|
|
2021-2022 Undergraduate Bulletin [ARCHIVED CATALOG]
Courses
|
|
| |
Criminal Justice |
| |
-
CJ 3520 - Instructional Assistance (1)
When Offered: Fall; Spring
A supervised experience in the instructional process on the university level through direct participation in a classroom situation.
May be repeated for a total credit of three semester hours. Graded on an S/U basis.
Prerequisite: junior or senior standing.
|
| |
-
CJ 3530-3549 - Selected Topics (1-4)
When Offered: On Demand
An opportunity to study a special topic or combination of topics not otherwise provided for in the criminal justice curriculum.
May be repeated for credit when content does not duplicate.
|
| |
-
CJ 3551 - Criminal Law (3)
When Offered: Fall; Spring
An introduction to the basic concepts of criminal law, definition of crime and defenses, function and purposes of substantive criminal law, limits of the criminal law, case study approach.
|
| |
-
CJ 3552 - Criminal Procedure (3)
When Offered: On Demand
An analysis of constitutional limitations from arrest to release in the administration of criminal justice, including arrest, search and seizure, interrogation, identification procedures, and post conviction relief, case study approach.
|
| |
-
CJ 3560 - Probation and Parole (3)
When Offered: On Demand
Explores the principles concerning community-based corrections (probation, intermediate sanctions, parole) from a theoretical and practical perspective. The course will focus on the various forms of community-based corrections and the issues and challenges facing the supervision of offenders in the community.
|
| |
-
CJ 3561 - Homicide (3)
When Offered: On Demand
This course is an introduction to the crime of homicide. While statistically rare, homicide is the most serious crime both in terms of the consequence for the victim and their family, as well as exerting tremendous influence on fear and misconceptions about crime. The primary goal of the class is to provide students with a solid understanding of all aspects of the crime of homicide. In addition, attention will be given to the policy implications of homicide, and how understanding the reality of murder versus popular misconceptions plays an important role in shaping the criminal justice system.
|
| |
-
CJ 3665 - Innocence in the Criminal Justice System (3)
When Offered: Fall
This course provides an overview of wrongful convictions, or the convictions of factually innocent people. It covers the causes of errors, including investigatory flaws, the legal process, and broader social, political, and cultural processes. It also covers the reentry and reintegration of the wrongly convicted, as well as policy reforms to help improve the justice system. The course is multi-disciplinary, including concepts and readings from criminal justice, criminology, political science, psychology, sociology, history, and journalism.
|
| |
-
CJ 3888 - Diversity in Justice and Public Affairs (3)
When Offered: On Demand
Critically examines race/ethnicity, gender, religion, sexual orientation, physical or mental ability and other diversity issues within criminal justice, and public affairs. This includes perspectives analyzing human rights, biological diversity, philosophical ethics, linguistic diversity, cultural diversity, and other relevant differences.
(Same as PS 3888 .)
|
| |
-
CJ 4450 - The Death Penalty (3)
When Offered: On Demand
A critical analysis of capital punishment history, law, and practice in the United States. Special focus is placed on empirical studies of capital punishment as they relate to the efficacy of the sanction.
|
| |
-
CJ 4509 - Honors Thesis Preparation (1)
When Offered: On Demand
Preparation for the honors thesis.
Graded on an S/U basis.
|
| |
-
CJ 4510 - Senior Honors Thesis (3)
When Offered: Fall; Spring
An opportunity for undergraduates to perform independent research on a topic of their choosing, with the approval of the honors committee. Work will be supervised by a member of the criminal justice faculty. Feedback will be provided as the honors thesis develops. Enrollment is limited to qualified criminal justice majors.
Prerequisite or corequisite: CJ 4509 .
|
| |
-
CJ 4530-4549 - Selected Topics in Criminal Justice (1-4)
When Offered: On Demand
An intensive examination of selected topics.
|
| |
-
CJ 4550 - Civil Rights and Liberties (3)
When Offered: Spring
An examination of the principles and concepts underlying civil rights and liberties in the United States. Features an assessment of U.S. Supreme Court cases and the legal reasoning behind the decisions, balancing the rights of individuals and government interests.
(Same as PS 4550 .)
|
| |
-
CJ 4620 - Contemporary Police Issues (3)
When Offered: Fall. Alternate years
An examination of current social, legal, and organizational issues in contemporary law enforcement.
Prerequisite: junior or senior standing, or permission of the instructor.
|
| |
-
CJ 4661 - Court Administration (3)
When Offered: On Demand
This course is designed to familiarize students with the need for, and approaches to, more effective management of federal and state courts. Topics include court reform, court unification, caseload management, alternative dispute resolution, personnel management and training, and audio-visual applications in the courts, among others.
Prerequisite: junior or senior standing, or permission of the instructor.
(Same as PS 4661 .) [Dual-listed with CJ 5661/PS 5661.] Dual-listed courses require senior standing; juniors may enroll with permission of the department.
|
| |
-
CJ 4680 - Organized Crime (3)
When Offered: Fall. Alternate years
This course will provide an examination and analysis of views on the phenomena of organized crime and efforts to control it. Attention will be paid to criminal organizations in the United States, their beginnings in other cultural and ethnic backgrounds and their relations with criminal organizations around the world. In today’s world, criminal organizations in other countries and their activities have a major impact on crime in the United States. Therefore, a comparative approach to the subject must be used.
Prerequisite: junior or senior standing, or permission of the instructor.
(Same as PS 4680 .) [Dual-listed with CJ 5680/PS 5680.] Dual-listed courses require senior standing; juniors may enroll with permission of the department.
|
| |
-
CJ 4900 - Internship in Criminal Justice (3-12) [CAP]
When Offered: Fall; Spring
GEN ED: Capstone Experience
Field work in a criminal justice agency, office, or institution. This course offers the student the opportunity to synthesize the knowledge, approaches, and theories of the criminal justice discipline. At least three of the following four general educational goals will be addressed: thinking critically and creatively, communicating effectively, understanding responsibilities of community membership, and making global to local connections.
The internship may be waived if the student has more than one year of work experience in a criminal justice agency. If it is waived, the student must complete 12 semester hours of criminal justice electives as a substitute. . Graded on an S/U basis.
Prerequisites: CJ 1100 , CJ 2120 , CJ 2150 , CJ 2430 , CJ 3001 (with a grade of “C-” (1.7) or higher), senior standing (or 90 semester hours of coursework) and a 2.0 GPA overall and in the major. The internship may be waived if the student has more than one year of work experience in a criminal justice agency. If it is waived, the student must complete 12 semester hours of criminal justice electives as a substitute.
|
| |
-
CJ 4901 - Appalachian Police Development Program Internship (6) [CAP]
When Offered: Fall; Spring
GEN ED: Capstone Experience
This course offers students participating in the Appalachian Police Development Program (APDP) the opportunity to apply and synthesize knowledge and research on the critical issues, challenges, and theories of the criminal justice field during their experience as a part-time officer at Appalachian State University. Selection into the APDP is a competitive process at the complete discretion of the ASU Police Department. At least three of the following four general educational goals will be addressed: thinking critically and creatively, communicating effectively, understanding responsibilities of community membership, and making global to local connections.
Graded on an S/U basis. Students enrolled in CJ 4901 may be enrolled in a maximum of 16 total hours for that semester.
Prerequisites: CJ 1100 , CJ 2120 , CJ 2150 , CJ 2430 , CJ 3001 with a minimum grade of “C-” (1.7) in CJ 3001 , senior standing (or 90 semester hours), major and overall 2.0 GPA, completion of the BLET program through the Appalachian Police Development Program, and good standing as a part-time university police officer.
|
Curriculum and Instruction |
| |
-
CI 1010 - So You Think You Want to Teach (1)
When Offered: Fall, Spring; Summer Session
Students will examine effective teacher qualities as well as explore current issues in teacher education and K-12 education. Students will also review the process for admission to teacher education as well as why students are selecting teacher education as their major. This course is a one hour elective for students interested in teacher education majors.
|
| |
-
CI 2000 - Nature and Youth (3)
When Offered: Fall
GEN ED: Liberal Studies Experience
The primary focus of this course is to examine how attitudes, interests and knowledge are shaped by interactions with one’s natural surroundings. Students will identify their earliest formative experiences as youth (ages 4-14 years) and describe how natural spaces and non-formal learning environments have contributed to what they know about the natural environment (content) and how they know it (learning). Students will participate in outdoor activities, such as hiking and a river trip, explore the interconnectedness of life systems (self and natural world), demonstrate stewardship that improves conditions in their natural surroundings, and examine the role of non-formal educators, both experts and themselves, and outdoor enthusiasts who promote sustainable practices and/or active engagement in the outdoors.
(Same as RM 2000 .)
|
| |
-
CI 2001 - Education and the Eastern Band of Cherokee (3)
When Offered: Fall
This course will examine the evolution of formal education among the Eastern Band of Cherokee Indians from the pre-missionary period, through the missionary period of education (1800-1839) and into the modern era. Particular attention will be paid to the uses of education as a tool of acculturation and the federal and state governments’ uses of education as a means to accomplish their agenda towards Native communities. The class will also follow the struggle of the EBCI to attain and protect sovereignty as the concept applies to Cherokee Central Schools.
|
| |
-
CI 2002 - Cherokee Culture and Leadership (3)
When Offered: Spring
This course will examine the ideal of leadership within the Cherokee Nation and the many different forms it has taken. Through in-depth analysis of biographies of leading Cherokee men and women as well as through the study of cultural norms and standards, students will examine what it means to be a Cherokee leader. The class will examine issues in Cherokee history and how the people responded, as well as current issues and trends and how they may be called upon to lead. The course will include a service project that will be student-directed and implemented with help from the instructor as well as other community stakeholders.
|
| |
-
CI 2010 - Narrative, New Media, and Gaming (3)
When Offered: Fall; Spring
GEN ED: Integrative Learning Experience (Theme: “How We Tell Stories”)
This course addresses the ways in which we tell stories in the digital age. Through exploring storytelling in social media, mobile contexts, and gaming, students in this course will experience a range of different narratives in many types of digital media, such as interactive online stories, podcasts, and video games. We examine forms of digital storytelling within media, marketing, and education, with opportunities for students to research, participate within, and to create original narratives as they share their own stories in a variety of media.
(Same as ITC 2010 .)
|
| |
-
CI 2250 - Education as the Practice of Freedom (3)
When Offered: Fall; Summer Session
GEN ED: Integrative Learning Experience (Theme: “Critical Consciousness: Learning for Equity and Justice”)
In the public imagination, education is often reduced to teaching and schooling, while educators, politicians and philosophers for centuries have linked education with personal and political freedom. Engaging directly with this tension, this course will explore educational traditions that have focused on emancipation, social justice, and equity. Students will reflect on their own educative experiences and explore approaches to education that recognize individual experiences as being central to meaningful learning. In particular, the course will consider how aspects of identity like race, class, gender, ability, and sexual orientation intersect with education and the realization of freedom.
|
| |
-
CI 2300 - Teaching and Learning in the Digital Age (2)
When Offered: Fall; Spring; Summer Session
This course will examine how emerging technologies are transforming our society and schools, as well as the implications these changes have for teaching and learning. Strategies for building teacher education candidates’ critical habits of mind with respect to new technologies and media will be developed in the context of a broad definition of literacy that includes traditional and emerging literacies. As teacher education candidates learn to integrate technology into their teaching and to produce media themselves, the ethical, legal, and pedagogical issues related to technology creation and use will be emphasized. Throughout the course, teacher education candidates will explore the institutional context for the use of technology in schools and will develop skills at identifying and addressing the constraints and contradictions implicit in using technology creatively in public school classrooms. A grade of “C” (2.0) or higher must be earned. Must be taken prior to admission to teacher education. FDN 2400 and/or PSY 3010 may be taken concurrently with this course.
Prerequisite: sophomore status with identified intended or declared major in teacher education.
|
| |
-
CI 2350 - Critical Media Literacy and/as Civic Engagement (3)
When Offered: Spring; Summer Session
GEN ED: Integrative Learning Experience (Theme: “Critical Consciousness: Learning for Equity and Justice”)
This course examines how issues of diversity and difference exist in popular culture through analyses of examples of contemporary popular culture. Based on place-based education, civic engagement, and critical media literacy, by exploring examples of popular culture and media, students will experience a range of media texts created and distributed globally, nationally, and even more importantly, locally. Students will move beyond analysis in this course through producing their own popular culture and/or media artifacts that represent their own lived experiences with media within their own lives and/or communities as the students learn to think critically and creatively. Moreover, in fitting with the Critical Consciousness: Learning for Equity and Justice Theme, this course will focus on students developing a sense of how they fit into our media-saturated world as “academically skilled and engaged citizens” as they learn to “reflect on ethical issues and to make reasoned, intelligent judgments about complex moral problems” presented in media.
|
| |
-
CI 3000 - Learner Diversity: Teaching English Language Learners (3) [WID]
When Offered: Fall; Spring
Gen ED: Junior Writing in the Discipline (WID)
This course examines current literature and instructional practices related to working with English language learners (ELLs) and bilingual students in mainstream classrooms. Topics include culturally relevant teaching, language acquisition, translanguaging, and lesson design that integrates language and content learning. Emphasis is placed on developing knowledge of and positive dispositions towards linguistically diverse students and their families. Instructional strategies and interventions will be observed, modeled, discussed, and analyzed. Coursework is integrated with K-6 field experiences to provide real-world contexts for classroom instruction and discussion.
Prerequisite: RC 2001 or its equivalent.
|
| |
-
CI 3010 - Classroom Management for Secondary Teachers (1)
When Offered: Fall
This course provides opportunities for students to study, observe, and participate in using classroom management strategies in secondary schools. Reflection on, and analysis and discussion of practicum experiences are integrated into regularly scheduled seminar classes. Emphasis is placed on: making and documenting classroom management decisions; taking action and communicating these actions to students and parents; and strategies for becoming a reflective practitioner. Lecture and laboratory hours required.
|
| |
-
CI 3015 - Developing and Using Classroom Assessments (2)
When Offered: On Demand
An overview of the basic concepts used in developing and using classroom assessments. Students are introduced to strategies used to set objectives and assess student learning including traditional, authentic, and performance techniques. Topics include: test item construction, test score statistics, item analysis, standardized tests, and grading and reporting to parents. Effective assessment strategies are modeled and applied to educational settings in North Carolina. Links quality assessment to effective teaching and effective schools.
(Same as FDN 3015 .)
|
| |
-
CI 3021 - Visual Art in the Elementary School (3)
When Offered: On Demand
A general orientation to visual art teaching/learning for the elementary level classroom teacher. Students will study the broad subject of visual art (aesthetics, history, criticism, and studio) and will acquire the ability to devise and evaluate worthwhile art lessons that are comprehensive, integrated, and multi-cultural in nature. Students will create and teach their own visual arts lesson, devise a curriculum, engage in studio activities, etc. Two hours per week lecture; two hours per week studio.
Prerequisite: ART 2011 .
|
| |
-
CI 3031 - Band Techniques and Materials (2)
When Offered: Spring
A survey of the materials and methods in teaching bands. Lecture two hours.
Prerequisite: admission to the music education degree program.
(Same as MUS 3031 .)
|
| |
-
CI 3032 - Choral Techniques and Literature I (2)
When Offered: Fall
A survey of the materials, methods and literature in choral teaching. Lecture two hours.
Prerequisite: admission to the music education degree program.
(Same as MUS 3032 .)
|
| |
-
CI 3033 - Orchestral Techniques and Materials (2)
When Offered: Spring. Alternate years
A survey of materials and methods employed in teaching orchestras. Lecture two hours.
Prerequisite: admission to the music education degree program. Music Education (string) majors only.
|
| |
-
CI 3034 - Methods for Teaching General Music (3)
When Offered: Fall
Methods and foundations for teaching elementary and secondary general music education will be presented. Public school field experiences are included in this course. Lecture two hours, laboratory two hours.
Prerequisite: MUS 2034 and admission to the music education degree program.
(Same as MUS 3034 .)
|
| |
-
CI 3060 - Social Studies in the Middle Grades (3)
When Offered: Fall
This course focuses on the comprehensive study of social studies, instructional strategies, resource materials, the North Carolina Standard Course of Study, national standards, and the assessment of student learning. Other key topics include: using technology, changing demographics, integrative curriculum and instruction, and community service.
|
| |
-
CI 3070 - Teaching Theatre, 9-12 (3)
When Offered: Fall
Methods for teaching theatre in the 9-12 classroom. This course includes strategies, organization and administration for classroom and production activities in theatre arts. Experiences include developing lesson plans and actual high school teaching experience. It is strongly advised that all requirements for licensure (except student teaching) be completed prior to taking this methods course.
|
| |
-
CI 3090 - Teaching High School Science (2)
When Offered: Fall; Spring
Students will have 30 hours of teamed experience in public school classrooms in addition to class. It is strongly advised that all other requirements for licensure (except student teaching) be completed prior to the methods course.
|
| |
-
CI 3100 - Teaching High School Social Studies (3)
When Offered: Fall; Spring
National, state, and program standards for the social studies, current research in social studies education, social studies content, and knowledge and abilities of the learner are used to build lessons and limits in social studies. Constructing knowledge, understanding major social studies concepts, and developing skills based on the North Carolina Standard Course of Study are emphasized. Major topics include selecting materials and resources, instructional strategies, applying technology, assessing learning, and classroom management. Includes a 45-hour internship in a regional high school. Course is to be taken concurrently with RE 4630 the semester before student teaching.
|
| |
-
CI 3110 - Social Studies in the Elementary School (3)
When Offered: Fall; Spring
National, state, and program standards for the social studies, current research in social studies education, social studies content, and knowledge of the learner are used to build lessons and units in social studies. Constructing knowledge, understanding major social studies concepts, developing skills, and connecting social studies to the broader elementary curriculum is emphasized. Major topics include selecting materials and resources, instructional strategies, applying technology, integration with other subjects, and assessing learning. Coursework is integrated with the K-6 field internship and includes a service-learning component.
|
| |
-
CI 3120 - Teaching Languages: Theory and Practice (6)
When Offered: Fall
A study of theories, methods, and best practices for teaching second languages, including instructional strategies, materials and assessment in the K-12 curriculum. This course is designed to allow students to meet the Standards for Second Language Teachers as defined by the NC State Board of Education. Experiences will include development of lesson and unit plans, classroom observations and micro-teaching. Required for B.S. degree with K-12 teacher licensure.
(Same as LLC 3120 .)
|
| |
-
CI 3142 - Language and Literature in the Elementary School (4)
When Offered: On Demand
A study of communication skills in the elementary school curriculum with emphasis on language arts and children’s literature.
(Same as RE 3142 .)
|
| |
-
CI 3160 - Methods of Teaching Industrial Education (3)
When Offered: Fall; Spring
An introduction to methods, instructional strategies, organization and administration for teaching classroom and laboratory activities in industrial education subjects. Experiences will include development of unit and lesson plans, demonstrations, presentation, discussion techniques and field observation. Lecture three hours.
|
| |
-
CI 3230 - Investigating Mathematics and Learning (3) [WID]
When Offered: Fall; Spring
GEN ED: Junior Writing in the Discipline (WID)
This course prepares prospective teachers to construct a comprehensive understanding of effective mathematics instruction in grades K-6 with selected instructional activities designed for implementation during field placement experiences. The course includes content, methods, and materials of elementary school mathematics instruction. Topics include the content strand number and operations and process strands connections, communication, problem solving, reasoning and proof, and representation. The course emphasizes instructional design principles for teaching number and operation. Effective communication of mathematical ideas is a focal point of the course.
Prerequisites: MAT 2030 and RC 2001 or its equivalent.
(Same as MAT 3230 .)
|
| |
-
CI 3400 - Policies and Practices in Educational Assessment (2)
When Offered: Fall; Spring; Summer Session
Prospective teachers will critically examine factors that influence assessment practices and policies in districts, schools, and classrooms. They will consider how formative and summative data are and can be used to evaluate student learning and improve teacher instruction. They will design and develop a variety of assessments for student learning. Prospective teachers will analyze accountability systems, standardized testing, and high-stakes decision making. A grade of “C” (2.0) or higher must be earned.
Prerequisites: CI 2300 , FDN 2400 , PSY 3010 , and admission to teacher education.
|
| |
-
CI 3401 - Teaching About Life and Environments In the Elementary School (3)
When Offered: On Demand
An introduction to the content and methods of elementary science education, with a focus on the life sciences. The course will survey curriculum objectives related to the North Carolina Essential Standards in elementary school related to human body systems, human genetics and evolution, connections between humans and other living organisms, and human health in a global environment. The theory and practice of science education programs at the elementary level is discussed, including evaluation of instructional materials, an integration of current events to relevant science content, and the integration of science with other academic subjects.
Note: Course option for the Health, Wellness, and Life Systems Themed Strand
|
| |
-
CI 3402 - Children as Citizens: Building Classroom Community (3)
When Offered: On Demand
This course allows elementary education students to view elementary learners as current citizens of our interconnected world. The course will promote the practice and use of civil discourse within classroom settings in order to create a plan for developing a community of practice. Specifically, the course engages students in the analysis of traditional methods of classroom management through the lens of democratic and equitable classroom practices.
Note: Course option for the Creating Positive Learning Environments
|
| |
-
CI 3404 - Investigating Critical Literacy in Multiple Media Genres (3)
When Offered: On Demand
This course provides a critical orientation to the instructional uses of digital and non-digital media as modes for learning and expression in the elementary level classroom. Specifically, students will use critical media literacy as a lens to analyze media, technology, and art as cultural forms that contain and convey ideological messages and meanings. Through making across a range of modes, students will strengthen their critical and creative competencies using and choosing digital and non-digital media for learning.
Note: Course option for the Expanding Teacher Content Knowledge themed strand.
|
| |
-
CI 3500 - Independent Study (1-3)
When Offered: Fall; Spring
|
| |
-
CI 3520 - Instructional Assistance (1)
When Offered: Fall; Spring
A supervised experience in the instructional process on the university level through direct participation in a classroom situation.
May be repeated for a total credit of three semester hours. Graded on an S/U basis.
Prerequisite: junior or senior standing.
|
| |
-
CI 3530-3549 - Selected Topics (1-4)
When Offered: On Demand
|
| |
-
CI 3551 - Teacher, Leader, Citizen (3)
When Offered: Fall; Spring
The purpose of this course is to prepare pre-service teachers for their roles as civic leaders, educational leaders, and role models in their classrooms. Through a series of readings, class discussions, and service activities, future teachers will be encouraged to play an active role in their society and local community. This course requires a 10 hour service project.
|
| |
-
CI 3552 - Environmental Literacy in 21st Century Schools and Society (3)
When Offered: Fall; Spring
This course focuses on developing field-based instructional strategies for integrating current science and real-life scientific problem solving with the range of curricula covered by the North Carolina Standard Course of Study. During the course, pre-service teachers will explore multi-faceted ecological issues in their community, developing teaching approaches that bring together science content with math, technology, literacy, and social studies tools. This course requires a 10 hour service project.
|
| |
-
CI 3553 - Issues of Language and Culture in Public Schools (3)
When Offered: Fall; Spring
This course examines the concepts of language and culture and their relationships to teaching and learning in U.S. public schools. Students will develop an understanding of the history of linguistic diversity and language education in the U.S., theoretical foundations of the relationship between language, culture, and identity, as well as.how immigration influences the cultural and linguistic diversity of schools. Through the use of case studies in the second half of the course, students will develop applied knowledge of how these issues interact in public school settings. This course requires a 10 hour service project.
|
| |
-
CI 3554 - Investigating the Past and Present through the Experiences of Children (3)
When Offered: Fall; Spring
Students will strengthen their own content knowledge as well as develop perspectives on events children and young adolescents have experienced in the past and the present. Students will explore and compare experiences of how children around the world lived in the past and how children live today. Using children’s literature, primary and secondary sources, and current events, students will investigate the resilience of young people experiencing war, oppression, natural disaster, and other hardships both in the past and in the present. Students will conduct a service project directed toward children who are experiencing major challenges such as social injustice, poverty, or natural disaster. This course requires a 10 hour service project.
|
| |
-
CI 3555 - Beyond the Numbers (3)
When Offered: On Demand
Using the lens of quantitative literacy, students construct a comprehensive understanding of their world. Students will investigate what it means to be a global society and what responsibilities they hold as members. The course will examine current social issues, defining the issues and using data to paint a concise picture. This course requires a 10 hour service project.
|
| |
-
CI 3556 - Children at Risk (3)
When Offered: On Demand
This course provides information and research about at-risk conditions that affect the success of children in the public schools. The academic and nonacademic indicators that predispose students for being at risk will be examined. Students will have the opportunity to learn strategies for working with children in challenging situations, especially those associated with poverty. This course requires a 10 hour service project.
|
| |
-
CI 3557 - Build It! Design Technology and Elementary STEAM Education (3)
When Offered: Fall; Spring
This course focuses on developing strategies for integrating Science, Technology, Engineering, Arts and Mathematics (STEAM) in the elementary school curriculum. Preservice teachers will work with a wide range of materials - Legos, wood, cameras, computers and more - to design, build, and test a variety of creations, including self-propelled cars, robots and stop-motion animations. Students will explore how such project-based .learning activities can be used in classrooms to foster innovation, collaboration and creativity’. This course requires a 10 hour service project.
|
| |
-
CI 3750 - Integrating Media and Technology into Teaching (3)
When Offered: Fall; Spring
Prospective elementary education teachers gain experience analyzing, selecting, and using technology as tools for building community, developing digital citizenship, and managing learning environments. Successful students will develop strategies to cultivate digital citizenship in their classrooms, including face-to-face and online contexts. They will also learn skills for creating and using media and technology to teach critical thinking and meet the needs of diverse learners. Finally, this course provides an orientation to the educational technology market, facilitating students’ abilities to advocate for intentional technology acquisition, vetting, and support the privacy rights of minors.
|
| |
-
CI 3900 - Middle Grades Internship (3) [WID]
When Offered: Spring
GEN ED: Junior Writing in the Discipline (WID)
Prospective middle grades teachers are introduced to middle level classrooms and school communities through field experiences in professional development schools. Observation, participation, and teaching experiences ranging from individual to large group settings are included. Reflection, analysis, and discussions of practicum experiences are integrated into regularly scheduled seminars. Students will complete inquiry projects, and participate in interdisciplinary teaming while developing rapport with young adolescents and examining the context of effective middle level learning environments. Lecture 20 hours; laboratory 60 hours.
Graded on an S/U basis.
Prerequisite: RC 2001 or its equivalent. This course is taken concurrently with CI 3910 and CI 3920 .
|
| |
-
CI 3910 - Middle Level Education (3)
When Offered: Spring
Prospective middle grades teachers will have the opportunity to learn about effective middle level programs and practices. Emphasis is placed on a historical perspective of middle level programs and schools, components of highly successful middle level schools and programs, current trends and issues in middle level schooling, and middle level research. Prospective middle grades teachers examine the implications of shifting demographics on middle level education, including the study of urban and rural middle level schools and programs. There is an emphasis on the study of exemplary programs and practices for meeting the needs of young adolescents and their families.
|
| |
-
CI 3920 - Teaching Young Adolescents (3)
When Offered: Spring
Prospective middle grades teachers will have the opportunity to learn about the educational implications of the developmental period of early adolescence. The course focuses on applying what is known about young adolescents to models of effective middle grades teaching, learning, and schooling. Particular attention is paid to issues of ethnicity, race, gender, class, and ability and how these factors influence the developmental needs of young adolescents. The role of middle grades teachers in working with family and community members is also emphasized.
|
| |
-
CI 4000 - Elementary School Curriculum and Instruction (4)
When Offered: Fall; Spring
An examination of the basic principles of curriculum, instruction, and assessment in relation to children in grades K-6. Topics focusing on classroom management, working with parents, and demonstrating performance on teaching standards will also be presented. Emphasis is placed on selecting, planning, and utilizing materials, strategies, and experiences based on the developmental needs of children and young adolescents. Students apply their knowledge when teaching and assessing elementary students in a K-6 field experience culminating in a full-time internship during the last five weeks of the semester.
|
| |
-
CI 4020 - Teaching Physical Education (3)
When Offered: Fall; Spring
Students will have 30 hours of teamed experiences in public school classrooms in addition to class. It is strongly advised that all other course requirements for licensure (except student teaching) be completed prior to the methods course.
Prerequisites: HPE 4310 , HPE 4320 , HPE 4330 and HPE 4340 with a grade of “C” (2.0) or higher in each.
|
| |
-
CI 4030 - Teaching Mathematics in the Elementary School (3)
When Offered: Fall; Spring
A study of mathematics and pedagogy for prospective K-6 teachers. Mathematical content strands include measurement and geometry and process strands connections, communication, problem solving, reasoning and proof, and representation with the integration of technology and assessment. Selected assessment and instructional activities will be designed for implementation with elementary students during field placement experiences.
Prerequisites: MAT 2030 and CI 3230 /MAT 3230 .
|
| |
-
CI 4040 - Mathematics in the Middle Grades (3)
When Offered: Fall
This course focuses on the comprehensive study of instructional strategies for teaching middle grades mathematics. Emphasis is placed on utilization of resource materials, the North Carolina Standard Course of Study, national standards, technology use, integrative curriculum and instruction, and the assessment of student learning.
|
| |
-
CI 4085 - Teaching High School Mathematics (3)
When Offered: Fall
This course prepares prospective secondary mathematics teachers to understand effective mathematics curricula based on national, state, and program standards, and to implement effective instruction and assessment in grades 8-12. Major topics include current research in mathematics education, understanding abilities of diverse learners, instructional strategies (including interpreting secondary mathematics content for learners), applying instructional technology, assessing learning, and secondary classroom management. An instructional design plan (IDP) will be created and at least two lessons from that IDP will be taught to students during the internship. Students will have an internship experience in public school classrooms. It is strongly advised that all other requirements for licensure (except student teaching) be completed prior to the methods course. A grade of “C” (2.0) or higher must be earned in this class to proceed in teacher education.
[Dual-listed with CI 5085.] Dual-listed courses require senior standing; juniors may enroll with permission of the department.
|
| |
-
CI 4200 - Families in the Educational Process for Children: Birth Through Kindergarten (3)
When Offered: Fall
The purpose of this course is to provide knowledge and skills in communicating with families as partners in educational planning for young children. Students will apply skills with families of infants, toddlers, preschoolers, and kindergarteners having typical and atypical educational needs.
|
| |
-
CI 4300 - Content Area Literacy, Language, and Culture in the Middle Grades (3)
When Offered: Fall
Prospective middle grades teachers will have the opportunity to learn about the foundational and current issues and methods of instruction regarding literacy education at the middle grades level. Emphasis is placed on the politics of language and identity, socio-cultural contexts for adolescent literacy development, diverse literacy learners, and effective instructional strategies. Students enrolled in the course learn to assess students’ literacy needs and acquire knowledge of a range of practices that support the literacy development of young adolescents. Prospective middle grades teachers will work with cooperating public school teachers to plan and implement literacy strategies and assessments in middle grades classrooms.
|
| |
-
CI 4401 - Methods of Elementary Science Teaching (3)
When Offered: Fall; Spring
This course focuses on developing instructional strategies for teaching science content as a means for achieving scientific literacy in the 21st century. A broad range of science content will be explored in the context of the North Carolina Standard Course of Study (NCSCOS) strands: Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives. Students will be exposed to a variety of science teaching models with an emphasis on social constructivism and integrated instruction in a community context. Throughout the course, class work will be connected to the field experience, as students will develop school based projects, lessons, and assessments for implementation during their internship.
|
| |
-
CI 4421 - Art Education: Age 13 Through Adulthood (3)
When Offered: Fall
Recommended to be taken concurrently with ART 4422. Art teaching-learning for teenagers through adults for public schools and on traditional groups, stressing personal development, concepts, environmental influences, and interdisciplinary relationships. Practicum experiences in middle school, high school, and relevant alternate sites.
Prerequisites: ART 2421 and ART 3422. Prerequisites may be waived for non- licensure students with permission of the instructor.
|
| |
-
CI 4450 - Seminar in Middle Grades: Portfolio/Exhibition (1)
When Offered: Spring
Prospective middle grades teachers will be provided technological assistance as they create professional portfolios and prepare exhibitions. Time will be scheduled for the exhibition and assessment of these products. Emphasis will be placed on fulfilling graduation and initial licensure requirements as well as the transition to career status.
Graded on an S/U basis.
|
| |
-
CI 4480 - Middle Grades Classroom Management (2)
When Offered: Fall
Prospective middle grades teachers will explore and examine current philosophies and methods for creating and sustaining a classroom climate responsive to the unique developmental needs of middle grades young adolescents, focusing on physical, emotional, social, and cultural development. Emphasis on specific classroom management theories and models that align with middle level philosophy and practice. This course presents recent research and theory related to developing, maintaining, and managing an effective classroom climate. Students will apply best practices in classroom management including managing time, materials, and classroom space. Seminar
|
| |
-
CI 4490 - Middle Grades Curriculum, Instruction, and Assessment (4)
When Offered: Fall
Middle grades teacher candidates select, implement, and evaluate approaches to curriculum, instruction, and assessment that are designed to improve student learning. Candidates work collaboratively with university faculty, master teachers, and interdisciplinary teams in university cohorts and professional development school settings to improve and expand their professional knowledge. Emphasis is placed on integrative curriculum practices, understanding diversity, assessment of teaching and student learning, and the use of technology. In the field experience, emphasis is placed on implementing teaching and assessment practices that are responsive to diverse students’ needs, management of students, time, and resources, and participation in reflective practices. Candidates have opportunities to participate in professional association meetings, seminars, and conferences. Lecture 40 hours, laboratory 150 hours.
|
| |
-
CI 4552 - Advanced Video Production (3)
When Offered: Spring
This course will give students the opportunity to engage in the professional video production process as they create a video program for a client or for their portfolio. Students will learn skills in pre-production planning, production and post-production editing, and they will also learn to operate and maintain professional quality equipment. Additionally, as they act as crew on one another’s projects and critique one another’s work, students will learn to be a part of a video production team. Emphasis in this course is placed on thorough and creative planning, collaborative production and a progressive step-by-step approach to post-production.
Prerequisite: CI 4840 or permission of the instructor.
|
| |
-
CI 4553 - Issues in Transdisciplinary Service Delivery (3)
When Offered: Spring
This seminar emphasizes the foundations for professional development, positive attitudes toward children and families, and the strong commitment toward continuous, life-long study of young children and their learning. Class discussions and assignments are designed to prepare B-K teachers to participate fully in interdisciplinary and transdisciplinary early childhood teams and to collaborate across agencies dealing with young children and their families.
|
| |
-
CI 4591 - Theory and Practice in the Teaching of High School English (3)
When Offered: Fall; Spring
This course gives preservice teachers an opportunity to think about and explore pedagogy and curriculum for Secondary English through reading, discussion, planning, projects and presentations. Participants will also be asked to consider institutional issues and conditions that impact teaching, as well as needs and concerns of adolescents, societal influences on schools, and conceptions of what constitutes good teaching and learning. This course should be taken the semester prior to student teaching.
(Same as ENG 4591 .)
|
| |
-
CI 4660 - Classroom Management and Assessment Practicum in Secondary Education (2-3)
When Offered: Fall
Provides opportunities for students to study, observe, and participate in using performance assessment and classroom management strategies in public schools. Reflection, analysis and discussion of practicum experiences are integrated into regularly scheduled seminar classes. Emphasis is placed on: multiple assessment strategies, including portfolio assessment; making and documenting classroom management decisions; taking action and communicating these actions to students and parents; and becoming a reflective practitioner.
|
| |
-
CI 4740 - Photography and Digital Imaging (3)
When Offered: Fall; Spring
Basic theory, principles, and techniques of photography and digital imaging.
|
| |
-
CI 4770 - Intermediate Photography and Digital Imaging (3)
When Offered: Spring
An intermediate photographic production course which strengthens previously acquired skills in photography and provides advanced work in digital imaging.
|
| |
-
CI 4810 - Introduction to Sight and Sound (3)
When Offered: Fall; Spring
An introduction to the basic knowledge and skills underlying any effective audiovisual presentation. Students will have the opportunity to learn the aural and visual aesthetic principles involved in the creation of effective media presentations. They will also have the opportunity to learn the theory and operation of various common sight and sound devices, including microphones, digital audio recorders, and digital audio editing software; still cameras, and digital image editing software; video cameras and digital video editing tools; and projection devices and presentation systems. Emphasis will be placed not only on understanding how the equipment works, but on the common theoretical background shared by all these communication devices.
|
| |
-
CI 4825 - Non-fiction Film and Video (3)
When Offered: Fall; Spring
Students view and analyze a variety of non-fiction films and videos in terms of both form and content. Emphasis is placed on understanding the wide range of purposes for which non-fiction programs are made, and on examining the variety of techniques used to achieve those purposes. Students also engage in some hands-on experiences attempting to capture reality on videotape as part of an effort to explore what happens to reality when it is shaped into a film or video.
|
| |
-
CI 4830 - Media Literacy (3)
When Offered: Fall
The course examines what it means to be literate in a media era. Key concepts and principles from the field of media literacy are studied through an examination of motion pictures, advertising, television, photo journalism, broadcast news, and the Internet. Emphasis is placed upon understanding media texts, media industries, media narratives, and the form and language of a variety of different media. Students are provided with critical frameworks for analyzing media as well as with tools and techniques to be applied in several class projects aimed at deconstructing media messages.
|
| |
-
CI 4835 - Media: Image, Influence, and Identity (3)
When Offered: Spring
This media literacy course concentrates on media representations, media audiences, and media effects, including the socio-cultural contexts of consumption and production. Media, ranging from mass media to social media, are studied in terms of their depiction of individuals, institutions, and issues. Key categories of exploration include examining identity and media representations of race, class, gender, sexuality, ability, etc. Case studies may include representations of the family, adolescence, and minorities.
|
| |
-
CI 4840 - Video Production and Story (3)
When Offered: Fall; Spring
This course is a basic introduction to the creative and technical skills needed to produce effective, low-budget video programs on location. Students will use the department’s digital cameras and non-linear computer editing system to learn how to express themselves clearly in a wide variety of programming formats through the language of video. Students will gain experience in each of the three stages in the production process: pre-production, production, and post-production.
|
| |
-
CI 4860 - Audio Documentary Production (3)
When Offered: Spring
In this course, students listen to and analyze a variety of non-fiction audio programs in terms of both form and content. Emphasis is placed on understanding the wide range of purposes for which non-fiction programs are made, and on examining the variety of techniques used to achieve those purposes. The class will explore the advantages and disadvantages of creating and distributing documentaries in an audio format. Students also engage in some hands-on experiences creating sound documentaries using a variety of digital audio hardware and software. The short audio documentaries produced by each member of the class will be podcast.
|
Career and Technical Education |
| |
-
CTE 1030 - Computer Digital Input Systems (3)
When Offered: Fall; Spring
Provides opportunities for students to use speech recognition to efficiently input data; use emerging alternative digital input devices such as handheld computers, scanners, digital cameras, and cell phones. Basic skills such as formatting letters, manuscripts, and other business documents are also reinforced.
|
| |
-
CTE 1300 - Housing Environments (3)
When Offered: Fall
Study of individual and family housing needs and housing space. Application of the elements and principles of design to ensure the creation of functional, safe and aesthetically pleasing living environments which foster individual and family well-being and accommodate relevant life cycle stages. Lecture three hours.
|
| |
-
CTE 1590 - Personal Money Management (3)
When Offered: Fall
GEN ED: Liberal Studies Experience
Planning and managing personal finances. Emphasis is placed on controlling expenditures, consumption, emergencies, borrowing, insurance, home ownership, taxes, savings, investing, retirement, and personal estate planning.
|
| |
-
CTE 1750 - An Introduction to Career and Technical Education (1)
When Offered: Fall
This course provides an overview of Career and Technical Education programs (CTE), objectives, and their outcomes in middle, secondary and post-secondary schools in North Carolina and throughout the United States. The course also addresses the philosophy of career and technical education, its role in public education, and introduction to the curricula taught within the state. Finally, the course addresses the roles and responsibilities of CTE teachers and historical context of career and technical education programs, including major legislation affecting development of Career and Technical Education.
|
| |
-
CTE 2355 - Family Resource Management (3)
When Offered: Fall
Identification and management of a variety of resources most often found in family systems. Emphasis on clarifying values, setting goals, decision making and allocating resources as they relate to individual and family choice across the lifespan.
|
| |
-
CTE 3009 - Introduction to the Technology Teaching Profession (3)
When Offered: Fall
An introduction to the career and technology education curriculum, as well as the professional roles and responsibilities of Technology Education and Trade and Industry teachers. Course expectations include lab activities related to career and/or technology education curriculum in North Carolina, interviews with master teachers, and field experiences in regional Career and Technical classrooms at the middle and high school levels.
Prerequisite or corequisite: TEC 2029 .
|
| |
-
CTE 3250 - Career Management (3)
When Offered: Fall
This course provides an overview of career management including the career planning and development process. Students will explore helping skills, diverse populations, ethical and legal issues, career development models, assessment, labor market information and resources, technology, employability skills, training, program management and promotion and public relations as it pertains to career management.
|
| |
-
CTE 3340 - Business Communications (3) [WID]
When Offered: Fall; Spring
GEN ED: Junior Writing in the Discipline (WID)
Students gain experience in written and spoken business communications. Activities include writing e-mail, memoranda, letters, proposals, and reports. Oral, nonverbal, and intercultural communications are emphasized.
Prerequisite: RC 2001 or its equivalent.
(Global Learning Opportunity course)
|
| |
-
CTE 3380 - Information Systems for Business and Education Professionals (3)
When Offered: Spring
This course provides instruction in computers as essential components in business and education. Students are instructed about concepts related to information systems design, networking, e-commerce, and programming languages. Students will have the opportunity to engage in some hands-on experiences related to the course objectives.
|
| |
-
CTE 3500 - Independent Study (1-4)
When Offered: On Demand
|
| |
-
CTE 3520 - Instructional Assistance (1)
When Offered: On Demand
A supervised experience in the instructional process on the university level through direct participation in a classroom situation.
May be repeated for a total credit of three semester hours. Graded on an S/U basis.
Prerequisite: junior or senior standing.
|
| |
-
CTE 3530-3549 - Selected Topics (1-4)
When Offered: On Demand
Subject matter may vary from term to term depending on student interest and need. A student may enroll more than once in a selected topics course provided that the content does not duplicate that of the previous course.
|
| |
-
CTE 3700 - Introduction to Family and Consumer Sciences Education (3)
When Offered: Spring
Survey of the North Carolina program of studies in secondary family and consumer sciences and the vocational student organization (FCCLA). Guided observation and participation in educational settings.
Prerequisite: permission of the instructor.
|
| |
-
CTE 3750 - Teaching the T & E in STEM (3)
When Offered: Fall
The course will focus on the many different aspects of STEM education, as it relates to Career and Technical Education, specifically Technology, Engineering and Design at the K-12 level. Various modes of STEM delivery will be explored, in addition to the development and implementation of STEM activities at the K-12 level. STEM Activities and resources will be examined and critiqued. STEM units will be developed and correlated to NC CTE Essential Standards, Next Generation Science Standards and Standards for Technology Literacy.
|
| |
-
CTE 3850 - Professional Development and Adult Learners (3)
When Offered: Spring
This course provides an overview of career and technical education (CTE) professional development and the adult learner. Three pillars for professional success: life planning, workplace skills, and career planning are emphasized as well as the impact of adult learning theory on professional development.
|
| |
Page: 1 <- 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
… Forward 10 -> 33 |
|
|
Print this Page