Materials for Adolescents (3:3).

Survey of resources and services appropriate for adolescents, study of selection aids and criteria, use of resources, and investigation of reading, listening, viewing interests.

556 Materials for Children (3:3).

Survey of resources for early childhood through elementary school levels, study of selection aids and criteria, use of materials and investigation of reading, listening, viewing interests.

557 Information Sources and Services (3:3).

Selection, evaluation, and use of basic information sources; emphasizing search strategies, question negotiation, and current problems in the provision of information service.

580 Educational Applications of HyperCard (2:2:1). Pr. background in a hypermedia software package such as HyperCard, Toolbox, or HyperStudio.

Introduction to educational applications of HyperCard type programs. Includes evaluating, selecting, and creating hyper stacks for use in curricular areas.

582 Educational Applications of BASIC (2:2:1).

An introduction to writing instructional programs in BASIC. Includes use of QBASIC or FUTURE BASIC programming languages and the evaluation of instructional programs written in BASIC.

583 Evaluation and Selection of Online Sources (2:2:1).

Develops competencies in selecting, evaluating, and using the variety of commercially available electronic databases.

584 Computer Applications for Information and Education Agencies (1:1:1). Pr. ISM 110, CSC 101, or permission of instructor.

Introduction to educational applications of specific technologies. Includes evaluating, selecting, and using spreadsheet programs, Internet and telecommunications systems, graphics and desktop publishing, and interactive media applications. 584A: Spreadsheet Applications; 584B: Internet and Telecommunications Applications; 584C: Graphical and Desktop Publishing Applications; 584D: Interactive Media Applications. Each segment of course carries 1 credit. (SU)

591 School Administrative Applications of Microcomputers (1:1:1).

Introduction to school administrative applications of microcomputers

Please refer to The Graduate School Bulletin for additional graduate level courses.

 
 
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