Course Descriptions
Instructional Methods for Middle Grades Mathematics (EDU-231)
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in the middle grades, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing equitable, student-centered instruction that integrates number systems, algebraic reasoning, geometry, and data analysis with real-world problem-solving, technology use, and culturally responsive teaching practices. Upon completion, students should be able to plan and implement standards-based mathematics lessons, promote critical thinking and problem-solving, address student misconceptions, and adapt instruction to meet the diverse developmental and learning needs of all middle grades students.
Designing Responsive Mathematics Instruction for Middle Grades (EDU-232)
This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, inclusive teaching in middle grades mathematics classrooms. Topics include formative and summative assessments, data-informed decision-making, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies for engaging diverse students in mathematical reasoning and inquiry. Upon completion, students should be able to design and apply assessment tools, analyze student data to guide instruction, differentiate lessons to promote equity and access, and demonstrate a deep understanding of mathematical concepts that support conceptual growth and achievement for all students.
Infants Toddlers and Twos (EDU-234)
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.
School-Age Activities (EDU-235)
This course introduces developmentally supportive, inclusive, and creative learning environments for school-age programs, focusing on diverse, equitable, and engaging experiences in art, music, movement, and dramatic play. Emphasis is placed on fostering divergent thinking, creative problem-solving, and integrating process-driven activities across academic subjects in both indoor and outdoor settings. Upon completion, students should be able to observe, analyze, design, adapt, and advocate for creative learning opportunities that reflect the cultural, linguistic, and ability diversity of school-age children, ensuring accessibility and meaningful engagement in developmentally appropriate and inclusive educational experiences.
School-Age Administration I (EDU-236)
This course introduces principles and practices essential to preparing and supporting administrators of programs serving school-age children in before and after school programs, summer care, and intersession care. Topics include program philosophy, policies and procedures, state licensing and regulations, business planning, fiscal and staff management, and fund development. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, ensure compliance with state regulations, develop comprehensive business plans, and explore career development opportunities.
School-Age Administration II (EDU-237)
This course builds on the foundational principles introduced in School Age Administration I, focusing on advanced topics essential for administrators of programs serving school-age children. Topics include advocacy and leadership, public relations, community outreach and partnerships, program quality and evaluation, and ethical conduct. Upon completion, students should be able to evaluate program quality, develop advocacy strategies, and integrate community resources into school-age programs.
Instructional Methods for Middle Grades Science (EDU-238)
This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in the middle grades, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing student-centered, hands-on instruction that integrates life, physical, and earth sciences with real-world applications, technology, and engineering design practices that encourage curiosity and critical thinking. Upon completion, students should be able to plan and implement standards-based science lessons that promote inquiry, data analysis, problem-solving, and evidence-based reasoning while adapting instruction to meet the diverse developmental and learning needs of middle grades students.
Applying Scientific Inquiry in Middle Grades (EDU-239)
This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive science teaching in the middle grades classroom. Topics include formative and summative assessments, inquiry-based investigations, Universal Design for Learning (UDL), safety and lab management, and evidence-based strategies for engaging all students in scientific exploration and critical thinking. Upon completion, students should be able to design and use assessment tools to measure conceptual understanding, analyze student data to guide instruction, differentiate lessons to promote access and equity, and apply scientific inquiry skills to foster curiosity and achievement among diverse students.
Early Development Well-Being and Resilient Classrooms (EDU-246)
This course introduces the developmental foundations of young children from birth through kindergarten, emphasizing emotional well-being, resilience, and the creation of nurturing learning environments that promote healthy growth and school readiness. Emphasis is placed on understanding the cognitive, social, emotional, and physical stages of early development; recognizing the impact of relationships, environment, and stress; and applying responsive strategies that support secure attachment and adaptive coping in young children. Upon completion, students should be able to design supportive routines and learning experiences that promote self-regulation, confidence, and resilience; build positive relationships with children and families; and create inclusive, developmentally appropriate environments that strengthen early learning and well-being.
Sensory and Physical Disabilities (EDU-247)
This course covers characteristics, intervention strategies, assistive technologies, and inclusive practices for children with sensory and physical disabilities. Topics include inclusive placement options, utilization of support services, other health impairments and family involvement for children with sensory and physical disabilities. Upon completion, students should be able to identify and utilize intervention strategies and service delivery options for those specific disabilities.