Course Descriptions
Language and Literacy Development Birth Through Kindergarten (EDU-266)
This course introduces the foundations of language and literacy development in children from birth through age five, emphasizing evidence-based strategies and developmentally appropriate practices that foster communication, comprehension, and early literacy skills across diverse early learning environments. Emphasis is placed on the developmental stages of emergent literacy, including receptive and expressive language, print awareness, and early writing, as well as the influence of cultural, linguistic, and family factors on literacy growth. Upon completion, students should be able to plan, implement, and evaluate inclusive, literacy-rich experiences that promote language and literacy development, select diverse and developmentally appropriate materials, and design integrated activities aligned with the NC Foundations for Early Learning and Development.
Mathematical Foundations - Birth Through Kindergarten (EDU-267)
This course introduces the fundamental concepts, developmental progressions, and instructional approaches that support early mathematical learning from birth through kindergarten. Emphasis is placed on understanding how young children construct number sense, spatial reasoning, and problem-solving skills through play, exploration, and meaningful everyday experiences aligned with the North Carolina Foundations for Early Learning and Development. Upon completion, students should be able to design and implement developmentally appropriate learning experiences that foster curiosity, mathematical thinking, and early numeracy; integrate math into daily routines and play; and adapt instruction to meet the diverse needs of young students.
Instructional Methods for High School Mathematics (EDU-268)
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in high school, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates algebra, functions, geometry, statistics, and calculus with real-world applications, inquiry-based learning, and the effective use of technology and mathematical modeling. Upon completion, students should be able to plan and implement standards-based mathematics lessons that foster critical thinking, problem-solving, and communication; address student misconceptions; and adapt instruction to meet the diverse developmental and learning needs of secondary students.
Designing Responsive Mathematics Instruction for High School (EDU-269)
This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, data-driven instruction in high school mathematics classrooms. Topics include formative and summative assessments, data analysis for instructional planning, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies that promote engagement, persistence, and achievement among diverse students. Upon completion, students should be able to design and use varied assessment tools, analyze student performance data to guide instruction, differentiate lessons to enhance access and equity, and apply advanced mathematical concepts in authentic, problem-based learning contexts.
Effective Instructional Environments (EDU-270)
This course is designed to provide learners with the knowledge and skills to create, manage, and assess effective instructional environments, learning attitudes, and behaviors for today's diverse learning population. Topics include organizing the learning environment, fostering positive learning attitudes, supporting healthy stakeholder partnerships, engaging students using effective differentiated instruction, guiding, and managing student behaviors, and assessing student progress. Upon completion of this course, learners will demonstrate effective dispositions of the professional educator that include managing schedules, spaces, and resources, promoting supportive learning mindsets, engaging students with diverse instructional strategies, guiding student behaviors to maximize both the instructional and social climate, and analyzing and effectively responding to student progress.
Educational Technology (EDU-271)
This course introduces the appropriate and ethical use of technology that is inclusive of digital and analog materials/tools to enhance teaching and learning in all educational settings. Emphasis is placed on the developmentally appropriate use of technology with children, ethical issues, digital citizenship, instructional strategies, assistive technology, and the use of technology for professional development and communication with families. Upon completion, student should be able to demonstrate professional and ethical implementation of various modes of technology in culturally responsive and equitable ways to support diverse children, families and communities.
Technology Data and Assessment (EDU-272)
This course is designed to provide students with the knowledge and skills to utilize digital instructional technologies and technology-based assessments to plan and implement appropriate educational experiences and interventions in the classroom. Topics include educational technology to enhance instruction, instructional technologies for teaching, technology-based assessment, formative and summative assessments, data to inform practice, and ethical practices for technology and assessment. Upon completion, students will be able to demonstrate effective integration of educational technology into classroom practice, appropriate use of technology-based assessments, and practical application of data to inform educational planning and interventions.
Instructional Methods for High School Science (EDU-273)
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in high school, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates biology, chemistry, physics, and earth/environmental science with real-world applications, engineering design, and technology-enhanced investigations that develop critical and analytical thinking. Upon completion, students should be able to plan and implement standards-based science lessons that promote inquiry, data analysis, and scientific communication; address misconceptions; and adapt instruction to meet the developmental and learning needs of diverse secondary students.
Applying Scientific Inquiry in High School Science (EDU-274)
This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive, and data-driven instruction in high school science classrooms. Topics include formative and summative assessments, data interpretation, Universal Design for Learning (UDL), safety and ethics in laboratory instruction, and evidence-based strategies for engaging diverse students in scientific reasoning and inquiry. Upon completion, students should be able to design and implement varied assessment tools, analyze student data to guide instruction, differentiate science instruction to enhance access and equity, and apply advanced content knowledge to real-world scientific problem solving.
Effective Teacher Training (EDU-275)
This course provides specialized training using an experienced-based approach to learning. Topics include instructional preparation and presentation, student interaction, time management, learning expectations, evaluation, and curriculum principles and planning. Upon completion, students should be able to prepare and present a six-step lesson plan and demonstrate ways to improve students' time-on-task.