Department of Curriculum and Instruction
336 Curry Building
Professors Armstrong, Bright, Strahan, Uprichard, Van Hoose; Associate Professors Baber, Irwin, Miller, Powers, Vacc, Vallecorsa; Assistant Professors Antonek, Cox, Johnston, Levin, Matthews, Niemeyer; Adjunct Professors Adkins-Bowling, West
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), a student who seeks admission to the Elementary or Middle Grades Education major is expected to achieve:
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.
Required: 127 semester hours
All-University Liberal Education Requirements (AULER) (45 hours)
All students in this program must meet AULER requirements. Specific area requirements are indicated below.
See listing of the complete AULER area requirements and courses meeting those requirements.
Major Requirements (39 semester hours)
CUI 250 (prerequisite for admission to the major)
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,
Required: 126 semester hours
All-University Liberal Education Requirements (AULER) (45 semester hours)
Same as for Elementary Education Major. See listing of the complete AULER area requirements and courses meeting those requirements.
Major Requirements (39 semester hours)
CUI 250 (prerequisite for admission to the major)
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.
Courses For Undergraduates
120 Introduction to Instructional Technology for Educational Settings (1:1:1). ·
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).
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).
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).
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).
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).
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 (2:2:4).
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).
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).
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 (2:2:4).
Supervised in-school internship and seminar focused on individual differences and integration across the curriculum. (SP)
380 Mathematics Education (3:3:3).
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).
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).
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 (2:2:4).
Supervised in-school internship and seminar focused on the classroom as culture. (FA)
420 Reading Education (3:3:3).
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).
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/Kindergarten Curriculum (4:3:3).
Provides information on principles and components of preschool kindergarten curricula, and strategies of learning for young children. Emphasis includes young children with and without disabilities. Laboratory experience required. (Same as HDF 435) (SP)
441 Young Children's Learning Environments (3:3).
Principles and methods of working with typical and atypical young 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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
Guided readings, research, or individual project work under direction of a staff member.
493 Honors Work (3-6).
499A, B Seminar for NC Teaching Fellows: Transition into Teaching (1).
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).
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession.
516 Emergent Literacy and Mathematical Understanding (4:4).
Exploration of emergent literacy development in language arts and mathematics in a preschool/kindergarten setting, particularly language and cognitive development theories and research as applied to home and classroom practices. (SP)
517 Reading in the Elementary School (3:3).
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).
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 (3:3:3).
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).
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).
Introductory course designed to survey the field of exceptional children. Major attention focused on characteristics of the exceptional child. (FA)
543 Inclusion of Students with Special Needs (3:3).
Explores critical issues, service delivery alternatives, and promising practices that promote responsible inclusion of individuals with special needs in integrated learning environments.
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. (SP)
589 Experimental Course: Theory and Applications of Systems of Care (3:3).
Investigation of system of care for families based upon core values and principles that infuse all aspects of service planning/delivery. Students develop competencies in a family-centered approach, partnerships with clients, community-based services, respect for cultural diversity, and facilitation of interagency collaboration. (Same as CED, DCE, ESS, HDF, LES, NUR, PSY, HEA, SWK 589/711) (Offered SU98)
Please refer to The Graduate School Bulletin for additional graduate level courses.