College Catalog
EDU Education
Courses are listed by course discipline prefix, number, course title, credit hours, and, in parentheses, the number of lecture, laboratory and/or work experience/clinical hours, and the semester the course is offered. Local and state prerequisites and corequisites are identified by superscript L for localL and S for stateS. The symbol 鈥淎ND鈥� indicates the course will be offered 鈥淎s Needs Demand.鈥�
UGETC represents the Universal General Education Transfer Component as described in the Comprehensive Articulation Agreement (CAA).
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 114 | Intro to Family Childcare | 3 (3-0) | Spring |
Prerequisite: None
Corequisite: None
This course introduces the student to family child care home environments with emphasis on standards and developmentally effective approaches for supporting diverse children and families. Topics include standards for quality, curriculum for multiple age groups, authentic assessment methods, business practices, building positive family and community partnerships, and professionalism. Upon completion, students should be able to design a family child care handbook that reflects a healthy, respectful, supportive, and stimulating learning environment. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 119 | Intro to Early Child Education | 4 (4-0) | Summer, Spring, Fall |
Prerequisite: None
Corequisite: None
This course introduces the foundations of culturally responsive, equitable and inclusive early childhood education, planning intentional developmentally appropriate experiences, learning activities, and teaching strategies for indoor and outdoor environments for all young children, guidance techniques, and professionalism. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, guidance techniques, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to implement developmentally appropriate environments, guidance techniques, schedules, and teaching strategies across developmental domains to support culturally, linguistically, and ability diverse children and their families in inclusive settings, and design a personal career/professional development plan. (2022 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 131 | Child, Family, and Community | 3 (3-0) | Fall |
Prerequisite: None
Corequisite: None
This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children birth through adolescence, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Premajor and/or Elective course for A.A. and A.S.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 144 | Child Development I | 3 (3-0) | Summer, Fall |
Prerequisite: None
Corequisite: None
This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Premajor and/or Elective course for A.A. and A.S.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 145 | Child Development II | 3 (3-0) | Spring |
Prerequisite: None
Corequisite: None
This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Premajor and/or Elective course for A.A. and A.S.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 146 | Child Guidance | 3 (3-0) | Spring |
Prerequisite: None
Corequisite: None
This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 151 | Creative Activities | 3 (3-0) | Fall |
Prerequisite: None
Corequisite: None
This course introduces developmentally supportive, diverse, equitable, and inclusive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials and activities that align with the NC Foundations for Early Learning and Development. Emphasis is placed on best practices providing process-driven culturally diverse, learning experiences in art, music, creative movement, dance, and dramatic play integrated across all domains and academic content in indoor/outdoor environments for every young child age birth through age eight. Upon completion, students should be able to observe, examine, create, adapt, and advocate for developmentally appropriate creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse. (2022 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 153 | Health, Safety and Nutrition | 3 (3-0) | Spring |
Prerequisite: None
Corequisite: None
This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 157 | Active Play | 3 (2-2) | Fall |
Prerequisite: None
Corequisite: None
This course introduces physical activities to promote the development of children with diverse abilities, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk/benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess culturally responsive, equitable and developmentally appropriate experiences using NC Foundations for Early Learning and Development. (2022 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 184 | Early Child Intro Pract | 2 (1-3) | AND |
Prerequisite: EDU-119S
Corequisite: None
This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children, assisting in the implementation of developmentally appropriate, culturally responsive, equitable, and ability diverse activities in indoor/outdoor environments for young children, supporting/engaging families, and modeling reflective/professional practices based on national/state guidelines. Upon completion, students should be able to implement respectful/reciprocal relationships with children and families, design, implement, and adapt developmentally appropriate activities, plans, and daily routines that align with NC Foundations for Early Learning and Development and demonstrate ethical/professional behaviors as indicated by assignments and onsite/virtual faculty assessments.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 187 | Teaching and Learning for All | 4 (3-3) | Fall |
Prerequisite: None
Corequisite: None
This course introduces students to knowledge, concepts, and best practices needed to provide developmentally appropriate, effective, inclusive, and culturally responsive educational experiences in the classroom. Topics include growth and development, learning theory, student motivation, teaching diverse learners, classroom management, inclusive environments, student-centered practices, instructional strategies, teaching methodologies, observation/assessment techniques, educational planning, reflective practice, collaboration, cultural competence, ethics, professionalism, and leadership. Upon completion, students should be able to identify the knowledge, skills, roles, and responsibilities of an effective educator as defined by state and national professional teaching standards. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Other Required Hours/Universal Ed. course for A.A. Teacher Preparation and A.S. Teacher Preparation
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 216 | Foundations of Education | 3 (3-0) | Fall |
Prerequisite: None
Corequisite: None
This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Other Required Hours for A.A. Teacher Preparation and A.S. Teacher Preparation
- Premajor and/or Elective course for A.A. and A.S.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 221 | Children With Exceptionalities | 3 (3-0) | Spring |
Prerequisite: EDU-144S, EDU-145S
Corequisite: None
This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Premajor and/or Elective course for A.A. and A.S.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 234 | Infants, Toddlers, and Twos | 3 (3-0) | Spring |
Prerequisite: EDU-119S
Corequisite: None
This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 235 | School-Age Develop & Programs | 3 (3-0) | Fall |
Prerequisite: None
Corequisite: None
This course includes developmentally appropriate practices in group settings for school-age children. Emphasis is placed on principles of development, environmental planning, and positive guidance techniques and program development. Upon completion, students should be able to discuss developmental principles for culturally, linguistically, and ability diverse children ages five to twelve and plan and implement developmentally appropriate programs and activities. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 250 | Teacher Licensure Preparation | 3 (3-0) | Summer, Spring, Fall |
Prerequisite: ENG-111S; MAT-143S, MAT-152S, or MAT-171S
Corequisite: None
This course provides information and strategies necessary for transfer to a teacher licensure program at a senior institution. Topics include entry level teacher licensure exam preparation, performance based assessment systems, requirements for entry into teacher education programs, the process to become a licensed teacher in North Carolina, and professionalism including expectations within the field of education. Upon completion, students should be able to utilize educational terminology and demonstrate knowledge of teacher licensure processes including exam preparation, technology based portfolio assessment, and secondary admissions processes to the school of education at a senior institution. (2018 FA) This course has been approved to satisfy the following requirement(s):
- Other Required Hours/Universal Ed. course for A.A. Teacher Preparation and A.S. Teacher Preparation
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 251 | Exploration Activities | 3 (3-0) | Spring |
Prerequisite: None
Corequisite: None
This course covers fundamental concepts in the content areas of science, technology, engineering, math, and social studies through investigative experiences aligned with NC Foundations for Early Learning and Development. Emphasis is placed on exploring fundamental concepts, scope and sequence, and teaching strategies to engage each child through play and open-ended discovery in indoor/outdoor environments. Upon completion, students should be able to understand major concepts in each content area and implement developmentally appropriate, culturally responsive, equitable, and inclusive experiences for all young children.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 259 | Curriculum Planning | 3 (3-0) | Fall |
Prerequisite: EDU-119S
Corequisite: None
This course is designed to focus on using content knowledge to build effective developmentally appropriate approaches that are culturally responsive, equitable, and ability diverse for young children. Topics include components of curriculum, a variety of curriculum models, authentic observation and assessment, and planning developmentally appropriate experiences and indoor/outdoor environments aligned with the NC Foundations for Early Learning and Development. Upon completion, students should be able to understand, evaluate, and use developmentally appropriate curriculum to plan for the individual/group needs of young children.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 261 | Early Childhood Admin I | 3 (3-0) | Summer |
Prerequisite: None
Corequisite: EDU-119S
This course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy, policies and procedures, NC Child Care Law and Rules, business planning, personnel and fiscal management, and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, locate current state licensing regulations, analyze a business plan and examine comprehensive program policies and procedures. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 262 | Early Childhood Admin II | 3 (3-0) | Summer |
Prerequisite: EDU-119S, EDU-261S
Corequisite: None
This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 271 | Educational Technology | 3 (2-2) | Summer |
Prerequisite: None
Corequisite: None
This course introduces the appropriate and ethical use of technology that is inclusive of digital and analog materials/tools to enhance teaching and learning in all educational settings. Emphasis is placed on the developmentally appropriate use of technology with children, ethical issues, digital citizenship, instructional strategies, assistive technology, and the use of technology for professional development and communication with families. Upon completion, student should be able to demonstrate professional and ethical implementation of various modes of technology in culturally responsive and equitable ways to support diverse children, families and communities.
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 275 | Effective Teach Train | 2 (2-0) | AND |
Prerequisite: None
Corequisite: None
This course provides specialized training using an experienced-based approach to learning. Topics include instructional preparation and presentation, student interaction, time management, learning expectations, evaluation, and curriculum principles and planning. Upon completion, students should be able to prepare and present a six-step lesson plan and demonstrate ways to improve students' time-on-task. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 279 | Literacy Develop and Instruct | 4 (3-3) | Spring |
Prerequisite: None
Corequisite: None
This course is designed to provide students with concepts and skills of literacy development, instructional methods/materials and assessment techniques needed to provide scientifically-based, systematic reading and writing instruction into educational practice. Topics include literacy concepts, reading and writing development, developmentally appropriate pedagogy, culturally-responsive instruction, standards-based outcomes, lesson planning, formative/summative assessment, recognizing reading difficulties, research-based interventions, authentic learning experiences, classroom implementation, and reflective practice. Upon completion, students should be able to plan, implement, assess, evaluate, and demonstrate developmentally appropriate literacy instruction aligned to the NC Standard Course of Study and other state and national standards. (2020 FA) This course has been approved to satisfy the following requirement(s):
- Other Required Hours/Universal Ed. course for A.A. Teacher Preparation and A.S. Teacher Preparation
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 280 | Language/Literacy Experiences | 3 (3-0) | Fall |
Prerequisite: None
Corequisite: None
This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally, linguistically and ability diverse. (2020 FA)
| Prefix | Number | Title | Hours | Semester |
|---|---|---|---|---|
| EDU | 284 | Early Child Capstone Prac | 4 (1-9) | Summer, Spring |
Prerequisite: EDU-119S, EDU-144S, EDU-145S, EDU-146S, EDU-151S
Corequisite: MAT-025L
This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children supporting/engaging families and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. (2020 FA)