Sep 30, 2022  
The University of North Carolina at Pembroke 2017-2018 Catalog 
    
The University of North Carolina at Pembroke 2017-2018 Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Education

  
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    EDN 3900. Research and Writing in Education (3 credits)


    This course is an introduction to writing in education, with an emphasis on formulation and execution of researchable topics within various content area disciplines of education. The course is designed to help students master competencies related to in-depth research, content knowledge, communication and composition including the use of current technologies. PREREQ: ENG 1050  and ENG 1060 ; Admission to Teacher Education Program.

  
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    EDN 4490. Internship (Full Semester) (9 credits)


    Provides continuous full-time, full semester teaching experience in off campus public school settings in the subject area in which the candidate seeks licensure. Includes placement at two levels (elementary, middle, secondary) for K 12 licensure areas. Pass/Fail grading. PREREQ: Admission to the Professional Semester.

  
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    EDN 4560. Internship in the Middle Grades (9 credits)


    Provides continuous full time internship experiences in an off campus school at the middle grades level. PREREQ: Admission to the Professional Semester.

  
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    EDN 4760. Instructional Approaches to Middle School Grades (3 credits)


    Stresses the use of innovative teaching strategies and specialized materials and resources in the middle grades, including interdisciplinary team teaching. Faculty representing concentration areas in the middle grades will serve as resource persons. PREREQ: Admission to the Professional Semester.

  
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    EDN 5000. Educational Leadership (3 credits)


    Emphasis is given to educational purposes, school program development, group leadership functions, management of school facilities, community-school interaction, and intraschool and interschool coordination. Required of candidates for the Master of Arts in Education degree who are preparing for licensure as principals or supervisors.

  
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    EDN 5010. Principles of Supervision (3 credits)


    Analysis of issues, problems, and practices in supervision of instruction. Development and synthesis of a conceptual structure for guiding group process and individual leadership behavior in curriculum research and development, inservice education, and evaluation of teaching and learning.

  
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    EDN 5030. School Finance (3 credits)


    Problems relating to financing public education; theory of taxation, types of taxes; current practices of educational finance; federal, state, and local support of education formulas for distribution of school aids; budget; procuring revenue; financial capital outlays. Financing school plant construction; maintenance of the plant; insurance of property; taking inventory; and school supplies. Includes the construction of a school budget.

  
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    EDN 5040. An Introduction to the Basics Tenets of Education (3 credits)


    This course is intended for students pursuing the Master of Arts in Teaching degree. It is designed to introduce students to the foundational fields of education: philosophy and psychology, with an emphasis on the development of an appreciation for the role and responsibility of the teacher as the instructional leader in the educational community. There is a field experience component.

  
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    EDN 5050. School Facilities (3 credits)


    Study of the problems involved in financing the construction of school facilities, the procurement of architectural services, the cooperative development of educational specifications, and the construction of school facilities. Includes the management of school facilities for maximum and optimal use; planning for equipment acquisition, circulation and maintenance; and the analysis of the facilities problems of schools and school systems.

  
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    EDN 5120. Advanced Study of Exceptionality in Children (3 credits)


    Crosslisted: (SED 5120)
    An introduction to and an analysis of the principles, problems, characteristics, and psychological aspects of children who have mental retardation; learning disabilities; visual impairments; hearing handicaps; communication disorders; behavior disorders multiple, severe, and physical handicaps; as well as talents and gifts. Contemporary issues in special education as they relate to the inservice educator are explored. Field experience required.

  
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    EDN 5130. Individualized Program Development for Exceptional Students (3 credits)


    The focus of this course is the development and implementation of individualized educational programs for the total development of exceptional students. Topics include legal requirements, assessing individual performances, placement and related services, developing long-range and short-term objectives, monitoring and evaluating the IEP, and conferencing/communication skill-building.

  
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    EDN 5140. Management of Exceptional Students in the General Classroom (3 credits)


    This course is designed to provide the general classroom teacher and administrative supervisory personnel with a study of the instructional and behavioral techniques, materials, and resources used in the education of mainstreamed students. Emphasis is on disabled, educable mentally handicapped, and emotionally handicapped students.

  
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    EDN 5260. Advanced Instructional Approaches to Middle School Grades (3 credits)


    Addresses the unique teaching strategies and specialized materials and resources for the middle grades classroom. Focus on specialized curriculum, and teaching styles which meet these needs, especially interdisciplinary team teaching. PREREQ: EDN 5650  or EDN 5820 , EDN 5660 , EDN 5500 .

  
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    EDN 5440. Survey of Educational Research (3 credits)


    This course is designed to broaden students' ideas and practices of educational research and afford them knowledge regarding typical research approaches and methods in education, interpreting and critiquing professional research literature, using research findings to validate and modify decisions about teaching and learning, understanding commonly used descriptive and inferential statistics, and using American Psychological Association (APA) style.

  
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    EDN 5450. Introduction to Curriculum Design and Best Practices (3 credits)


    This course is intended for students who are enrolled in the Master of Arts in Teaching Program. It is designed to provide students with an introduction to curriculum design and best practices in lesson design, including backward design, instructional strategies such as differentiated instruction, and various forms of assessment. There is a field experience component.

  
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    EDN 5460. Field Experience (0 credits)


    This course is intended for students pursuing the Master of Arts in Teaching degree. It is designed to provide the structured field experience that supports the practical application of theoretical constructs. Graduate students in programs at UNCP will actively engage with clinical teachers and the K-12 students to broaden their knowledge bases and engage in school-based professional activities. (Course may be repeated.)

  
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    EDN 5470. Advanced Classroom Management (3 credits)


    This course is designed to develop graduate students' knowledge base related to the theory and techniques of classroom management. Emphasis is placed on how those understandings can be utilized to establish a positive and respectful learning environment for all students. A variety of classroom management programs are examined and evaluated.

  
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    EDN 5480. Advanced Foundations of American Education (3 credits)


    This course focuses on the multicultural 21st-century classroom and its foundations in educational philosophy and educational psychology. Course activities are designed to nurture the professional disposition for critical self-reflection and to develop the theoretical knowledge base that undergirds best practices in the classroom. Emphasis is placed on promoting positive learning outcomes for all students.

  
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    EDN 5490. Effective Educational Leadership (3 credits)


    This course is designed to nurture and develop practitioners as leaders in their classrooms, in their schools, in their professions, in their communities, and in the broader society. The primary focus is on teachers as leaders in the teaching-learning process. Graduate students will begin their leadership projects in this course.

  
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    EDN 5500. Applied Educational Psychology (3 credits)


    Emphasis is on using principles of learning, development, motivation, management, and assessment to validate and/or modify teacher decisions about the diverse needs of learners in socially responsible learning environments. Students design improvement plans based on areas such as multiple intelligence theory, cognitive processing, brain research, cooperative learning, inclusion, multiculturalism, and discipline. Field experience required.

  
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    EDN 5520. Psychology of the Emerging Adolescent (6-9) (3 credits)


    An analysis of the implications of physical, cognitive, socio-emotional, and moral development as they influence the behavior, learning, and adjustment of emerging adolescents. The theories of Ericson, Piaget, and Adler will be examined. Practical classroom application of theory and research will be emphasized.

  
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    EDN 5600. Sociological Foundations of Education (3 credits)


    Contemporary social problems and subcultures which relate to patterns of public education. A sociological analysis of the nature of the school and its impact on the community and on patterns of instruction. Anthropological and sociological materials will be employed.

  
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    EDN 5620. Advanced Educational Assessment (3 credits)


    This course is designed to address principles, theories, and techniques of educational measurement and classroom assessment. Topics addressed in this course are assessment techniques; interpreting test results; political, philosophical, and ethical issues in testing and assessment; and applications to classroom, district, and state testing programs.

  
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    EDN 5650. Applied Philosophy of Education (3 credits)


    Emphasis is on acquiring the knowledge, skills, and dispositions needed for reflective teaching, including the articulation of a philosophical theoretical position on teaching, language, and learning for use in planning, implementing, and evaluating practice. Students will analyze the philosophical and theoretical assumptions underlying various models of teaching and, learning. The process of constructing a professional portfolio based on NBPT'S guidelines frames course activities.

  
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    EDN 5660. Applied Educational Research (3 credits)


    Emphasis is on understanding research designs and methods in education including an introduction to elementary statistics, interpreting and critiquing professional research literature, using research findings to validate and modify decisions about teaching and learning, and conducting action research in the classroom, school, and community. Field experience required.

  
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    EDN 5740. Reading Practicum (3 credits)


    In this course, students have practical experience remediating diverse students' reading difficulties in classroom settings, using a variety of instructional, management, and assessment strategies. Review and critique sessions with colleagues are conducted at spaced intervals during the course. PREREQ: EDN 5340 or consent of the Program Director.

  
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    EDN 5750. Advanced Diagnosis of Reading Difficulties (3 credits)


    In this course, teachers work one-on-one or in small groups of children in a supervised laboratory setting. Published case studies are analyzed and original case-studies developed which include observations, use of evaluation methods, proposed correction strategies, implementation plans, and critical reflection on the planned intervention. Case studies are presented to colleagues for review and refinement. PREREQ: EDN 5740  or consent of the Program Director.

  
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    EDN 5760. Advanced Methods for Middle Grades Instruction (3 credits)


    Course is designed to identify appropriate student learning goals; design learning experiences that include a variety of developmentally appropriate instructional strategies; manage a range of students, materials, and classroom activities; and honor students' diversity with respect to learning style, motivation, race/ethnicity, gender, and language proficiency.

  
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    EDN 5800. Effective Instructional Practices (3 credits)


    This course explores the development of effective instructional practices designed to significantly improve the academic success of all students. Topics covered in the class include (but are not limited to): responsiveness to students' needs, reading and writing in the content areas, lesson planning, instructional expectations, technology integration, classroom management, higher-order thinking skills, and diversity. Field experience required.

  
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    EDN 5820. Instructional Development (3 credits)


    This course provides students with the knowledge and skills required for designing and evaluating instructional plans, units, and educational programs. Topics will include types of learning, learning hierarchies, task analysis, educational goal and objective formulation, assessing learner entry skills, and evaluation. The course will include a variety of activities with a strong emphasis on group problem solving and individual projects. Field experience required.

  
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    EDN 5900. Advanced Practicum in Teaching (K-6 ) (3 credits)


    A support seminar for M.A.Ed. candidates during the year they are completing the application process for National Board Certification, including preparation for written assessments. A National Board Certified teacher, a faulty advisor, and or an NBC evaluator will be part of the support group. By arrangement. Fall. PREREQ: Completion of M.A.Ed. course requirements

  
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    EDN 5950. Professional Development and Leadership Seminar (3 credits)


    This is the capstone experience for teachers completing the M.A.Ed. in Middle Grades Education. Teachers integrate the knowledge and insights gained from experiences in previous courses into final revisions of their conceptual frameworks and related plans. Based on updated self-assessment, teachers also develop goals for future professional development. Leadership projects are finalized, published, and submitted for review by the appropriate education graduate faculty.

  
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    EDN 5990. Independent Study (3 credits)


    An independent study of the problems and issues of education relevant to the student's major study areas or areas of concentration carried out by the student at the University and in the field under the supervision of the student's major advisor.

  
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    EDN 6000. Thesis in Education (3-6 credits)


    The student prepares a Master's Degree thesis in the area of the student's major under the individual direction of the student's major advisor and thesis committee. Graded on a Satisfactory (Pass [P]), Unsatisfactory (Fail [F]) basis. PREREQ: Completion of 2I semester hours of graduate work; EDN 5660 ; permission of the student's major advisor; and permission of the Dean of Graduate Studies.


Special Topics in Education

  
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    EDNS 4xxx. Special Topics (1-3 credits)


    Examination of a special area or topic of special importance and relevance within the field of education. Topics to be considered will be announced prior to registration and may vary. This course may be repeated for different topics. PREREQ: Permission of Instructor.

  
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    EDNS 5xxx. Special Topics (1-3 credits)


    Examination of a special area or topic of special importance and relevance within the field of education. Topics to be considered will be announced prior to registration and may vary. PREREQ: Permission of instructor. This course may be repeated for different topics.


Educational Leadership

  
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    EDNL 5030. Engaging our Families, Schools, and Communities (3 credits)


    This course will combine the latest research in partnership building with practical approaches for identifying and structuring community support. Throughout the semester, the candidate will spend considerable time developing strategies for improved community support of schools. Course projects and assignments will be field-based, collaborative, and reflective best practices in constructivist teaching and learning.

  
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    EDNL 5710. Analyzing Educational Issues (3 credits)


    This course provides students with opportunities to critically analyze current educational issues from a variety of perspectives and disciplines including education, history, philosophy, anthropology, sociology, law, and political science.

  
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    EDNL 5720. Ethical and Societal Aspects of Educational Leadership (3 credits)


    This course examines educational leadership through an analysis of the relationship of personal values and the core values of society to education. There is emphasis on understanding of and sensitivity to the societal dimension of educational decision making.

  
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    EDNL 5730. School Based Management (3 credits)


    The candidate will develop effective management strategies for school operations, understand management complexities that impact decisions related to the use of instructional time, evaluating instruction, fiscal responsibility, and resource management, internal and external communication, and public school law mandates.

  
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    EDNL 5800. Supervision and Instructional Leadership (3 credits)


    In this course, candidates focus on developing an understanding of the essential elements of developmental supervision, quality instruction, and effective learning. Particular attention is focused on knowledge and application of effective leadership models and styles for implementing quality instruction. Candidates develop supervisory skills they can use to strengthen the instructional program in schools by facilitating and supporting the professional development of teachers in order to improve student learning.

  
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    EDNL 5850. Curriculum Leadership (3 credits)


    This course is designed to introduce prospective school executives to the role of curriculum leadership and "best practices" in managing a standards-based curriculum, including local and state assessments. The candidates will demonstrate their understanding of the North Carolina School Executive Standards by creating critical evidences that align activities with specific leadership standards. Strategies for improving curricular delivery and student assessment will be explored throughout the course.

  
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    EDNL 5860. Legal Aspects of Educational Leadership (3 credits)


    Constitutional, statutory, and case law bases of educational administration; a study of legal provisions and principles relating to education at all levels. Includes research and analysis of laws dealing with pertinent educational topics.

  
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    EDNL 5880. Leading School Improvement and Organizational Change (3 credits)


    This course introduces the candidate to the school improvement process with attention to implementing change in the operations, policies, and governance of the school. The candidates will apply their understanding of key concepts that pertain to stakeholder involvement, teacher empowerment, and strategic planning for increased student achievement.

  
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    EDNL 5900. Internship and Seminar in Educational Leadership I (3 credits)


    These two courses are composed of a two-semester internship in a public school setting in order to give the candidates the opportunity to apply, practice and refine the knowledge and skills acquired from course work. During this experience the candidates will play an active role in identifying and solving a school-related problem and will also engage in the assigned duties of administering the school. The candidate will be required to develop an educational leadership internship portfolio in accordance with the specifications provided. The candidate's internship participation will be supervised jointly by school-based administrators and university personnel and will include a reflective evaluation and an oral comprehensive exam. PREREQ: Completion of 15 hours of graduate work and permission of program director.

  
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    EDNL 5950. Internship and Seminar in Educational Leadership II (3 credits)


    These two courses are composed of a two-semester internship in a public school setting in order to give the candidates the opportunity to apply, practice and refine the knowledge and skills acquired from course work. During this experience the candidates will play an active role in identifying and solving a school-related problem and will also engage in the assigned duties of administering the school. The candidate will be required to develop an educational leadership internship portfolio in accordance with the specifications provided. The candidate's internship participation will be supervised jointly by school-based administrators and university personnel and will include a reflective evaluation and an oral comprehensive exam. PREREQ: Completion of 15 hours of graduate work and permission of program director.


English Education

  
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    EED 3840. Literature and Reading for Adolescents (6‑12): Methods and Materials (3 credits)


    A survey of literature and reading for adolescents, grades 6‑12, incorporating varied methods of approaching and assessing the study of literature and managing the reading program within pluralistic classrooms. Experiences include classroom presentations in various literary genres, activities appropriate for students with advanced or deficient reading skills, and classroom observations (10 hours). PREREQ: ENG 3040  and admission to the Teacher Education Program.

  
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    EED 3890. The Teaching of Writing and Speech (6‑12): Methods and Materials (3 credits)


    Preparation for teaching oral and written communications skills in the middle and secondary schools. Study and application of principles, terminology, materials, and strategies for teaching and assessing writing and speech within an integrated language arts curriculum. Experiences include writing workshops, unit and lesson planning, oral presentations, technology applications, and observing and assisting in the Writing Center and in writing and speech classrooms (15 hours). PREREQ: EED 3840  and admission to the Teacher Education Program.

  
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    EED 4020. Methods of Teaching Dramatic Literature and Performance (3 credits)


    Purposes, methods, materials, and evaluation procedures in the area; directed observation in the secondary school; preparation of teaching plans and materials. PREREQ: THE 3040  recommended.

  
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    EED 4490. Internship for English/Language Arts in Secondary/Middle Schools (9 credits)


    Provides relevant intensive full-semester internship experiences in off-campus public school setting or settings Requires a continuous full-time teaching experience in secondary English. Pass/Fail grading. PREREQ: admission to professional semester.

  
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    EED 4750. Professional Seminar in Secondary/Middle Grades English/Language Arts (3 credits)


    Philosophy of English curricula and purposes of Standard Course of Study; applications in concrete teaching situations of appropriate methods and materials of instruction and assessment procedures; reflection on teaching practice. Seminar designed to parallel the full-semester internship/teaching experience in English Education (EED 4490 ). PREREQ: Admission to professional semester.

  
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    EED 5510. The Teaching of Writing: Theory and Practice (3 credits)


    Study and classroom application of composition theories (current-traditional, expressive, cognitive, social epistemic) and scholarship on writing. Study and application of types of writing, writing assignments, writing curricula and units, and strategies for teaching and assessing writing in English and Language Arts classes (6-12) and college composition courses. Specific topics may include process writing, writing across the curriculum, integrated language arts, adapting to diverse learners, technology applications, and alignment with the N.C. Standard Course of Study.

  
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    EED 5520. The Teaching of Literature: Theories, Issues, and Practices (3 credits)


    Theories of literary interpretation and their application to curricula and pedagogy for students with diverse learning styles, cultural backgrounds, and developmental needs; assessment of reading and literature; applications of technology, multidisciplinary approaches, and scholarly research through clinical experiences in literature classes; understanding purposes, genres, and conventions of written, spoken, media texts.

  
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    EED 5810. Internship in Secondary English Education (3 credits)


    Ten week, full-time internship experiences in an off-campus public school setting appropriate for 9-12 English licensure. PREREQ: Approval of the English Education Program Director.


Engineering

  
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    EGR 2000. Engineering Statics (3 credits)


    The study of engineering statics using vector calculus. Basic concepts, forces, and equilibrium analysis, distributed forces, centroids, moments of inertia, virtual work, applications to machines, structures, and systems. PREREQ/COREQ: PHY 2000 , MAT 2210 .

  
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    EGR 2010. Engineering Dynamics (3 credits)


    The study of engineering dynamics using vector calculus. Equations of motion, kinematics, kinetics of mass points and systems of mass points, kinetics, and kinematics of rigid bodies. PREREQ: EGR 2000 .

  
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    EGR 2050. Engineering Graphics (2 credits)


    Introduction to graphical representation and engineering drawing. Instrument and freehand drawing of structures and machine parts, including isometric, oblique, and perspective drawings, sectional and auxiliary views, and orthographic projections. (Laboratory)


Elementary Education

  
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    ELE 2010. Child Development and Cultural Dynamics (3 credits)


    This course focuses on conceptualizing the profession of teaching through the specific development, nurturing relationships and shared responsibility of educating children at the elementary school. Establishing ways in which learning takes place in elementary settings for the appropriate levels of intellectual, physical, social, and emotional development of elementary students. Through this course, students will prepare to build partnerships with all segments of the school culture including parents, school and the community with effective family and community involvement. PREREQ: Must have no less than a 2.0 Grade Point Average

  
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    ELE 2020. Health and Wellness Awareness (3 credits)


    A hands-on approach relating health and wellness awareness to teaching in 21st century classrooms and schools. Focused on the methods, media, materials and techniques used in elementary schools to establish relationships between students' healthful and active choices to potential learning in the elementary grades. Concurrent enrollment in Field experience required. PREREQ: Admission to Teacher Education

  
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    ELE 2030. Arts Integration in the Elementary School (3 credits)


    Methods, media, materials and techniques for integrating the arts in daily classroom instruction will be investigated through the 21st century teaching and learning skills including discovery, imagination, innovation, exploration, reflection, and evaluation. Collaborative techniques will be connected to elementary teaching through Music, Visual Arts, Theatre Arts, Movement and Dance. Concurrent enrollment in Field experience required. PREREQ: Admission to Teacher Education

  
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    ELE 2900. Research and Writing in Elementary Education (3 credits)


    This course is an introduction to writing in the field of elementary education with an emphasis on formulation and execution of researchable topics within required content disciplines. The course is designed to help students master competencies related to in-depth research, content knowledge, communication, and composition, including the use of current technologies. PREREQ: ENG 1050  and ENG 1060 ; 2.0 GPA.

  
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    ELE 3010. Differentiated Instruction for Today's Learners (3 credits)


    Classroom content area design and management strategies for individual differences and exceptionalities that focus on ways teachers use ongoing differentiated instruction to create a responsive classroom learning community. Course emphasis will be engaging students in multisensory approaches to promote skills and strategies for self-directed life-long learning. Concurrent enrollment in Field experience required. PREREQ: Admission to Teacher Education

  
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    ELE 3020. Classroom Design and Management (3 credits)


    Students will explore best practices of effective classroom design and management, organization and time management, and how to establish a productive classroom climate. There will be an emphasis on increasing student motivation in diverse classroom settings, building positive student-teacher relationships, behavior management, and effective parent and community partnerships. Concurrent Enrollment in Field Experience Required. PREREQ: Admission to Teacher Education.

  
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    ELE 3030. Purposeful Assessment for Learning (3 credits)


    This course is designed to introduce students to current national, state, and local classroom assessment data practices and alignment of practices with desired classroom and student outcomes. Students will learn how to make data-driven decisions through selection of appropriate assessment instruments, observing and recording data, analyzing test scores and performance, interpreting data, and creating accommodations and plans for remediation of diverse learners. PREREQ: Admission to Teacher Education.

  
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    ELE 3040. Teaching Mathematics in the Elementary School I (3 credits)


    pport developmentally appropriate instruction in number and operations, geometry, algebraic thinking, measurement, and data skills in the elementary school classroom. Current research, educational practice, and instructional materials will be analyzed in relation to a comprehensive, balanced approach to mathematics instruction. Teacher candidates will critically examine research-based theories and best practices that support children's developing mathematics skills and reasoning. Common Core Standards for Mathematics grades K-2 will also be examined. Field Experience Required. PREREQ: Admission to Teacher Education.

  
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    ELE 3050. Literacy and Language Arts: Emergent Readers (3 credits)


    An in-depth study of emergent literacy processes and pedagogies that support developmentally appropriate reading, writing, speaking, listening, viewing, thinking and critical thinking skills in the elementary classroom. Current research, educational practice, and instructional materials will be analyzed in relation to different sociolinguistic and psycholinguistic theoretical views of the language arts. Teacher candidates will critically examine research‐based theories and best practices that support children's emergent literacy and language learning, including the role of the family, diagnostic, and formative assessments, and strategies for supporting English‐Language Learners. Field Experience Required. PREREQ: ELE 2010  and Admission to Teacher Education.

  
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    ELE 3060. Literacy and Language Arts: Developing Readers (3 credits)


    An in-depth study of developing literacy processes and pedagogies that support developmentally appropriate reading, writing, speaking, listening, viewing, thinking and critical thinking skills in the elementary classroom. Current research, educational practice, and instructional materials will be analyzed in relation to a comprehensive, balanced approach to literacy instruction. Teacher candidates will critically examine research‐based theories and best practices that support children's developing literacy and language learning, including the role of phonics, diagnostic and formative assessments, and strategies for supporting struggling readers. Field Experience Required. PREREQ: ELE 2010  and Admission to Teacher Education.

  
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    ELE 4030. Living in a Global Society (3 credits)


    A comprehensive course covering the K-6 social studies curriculum, including: developing best teaching practices for delivering social studies content, while addressing different learning styles, meeting the needs of diverse learners, and strategies for differentiating instruction within standards-based social studies instruction. All sections of EDN 4030 will be in hybrid format with some classes online and some face-to-face. Concurrent enrollment in Field experience required. PREREQ: ELE 2010 , and admission to Teacher Education Program.

  
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    ELE 4060. Internship in Elementary Education (9 credits)


    A highly interactive semester long full time internship experience in a public school elementary K-6 classroom. Pass/Fail grading. PREREQ: Admission to the Professional Semester

  
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    ELE 4070. Professional Seminar in Elementary Education (3 credits)


    A seminar designed to parallel the full semester internship experience involving candidates in a professional learning community. Teacher candidates will implement, and evaluate an integrated unit of study and assessment plan designed to meet the needs of 21st century learners in a K-6 public school setting. They will implement, evaluate and reflect on outcomes for individuals, groups and the class. Teacher candidates will document on-going self-evaluation and reflections. PREREQ: Admission to the Professional Semester.

  
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    ELE 4110. Teaching Mathematics in the Elementary School II (3 credits)


    An in-depth study of mathematics processes and pedagogies that support developmentally appropriate instruction in number and operations, geometry, algebraic thinking, measurement, and data skills in the elementary school classroom. Current research, educational practice, and instructional materials will be analyzed in relation to a comprehensive, balanced approach to mathematics instruction. Teacher candidates will critically examine research‐based theories and best practices that support children's developing mathematics skills and reasoning. Common Core Standards for Mathematics grades 3‐6 will also be examined. Field Experience Required. PREREQ: ELE 3040  and Admission to Teacher Education.

  
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    ELE 4120. Teaching Science in the Elementary School (3 credits)


    An in-depth study of science processes and pedagogies that support developmentally appropriate instruction in process skills and science concept understanding in the elementary school classroom. Current research, educational practice, and instructional materials will be analyzed in relation to a comprehensive, balanced approach to science instruction. Teacher candidates will critically examine research‐based theories and best practices that support children's developing science skills and understanding of concepts in life, physical, and earth/space science. North Carolina Standards for Science grades K‐6 will also be examined. Field Experience Required. PREREQ: Admission to Teacher Education.

  
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    ELE 4150. Literacy and Language Arts: Fluent Readers (3 credits)


    An in-depth study of the literacy processes and pedagogies that support developmentally appropriate instruction in reading, writing, speaking, listening, viewing, thinking, and critical thinking skills for independent readers in the elementary classroom. Current research, educational practice, and instructional materials will be analyzed in relation to promoting reading independence in the content areas. Advanced literacy methods of transactive processes that include the learner, the text, the learning goal, and the context in which learning occurs will be examined. Field Experience Required. PREREQ: Admission to Teacher Education and ELE 3050.

  
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    ELE 5700. Language, Literacy, and Diversity (3 credits)


    The purpose of this course is to provide a focus on contexts and processes through which language develops including attainment of second languages, and the cognitive, social/emotional, and cultural aspects of language. This foundation will provide the framework to differentiate curricula, instruction and assessment in listening, speaking, reading, writing, and viewing through the use of culturally diverse and appropriate literature. Students will demonstrate collaboration skills with families and specialists within the school settings PREREQ: EDN 5660

  
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    ELE 5750. Curricula Design and Choices (3 credits)


    The purpose of this course is to assist teachers in developing comprehensive understanding and ability to implement curriculum frameworks in the 21st century classroom. Teachers will use philosophical viewpoints to inform decisions related to organization, structure and sequence of curriculum, selection of resources, approaches to engaging learners in inclusive, supportive environments and assessment of learner outcomes. PREREQ: EDN 5660

  
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    ELE 5775. Development, Diversity, and Differentiated Instruction (3 credits)


    The purpose of this course is to assist teachers in developing a contextual perception of diverse learners and their educational needs based on information about children's family life, culture, and stages of development. Teachers will assess children's development, align curriculum, design instruction to accommodate developmental and cultural differences, and establish respectful learning environments. Teachers will also explore ways to nurture and motivate family involvement in the education process PREREQ: EDN 5660

  
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    ELE 5800. Advanced Elementary Mathematics and Science (3 credits)


    The purpose of this course is to assist teachers in deepening their understanding of mathematics and science in facilitating student learning. Emphasis will be placed on a constructivist approach to learning, and incorporating research as it translates to instructional practices. Practices will include: skillful structure in sequence of curriculum, approaches to learner motivation and content engagement, establishing routines for managing the learning environment, appropriate methods for assessing resources and student outcomes, differentiation of instruction for students with special needs (environmental and cultural), and establishing collaborative efforts with colleagues and resource specialists in schools and community. PREREQ: EDN 5660

  
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    ELE 5850. Advanced Elementary Social Studies and Language Arts (3 credits)


    The purpose of this course is to provide opportunity for teachers to improve student learning in social studies and language arts through systematic analysis and reflection on the cycles of teaching and learning. A primary focus is placed on connecting curriculum and instructional design, desired learning outcomes, content, diverse learners, instructional resources and assessment measures, in the context of developing global understandings and multiple literacies. PREREQ: EDN 5660

  
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    ELE 5900. Professional Development and Leadership Seminar (3 credits)


    The purpose of this course is to provide a capstone experience for teachers completing the M.A.Ed. degree in Elementary Education. Teachers integrate the knowledge and insights gained from experiences in previous courses into final revisions of their professional portfolio, their conceptual 32 frameworks and related plans. Based on updated self‐assessment, teachers also develop goals for future professional development. Leadership and action research projects are finalized, published and submitted for review by the appropriate education graduate faculty.


Emergency Management

  
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    EMG 5150. Introduction to Emergency Management (3 credits)


    This course will introduce students to the fundamental elements of emergency management: its evolution, the history and growth of emergency management, and the contemporary practice of strategic emergency management. The multidisciplinary origins of emergency management will be explored along with its evolving status as a profession. The significance of emergency management to modern government will be addressed. The course will present the development of integrative concepts and phases in emergency management: preparedness, response, recovery, and mitigation. The concept of comprehensive emergency management will be examined along with its multi-sector institutional base. Cases scenarios, and similar techniques will be employed throughout the course.

  
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    EMG 5160. Sustainability and Hazard Resilience (3 credits)


    This course will address the issues, strategies, and techniques related to sustainable disaster planning and hazard mitigation. Of special interest will be the linkages between planning, mitigation, and the building of hazard resilient communities. Federal policy initiatives, local initiatives, and the planning tools and techniques in relation to these will be explored.

  
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    EMG 5170. Crisis Leadership and Sustainability (3 credits)


    The course explores the concept of crisis, crisis leadership, and the political and administrative challenges to those with leadership roles and responsibilities in crisis environments and situations. Special emphasis is given to the need to create conditions of political, social, economic, and cultural sustainability in crisis environments and situations. Crisis is presented through a series of cases and research results. Leadership actions and behaviors are learned and reinforced by guided participation in research projects, scenario construction, realistic exercises and other applications.

  
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    EMG 5180. Social Equity in Emergency Management (3 credits)


    The importance of social and cultural factors has long been embraced in the field of public management. It is a fact that attention to special needs, regional, and cultural differences will improve both the equity and efficiency of operations in emergency management. This course focuses on the role of social, cultural, and physical differences among the many populations in the United States in emergency response and individual resilience.

  
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    EMG 5190. Technological Applications in Emergency Management (3 credits)


    This course will explore the emerging role of technology in effective emergency management. Specific applications and usages of modern technology, with an emphasis on information technology, will be addressed. Various software packages applicable to emergency management for modeling the effects of a disaster will be addressed. Among the topics covered: modeling the effects of disaster, risk analysis, the practical applications of Geographic Information Systems (GIS), and the uses of information technology in the four phases (preparedness, response, recovery, mitigation) of emergency management.

  
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    EMG 5620. Professional Paper (3 credits)


    Crosslisted: (CRJ 5620, HAD 5620, PAD 5620)
    A directed, supervised activity in which the student develops and analyzes a suitable topic, issue, or problem in leadership or management. The research subject must be one which can be addressed through the application of the knowledge and the research skill gained from course work (see Overview).

  
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    EMG 5750. Capstone in Emergency Management (3 credits)


    This course serves to coalesce the knowledge and tools acquired in the EM concentration by assigning teams of students actual projects in Emergency Management. Faculty will guide students through projects applying state of the art knowledge, tools, and technology aimed at solving real problems at the local, state, regional, and national level.

  
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    EMG 5800. Disaster Recovery and Sustainability (3 credits)


    This course deals with the complex political, social, and administrative process of disaster recovery. The emergent concept of sustainable recovery will be explored in the context of the other components of emergency management, federal and state recovery assistance processes, pre-event recovery planning, and other forms of community planning, long-term restoration planning, and hazard mitigation planning. The course will employ a variety of instructional approaches using existing cases, scenarios, and recovery exercises.


Special Topics in Emergency Management

  
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    EMGS 5900. Special Topics in Emergency Management (3 credits)


    This is a variable content course in emergency management in which students will have an opportunity to pursue issues and advanced study of topics that are not a part of the regular curriculum. Special topics courses will be of variable credit hours (1-3) and students may take up to three hours of special topics credit.


English

  
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    ENG 0104. Written Communication Skills (3 credits)


    Introduces students to academic ways of reading, writing, and thinking. Students cultivate reading and writing strategies in order to understand, paraphrase, and summarize, producing several short texts. (Will not count toward earned hours or graduation requirements.) Required for students placed into ENG 0104 and for students in the College Opportunity Program.

  
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    ENG 1020. Laboratory in Writing I (1 credit)


    In a writing laboratory environment designed to support ENG 1050 , students will participate in activities and small group workshops in the practice of written communication and composition. (repeatable up to 2 credits) PREREQ: Permission of instructor.

  
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    ENG 1030. Laboratory in Writing II (1 credit)


    In a writing laboratory environment designed to support ENG 1060 , students will participate in activities and small group workshops in the practice of written communication and composition. (repeatable up to 2 credits) PREREQ: Permission of instructor.

  
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    ENG 1050. Composition I (3 credits)


    Provides students with a foundation in critical reading and writing practices by introducing different types of texts and ways of working with them; students will recognize and interpret differing perspectives and will analyze and synthesize others' work, producing several texts of moderate length. PREREQ:  Placement into ENG 1050 or "C" grade or better in ENG 0104 .

  
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    ENG 1060. Composition II (3 credits)


    Builds upon the critical reading and writing practices developed in ENG 1050 and focuses on research principles and practices. Students will locate and evaluate sources; negotiate differing perspectives; synthesize and integrate sources ethically; arrive at a claim through logical reasoning; and argue the claim in rhetorically effective forms, producing several sophisticated texts. PREREQ: "C" grade or better in ENG 1050 .

  
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    ENG 1910. Spelling (1 credit)


    A review of major spelling rules in English, with special attention to particular words that often give difficulty. Attention to techniques to aid memorization of particular problem words.

  
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    ENG 1920. Vocabulary Building (1 credit)


    A study of methods of vocabulary enrichment (such as association by sound, appearance, meaning, and knowledge of common root, prefix/suffix meanings). Specific words are studied.

  
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    ENG 1930. Pronunciation (1 credit)


    An intensive course to improve students' competence and confidence in oral use of language. Overviews of English phonology and the International Phonetic Alphabet and specific problem words included.

  
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    ENG 1940. English Usage (1 credit)


    Intensive review of parts of speech and their use in the sentence. Study of punctuation forms. Analysis of verb problems and errors that obscure meaning or distract readers.

  
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    ENG 1950. Sentence Mastery (1 credit)


    Practice in imitating various sentence structures to add variety and impact to writing.

  
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    ENG 1960. Punctuation (1 credit)


    Study of specific punctuation rules and their application, with particular emphasis on commas, semicolons, and apostrophes.

  
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    ENG 2010. Southern Literature (3 credits)


    A survey of literature by writers from the Southern part of the United States. Readings may include novels, short fiction, and poetry by authors such as Faulkner, O'Connor, Welty, Hurston, and McCarthy. PREREQ: "C" grade or better in ENG 1050 .

 

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