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C I 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.
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C I 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.
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C I 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 .)
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C I 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.
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C I 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.
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C I 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.
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C I 3000 - Learner Diversity: Teaching English Language Learners (3)
When Offered: Fall; Spring
This course examines current literature and instructional practices related to working with English language learners (ELLs) in mainstream classrooms, especially in the areas of understanding cultural differences, and developing language and content learning. Emphasis is placed on developing positive dispositions towards and empathy for the challenges faced by 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.
(Same as SPE 3000 .)
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C I 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.
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C I 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 .)
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C I 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 .
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C I 3030 - Investigating Mathematics and Learning (4)
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 R C 2001 or its equivalent. (Same as MAT 3030 .)
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C I 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 .)
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C I 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 .)
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C I 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. (Same as MUS 3033 .)
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C I 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 .)
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C I 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.
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C I 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.
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C I 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.
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C I 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 R E 4630 the semester before student teaching.
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C I 3104 - Practicum I (3)
When Offered: Spring
This practicum is designed to provide opportunities for students to plan and implement developmentally appropriate learning environments, learning experiences, and interactions with children and their families. In addition, students are required to demonstrate a basic level of reflection and professional behavior. Students in this practicum will be required to work with children ages birth-2 or 3-5 years of age. The practicum consists of a minimum of 150 contact hours in a program serving young children.
Graded on an S/U basis.
Prerequisite: consent of the instructor. (Same as FCS 3104 /SPE 3104 .) Periodic seminars will be required.
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C I 3105 - Practicum II (3)
When Offered: Fall
This practicum is designed to build on and extend competencies learned in Practicum I. Students in this practicum will be required to work with children ages birth-2 or 3-5 years of age, depending on prior practicum placement. Students also will be required to plan and implement developmentally appropriate environments, learning experiences, and interactions with children and their families. In addition, students will be expected to demonstrate an advanced level of reflection and integration, as well as appropriate professional behavior. The practicum consists of a minimum of 150 contact hours in a program serving young children. Periodic seminars will be required.
Graded on an S/U basis.
Prerequisites: FCS 3104 /C I 3104 /SPE 3104 or permission of the instructor; and R C 2001 or its equivalent. (Same as FCS 3105 /SPE 3105 .)
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C I 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.
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C I 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 .)
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C I 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 R E 3142 .)
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C I 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.
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C I 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: C I 2300 , FDN 2400 , PSY 3010 , and admission to teacher education.
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C I 3500 - Independent Study (1-3)
When Offered: Fall; Spring
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C I 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.
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C I 3530-3549 - Selected Topics (1-4)
When Offered: On Demand
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C I 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.
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C I 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, preservice 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.
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C I 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.
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C I 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.
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C I 3555 - Seeing the World through Mathematics (3)
When Offered: On Demand
Using the lens of mathematics, 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 numbers to paint a concise picture. This course includes a 20 hour service project.
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C I 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 20 hour service project.
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C I 3750 - Integrating Media and Technology into Teaching (3)
When Offered: Fall; Spring; Summer Session
Prospective elementary education teachers gain experience integrating media and technology into instruction. This course focuses on using a variety of media to enhance content area instruction, while meeting the needs of diverse learners. Prospective teachers learn skills for designing and producing quality materials using media forms such as photography and video, the Microsoft Office Suite of programs, online resources, and emerging technologies.
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C I 3900 - Middle Grades Internship (3)
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: R C 2001 or its equivalent. This course is taken concurrently with C I 3910 and C I 3920 .
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C I 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.
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C I 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.
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C I 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.
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C I 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.
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C I 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 C I 3030 /MAT 3030 .
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C I 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.
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C I 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.
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C I 4131 - Teaching Family and Consumer Sciences (Grades 9-12) (3)
When Offered: Fall
A study of the organization and management of the family and consumer sciences program in the secondary school (9-12) setting. Emphasis will be placed on instructional objectives and planning, curriculum development and utilization, classroom management and evaluation techniques. Includes an intensive, 30-hour field experience in a public school setting.
Prerequisites: admission to teacher education and FCS 3700 , or approval of the instructor. (Same as FCS 4131 .)
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C I 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.
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C I 4300 - Literacy, Language, and Culture in Middle Grades Education (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.
(Same as R E 4300 .)
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C I 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.
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C I 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.
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C I 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.
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C I 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.
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C I 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: C I 4840 or permission of the instructor.
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C I 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.
(Same as FCS 4553 /SPE 4553 .)
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C I 4556 - Infant/Toddler Curriculum (3)
When Offered: Fall
The purposes of this course are (1) to apply the principles of developmentally appropriate practice to planning, implementing, and evaluating curriculum experiences for infants and toddlers; and (2) to develop strategies for integrating a range of developmental needs and disabilities within the planned curriculum.
Prerequisites: FCS 2101 and SPE 3274 , or consent of the instructor. (Same as FCS 4556 /SPE 4556 .)
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C I 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 .)
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C I 4602 - Preschool Curriculum and Instruction (3)
When Offered: Fall
The purposes of this course are (1) to apply the major cognitive, language, affective, social and physical development theories to curriculum planning and implementation for all young children; and (2) to develop strategies for integrating a range of learning needs and disabilities into the planning and implementation of an early childhood curriculum. Emphasis will be on education services in public schools and other settings serving young children with typical and atypical needs.
Prerequisite: SPE 3274 or consent of the instructor. (Same as FCS 4602 /SPE 4602 .)
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C I 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. Lecture and laboratory hours required.
(Same as B E 4660 .)
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C I 4680 - Kindergarten Curriculum (3)
When Offered: Fall
Designed for both birth-kindergarten and elementary education majors, this course provides information on the history of the kindergarten movement, an overview of development of five and six year olds, classroom organization and management, as well as specific, developmentally appropriate assessments and methods for teaching children in kindergarten. Lecture three hours.
Prerequisite: admission to teacher education. (Same as FCS 4680 /SPE 4680 .)
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C I 4740 - Photography and Digital Imaging (3)
When Offered: Fall; Spring
Basic theory, principles, and techniques of photography and digital imaging.
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C I 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.
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C I 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.
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C I 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.
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C I 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.
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C I 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.
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C I 4840 - Beginning Video Production (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.
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C I 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.
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C I 4900 - Internship/Student Teaching (6-12)
When Offered: Fall; Spring
GEN ED: Capstone Experience
Teaching experiences under supervision for one semester for students who plan to teach B-12.
Graded on an S/U basis.
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Career and Technical Education |
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CTE 3500 - Independent Study (1-4)
When Offered: On Demand
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CTE 3520 - Instructional Assisstance (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.
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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.
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CTE 3900 - Internship (6 or 9)
When Offered: On Demand
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CTE 4619 - Career and Technical Education Curriculum (3)
When Offered: Fall
This course provides an overview of career and technical education (CTE) curriculum development and programs of study in North Carolina. Students will utilize the North Carolina Standard Course of Study curriculum guides to prepare detailed units of instruction and daily lesson plans, along with appropriate instructional resources and assessments.
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CTE 4629 - Management of Career and Technical Education Programs and CTSOs (3)
When Offered: Spring
This course is designed to provide prospective Career and Technical Education (CTE) teachers with the knowledge and skills necessary to effectively organize and manage CTE educational programs and career technical student organizations (CTSO’s). Topics to be studied include: an overview of CTE, management and evaluation of CTE programs, and organization and administration of CTE student organizations. Students will also learn to plan, implement, and direct various work-based learning programs, as well as engage in professional development activities.
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CTE 4650 - Research in Career and Technical Education (3)
When Offered: Spring
GEN ED: Junior Writing in the Discipline (WID)
This course provides students with an opportunity to conduct original and unique research in the field of career and technical education. Students will conduct research and design and develop an original project in their specific area of study based on the specific content area skills they have developed in their previous coursework.
Prerequisite: R C 2001 or its equivalent.
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CTE 4660 - Methods and Materials in Career and Technical Education (3)
When Offered: Fall
This course provides a study of instructional strategies appropriate for use in Career and Technical Education (CTE) classrooms (grades 6-12). It places emphasis on the following areas of study: learning theory, standards-based instructional planning, teaching methods, and classroom management.
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CTE 4810 - Seminar (3)
When Offered: On Demand
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CTE 4910 - Practicum in Career and Technical Education (1)
When Offered: Fall
Prospective Career and Technical Education (CTE) teachers are introduced to CTE classrooms and school communities through field experiences in secondary 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.
Corequisite: CTE 4660 .
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Dance |
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DAN 1400 - Modern Dance I (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
An introduction to modern dance as an art form with the beginning practice of movement technique. Emphasis will be on the discovery of skills to develop the articulation and expressiveness of the body. The course will be an introduction to the medium of modern dance through the concepts of time, space, force and direction while integrating alignment and placement. Historical perspectives as well as aesthetic values will be covered.
May be repeated one time for credit.
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DAN 1410 - Beginning Ballet I (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
A beginning study of the art of classical ballet with emphasis on basic vocabulary, alignment/placement, classical historical traditions and basic combinations of movement.
May be repeated one time for credit.
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DAN 1420 - Jazz I (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
A study of beginning jazz dance technique with an emphasis on rhythmic awareness, style and cultural traditions.
May be repeated one time for credit.
Prerequisite: DAN 1400 or DAN 1410 .
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DAN 1430 - African Dance (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
This course is an introduction to the study of West African dance technique. The course emphasizes the movement vocabulary of West African dance while also providing historical and cultural perspectives on cross cultural dance styles. The course introduces students to the alignment, mechanics, musicality and performance qualities associated with West African dance, while also addressing the central role dance plays in the socio-spiritual life of African people.
May be repeated one time for credit.
(Global Learning Opportunity course)
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DAN 2010 - Exploring the Arts: Dance (3)
When Offered: Fall; Spring
GEN ED: Fine Arts Designation; Integrative Learning Experience (Theme: “Imagination, Innovation, and Meaning”)
This course will explore the meaning, history, and aesthetics of dance. It will include cross-cultural comparisons and the influence of other art forms throughout the history of dance. The course will be primarily lecture with demonstrations, video, and some experiential work.
(Global Learning Opportunity course)
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DAN 2020 - World Dance (3)
When Offered: Fall; Spring
GEN ED: Fine Arts Designation; Integrative Learning Experience (Theme: “Expressions of Culture”)
This course will explore dance as a vital contribution to cultural understanding from various regions and cultures around the world including the Americas, Africa, Europe, Asia and Oceania.
(Global Learning Opportunity course)
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DAN 2030 - Dance, Media and Culture (3)
When Offered: Fall; Spring
GEN ED: Fine Arts Designation; Integrative Learning Experience (Theme: “Expressions of Culture”)
This course will focus on the intersection of dance, media and culture by contextualizing an emerging role of dance from an elitist perspective to a populist activity. Content will include a global perspective of dance on film, technological advances in digital dance media and the creation of fusion dance forms as a means of cultural expression.
(Global Learning Opportunity course)
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DAN 2106 - Performance Activity: Dance (0-1)
When Offered: Fall; Spring
Performance activity is available to all students by audition for dance ensemble. A maximum of two semester hours of credit in DAN 2106 will apply toward graduation.
May be repeated for credit.
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DAN 2107 - Production Running Crew (0-1)
When Offered: Fall; Spring
Production running crew is available to all students. Specific jobs and hours will be arranged with the instructor. A maximum of two semester hours of credit in DAN 2107 will apply toward graduation.
May be repeated for credit.
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DAN 2400 - Modern Dance II (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
A second (intermediate) level study of modern technique and basic elements of dance with more emphasis given to the refinement of skills and aesthetic elements.
May be repeated one time for credit.
Prerequisite: DAN 1400 or permission of the instructor.
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DAN 2410 - Ballet II (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
A beginner/intermediate class in classical ballet technique designed to facilitate skill in allegro and adagio work with an emphasis on developing line, style, placement and musicality. Focus will be on expanding the dancer’s artistry through the development of articulation, precision and conditioning.
May be repeated for a total credit of four semester hours.
Prerequisite: permission of the instructor.
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DAN 2420 - Jazz II (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
A second level study of jazz technique and advanced elements of dance with more emphasis given to the refinement of skills including rhythmic awareness and dynamic interpretation.
May be repeated one time for credit.
Prerequisite: DAN 1420 or permission of the instructor.
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DAN 2500 - Independent Study (1-4)
When Offered: Fall; Spring
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DAN 2600 - Floor Barre (1)
When Offered: Fall; Spring
A study of the innovative technique based on the teachings of originator and founder, Zena Rommett. This class will help develop correct alignment, maximum turn-out, and improve balance as well as refine movement skills and increase vitality.
May be repeated one time for credit.
Prerequisite: permission of the instructor.
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DAN 2610 - Pointe (1)
When Offered: On Demand
An intermediate to an advanced level study of the art of pointe work in the area of classical ballet technique, facilitating pointe skill in allegro and adagio work with an emphasis on developing line, style, placement and musicality. Focus will be on expanding the dancer’s artistry through the development of footwork while strengthening ankles and legs with movement articulation, precision and conditioning.
May be repeated one time for credit.
Prerequisite: concurrent enrollment in a technique class or permission of the instructor.
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DAN 3280 - Yoga as Somatic Practice (2)
When Offered: Fall; Spring
GEN ED: Wellness Literacy
This course will examine the basic principles of the physical practice of yoga known as Hatha Yoga. The course will explore the practice of asanas (sustained postures) and vinyasas (sequences of postures connected by breath), pranayama (breathing exercises) and pratyahara, (meditation practices). Students will also be introduced to the philosophical and historical context of Hatha yoga.
May be repeated one time for credit.
(Global Learning Opportunity course)
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DAN 3400 - Advanced Dance Technique (1)
When Offered: Fall; Spring
The course will explore the elements of rhythm, space, time and effort in advanced dance technique. Focus will be on expanding the dancer’s artistry through the development of articulation, precision and conditioning. Students will be expected to learn movement quickly and accurately.
May be repeated for a total of four semester hours credit.
Prerequisite: permission of the instructor.
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DAN 3405 - Modern Dance III (2)
When Offered: Fall; Spring
An advanced level study of modern technique with emphasis on continued refinement of skills, aesthetics, and the performance of complex combinations.
May be repeated for a total of 6 s.h. credit.
Prerequisite: DAN 2400 or permission of the instructor.
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DAN 3410 - Ballet III (2)
When Offered: Fall; Spring
An intermediate/advanced class in classical ballet technique designed to facilitate progressive skill in the execution and performance of complex combinations of adagio and allegro work with an emphasis on refinement of line, style, placement, and musicality. Focus will be on continued expansion of the dancer’s artistry through development of articulation, precision, and conditioning.
May be repeated for a total credit of four semester hours.
Prerequisite: permission of the instructor.
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DAN 3420 - Dance Composition and Improvisation (3)
When Offered: Fall; Spring
A beginning study of dance composition including the elements of time, space, and design. Guided explorations in improvisation will be given as tools for developing personal movement vocabulary and expanding choreographic possibilities. Emphasis will be placed on learning to look at dances and appraise their choreographic structure critically and objectively. The course will culminate with a solo choreographic work.
Prerequisite: DAN 1400 or DAN 1410 or DAN 1420 or permission of the instructor.
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DAN 3430 - Early Dance History (3)
When Offered: Fall; Spring
GEN ED: Fine Arts Designation; Liberal Studies Experience
Early Dance History will explore ritual to classical dance forms from the earliest times through the 19th century. The course will focus on dance in relation to other art forms as well as the cultural, aesthetic and philosophical influences on dance.
(Global Learning Opportunity course)
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DAN 3435 - Dance History in the Modern Era (3)
When Offered: Fall; Spring
GEN ED: Fine Arts Designation; Liberal Studies Experience
Contemporary Dance History will explore concert dance styles from the 20th century to the present day. Special emphasis will be given to cultural, aesthetic and philosophical influences on contemporary concert dance.
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DAN 3450 - Dance Pedagogy (3)
When Offered: Fall; Spring
This course will explore methods and theories of dance education through didactic and experiential means including lecture, observation, labs, practical teaching experiences, and feedback sessions. Lecture three hours, laboratory one hour.
Prerequisite: DAN 1400 or DAN 1410 or DAN 1420 or permission of the instructor.
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