EDUCATION (EDU)

Division of Education

Being committed to cultivating teachers who are reflective practitioners, the Greensboro College Teacher Education Program is designed to help prospective teachers become more literate, articulate, intellectually independent, and professionally competent. Active learning, critical reflection, and disciplined inquiry are central to this program as students gain understanding about the thoughts and accomplishments of humanity. Theory and practice are combined to facilitate the development of professional educators who are prepared to meet challenges, celebrate diversity, and respond compassionately to their students.

It is the objective of the Greensboro College Teacher Education Program:

  • To develop teachers who are reflective practitioners, who can evaluate the effects of their choices and actions and who actively seek opportunities to grow professionally.


  • To develop students who understand the social, historical and philosophical foundations of education; who recognize the moral and social dimensions of classroom practice; who know school law, educational policy and professional ethics.


  • To develop students who understand the technology, central concepts, tools of inquiry, and structure of their discipline.


  • To develop students who understand learning and development and who can provide learning opportunities that support intellectual, moral, social, and personal development.


  • To develop students who understand how learners differ in approaches to learning, in degrees of handicapping conditions, in experience, in culture, in ethnicity, and in social background.


  • To develop students who can assess, plan, implement, and evaluate instruction based on subject matter, students, community, and curriculum goals.


Initial licensure is offered in the following areas: elementary education (K-6); middle grades (6-9); and secondary (9-12) education in biology, English, mathematics, and social studies; special education (K-12) in learning disabilities, mentally handicapped, behaviorally-emotionally disabled; art education (K-12); music education (K-12); physical education (K-12); Spanish education (K-12), and theatre education (K-12). The birth to kindergarten and pre-kindergarten add-on programs have been granted temporary approval to offer licensure.

All areas offered by the College are designed to fulfill the requirements for initial licensure in the state of North Carolina and are generally reciprocal with many other states.

Section 207 of Title II of the Federal Higher Education Act requires that each institution of higher education that conducts a teacher preparation program that enrolls students receiving Federal assistance under this Act shall report to the State and to the general public certain information about its program. The required information about the teacher education program at Greensboro College is included as an appendix to this Academic Catalog, under the heading Title II Federal Report: Institutional Report Card.

Download Title II Federal Report: Institutional Report Card (in Word format)

Licensure Requirements

Formal admission into the Teacher Education Program is a prerequisite for enrollment in any upper level (300 or above) professional and/or specialty studies course. Professional courses include: SPED 211* or 253* or 367* and SPED 211.1*, PSY 233, PSY 315, PE 223, EDU 200/200.1, EDU 200.3, EDU 315/315.1 or EDU 317/317.1, Methods courses and fieldwork components, EDU 325, EDU 375, EDU 400, EDU 494.3, and either EDU 492A and EDU 492B or EDU 494. See each licensure area for a more detailed description of professional/specialty studies courses. Students seeking secondary licensure may be granted only one waiver and may enroll in only one professional course during the waiver semester.

* not applicable to Physical Education majors whose program includes PE 310, Adapted Physical Education.

Students may complete required courses for the education major in the Greater Greensboro Consortium, in addition to those offered on this campus, if said courses are in compliance with North Carolina SDPI requirements for initial licensure.

Greensboro College and the Teacher Education Program have a required sequence of fieldwork hours to be completed at the level of expected licensure. Fieldwork is a series of participatory experiences sequentially planned to move the prospective teacher from a simple observation and assistance to more complex participation and/or instruction. This entire process should allow developmental opportunities for prospective teachers to work with students and assume increasing degrees of responsibilities. These pre-student teaching fieldwork hours constitute a commitment by both Greensboro College and the student to greater involvement in public school settings in a positive application of knowledge and effort. Students are responsible for arranging and providing their own transportation to and from fieldwork assignments.

Fieldwork components are required for all students seeking teacher licensure. Students must complete fieldwork applications during the preregistration period which is the semester prior to the fieldwork experience.

Detailed information regarding early fieldwork is found in the Field Experiences Handbook available in the Teacher Education Office and James Addison Jones Library.

Admission to Teacher Education

Traditional degree-seeking students should apply for formal admission into the Teacher Education Program no later than the beginning of the junior year. Transfer students of junior status should seek admission after the first semester in residence. All students, including licensure-only, lateral entry, and provisional licensure students, should seek admission prior to entry into 300 level professional courses. Entering licensure-only students should immediately contact an education advisor to evaluate their program.

For transfer students, students holding degrees from accredited institutions, and former Greensboro College students, admission into the Teacher Education Program requires a thorough review of previous coursework. During the evaluation process, particular attention is directed toward professional and specialty areas. For students whose previous work is 10 or more years old, this review process may result in an updating and repeating of professional and specialty courses identified by the advisor in consultation with the registrar and appropriate faculty in the discipline. The Course Equivalency Subcommittee will document these program adjustments which will then be submitted to the Teacher Education Committee for approval.

Admission requirements include the following:

  1. A minimum 2.50 cumulative grade point average including prior coursework;


  2. Passing scores on the ETS (Educational Testing Service) PRAXIS Exams either PPST (Pre-Professional Skill Test) or CBT (Computer Based Test) in reading, writing, and mathematics are required for all degree seeking candidates. The Learning Plus program is available on the campus to provide support and assistance in preparing for the PRAXIS Exams.


  3. A documented, formal conference with the student's major advisor;


  4. Favorable recommendations from the student's major advisor, two faculty members on the Teacher Education Committee, and if the student is a traditional student one from the Vice President for Student Life and Enrollment Services, or if the student is an adult education student one from the Director of the Adult Education Program.


  5. Completion of the Application for Teacher Education and the accompanying Legal Status and Policy Statement;


  6. Membership in an approved professional organization such as SNCAE or SCEC. Consult your licensure area or the Office of Teacher Education for additional organizations.


  7. Enrollment in or prior completion of, EDU 200.3, the Early Field Experience Seminar.


Successful completion of these minimum requirements entitles a student to have his or her request for admission to the Teacher Education Program submitted to the Teacher Education Committee. This Committee, in the exercise of its professional judgment and with sole discretion in applying the guidelines set forth in the evaluation and guidelines memorandum, determines admission to the program.

Student Teaching Program

Admission to the student teaching program normally occurs at the end of the junior year or beginning of the senior year. The Teacher Education Committee has approved the following requirements for evaluating a student's suitability for admission to the student teaching program at Greensboro College:

  1. Continue to fulfill all of the requirements and guidelines used for admission to the Teacher Education program;


  2. Obtain a favorable recommendation from the Director of Teacher Education and the student's major advisor;


  3. Successful completion of required fieldwork prior to the student teaching experience;


  4. Complete required professional/specialty courses prior to the student teaching experience and achieve a minimum of a "C" in each course;


  5. Submit graduation audit request to the Registrar by the specified date during the semester prior to student teaching;


  6. Submit the completed Student Teaching Audit Form by the deadline specified by the Teacher Education Program;


  7. Obtain and complete the Student Teaching Application.


A formal application for student teaching must be completed at least one semester prior to this experience. In addition to applying to the student teaching program, students must also complete the Piedmont Alliance documents requesting teaching placement. This is also done the semester prior to the student teaching experience. Responsibility for student teaching placements is a collaborative endeavor between the local schools and the Teacher Education Office. Students may not be employed (part-time or full-time) during their student teaching semester. Hardship cases will be reviewed on an individual basis by the Standards Subcommittee of the Teacher Education Program and approved by the Teacher Education Committee. Students must contact the Director of Teacher Education and submit a letter requesting an exception to initiate this process.

The attainment of an initial license involves obtaining minimum, or higher, scores on the specialty area examination of the PRAXIS specialty area examinations with cut scores established by the State Board of Education; submission of an approved Technology Portfolio, and successful completion of the Teacher Education Program. Degree seeking students must also complete all major and degree requirements and graduate from Greensboro College.

Subcommittees

The Course Equivalency Subcommittee operates to ensure greater consistency and comparability among programs. Issues related to documentation of work experience, fieldwork, and individual student courses of study are directed to this subcommittee which reports to the Teacher Education Committee. The Educational Standards Subcommittee counsels students regarding career options, admission requirements, progress, and standards. It is a forum for recommending policies and guidelines to the Teacher Education Committee. The Professional Studies Subcommittee functions to review curriculum proposals, course changes, and licensure programs. It provides professional studies faculty with opportunities to discuss academic, curricular and instructional concerns. The Finance Subcommittee serves to oversee the Curriculum and Materials Center, CMC. This subcommittee organizes CMC requests, distributes the CMC budget, and documents all CMC expenses.

Birth Through Kindergarten Education

In addition to, or as a part of, the College requirements, prospective pre-school and kindergarten teachers must take the following courses to fulfill North Carolina licensure requirements:

  ART 306 or THE 300 *†EDU 335   MUS 111
  BIO 101 *†EDU 344 †PE 223/td>
  BIO 102 *†EDU 350 *†PE 306
†EDU 200 *†EDU 350.1 †PSY 233
†EDU 200.3 †EDU 375   SOC 105 or 201
*†EDU 303 *†EDU 400   SOC 207
*†EDU 303.1 *†EDU 494   SOC 304
*†EDU 304 *†EDU 494.3   SOC 308
*†EDU 304.1   ENG 101 †SPED 211
*†EDU 305   ENG 102 †SPED 211.1
*†EDU 305.1   ENG 210, 211, or 212 *†SPED/PSY 337
*†EDU 307   HIST 101 or 102 *†SPED 355
*†EDU 307.1   HIST 141 or 142   Elective
*†EDU 325   MATH 101 or 105

*Requires admission to the Teacher Education Program
†Identifies Professional/Specialty Studies Courses

Students should consult the requirements for the B.S and B.A. degrees to determine additional College requirements in literature, foreign language and math. Students desiring SDPI certification should be aware that graduation with licensure may require more than the minimum 124 hours.

Students seeking teacher licensure must obtain at least a grade of C in each and all professional education and specialty area courses. No pass/fail grades will be accepted. Students are required to complete all professional/specialty courses prior to student teaching.

Included in the required courses are 150 hours of fieldwork. Courses in birth through kindergarten education which are designated to require early fieldwork component credit are: EDU 303, 304, 305, 307, 350; PE 346 and SPED 211.

Preschool Add-on Licensure

Greensboro College offers four different programs of study for individuals seeking to add Preschool licensure to an existing Elementary or Special Education License.

Program eligibility for the Preschool Add-on includes: current and valid North Carolina license in either Elementary or Special Education; 2.50 or better cumulative grade point average; official college/university transcripts from all course work; and a letter of employment verification from principal/supervisor.

Teacher Education Program Requirements

Teachers enrolling in the Preschool Program must also meet admission requirements for Teacher Education. Applications are available in the Teacher Education Office, Proctor Hall East room 108. Admissions requirements to the Teacher Education Program include: 2.50 or better cumulative grade point average; completion of application, policy statement, and legal status statement; recommendation of advisor, Director of Adult Education, employer, and a teacher education committee member; completion or enrollment in EDU 200.3, Early Fieldwork Experience Seminar; and membership in a professional education organization.

For individuals holding an Elementary Education license and who are teaching in a preschool setting, the program requirements include: EDU 200.3, EDU 303, EDU 304, EDU 305, and SPED 355.

Elementary Preschool Add-on License (not teaching in a preschool setting)

For individuals holding an Elementary Education license but who are not teaching in a preschool setting, the program requirements include: EDU 200.3, EDU 303, EDU 304, EDU 305, SPED 355, and a choice of two out of three field components in either EDU 303.1, EDU 304.1, or EDU 305.1.

Special Education Preschool Add-on License (currently teaching in a preschool setting)

For individuals holding a Special Education license and who are teaching in a preschool setting, the program requirements include: EDU 200.3, EDU 303, EDU 304, EDU 305, and EDU 350. For special education teachers who have not had a course in assessment, SPED 355 will also be required.

Special Education Preschool Add-on License (not teaching in a preschool setting)

For individuals holding a Special Education license but who are not currently teaching in a preschool setting, the program requirements include: EDU 200.3, EDU 303, EDU 304, EDU 305, and EDU 350 and a choice of two out of three field components in either EDU 303.1, EDU 304.1, or EDU 305.1. For special education teachers who have not had a course in assessment, SPED 355 will also be required.

Elementary Education (K-6)

In addition to, or as part of, the College requirements, prospective elementary teachers must take the following courses to fulfill North Carolina licensure requirements:

  ART 100 or 306 *†EDU 335   MUS 111
  BIO 101 *†EDU 344 †PE 223
  BIO 102 †EDU 375 *†PE 306
†EDU 200 *†EDU 400 *†PE 306.1
†EDU 200.1 *†EDU 494 *†PE 342
†EDU 200.3 *†EDU 494.3   PHY 110
†EDU 306   ENG 101   POL 201 or 202
*†EDU 308   ENG 102  †PSY 233
*†EDU 310   ENG 210, 211, or 212 *†PSY 315
*†EDU 315   HIST 101 or 102   SOC 101 or 201 or 207
*†EDU 315.1   HIST 141 or 142 †SPED 211 or †253 or *†367
*†EDU 322   HIST 348 *†SPED 211.1
*†EDU 325   MATH 101 or 105   Elective

*Requires admission to the Teacher Education Program
†Identifies Professional/Specialty Studies Courses

Students should consult the requirements for the B.S and B.A. degrees to determine additional College requirements in literature, foreign language and math. Students desiring SDPI certification should be aware that graduation with licensure may require more than the minimum 124 hours.

Students seeking teacher licensure must obtain at least a grade of C in each and all professional education and specialty area courses. No pass/fail grades will be accepted. Students are required to complete all professional/specialty courses prior to student teaching.

One hundred hours of fieldwork are also required. Courses in elementary education which are designated to require early fieldwork component credit are: EDU 200, 315; PE 306 and SPED 211.

Middle Grades Education (6-9)

Those students who expect to teach at the middle grades level must select two concentrations from the following subject areas as required for North Carolina licensure: Communication Skills/Social Studies and Mathematics/ Science.

Communication Skills

Required Courses:
  ENG 330
  ENG 331
  ENG 344
Choose one: ENG 210, 211, or 212
Choose one: COMM 241, 340, or 341
Choose one: ENG 301, 302, 310, or 311

Social Studies

Required Courses:
  HIST 101
  HIST 102
  HIST 348
  SOC 201
Choose one: HIST 141 or 142
Choose one: POL 201 or 202
Choose one: ECON 101 or 102
Choose one: POL 302 or 380

Note: Students are advised to consult four-year program checklists for general education requirements. For example, students must take one U.S. History and one World History. Students pursuing the communication skills/social studies concentrations must take POL 201 or 202; SOC 201; ART 100; and MUS 111 as part of general education requirements.

Mathematics

Required Courses:
  MATH 205
  MATH 206
  MATH 236
  MATH 301
  MATH 302
  MATH elective

Note: Based on proficiency assessment, students may be required to take MATH 100, 101, 103, 105 or 202.

Science

Required Courses:
  BIO 101
  BIO 102
  CHEM 101
  PHY 101
  PHY 102

  PHY 110

Note: Students are advised to consult four-year program checklists for general education requirements. For example, students must take one U.S. History and one World History. Students pursuing the mathematics/science concentrations must take POL 201 or 202; SOC 201; ART 100; and MUS 111 as part of general education requirements. Earth Science 110 is required for the science concentration.

One hundred hours of fieldwork are also required. Courses in middle grades which are designated to require the fieldwork component are: EDU 200, 317, and the pedagogy courses in each field of concentration. (Middle grades communication skills/social studies majors take EDU 317.1; they are not required to take EDU 317.) See the Greensboro College Fieldwork Experiences Handbook for specific requirements and responsibilities.

Prospective middle grade teachers must also take the following courses to fulfill North Carolina licensure requirements: *†PSY 233, *†315; †PE 223; †SPED 211.1, †SPED 211 or †SPED 253 or *†SPED 367; †EDU 200, †200.1, †200.3, *†317 (except communication skills/social studies majors), †325, †375, *†385, *†400, *†494.3, *†494 and a course in pedagogy in each field of concentration: *†EDU 309/309.1 - social studies; *†EDU 311/311.1 - science; *†EDU 316/316.1 - communication skills; *†EDU 324/324.1 mathematics.

*Requires admission to the Teacher Education Program
†Identifies Professional/Specialty Studies Courses

Students seeking teacher licensure must obtain at least a grade of C in each and all professional and specialty area courses. No pass/fail grades will be accepted. Students are required to complete all professional/specialty courses prior to student teaching.

Formal admission into the Teacher Education Program is a prerequisite for any upper level (300 or above) professional or special education course for all students seeking licensure.

Secondary Education (9-12)

Those students who expect to teach on the level of grades 9 through 12 should select one or more academic majors in the subject areas which are offered by Greensboro College and taught in secondary schools. The areas in which a student can obtain licensure and the minimum hours in the major required for North Carolina licensure are as follows:


Biology 36 hours in Biology
16 hours in Chemistry
8 hours in Physics
3 hours in Earth Science
English 42 hours (at 200 level and beyond)
Mathematics 37 hours
Social Studies (History) 30 hours beyond HIST 101

Greensboro College offers K-12 licensure in Art, Music, Physical Education, Spanish, and Theatre.


Art Education (K-12) 44 hours
Music Education (K-12) 42 hours
Physical Education (K-12) 41 hours
Spanish (K-12) 40 hours beyond introductory (101, 102) courses
Theatre (K-12) 45 hours

Courses in secondary education which are designated to require early fieldwork component credit are:
Biology - EDU 200, 317; BIO 102 or 233, 308
English - EDU 200; ENG 301 or 302 or 311 or 312; ENG 308; ENG 331
Mathematics - EDU 200, 317; MATH 203, 308
Social Studies (History) -EDU 200; HIST 141 or 142, EDU 317; HIST 308

In addition, the four licensure areas listed above (biology, English, mathematics, and social studies) require SPED 211.1. Students have a choice of taking one of three following courses: SPED 211, SPED 253, or SPED 267.

Courses in K-12 education which are designated to require early fieldwork component credit are:
Art - EDU 200; ART 306, 363
Music - EDU 200; MUS 303, 331 or 306, 308
Physical Education - EDU 200; PE 306, 308, 346
Spanish - EDU 200; SPAN 306, EDU 317
Theatre - EDU 200; THE 300, 306

In addition, four of the five licensure areas listed above (Art, Music, Spanish, and Theatre) require SPED 211.1 and a choice of one of these three courses: SPED 211, SPED 253, or SPED 367.

To fulfill North Carolina licensure requirements, prospective secondary teachers must take the following courses: †PSY 233, *†315; †PE 223; †EDU 200, *†317 (except secondary English), †325, †375, *†400, *†494.3, *†494, and a course in materials and methods in the field of concentration. PHY 110 (Introduction to Physical Science) is also a requirement for biology licensure.

*Requires admission to the Teacher Education Program
†Identifies Professional/Specialty Studies Courses

K-12 certification areas require the above plus other courses identified in this document as well as those on advising documents. Such documents are available from advisors or the Director of Teacher Education located in Proctor Hall.

Formal admission into the Teacher Education Program is a prerequisite for any upper level (300 or above) professional course for all students seeking licensure. All licensure students, including those in secondary education, may request a waiver to take 300-level courses prior to being admitted to the Teacher Education Program. Only students who have a cumulative 2.5 grade point average or better and have not previously been granted a waiver are eligible to receive a waiver of the policy requiring admission to the Program prior to taking 300-level courses. Professional courses include PSY 233, 315; PE 223; EDU 200/200.1, EDU 200.3, EDU 317/317.1, EDU 325, EDU 375, Methods Courses (300 level), EDU 400, EDU 494.3, and EDU 494.

In all areas, students seeking licensure must obtain at least a grade of C in each and all professional education and specialty area courses. No pass/fail grades will be accepted. Students are required to complete all professional/specialty courses prior to student teaching.

Special Note for Entering Students

The requirements for all education majors are continually analyzed for regular reaccreditation purposes. All students enrolling in Greensboro College under provisions in this Catalog will be bound by the programs as approved by the North Carolina State Department of Public Instruction.

Special Education (K-12)

A major in special education reflects a multidisciplinary approach designed to fulfill North Carolina State Department of Public Instruction requirements for initial licensure in specific learning disabilities, mentally handicapped and behaviorally-emotionally disabled education.

In order to fulfill the requirements of a North Carolina initial license and a special education major, students majoring in mentally handicapped and/or specific learning disabilities are required to take the following courses:


  ART 100 or 306   ENG 101 *†PSY 315
  BIO 101   ENG 102 *†PSY/SPED 337
  BIO 102   ENG 210, 211, or 212   SOC 101, 201, or 207
†EDU 200   HIST 101 OR 102 †SPED 211
†EDU 200.3   HIST 141 OR 142 †SPED 214
*†EDU 315   MATH 101 or 105 †SPED 253
*†EDU 322   MUS 111 *†SPED 355
†EDU 325 †PE 223 *†SPED 306
*†EDU 344 *†PE 346 *†SPED 367
†EDU 375   POL 201 or 202 *†SPED 368
*†EDU 400 †PSY 233 Elective
*†EDU 494.3
*†EDU 494

*Requires admission to the Teacher Education Program
†Identifies Professional/Specialty Studies Courses

In addition to the courses listed above, students seeking initial licensure in behaviorally-emotionally disabled (BED) are required to take SPED 390.

Students seeking triple licensure (MH, LD, BED) are required to complete two settings in student teaching, (MH/LD) (BED).

Students should consult the requirements for the B.S. and B.A. degrees to determine additional College requirements in literature, foreign language and math. Students desiring SDPI licensure should be aware that graduation with licensure may require more than the minimum 124 semester hours.

Students seeking teacher licensure must obtain at least a grade of C in each and all professional education and specialty area courses. No pass/fail grades will be accepted. Students are required to complete all professional/specialty courses prior to student teaching.

Fieldwork Requirements

Fieldwork is also required for licensure and for the major. Courses in special education designated to require early fieldwork component are PE 346, EDU 315, SPED 211, 306, 367; a fieldwork component is also required for SPED 390 if the student is seeking BED licensure.

Courses in Education

EDU 200 Introduction to Education (3)

This is a survey course intended to focus attention upon the institution of education as reflected in the wider society. In dealing with classic and contemporary educational issues, this course is designed to foster consideration of why students succeed or fail at school; to examine the process of tracking and labeling; to analyze what is explicitly and covertly learned in school; to assess the effect of gender, social class, race, and ethnicity upon educational experiences; and to reflect in general upon the purpose of schooling in American society. Freshmen must obtain permission of the instructor in order to enroll. Offered every semester.

EDU 200.1 Fieldwork Component (1)

Required for all students seeking teacher licensure except those in special education. This course involves observation and reflection upon classroom practices. Student journals are required. This course is co-requisite with EDU 200.3. Offered every semester.

Early fieldwork is a series of involved experiences sequentially planned to allow developmental opportunities for prospective teachers in actual classroom situations. Students are responsible for arranging their own transportation for assignments.

EDU 200.3 Early Field Experience Seminar (0)

This seminar is designed to introduce students to the Greensboro College Teacher Education Program. Additionally, prospective teachers are provided with opportunities to reflect upon their field experience and to participate in presentations and discussions of professional issues. Students will develop skills related to reflective practice by thinking and writing analytically about the following: teaching as a profession, the nature of school, aspects of instruction, multicultural education, and the education of exceptional students. All students are required to be enrolled in or to have completed this seminar as a part of eligibility into the Teacher Education Program. Co-requisite with either EDU 200.1 or SPED 211.1

EDU 250 Women in Education (3)

This course presents a historical study of the education of women and girls as well as the contributions of women to education in western culture. Topics will include the following: the inclusion and exclusion of women; the impact of age, culture, ethnicity, race and economic status on the ways in which women achieve and are perceived; the ways women know, learn and communicate; and theories of educational leadership. Offered Fall Semesters, 2001 and 2003.

EDU 303 Infants and Young Children Learning Through Play (3)

This course explores principles, philosophies, techniques, and materials related to typically and atypically developing infants and young children at play. Topics covered include the following: multicultural dimensions of play, numeracy, and developmentally appropriate mathematical concepts; sensory-motor, including spatial relationships, adaptive, and physical domains of development; social interaction among and between peers; child-, parent-, and teacher-initiated activities; observation and assessment instruments and data analysis; selection and use of developmentally appropriate toys and materials. Prerequisite: PSY 233, Admission to Teacher Education. Offered one semester each year.

EDU 303.1 Fieldwork Component (1)

Required for all students seeking B-K teacher licensure. Students will be placed in inclusive settings where they will observe and reflect upon practices as well as developing and implementing appropriate play strategies. Offered in conjunction with EDU 303.

EDU 304 Curriculum and Methods For Birth Through Kindergarten (3)

Within a multicultural context, this course explores, analyzes, and evaluates developmental and functional curriculum and methods appropriate for children ages birth through kindergarten. Learning and developmental areas include sensory motor, cognitive, numeracy and developmentally appropriate mathematical concepts, adaptive, language/communication, social aesthetic, emotional, and physical. Study focuses upon the family, transitional structures, agencies, programs assessment, inclusion, development of Individual Family Service Plans, and creation of Individualized Education Programs. Prerequisite: Admission to Teacher Education. Offered every Fall Semester.

EDU 304.1 Fieldwork Component (1)

Required for all students seeking B-K licensure. Students will be placed in a public school B-K program. They will observe and reflect upon practice and participate in lesson planning, Individual Family Service Plan development, and Individualized Education Program development. Offered every Fall Semester.

EDU 305 Infant and Young Child Development in the Family (3)

This course is designed to provide students with knowledge and skills necessary in communicating with families as partners in the education of children from birth through kindergarten. From a multicultural perspective, students will examine theories, methods, and research regarding family dynamics, parent/child relationships, and home/school partnerships. The role of the family in the young child's language development will be emphasized. Prerequisite: PSY 233 and Admission to Teacher Education. Offered one semester each year.

EDU 305.1 Fieldwork Component (1)

Required for all students seeking B-K licensure. Students will be placed with an agency which provides direct services and/or resources and support to parents and families. Students will interact with parents and other family members with the skills and resources necessary for improving the quality of education of infants and young children. Offered in conjunction with EDU 305.

EDU 306 Analyses of Teaching and Research (3)

This course requires the student to analyze teaching, curriculum and related research from multiple points of view. A major emphasis is placed upon practices that improve classroom performance and management. These practices include lesson planning and design, the elements of effective teaching, integration of content, different approaches to teaching and their impact upon students, and methods of organizing for instruction. Prerequisite: Admission to Teacher Education. Offered every semester.

EDU 307 Emerging Literacy Development (3)

This course provides a framework for understanding the development of language and literacy in young children. Emerging Literacy is regarded as a multidimensional activity with cognitive, linguistic, social and psychological aspects. Emphasis is given to the development of a print-rich environment at home, in preschool, and Kindergarten. 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. Prerequisite: PSY 233, admission to Teacher Education. Offered every Fall Semester.

EDU 307.1 Fieldwork Component (1)

EDU 307 is a prerequisite for this course. The Lecture portion must be completed prior to taking EDU 307.1. Students will be placed in an inclusive setting where they will plan, implement, and evaluate developmentally appropriate language and literacy instruction for infants and young children. Offered every semester.

EDU 308 Pedagogy of Social Studies (K-6) (3)

This course explores the principles, philosophies, materials and methods used in the creative teaching of the language arts and social studies in the elementary grades. Prerequisite: Admission to Teacher Education and EDU 306. Offered every Fall Semester.

EDU 309 Pedagogy of the Social Sciences in Middle Schools (3)

This course develops knowledge of the principles, materials and methods of teaching the social sciences in the middle school. Prerequisite: Admission to the Teacher Education Program. Co-requirement: EDU 309.1 Fieldwork. Offered every other Fall Semester in conjunction with HIST 308 and/or EDU 308 (2001 and 2003).

EDU 309.1 Fieldwork in Middle Grades Social Sciences (1)

Requires 25 contact hours of fieldwork in a middle grades social studies classroom, involves observation and participation in instructional activities. Offered periodically based upon student need.

EDU 310 Pedagogy of Science (K-6) (3)

This course uses the guided discovery approach to teaching science to help students acquire, maintain and extend their own science attitudes and skills, as well as use the approach themselves, to plan, organize and implement an elementary science program. Prerequisite: BIO 101, 102; EDU 306, 325, 375; PHY 110; and admission to Teacher Education. Offered every Spring Semester.

EDU 311 Pedagogy of the Natural Sciences in Middle Schools (3)

This course develops knowledge of the principles, materials and methods of teaching the natural sciences in the middle school. Prerequisite: Admission to the Teacher Education Program. Co-requirement: EDU 311.1 Fieldwork. Offered every other Fall Semester in conjunction with BIO 308 (1998 and 2000) and/or EDU 310 each Spring Semester.

EDU 311.1 Fieldwork in Middle Grades Natural Sciences (1)

Requires 25 contact hours of fieldwork in a middle grades science classroom, involves observation and participation in instructional activities. Offered periodically based upon student need.

EDU 315 Pedagogy of Language and Literacy (K-6) (3)

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. Literacy learning is presented as a language-learning process that is best acquired through functional, purposeful use of print. Prerequisite: Admission to Teacher Education. Offered every semester.

EDU 315.1 Fieldwork Component (1)

Required for all students seeking teacher licensure in elementary education. Students will plan, teach, and evaluate reading lessons. Prerequisite: Admission to Teacher Education and EDU 315. For course description, see EDU 200.1. Offered every semester.

EDU 316 Pedagogy of Language and Literacy in the Middle School (3)

This course develops knowledge of the principles, materials and methods of teaching communication skills in the middle school. Prerequisite: Admission to the Teacher Education Program. Co-requirement: EDU 316.1 Fieldwork. Offered every other Fall Semester in conjunction with ENG 308 and/or EDU 315 (2001 and 2003).

EDU 316.1 Fieldwork in Middle Grades Communication Skills (1)

Requires 25 contact hours of fieldwork in a middle grades communication skills classroom, involves observation and participation in instructional activities. Offered periodically based upon student need.

EDU 317 Literacy and Learning (2)

This course, a study of the role literacy plays in the learning process, provides students with theoretical and practical experiences in the development of literacy and in the relationships among reading, writing and learning in any content area. The course includes a clinical experience in which students will tutor middle or secondary school students who have learning problems related to literacy. Required for secondary (except English), middle grades (except communication skills majors), art, music, and physical education licensure. Prerequisite: Admission to Teacher Education. Offered every Fall Semester.

EDU 317.1 Fieldwork Component (1)

This field experience that focuses on the development of vocabulary, reading comprehension, writing and study skills in the academic disciplines of English, history, mathematics, biology, and/or foreign language. Required for middle grades and secondary licensure in communication skills, history, mathematics, biology and Spanish. Offered every semester.

EDU 322 Pedagogy of Mathematics (K-6) (3)

This course is designed to develop the knowledge and skills to effectively teach math concepts to the young child through grade six. Methods are presented in a developmental sequence that supports children's construction of the concepts essential to understand mathematics. Each new concept is introduced with concrete materials and exploratory activities. Prerequisites: MATH 105, Admission to Teacher Education, EDU 306. Offered every semester.

EDU 324 Pedagogy of Mathematics in Middle Schools (3)

This course develops knowledge of the principles, materials and methods of teaching mathematics in the middle school. Prerequisite: Admission to the Teacher Education Program. Co-requirement: EDU 324.1 Fieldwork. Offered every other Fall Semester in conjunction with MATH 308 and/or EDU 322 (2000 and 2002).

EDU 324.1 Fieldwork in Middle Grades Mathematics (1)

Requires 25 contact hours of fieldwork in a middle grades mathematics classroom, involves observation and participation in instructional activities. Offered periodically based upon student need.

EDU 325 Education Technology I: Computer Applications for Teaching and Learning (2)

This course is designed to develop skills and knowledge related to the major computer applications: desktop publishing, spreadsheets, databases, multimedia presentation programs, web browsers, and e-mail functions. It also provides foundational knowledge related to the use of specialized educational software like computerized tutorials and simulations. Prerequisite knowledge includes word processing, saving and retrieving files from disks, and basic computer operations and concepts. Prerequisite knowledge can be determined by a pretest. Offered every semester.

EDU 335 Teaching the Creative Arts (3)

This course is designed to meet the music, visual art, and drama competencies for elementary classroom teachers. This course covers the scope and sequence of K-6 creative art skills and the teaching skills necessary to identify and translate this knowledge into appropriate experiences for children. Prerequisite: EDU 306; ART 100; MUS 111 and Admission to Teacher Education. Offered every Fall Semester.

EDU 344 Literature for Children (3)

This course is intended to aid students in identifying what is good and lasting in the vast array of children's books by: describing the criteria by which such books may be evaluated; clarifying the needs, interests and stages of understanding in children; and suggesting ways in which children and books may be brought together in order to provide children not only with books they will enjoy reading but also with the best in children's literature. Prerequisite: EDU 220, 320, 321, and admission to Teacher Education. Offered every semester.

EDU 350 The Child at Risk (3)

This course addresses the birth through kindergarten child in the larger context of home, school, and community. The course familiarizes the prospective Birth through Kindergarten teacher with the following topics: the parent as the child's first teacher; family literacy; social services and human resource development; minority child development; federal programs and the at-risk child (Even Start, Chapter One); the feminization of poverty; cognitive affective and psycho-motor development of the at-risk child; federal, state, and local interventions. Guest speakers will be invited from among these resources: Black Child Development, Jobs Training and Placement (JTPA), Department of Employment Securities, Chapter I, Even Start, State Department of Public Instruction, Human Resource Development. In addition, students will meet with an occupational therapist, child psychologist and pediatrician. Required for B-K licensure. Prerequisite: Admission to Teacher Education. Offered every Spring Semester.

EDU 350.1 Fieldwork Component (1)

Required for all students seeking B-K teacher licensure. Students will be placed in a service agency where they will observe and reflect upon programs and agencies serving infants and young children at risk. Offered every Spring Semester in conjunction with EDU 350.

EDU 375 Education Technology II: Portfolio Development (1)

This course is designed to help students prepare a portfolio of educational technology documents and files to be used in a fieldwork or student teaching setting. Students must be enrolled in a 300-level fieldwork while taking the course and will be expected to design spreadsheets, databases, and/or Power Point files for use in teaching. Students will also design a Web page that supports teaching or professional development Prerequisite: EDU 325. Offered every semester.

EDU 385 Middle Grades Education: History, Organization and Instruction (3)

This course provides students with an in-depth understanding of the history, rationale, and design of middle level schools in the United States. An examination of organizational patterns, adolescent growth and development, program components such as advisee-advisor, block scheduling, team organization and instructional approaches are included. Prerequisite: EDU 200, 306 and Admission to Teacher Education. Offered Spring Semesters, 2002 and 2004.

EDU 400 Educational Foundations (3)

This course is designed to enable students to explore the philosophical frameworks which support various educational theories, to analyze the historical underpinnings of educational practice and to investigate the sociological foundations upon which education theory and practice rest. Students will be encouraged to formulate and articulate their vision of educational practice based upon their inquiry into and critique of the philosophical, historical and sociological foundations of education. Prerequisite: Admission to Teacher Education. Offered every semester.

EDU 450 Special Topics in Education (3)

This course provides an opportunity for advanced study in special topics related to education. May be repeated a maximum of three times for credit. Prerequisites: Permission of the instructor and EDU 200. Offered periodically based upon student need.

EDU 492A Student Teaching: K-12 Programs (Music, Physical Education, Spanish, Art, Theatre) (6)

Student Teaching is required for all students seeking licensure in K-12 music, physical education, art, Spanish, or theatre. This six-week session of student teaching will be in a K-6 setting and must be paired with EDU 492B to satisfy complete student teaching requirements. Refer to EDU 494 Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 492B Student Teaching: K-12 Programs (Music, Physical Education, Spanish, Art, Theatre) (6)

Student Teaching is required for all students seeking licensure in K-12 music, physical education, art, Spanish, or theatre. This six-week session of student teaching will be in a 6-12 setting and must be paired with EDU 492A to satisfy complete student teaching requirements. Refer to EDU 494 Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: Elementary (K-6) (11)

Student teaching is required for all students seeking Elementary K-6 licensure. Students must preregister for this course and must also make application to the student teaching program prior to being eligible to enroll in this course. This is a full semester of supervised student teaching and is taken as the last course prior to program completion. The student teaching seminar accompanies this course to promote reflection, discussion, and professional development. Refer to the Student Teaching Handbook and application for further detail. Prerequisite: Completion of all professional and specialty courses and admission into the student teaching program. Offered every semester.

EDU 494 Student Teaching: Middle Grades (6-9) (11)

Student teaching is required for all students seeking Middle Grades (6-9) licensure. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: Secondary School (9-12) (Biology, English, Mathematics, and Social Studies) (11)

Student teaching is required for all students seeking secondary licensure in biology, English, mathematics, and social studies. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: Special Education, Mental Retardation and Learning Disabilities (K-12) (11)

Student Teaching is required for all students seeking special education (K-12) licensure in mental retardation and learning disabilities. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: Special Education, Behaviorally-Emotionally Handicapped (K-12) (11)

Student Teaching is required for all students seeking special education (K-12) licensure in behaviorally-emotionally disabled. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: K-12 Programs (Music, Physical Education, Spanish, Art, Theatre) (11)

Student Teaching is required for all students seeking licensure in K-12 music, physical education, art, Spanish, or theatre. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494 Student Teaching: Birth Through Kindergarten (11)

Student Teaching is required for all students seeking birth through kindergarten licensure. Refer to Student Teaching: Elementary (K-6) for further course description. Offered every semester.

EDU 494.3 Student Teaching Seminar (1)

This course meets in conjunction with student teaching and includes assigned readings, participation, and writing. Topics such as exceptional students, school law, effective teaching, discipline, cultural diversity, and the initial licensure process are included. Prospective teachers will engage in critical dialogue required of professional educators. Prerequisite: Admission to student teaching. Offered every semester.

Courses in Special Education

SPED 211 The Psychology of Exceptional Children (3)

This is a survey course designed as an introduction to the exceptionalities of mentally handicapped, specific learning disabilities, language disorders, hearing and visual impairments, emotional handicaps, orthopedic handicaps and giftedness. Topics covered include various causes and characteristics of exceptionalities, as well as legal, educational and vocational aspects of each. Fieldwork component. Prerequisite: PSY 200 or 233 is recommended. Offered every semester.

SPED 211.1 Fieldwork Component (1)

Required for all students seeking teacher licensure in elementary, intermediate and special education. For course description, see EDU 200.1. Students will be placed in a resource setting where they will observe and reflect upon practice. Journals are required. This course is co-requisite with EDU 200.3. Offered every semester.

SPED 214 Introduction to Mental Retardation (3)

This course is designed to introduce students to the varied causes, specific characteristics, and educational and vocational provisions for people who have mental retardation. Memory and learning styles, litigation and legislation, definitions and terminology, and family and life cycle adjustment will be some of the many topics explored in this course. Offered every Spring Semester.

SPED 253 Learning Disabilities (3)

This is a study of the major theoretical frameworks in which learning, and consequently, specific learning disabilities occur; an identification of the academic and emotional difficulties accompanying a learning disability; and a focus on the classification and placement of the learning disabled student. Prerequisite: PSY 233; SPED 211. Offered every Fall Semester.

SPED 306 Pedagogy of Exceptional Children (K-12) (3)

This course is designed to analyze the theoretical assumptions that shape the educational methods used to teach exceptional children. Effective teaching models, classroom management, curriculum choices, content selection and methodological intervention will be emphasized as students develop instructional plans for teaching in the content areas. Prerequisite: Admission to Teacher Education. Offered every Spring Semester.

SPED 306.1 Fieldwork Component (1)

Required for all students seeking teacher licensure in special education. For course description, see EDU 200.1. Students will be placed in a B-EH setting where they will observe, reflect, and assist with instruction. Students will design and implement a lesson plan. Offered every Spring Semester.

SPED 337 Behavior Disorders in Children and Adolescents (3)

This course studies the medical, psychoanalytical, and behavioral aspects of emotional and behavioral disorders in children and adolescents. Emphasis is on the classification and treatment of these conditions. Same as PSY 337. Prerequisite: PSY 233, SPED 211, and admission to Teacher Education (Education majors). Offered every Spring Semester.

SPED 355 Educational Assessment (3)

This course deals with psychoeducational assessment with emphasis on special education. Students are introduced to basic terminology and concepts, to the kinds of decisions made using assessment data, and to legal and ethical decisions in testing. Test instruments reviewed include those that measure intelligence, sensory processing, social/emotional behavior, adaptive behavior, reading, mathematics, and oral and written language. Prerequisite: SPED 253 and admission to Teacher Education. Offered every Spring Semester.

SPED 367 Curriculum and Instruction for Adolescents and Adults with Disabilities (3)

This course is designed to analyze the programs and instruction that are provided for adolescents and adults with disabilities. Problems associated with differing learning styles and interpersonal relationships will be discussed with the focus being placed upon learning strategies. Responsibilities of secondary teachers will be addressed in conjunction with their need to design programs and coordinate instruction that complement vocational and post-secondary opportunities. Prerequisite: SPED 306 and admission to Teacher Education. Offered every Fall Semester.

SPED 367.1 Fieldwork Component (1)

Required for all students seeking teacher licensure in special education. For course description, see EDU 200.1. Students will be placed in a special needs Middle Grades or High School setting. Offered every Fall Semester.

SPED 368 Approaches to Individual Instruction of Exceptional Students (3)

This course is designed to provide special education majors with clinical experience in individualized instruction of school children experiencing learning difficulties. Educational assessment, development and implementation of Individualized Educational Programs (IEP), lesson and unit planning, parent conferences, and referral and placement procedures for special education services will be emphasized. Prerequisite: SPED 306 and admission to Teacher Education. Offered every semester.

SPED 390 Educational and Psychological Interventions for Behaviorally-Emotionally Disabled Children and Adolescents (3)

Major emphasis of this course is on practical applications of techniques effectively utilized with children and youth with behavior disorders. Focus is on behavioral and affective strategies designed to prevent the occurrence of behavior problems. The student is introduced to social skills training, cognitive behavior modification techniques and the development of effective counseling/communication skills. Same as PSY 390. Prerequisite: SPED 337. Offered every Fall Semester.

SPED 390.1 Fieldwork Component (1)

Required for all students seeking teacher licensure in special education. For course description, see EDU 200.1. Students will be placed in an appropriate agency setting. Offered every Fall Semester.