Course Descriptions
Becoming a Professional in Early Childhood Education (EDU-173)
This course is an introduction to the early childhood profession. Emphasis is placed on the NAEYC Code of Ethical Conduct, personal growth through involvement in professional organizations, advocacy for children and the profession, and the importance of a professional portfolio. Upon completion, students should be able to identify professional resources and community partners and demonstrate essential advocacy skills while involving oneself in the early childhood field.
Early Childhood Introductory Practicum (EDU-184)
This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children, assisting in the implementation of developmentally appropriate, culturally responsive, equitable, and ability diverse activities in indoor/outdoor environments for young children, supporting/engaging families, and modeling reflective/professional practices based on national/state guidelines. Upon completion, students should be able to implement respectful/reciprocal relationships with children and families, design, implement, and adapt developmentally appropriate activities, plans, and daily routines that align with NC Foundations for Early Learning and Development and demonstrate ethical/professional behaviors as indicated by assignments and onsite/virtual faculty assessments.
Teaching and Learning for All (EDU-187)
This course introduces students to knowledge, concepts, and best practices needed to provide developmentally appropriate, effective, inclusive, and culturally responsive educational experiences in the classroom. Topics include growth and development, learning theory, student motivation, teaching diverse learners, classroom management, inclusive environments, student-centered practices, instructional strategies, teaching methodologies, observation/assessment techniques, educational planning, reflective practice, collaboration, cultural competence, ethics, professionalism, and leadership. Upon completion, students should be able to identify the knowledge, skills, roles, and responsibilities of an effective educator as defined by state and national professional teaching standards.
Trends-Policies in Early Childhood (EDU-188)
This course covers current topics and policies in the diverse and inclusive field of early childhood education that affect young children, families, communities, and professionals. Emphasis is placed on but not limited to advocacy, equity, bias and social justice, emerging research, professionalism, reflective practice, and legal/ethical concerns. Upon completion, student should be able to list, discuss, and explain current trends/policies in early childhood education as well as develop an advocacy plan based on course content.
Foundations of Education (EDU-216)
This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level.
Children With Exceptionalities (EDU-221)
This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development.
Specific Learning Disabilities (EDU-223)
This course provides a comprehensive study of characteristics, alternative assessments, teaching strategies, placement options, inclusion, and family intervention for children with specific learning disabilities. Topics include causes, assessment instruments, learning strategies, and collaborative/inclusion methods for children with specific learning disabilities. Upon completion, students should be able to assist in identifying, assessing, and providing educational interventions for children with specific learning disabilities and their families.
Foundations Policies and Practices in Special Education (EDU-224)
This course provides an overview of federal and state legislation, policies, and procedures guiding K-12 special education programs, emphasizing ethical responsibilities, referral and placement processes, and collaboration among educators, families, and agencies. Emphasis is placed on understanding service delivery models, family and community partnerships, and the impact of research, trends, and legal mandates on programs for children and youth with disabilities. Upon completion, students should be able to explain key policies and procedural safeguards, identify roles in special education service delivery, and apply foundational knowledge to ensure compliance, advocacy, and equitable access for students with exceptional learning needs.
Instructional and Behavioral Strategies for Inclusive Classrooms (EDU-225)
This course covers instructional and behavioral strategies that support diverse students with disabilities in inclusive K-12 settings, focusing on evidence-based practices that promote engagement, achievement, and positive learning outcomes. Topics include differentiation, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and individualized supports aligned with IEP and 504 requirements to create equitable, responsive learning environments. Upon completion, students should be able to design and implement inclusive instructional plans, adapt materials, procedures, and environments to meet varied learning needs, apply effective behavioral supports, and use data to inform decisions that enhance academic and social-emotional development.
Development Diversity and Resilience in Youth and Secondary Students (EDU-230)
This course provides an overview of youth development with an emphasis on understanding how individual, cultural, and contextual factors influence learning, well-being, and resilience in middle and high school settings. Emphasis is placed on applying research-based knowledge of cognitive, social, emotional, and physical development to meet the needs of diverse students, foster motivation and engagement, and support healthy identity formation during the secondary years. Upon completion, students should be able to design learning environments and instructional practices that promote well-being, self-efficacy, and resilience; apply inclusive and developmentally appropriate strategies; and build positive relationships that enhance learning and growth among diverse youth.