Department of Curriculum and Instruction

http://www.ncat.edu/academics/schools-colleges1/soe/cuin/index.html

Anthony Graham, Chairperson

OBJECTIVES

The Department of Curriculum and Instruction provides the professional studies component for the preparation of effective teachers and school personnel at the bachelor’s degree and master’s degree levels. The department cooperates with the various academic departments of the University for teacher education preparation. In addition, the department offers graduate programs in the areas of elementary education, reading education and instructional technology.

DEGREE OFFERED

Elementary Education – Bachelor of Science (Curriculum Guide)

PROFESSIONAL STUDIES COMPONENT

The professional studies component of the Teacher Education Program is designed to provide for the development of those competencies essential to the professional role of the teacher. Integrated throughout the professional component are standards for teacher education programs which are diversity, assessment, reflection and technology (DART).

Undergraduate. Approximately eighteen percent of the undergraduate curriculum constitutes the professional studies component. Specific teacher competencies are developed through the provision of:

  1. A study of the processes and theories of human growth development, learning and teaching with field experiences.
  2. A humanistic study of the problems, issues and trends in education within a historical, philosophical, sociological, economical and governmental framework.
  3. Instruction and experiences in creating and using learning environments.
  4. A study of the process and techniques for analyzing and evaluating the teaching learning environment.
  5. Experiences for the acquisition of knowledge, attitudes, and skills for positive human and social relationships (dispositions).
  6. Integrating technology throughout the program.

ELEMENTARY EDUCATION PROGRAM

The objectives of the undergraduate elementary education program are: to provide a course of study to prepare students for teaching; to offer a course of study which promotes the development of general content and professional knowledge that serves as a foundation for appropriate educational practices; and to provide opportunities which develop knowledge, skills and disposition.

The emphasis of the program is on the application of learning theory, pedagogy as it relates to instructional practice. The program provides opportunities for prospective teachers to plan, organize, and implement developmentally appropriate instructional experiences. Experiences that expedites development and learning in the following areas are emphasized: cognitive, language, physical, social, psychological and aesthetic. Also, the program provides for sequentially planned field experiences, which enables potential teachers to apply knowledge and skill to actual learning situations (theory to practice).

Candidates must meet the requirements for admission, retention, and exit from the University’s Teacher Education Program.

DEPARTMENTAL REQUIREMENTS

Candidates majoring in elementary education at the undergraduate level must complete 128 semester hours consistent with the curriculum guide. The curriculum guide for elementary education includes corollary study hours in a basic academic discipline. Candidates must meet the requirements for admission to teacher education. Individuals should refer to the section entitled Teacher Education Admission and Retention Standards (Undergraduate Bulletin) for pertinent information relative to requirements as a teacher education candidate. Students must accumulate a minimum of “C” in major courses and specialty area courses.

INITIAL LICENSURE REQUIREMENTS

Undergraduate Students - The candidate is required to take and pass the Praxis Core test in reading, writing, and mathematics. For licensure, candidates must take and pass the Reading Foundations and General Curriculum tests. Candidates must attain passing scores on these respective tests as established by the State Board of Education.

Graduate Students - Individuals who have graduated from an accredited college/university and did not pursue a program of study or complete requirements leading to teacher license should file application for admission to the School of Graduate Studies. Refer to the section, Procedures or Graduates Who Completed A Non-Teacher Education (undergraduate) Program for explicit instructions.

COROLLARY STUDIES

Elementary Education Majors MUST Select One Area (18 hours)

Diverse Learners Corollary: CUIN 302, SPED 355, SPED 354, and six approved hours from FCS, SOCI, SOWK that addresses cultural diversity and parental or family engagement

English Language Learner Corollary: SPAN 101, SPAN 102, SPAN 201, and six approved hours in FOLA, HIST, or in the Humanities that addresses linguistic diversity or global/international experiences

Math, Science & Technology Corollary: ELED 557, ELED 604, ELED 614, INST 605. Choose three hours from the following: PHYS 101, PHYS 105, BIOL 101 or higher. Choose three hours from the following: EASC 309, EASC 330

Special Education Corollary: SPED 355, 354, 455, 539, 540, 565. Special Education concentration seekers will take two (2) additional courses: SPED 548 and 564

COURSE DESCRIPTIONS IN CURRICULUM AND INSTRUCTION

CUIN 101. Technology for 21st Century Classrooms Credit 1(0-2)
This course examines the authentic use of various technological applications for 21st Century classrooms. Teacher candidates are introduced and exposed to current technological tools used to engage PK-12 students in 21st Century learning environments. (S;SS)

CUIN 102. Introduction to Teacher Education I Credit 2(2-0)
This course is designed to provide prospective (new and freshman) teacher education students with an orientation to the Teacher Education Program requirements and to assist them in preparation for the Praxis I (mathematics, reading and writing) examinations. This course is required of all undergraduate prospective teacher education majors. Students are required to have 6 hours of computer practice time per week. Grade: Pass/Fail. (F;S;SS)

CUIN 104. Introduction to Teacher Education II Credit 0(1-0)
This course provides students with information relative to the application process for formal admission to the Teacher Education Program. Students are required to take the Praxis I (mathematics, reading, and writing) examinations either on the scheduled Educational Testing Service (ETS) dates or on the Computer Based Test (CBT) format. Grade: Satisfactory/Unsatisfactory. (F;S)

CUIN 110. Ethics of Teaching Credit 2(2-1)
This course introduces students to the teaching profession. Major emphasis is placed on the ethical and moral responsibility of the classroom teacher to meet the needs of the learner in increasingly diverse school environments. Teacher candidates explore the philosophical and historical context of public schooling and the importance of supporting overall PK-12 student development. A 20-hour service learning experience is required. (S;SS)

CUIN 210. Culturally Relevant Pedagogy Credit 2(2-1)
This course examines culturally responsive learning environments that engage and empower PK-12 students. Emphasis is placed on using the context of the learning environment to make instructional decisions. A 30-hour field experience in an approved learning environment is required. Prerequisite: CUIN 101 or equivalent and CUIN 110. (F;SS)

CUIN 301. Philosophical and Sociological Foundations of Education Credit 2(2-0)
This course provides a view of the educative process and its philosophical foundations with emphasis on the philosophical implications of education as they relate to student curriculum, teacher and the institution. There will be classroom observation/participation experiences. (F;S;SS)

CUIN 302. Field Experiences and Community Services Credit 1-3
This course provides field experiences as tutor, assistant participant or employee in a school or education related institution, organization, agency, community, church, business or industrial program involving interaction with children, youth or adults.  Evaluation and written reports planned in consultation with an instructor will be required. (F;S;SS)

CUIN 303. Socio-Philosophical Aspects of Education Credit 4(4-0)
This course examines past and contemporary factors in American education through philosophical and sociological perspectives. Problems and possibilities inherent in relating theory and practice in education will be explored. (F;S;SS)

CUIN 310. Assessment for 21st Century Classrooms Credit 2(2-0)
This course introduces teacher candidates to basic assessment principles and practices. Emphasis will be placed on formative and summative evaluation processes. Prerequisite: CUIN 210 and admission to Teacher Education (S;SS)

CUIN 315. Family, Community, and School Credit 3(3-0)
This course studies the relationships of the family, community, and school that involve the learner, with emphasis on the young child. Attention will be given to family structure, parent education and involvement with the school and community, community development and participation in education. Research and identification of current problems and issues will be considered and projects relating to the local community will be completed. (F;S;SS)

CUIN 400. Psychological Foundations of Education – Growth and Development Credit 3(2-2)
This course is restricted to Teacher Education students and studies the psychological principles governing the interests and needs of pre-adolescence and adolescence; emphasis is placed on general principles of growth and development, physical, motor, intellectual, social, emotional and moral aspects. Observing, recording and interpreting human behavior including functional conceptions of learning will be provided in laboratory settings. (Field Experience Required). Prerequisite: CUIN 102 (Formal admission to Teacher Education). (F;S;SS)

CUIN 401. Classroom and Behavioral Management Credit 3(3-0)
This course is designed to give preservice elementary and special education majors a broad range of philosophies and concepts about classroom and student behavior management. Concepts will include preventive, diagnostic, and prescriptive behavior planning and implementation for classroom management. (F;S;SS)

CUIN 402. Extramural Studies I Credit 1-3
This course provides off-campus experiences, testing or exploring relevance of education to real world situations in an agency, organization, institution or business. There will be a project report and evaluation by permission of department. (F;S;SS)

CUIN 410. Differentiated Instruction Credit 2(2-1)
This course focuses on how classroom teachers address the needs of learners using a variety of instructional approaches. Emphasis will be placed on using ongoing formal and informal assessment to design, implement, and modify instruction appropriate for the learner. A 40-hour field experience in an approved PK-12 school is required. Prerequisites: CUIN 310 and formal admission to the Teacher Education Program. (F)

CUIN 412. Classroom Management Credit 3(3-0)
This course examines major schools of thought involved in classroom management and motivation. Alternative ways to help children develop self-control and acquire practical strategies and techniques for successful classroom management to maximize student learning will be explored. Prerequisites: CUIN 102. (F;S;SS)

CUIN 413. Learning and Practice Credit 3(3-0)
This course is a survey and analysis of learning theories and the learning process with applications to education.  The integration of theoretical viewpoints and research findings with observations and experience in classroom situations will be studied. Prerequisite: PSYC 320. (F;S;SS)

CUIN 436. Evaluation and Assessment Credit 3(2-2)
This course is a basic study of standardized and teacher-made measuring devices, acceptable methods selecting, administering, and interpreting all types of tests applicable to the school and classroom. Prerequisite: CUIN 102. (F;S;SS)

CUIN 451. Foundations of Early Childhood Education Credit 2(2-0)
This course is the study of the historical background and the sociological, philosophical, economic factor and current issues relating to early childhood education; (the physical plant, equipment, supplies and other facilities necessary for appropriate experiences). (F;S;SS)

All courses numbered 500 and above require formal admission to the Teacher Education Program and methods courses require a 60 hour field experience.

CUIN 500. Principles and Curricula of Secondary Schools Credit 3(3-0)
This course examines the history, nature, and function of the secondary school and its relationship to the elementary school and adult life. Prerequisite: 12 semester hours in education and psychology. (F;S;SS)

CUIN 501. Methods of Research and Evaluation in Health Physical Education Credit 2(1-2)
This course utilizes various research methods as applied to health education and physical education and the study of methods of evaluating biological, social, and physiological outcomes for health education and physical education. Elementary statistical procedures are utilized. Prerequisite: CUIN 436. (F;S;SS)

CUIN 519. Preschool Materials, Methods and Practicum Credit 3(2-2)
This course examines methods, materials and program planning for the preschool child. There will be directed observation and participation in an established pre-school program such as a day care center, nursery or kindergarten. (F;S;SS)

CUIN 520. Content Area Literacy Credit 2(2-0)
This course provides teacher candidates with the strategies to assess and diagnose literacy skills and provide effective instruction to improve student learning. Prerequisite:  CUIN 310 and admission to Teacher Education. (S;SS)

CUIN 525. Methods of Teaching Art Credit 3(3-0)
This course is a study of aims, objectives, methods and techniques of art teaching in the modern schools. Special attention given to planning courses of material and correlation. Required of those wishing to qualify as art teachers. Prerequisites: 30 hours of Art and l 5 hours of education and psychology. (F;S)

CUIN 526. Methods of Teaching English Credit 3(3-0)
This course is a study of materials and methods of teaching English in the high school. Required of those planning to teach English. Prerequisites: English 450, 430; 24 additional hours of English courses above English 100 and 15 semester hours in education and psychology. (F;S)

CUIN 527. Methods of Teaching Foreign Languages Credit 3(3-0)
This course is a study of the problems and strategies in teaching foreign languages. Special attention given to the matter of classroom aids, equipment, etc. Required of those students planning to teach the subject. Prerequisites: 27 hours of French and 15 semester hours of education and psychology. (F;S;SS)

CUIN 528. Methods of Teaching Home Economics Credit 3(3-0)
This course is a study of the objectives, methods, and techniques necessary for teaching vocational home economics on the secondary level. (F;S)

CUIN 529. Methods of Teaching Mathematics Credit 3(3-0)
This course is an evaluation of subject matter, materials, methods, and techniques and objectives in the teaching of mathematics in the junior and senior high schools. Required of those planning to teach the subject. Prerequisites: 30 hours of mathematics and 15 hours of education and psychology. (F;S)

CUIN 530. Public School Music Methods Credit 2(2-0)
This course is a comprehensive study of materials and methods in the teaching of public school music. (F;S)

CUIN 531. Vocal Methods and Materials Credit 3(3-0)
The teaching of vocal music in the public schools and vocal literature for vocal combinations in the public schools is studied in this course. (F;S)

CUIN 532. Band Methods Credit 3(3-0)
This course is a study of the school band organization and administration. (F)

CUIN 533. The Teaching of Physical Education Credit 3(3-0)
This course is a study of the teaching/learning process in health and physical education within the middle and secondary school. It emphasizes the planning, implementation and evaluation of health and physical education activities within the school setting. Prerequisites: Admission to Teacher Education and approval of the HPER chairperson. (F;S;SS)

CUIN 534. The Teaching of Health Education Credit 2(2-0)
This course examines methods, materials and procedures for the teaching of health in the elementary and secondary schools. Field experiences will include: observation, and service as aides and assistants. Prerequisites: Health Education 220, 440, and 442; Zoology 469 and 560. (F;S;SS)

CUIN 535. Methods of Teaching of Science Credit 4(3-1)
This course is a study of methods, materials and techniques of teaching biology, chemistry, physics, general science, and environmental science in the high school. Required of all those planning to teach in this field. Prerequisites: 27 hours of science and 15 semester hours of education and psychology. (F;S;SS)

CUIN 536. Methods of Teaching Social Sciences Credit 3(3-0)
This course is a study of the techniques of social science instruction on the high school level. Required of those planning to teach the subject. Prerequisites: 27 hours of Social Studies and 15 semester hours of education and psychology. (F;S;SS)

CUIN 539. Methods of Teaching Speech and Theatre Credit 3(3-0)
This course is a study of the aims, objectives, problems and difficulties experienced in teaching speech in the modern school. Special attention is given to the organization and coordination of both speech and theatre curriculums, to planning courses of study, its presentation, and to the selection of materials and equipment required of all speech and Theatre Education majors. Prerequisites: 27 hours of Speech and 15 hours of Education and Psychology. (F;S;SS)

CUIN 542. Children's Literature and Instructional Media Credit 3(3-0)
This course provides multimedia approaches to literature for children with emphasis on the integration of literature across the curriculum. (F;S;SS)

CUIN 543. Educational Media Credit 3(3-0)
This course deals with the integration of educational media in the classroom. Candidates will examine how to promote effective teaching through the use of technology in the curriculum. (F;S;SS)

CUIN 556. Curriculum and Methods in Literature, Language Arts, and Social Studies in Early Childhood Education Credit 3(2-2)
This course is the study of basic principles underlying the social studies and language arts curriculum, children’s literature, appropriate materials and methods for kindergarten-primary grades. Concepts and skills relating to the scope and importance of social studies and language arts in the total program will be developed. There will also be laboratory and observation experiences. (F;S;SS)

CUIN 558. Student Teaching and Seminar in Early Childhood Education Credit 6(2-8)
This course includes the observation and study of the guided teaching experiences in the kindergarten through grade three to include ninety or more clock hours of actual teaching. The study of the application and practice of methods, techniques and materials of instruction in a real classroom situation under supervision, includes purposeful observation, organization of teaching materials, participation in other activities will be included. (F;S;SS)

CUIN 562. Seminar in Elementary Education Credit 3(1-0)
A consideration of selected topics and current trends in the field of elementary education. Topics differ in response to current interests, issues and research findings. Candidates will participate in-group sessions during the student teaching experience. The sessions may be conducted at a selected school or on campus. (F;S;SS)

CUIN 611. Utilization of Education Media Credit 3(2-2)
Applies basic concept to problems in teaching and learning with school and adult audiences. Relates philosophical and psychological bases of communications to teaching. Discusses the role of communications in problem-solving, attitude formation, and teaching. Methods of selecting and using educational media materials effectively in teaching. Experience in operating equipment, basic techniques in media preparation. Practice in planning and presenting a session. Prerequisite: CUIN 102. (F;S;SS)

CUIN 613. Media and Literature for Children Credit 3(3-0)
This course will entail a study of children’s literature with emphasis on aids and criteria for selection of books and other materials for preschool through late childhood ages; story-telling, and an investigation of reading interests. Prerequisite: CUIN 102. (F;S;SS)

CUIN 623. Methods and Materials in Teaching Reading in Elementary School Credit 3(3-0)
The application of principles of learning and child development ot the teaching of  reading and the related language arts.  Methods and Approaches to the teaching of reading in the elementary school; including phonics, developmental measures, informal testing Procedures, and construction and utilization of instructional materials. (F;S;S)

CUIN 624. Teaching Reading in the Secondary School Credit 3 (3-0)
Nature of a developmental reading program, initiating and organizing a high school reading program, the reading curriculum, including reading in the content subjects, critical reading, procedures and techniques, and corrective and remedial aspects. (F;S;S)

CUIN 625. Theory of American Public Education Credit 3 (3-0)
An examination of the philosophical resources, objectives, historical influences, social organization, administration, support, and control of public education in the United States. (F;S;S)

CUIN 627. Literacy in the Content Areas Credit 3 (3-0)
This course is designed to prepare secondary school teachers to plan and deliver literacy-focused instruction in all content areas.  Students will examine current research and  instructional models for improving 21st century literacy skills. (F;S;S)

CUIN 628. Seminar and Practicum in Urban Education Credit 3 (1-4)
A synthesis of practical experiences, ideas and issues pertinent to more effective teaching in urban areas. (F;S;S)

CUIN 629. Classroom Diagnosis in Reading Instruction Credit 3(3-0)
Methods, techniques and materials used in the diagnosis of reading problems in the kindergarten-primary area through the intermediate level. Attention upon the pupil and the interpretation of physiological, psychological, sociological, and educational factors affecting learning to read. Opportunity for identification, analysis, interpretation on, and strategies for fulfilling the reading needs of all pupils. Prerequisite: CUIN 511. (F;S)

CUIN 630. Reading Practicum Credit 3(3-0)
Application of methods, materials and professional practices relevant to teaching pupils. Provisions for participation in and teaching of reading. Designed to coordinate the student’s background in reading, diagnosis, learning and materials. Supervised student teaching. Prerequisite: 12 credit hours in reading. (F;S;S)

CUIN 631. Reading for the Atypical Learner Credit 3(3-0)
Attention to the gifted child, the able retarded, the slow learner, the disadvantaged, and the linguistically different child. Special interest groups will be formed for investigation reports. (F;S;S)

CUIN 632. Basic Technology Literacy for K-12 Educators Credit 3(3-0)
This course provides instruction in basic computer literacy skills and classroom integration for K- 12 educators. The instruction is designed to meet the North Carolina Department of Public Instruction’s requirements for basic level computer competencies for public school teachers. Topics include word processing, spreadsheet usage, database design and management, teacher utilities, and fundamentals of modem computing. (F;S;SS)

CUIN 640. Methods of Teaching for 21st Century Classrooms Credit 3(3-1)
This course provides the opportunity for teacher candidates to design, deliver and assess effective instruction. Emphasis will be placed on the use of multiple methodologies to inform instruction to meet the needs of culturally and linguistically diverse populations. A 60-hour field experience in an approved PK-12 school is required. Prerequisites: CUIN 410 and CUIN 520 and admission to Teacher Education. (F;S)

CUIN 660. Clinical Practice in Teacher Education Credit 6-9(0-18)
This course is the culminating clinical experience for teacher candidates. Teacher candidates must complete a full-time supervised teaching experience in an approved PK-12 classroom. This course must be taken in conjunction with the capstone experience. Prerequisite: CUIN 640 or equivalent and admission to Teacher Education. Corequisite: CUIN 670. (F;S)

CUIN 670. Capstone Experience in Teacher Education Credit 3(3-0)
Teacher candidates will analyze topics related to professional practice, in the context of their culminating clinical experience. They will refine evidences of professional knowledge, skills, and dispositions through presentation in a capstone portfolio. Prerequisite: CUIN 640 and admission to Teacher Education. Corequisite: CUIN 660. (F;S)

CUIN 681. Issues in Education Credit 3(3-0)
A critical review of the background and functions of the school as a social institution. (F;S;S)

ELEMENTARY EDUCATION

ELED 120. Shape of Space in Our World Credit 3(3-0)
This course will provide elementary education candidates with an activity and project-based exploration. In formal geometry in two and three dimensions. Topics include geometric analysis, transformations, geometric analysis, similarity, tessellations, flat and curved spaces and topology. (F;S;SS)

ELED 121. Algebra, Number Theory and Number Systems in Our World Credit 3(3-0)
This inquiry based course examines concepts, operations, and structures occurring in number systems, number theory and algebra. Prerequisites: ELED 120. (F;S;SS)

ELED 201. Communication for the Elementary Teacher Credit 3(3-0)
This course will provide opportunities for the candidates to develop their communication skills as relates to efficient, responsible, professional dispositions needed by competent teachers of the 21st century classroom. (F;S;SS)

ELED 300. Introduction to the English Language Learner Experience Credit 3(3-0)
This course will focus on theory and research in second language acquisition for 21st century classroom instructional practices that follow national and state standards. Prerequisites: Admitted to Teacher Education. (F;S;SS)

ELED 316. Creative Arts, Healthful Living and Movement Activities for the Elementary Classroom Credit 3(3-0)
This course addresses the creative process and co-relation/integration of the arts (visual, dance, music, and theatre) to enhance student learning in other subject areas. The course will present a study in art education of sufficient depth to enable the student to understand what the arts are and their value, especially in relationship to the development of positive attitudes, perceptual awareness, and higher-order thinking skills. Students will demonstrate an understanding of the basic concepts, elements, and knowledge of resources and materials for use in the K-6 classroom. (S;SS)

ELED 404. Teacher Licensure – Review Seminar Credit 0(1-0)
This course offers students an opportunity to discuss, review and prepare for the required state licensure examinations. Students will be expected to acquire the passing score on the specialty area licensure examination in order to receive a “Satisfactory” in this course. Grade: Satisfactory/Unsatisfactory. Prerequisite: Admission to Teacher Education. (F;S;SS)

ELED 415. Curriculum Design and Instructional Planning in the Elementary School Credit 2(2-0)
This course emphasizes planning a developmentally appropriate and integrated classroom program, which reflects proven educational, practices and researches. The course includes exposure to various sources of curriculum relative to content, organization and instruction. (S;SS)

ELED 510. Language Arts in the Elementary School Credit 2(2-0)
This course focuses on content, resources and materials for teaching language arts in grade K-6. Emphasis is on the interrelatedness of listening, speaking, viewing, reading, and writing. To be taken with 511, 512, 513, 514. Prerequisite: CUIN 102. (F;S)

ELED 510. Language Arts Lab Credit 0(0-0)
Candidates will complete 2 hours of field experience per week.

ELED 511. Reading in the Elementary School Credit 3(3-0)
This course focuses on content and materials used in reading instruction grades K-6. Attention to the acquisition, development and extension of language will be emphasized in this course. To be taken with 510, 512, 513, 514. Prerequisite: CUIN 102. (F;S)

ELED 512. Social Studies in the Elementary School Credit 2(2-0)
This course addresses the instructional program in social studies for grades K-6. Emphasis is on content, resources, and materials in this course. To be taken with 510, 511, 513, 514. Prerequisite: CUIN 102. (F;S)

ELED 513. Science in the Elementary School Credit 2(2-0)
This course stresses an integrated discovery-centered program with developmentally appropriate experiences for children in grades K-6. Emphasis is on the processes of science and assessment of student learning. To be taken with 510, 511, 512, 514. Prerequisite: CUIN 102. (F;S)

ELED 514. Mathematics in the Elementary School Credit 2(2-0)
This course focuses on the elementary mathematics content and materials. Emphasis is on developing an understanding of concepts and skills through discovery. To be taken with 510, 511, 512, 513. Prerequisite: CUIN 102. (F;S)

ELED 515. Methods of Teaching Credit 2(2-0)
This course emphasizes an interdisciplinary approach to the course of study in various subject-matter areas. It is designed to enable students to observe master teachers and to test methods, materials, resources and techniques to facilitate student learning. This course should be taken in conjunction with the content courses preceding the student- teaching experience. Students are required to participate in a minimum of a 60 hour field experience in a classroom setting. Prerequisite: CUIN 102. (F;S)

ELED 544. Diagnostic-Prescriptive Reading Instruction in Elementary Education Credit 3(3-0)
The study of diagnostic instruments, formal and informal testing procedures, report writing, and development of educational prescriptions. The candidates will work with individual students or small groups identified as problem readers. (F;S;SS)

ELED 557. Curriculum and Methods in Science and Mathematics in Early Childhood Education Credit 3(2-2)
This course is a study of the underlying basic principles are underlying the science and mathematics curriculum. Consideration of appropriate materials and methods for kindergarten through primary grades will be given. Concepts and skills relating to the scope and importance of science and mathematics in the schools programs will be developed. There will be simulated teaching experiences. (F;S;SS)

ELED 559. Student Teaching in the Elementary School Credit 12(0-24)
This course provides candidates observation and supervised teaching experiences in the elementary grades (K-6). It includes the study of application and practice of methods, techniques and materials of instruction in a classroom situation will be demonstrated and observed. Students must be admitted to the Teacher Education Program. Students will meet periodically during student teaching for purposes of group discussion. This is a full semester experience. (F;S)

ELED 601. Theory and Techniques of Planning and Instruction Credit 3 (3-0)
This course requires the candidate to analyze theories of instruction, methods, and materials in the elementary school curriculum; observe classroom procedures; and participate in teaching demonstrations. Emphasis is placed on the application of effective instructional theory and practice, sound decision-making and multicultural education in a field-based content. (F;S;S)

ELED 602. Language Arts through Children’s Literature Credit 3 (3-0)
This course is a study of models of teaching the English Language Arts at the elementary (K-6) level. Guided Reading, Integrated Instruction, Writers Workshop and Literature-Based Reading, Literature Circles and Writing Instruction will be featured. The writing process is emphasized. (F;S;S)

ELED 603. Elementary Curriculum: Science/Social Studies/Health Credit 3 (3-0)
This course explores the scope and sequence of the elementary curriculum areas of science, social studies, and health. Instructional strategies studied include content integration, cooperative grouping and effective questioning techniques. Hands on guided discovery teaching as well as the use of children’s literature will be the major focus. (F;S;S)

ELED 604. Mathematics Curriculum and Assessment Credit 3(3-0)
This course is designed to develop the knowledge and skills to effectively teach math concepts to the young child through grade six. Methods will be presented in a developmental sequence that supports children’s construction of the concepts essential to understanding mathematics. Each new concept will be introduced with concrete materials and exploratory activities. (F;S;SS)

ELED 605. Reading in the Elementary Classroom Credit 3 (3-0)
This course provides a framework for understanding the development of language and literacy in children. It is designed to help students learn to build on what children ring to oral language, reading and writing, and to enhance developmentally appropriate language and literacy activities. Literacy learning is presented as a language-learning process that is best acquired through functional, purposeful use of print. (F;S;S)

ELED 607. Multiple Intelligences Credit 3 (3-0)
This course utilizes the Multiple Intelligences Theory posited by Howard Gardner to provide effective classroom instruction that meets the needs of a wide variety of students. This course will also aid candidates in meaningful integration of visual arts, music, drama, dance, and movement throughout the elementary curriculum by providing a basic arts and movement knowledge base, clear reasons for integration, and specific arts integration principles. (F;S;S)

ELED 608. Clinical Application of Instruction Credit 6 (6-0)
This course is an internship which emphasizes the development and use of teaching strategies, methods, skills, and assessments as they relate to the principles of teaching and learning, and the decision making process. Time will be spent on applying planning management skills to instruction discipline, behavioral concerns and decision making in instruction, the instruction of small groups and whole class. The student will use a variety of teaching strategies, methods skills, and instructional resources. (F;S;S)

ELED 610. Knowledge of the Elementary Learner in the Differentiated Classroom Credit 3(3-0)
This course is designed to provide candidates with the basic skills for effective classroom teaching. These skills include writing instructional objectives, planning for instruction, developing higher order questions, utilizing effective communication skills, understanding theories of learning and classroom management, and developing effective evaluation methods relative to the differentiated elementary classroom. Prerequisites: SPED 661, INST 605. (F;S;SS)

ELED 611. Balanced Literacy for Elementary Learners I Credit 3(3-0)
This course provides a framework for understanding the development of language and literacy in children. It is designed to help students learn to build on what children bring to oral language, reading and writing, and to enhance developmentally appropriate language and literacy activities. Prerequisites: SPED 661, INST 605. (F;S;SS)

ELED 612. Mathematics Curriculum & Pedagogy I Credit 3(3-0)
This course is designed to develop the knowledge and skills to effectively teach math concepts to the young child through grade six. Methods will be presented in a developmental sequence that supports children’s construction of the concepts essential to understanding mathematics. Specifically, this course will provide elementary education candidates with an activity and project-based exploration of informal geometry in two and three dimensions. Prerequisites: INST 605, SPED 661 and ELED 610. (F;S;SS)

ELED 613. Classroom Management Credit 1(1-0)
This course provides the candidates with an opportunity to develop, synthesize, and implement a classroom management plan in their field experience. (F;S;SS)

ELED 614. A Conceptual Approach to Teaching Mathematics for Elementary Teachers Credit 3(3-0)
This course is designed to develop knowledge and skills to effectively teach mathematical concepts to young children from kindergarten through grade six. (F;S;SS)

ELED 615. Balanced Literacy for Elementary Learners II Credit 3(3-0)
This course is part 2 of ELED 611 Balanced Literacy I and emphasizes a study of models of teaching the English Language Arts at the elementary level. Prerequisites: ELED 611. (F;S;SS)

ELED 616. Social Studies and Science Curriculum & Pedagogy Credit 3(3-0)
This course explores the scope and sequence of the elementary curriculum areas of science, social studies and health. Prerequisites: ELED 610. (F;S;SS)

ELED 617. Mathematics Curriculum & Pedagogy II Credit 3(3-0)
This course is designed to develop the knowledge and skills needed to effectively teach math concepts to the young child through grade six. Methods will be presented in a developmental sequence that supports children’s construction of the concepts essential to understanding mathematics. Prerequisites: ELED 612. (F;S;SS)

ELED 618. Clinical Practices for 21st Century Elementary Classrooms Credit 6(6-6)
A field experience which emphasizes the development and use of teaching strategies, methods, skills, and assessments as they relate to the principles of teaching and learning, and the decision making process. The student will use a variety of teaching strategies, methods, skills, and instructional resources. Prerequisites: All Phase I Course work. (F;S)

ELED 619. Action Research for the Elementary Education Classroom Credit 2(2-0)
This course will provide candidates an opportunity to look at the role of the teacher as researchers, emphasizing the use of research to inform practice. (F;S;SS)

CUIN 629. Classroom Diagnosis in Reading Instruction Credit 3(3-0)
Methods, techniques and materials used in the diagnosis of reading problems in the kindergarten-primary area through the intermediate level. Attention upon the pupil and the interpretation of physiological, psychological, sociological, and educational factors affecting learning to read. Opportunity for identification, analysis, interpretation on, and strategies for fulfilling the reading needs of all pupils. Prerequisite: CUIN 511. (F;S)

CUIN 632. Basic Technology Literacy for K-12 Educators Credit 3(3-0)
This course provides instruction in basic computer literacy skills and classroom integration for K- 12 educators. The instruction is designed to meet the North Carolina Department of Public Instruction’s requirements for basic level computer competencies for public school teachers. Topics include word processing, spreadsheet usage, database design and management, teacher utilities, and fundamentals of modem computing. (F;S;SS)

ELED 641. Teaching and Learning in a Multicultural Classroom Credit 3(3-0)
The course focuses on curricular and pedagogical practices that embrace the intellectual, emotional, and contextual realities of a multicultural classroom, Holistic teaching methods that stress an inclusive, democratic, cooperative and multicultural environment consistent with a social justice framework will be emphasized in this course. (F;S;SS)

  

Special Education Corollary / Licensure Option

COURSES TO BE COMPLETED
SPED 355 - Introduction to Mild Disabilities* (3hrs)
SPED 354 - Urban Schools (3hrs)
SPED 452 - Assistive Technology for Students with High Incidence Disabilities (3hrs)
SPED 539 - Teaching Students with Persistent Reading Problems (3hrs)
SPED 540 - Research Based Strategies for Teaching Mathematics (3hrs)
SPED 565 - Teaching Strategies for Exceptional Students in Inclusive Settings* (3hrs)

Candidates enrolled in secondary programs will take instead of SPED 355
SPED 455 - Teaching Adolescents with Learning and Behavior Disorders* (3hrs)

Candidates enrolled in B-K programs will take instead of SPED 548
SPED 536 - Assessment and Inclusive Practices in Early Childhood* (3hrs)

Special Education concentration licensure candidates will take the following two additional course:
   -   SPED 548 - Diag. Assessment & Prescriptive Techniques for Except. Individuals (3hrs)
   -   SPED 564 - Methods & Materials & Problems in Teach. Special Needs Child* (3hrs)

Candidates will also complete an Occupation Orientation and Transition Skills module.
*Courses with field experience requirement

Clinical Practice (15 weeks) formally known as student teaching will be completed as 10 weeks in the candidates major setting and a minimum of 5 weeks in a special education setting.

COURSE DESCRIPTIONS IN SPECIAL EDUCATION

SPED 325. Orientation to Special Education Credit 1(1-0)
This orientation course seeks to expose the freshman special education major to the diverse exceptional students and the settings in which they are served in the public schools. (F;S;SS)

SPED 350. Introduction to Exceptional Children Credit 3(3-0)
This course provides an overview of the laws, characteristics and instructional accommodations for individuals with low and high incidence disabilities served in diverse educational and community settings. (F;S;SS)

SPED 351. Introduction to Learning Disabilities Credit 3(3-1)
The identification and education of children and youth with learning disabilities, including teaching strategies, theories, programs and materials. (Field Experience). (F;S;SS)

SPED 352. Introduction to Emotional Disturbance Credit 3(3-0)
An introductory course in the education of students with behavioral and emotional disorders. Psychological, sociological, and educational implications will be emphasized. (F;S;SS)

SPED 353. Introduction to Mental Retardation Credit 3(3-0)
A study of the diagnosis and classification of mental retardation, including historical development, curriculum, and theoretical strategies. (F;S;SS)

SPED 354. Urban Schools Credit 3(3-0)
This course explores issues confronting urban schools from a socio cultural perspective. Effective culturally responsive strategies and ways to involve parents in the urban school setting will be emphasized through case method instruction.  (F;S;SS)

SPED 355. Introduction to Mild Disabilities Credit 3(3-0)
This course provides general approaches to teaching diverse students with mild disabilities to moderate disabilities in inclusive  settings. A broad overview of individualized programming, instructional adaptation and modification, consultation and collaboration and use of research based strategies will be addressed. A 20 hour field experience is required. Prerequisite: SPED 350. (F;S;SS)

SPED 439. Behavior Management of Exceptional Children and Youth Credit 3(3-0)
A survey of relevant research and techniques that are applicable for positive behavior support systems in learning situations for exceptional children and youth. (F;S;SS)

SPED 441. Teacher-Parent Community Resources for Exceptional Children Credit 3(3-0)
This course examines the socio cultural factors affecting students, children and their families. Emphasis is placed on strategies for effective communication and collaborative planning with families, community agencies and teacher leadership skills used toward school improvement. Prerequisite: Admission to Teacher Education. (F;S;SS)

SPED 442. Research Seminar Credit 1(1-0)
Students will learn basic research skills and APA writing format. A mini collaborative research project will be conducted, analyzed, and written for journal submission. (F;S;SS)

SPED 452. Assistive Technology for Students with High Incidence Disabilities Credit 3(3-0)
This course introduces social history, policy and legal directives related to assistive technologies. Curriculum content will include assistive technology and application of Universal Design principles and strategies for the diverse and culturally different learner. Techniques to foster parental and community involvement will be discussed. Prerequisite: Admission to Teacher Education, SPED 350. (F;S;SS)

SPED 455. Teaching Adolescents with Learning and Behavior Disorders
This course focuses on effective teaching and learning strategies for secondary students with mild to moderate learning needs. The course emphasizes strategies that reflect a cognitive/metacognitive instructional approach to learning and behavior. Data management and software tools will be utilized to assess and monitor student progress. A 20 hour field experience in an approved learning environment is required. Prerequisite: Admission to Teacher Education, SPED 350. (F;S;SS)

SPED 536. Adaptive and Inclusive Practices in Early Childhood Credit 3(3-0)
This course is designed to develop assessment, individualized, program planning and intervention skills for working with young children with special needs and their families. Emphasis is placed on developmentally appropriate best practices in natural and inclusive environments and working with other professionals. A 20 hour field experience in an approved setting is required. Prerequisite: Admission to Teacher Education. (F;S;SS)

SPED 539. Teaching Students with Persistent Reading Problems Credit 3(3-0)
This course offers explicit instructional techniques on how to teach phonenic awareness, phonics, word study, fluency, vocabulary and comprehension using research-based teaching strategies. Emphasis is placed on using assessment to monitor academic progress and guide instructional decision making in reading. Prerequisite:  Admission to Teacher Education. (F;S;SS)

SPED 540. Research Based Strategies for Teaching Mathematics Credit 3(3-0)
This course provides knowledge of research based math instructional strategies for learners with special needs. Teacher candidates will understand how to instruct the essential components of mathematics. Assessment and progress monitoring techniques will be included. Prerequisite: Admission to Teacher Education, ELED 120. ELED 121. (F;S;SS)

SPED 545. Special Education Seminar Credit 2(2-0)
This course is designed for the participant to examine the major components of those teaching acts which research has associated with effectiveness in the classroom. Instructional practices and student experiences that are consistently productive in the classroom of our most effective teachers will be presented. (F;S;SS)

SPED 546. Occupational Orientation and Training for the Exceptional Youth Credit 2(2-0)
Background development of on-the-job training and transition planning, covering aspects of occupational adjustments in terms of practical academic experiences and employment opportunities. (F;S;SS)

SPED 548. Diagnostic Assessment and Prescriptive Techniques for Exceptional Individuals Credit 3(3-0)
This course utilizes a strength based approach in assessment, identification, IEP development and family involvement for diverse learners. The roles of assessment in the prereferral and referral process, placement, and overrepresentation of culturally different students in special education is a major focus. Prerequisite: Admission to Teacher Education. (F;S;SS)

SPED 549. Student Teaching in the Special Education Setting Credit 12(12-0)
This course provides special education teacher candidates with observation and supervised teaching experiences in special education grades K-12. It includes the study of effective teaching strategies as well as the application and practice of methods, techniques and materials for instruction in the classroom. Students will meet periodically during the semester experience for the purpose of group discussion, reflection and feedback. Prerequisite: Teacher Education Admission and PRAXIS II passage. (F;S)

SPED 564. Methods and Materials and problems in Teaching the Special Needs Child Credit 3(3-0)
This course is designed to present an array of evidenced based practices for students with learning and behavioral challenges. Through assessment monitoring, candidates will document the positive impact of teaching on student learning. A 60 hour field experience in an approved learning environment is required. Prerequisite: Admission to Teacher Education. (F;S;SS)

SPED 565. Teaching Exceptional In Inclusive Settings Credit 3(3-0)
This course is designed for the general and special educator working with students with special needs in the inclusive classroom. Emphasis will be placed on collaboration and consultation utilizing response to intervention as a method of monitoring student progress. A 40 hour field experience in an approved learning environment is required. 3(3-0) Prerequisite: Admission to Teacher Education Prerequisite: SPED 355. (F;S;SS)

SPED 660. Introduction to Exceptional Children Credit 3(3-0)
A survey of children and youth with special needs focusing on historical and current treatment. Emphasis will be on psychological, sociological, physiological, and educational needs of special needs children. (F;S;SS)

SPED 661. Psychology of the Exceptional Child Credit 3(3-0)
An analysis of psychological factors affecting identification and development of individuals with high and low incidence disabilities. (F;S;SS)

SPED 662. Mental Deficiency Credit 3(3-0)
An overview of mental retardation across the life span including causes, characteristics of at various functioning levels, testing, classification, and legal issues, and current "best practices" for school and community inclusion. (F;S;SS)

SPED 663. Measurement and Evaluation in Special Education Credit 3(3-0)
The selection, administration, and interpretation of individual tests; intensive study of problems in testing exceptional students. (F;S;SS)

SPED 667. Specific Learning Disabilities Credit 3(3-0)
This course will address specific learning problems associated with reading, writing, language, cognition, perception, attention, mathematics, social and emotional disabilities. (F;S;SS)

SPED 668. Children & Youth with Behavioral Disorders Credit 3(3-0)
A survey of various behavioral disorders including causes, characteristics, classification and legal issues, and interventions designed to permit functioning in least restrictive school and community environments. (F;S;SS)

DIRECTORY OF FACULTY

Tyrette S. Carter
Associate Professor
B.A., University of Virginia, M.Ed., Averett College, Ph.D., University of Virginia

W. V. Cobitz
2+ NCA&T Coordinator
B.S., M.S., North Carolina A&T State University; Ph.D., Virginia Polytechnic Institute and State University

Elizabeth Jane Davis
Associate Professor
B.A., Duke University; M.Ed., University of Virginia; Ph.D., University of North Carolina at Greensboro

Charlesetta Dawson
Clinical Faculty
B.A., M.A., University of Northern Iowa; Ph.D., University of North Carolina at Greensboro

Kimberly Erwin
Assistant Professor
B.S., M.S., North Carolina A&T State University

Loury Floyd
Associate Professor and Associate Dean
B.S., North Carolina A&T State University; M.S., University of Wisconsin-LaCrosse; Ph.D., The College of William and Mary

Anthony Graham
Professor and Chairperson
B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Greensboro

Karen D. Guy
Assistant Professor and Assistant Dean
B.S., North Carolina A&T State University; M.Ed., North Carolina Central University; Ed.D., University of North Dakota

Pamela I. Hunter
Associate Professor
B.A., Livingston College; M.Ed., University of North Carolina at Greensboro; Ph.D., Ohio State University

Sharon Hunter
Clinical Faculty
B.S., North Carolina A&T State University; M.A., University of North Carolina at Charlotte, Ed.D., Nova Southern University

Ioney James
Associate Professor
B.A., University of West Indies, M.S., Central Connecticut State University, Ph.D., University of Albany

Muktha Jost
Professor
B.A., Madras University; M.S., University of Kansas; Ph.D., Iowa State University

Cathy Kea
Professor
B.A., North Carolina Central University; M.S., University of Wisconsin-LaCross; Ph.D., University of Kansas

Stephen McCary-Henderson
Associate Professor
B.S., North Carolina A&T State University; M.Ed. University of Southern Mississippi; Ph.D., Union Institute and University

Barbra Mosley
Associate Professor
B.A., M.S., North Carolina A&T State University; Ph.D., Virginia Polytechnic Institute & State University

Felicia Sawyer
Clinical Faculty
B.A., North Carolina Central University; M.AT., The Ohio State University; Ph.D. Capella University

Nichole Smith
Assistant Professor
B.S., B.A., Appalachian State University; M.Ed., University of North Carolina at Greensboro; Ed.D., University of North Carolina at Chapel Hill

Karen Smith-Gratto
Professor
B.A., Christopher Newport College; M.A., Ph.D., University of New Orleans

Dawn C. Waegerle
Assistant Professor
B.A., M.A., Oral Roberts University; Ed.D. College of Williams and Mary

Ereka Williams
Associate Professor
B.S., M.A.; Fayetteville State University; Ph.D., University of North Carolina at Greensboro