• We are a community of scholars who are committed individually and collectively to creating learning opportunities and environments where we enhance the capacity of our students to have a positive impact on children, youth, communities, families and schools. We are committed to meeting the developmental and educational needs of our students and to maximize the growth, development, and learning of each individual.
   

• In our programs of study, we are committed to high quality programs that are standards-based, to the ongoing assessment of candidates and programs for the purpose of continuous improvement, to collaboration and outreach, and to the highest standards of professional practice and scholarship. We are committed to international understanding and involvement.
   

• In fulfilling our professional roles, we are committed to the generation, dissemination, and application of knowledge. We, therefore, expect that faculty will be teacher-scholars and that they will maintain a balanced commitment to teaching, research, and service. We have a strong commitment to academic excellence and exceptional quality in all that we do.
   

• In our dealings with each other, our students, and our professional colleagues in schools and communities, we are committed to valuing diversity and to speaking out against oppression. We are committed to thoughtfulness, reflection, flexibility, and the exploration of new ideas. We are committed to openness, honesty, forthrightness, and the highest standards of integrity and ethical behavior. We strive to be collegial, collaborative, human, and respectful of others, even when we are not in total agreement with their views or with their work, and we are committed to being sensitive to and supportive of others, including students, staff, faculty, and our professional colleagues in the community.

• To provide effective instruction in order to have a positive impact on P-12 student learning
   

• To respond to the needs of P-12 learners and to provide developmentally appropriate, age appropriate, individually appropriate, and culturally responsive instruction
   

• To collaborate with families, communities, and colleagues to benefit children, youth, and young adults
   

• To provide effective leadership for the improvement of professional practices at a variety of levels for the benefit of children, youth, and young adults. 

Coordinator:  Louise Baucom
Department:  Reading and Elementary Education (REEL) 

The B.A. program in Elementary Education qualifies graduates for an entry-level (“A”) license to teach grades K-6. 

Program Objectives.  Graduates of the program are prepared to meet the 10 INTASC standards for new teachers in Content Pedagogy, Student Development, Diverse Learners, Multiple Instructional Strategies, Motivation and Management, Communication and Technology, Planning, Assessment, Reflective Practice, School and Community Involvement. 

Requirements.  The major in Elementary Education leading to the B.A. degree requires at least 120 semester hours as follows: 

General Education (35-48 hours).  Course options are listed on the program’s Academic Planning Worksheet.  Course selections must be initially approved by the student’s Pre-Education advisor in the Teacher Education Advising and Licensure (TEAL) Office and finally approved by the student’s major advisor after admission to the Teacher Education Program in Elementary Education.  General Education requirements may also be met through the "Articulation Agreement" with North Carolina Community Colleges. 

An Academic Concentration (18 hours, including two courses that also meet General Education Requirements) is required in one of the following six subject areas relevant to an elementary school classroom: 

• English and Communications

• Mathematics

• Science

• Social Studies

• Global Studies and Foreign Language

• Visual and Performing Arts 

The required and elective courses in each Academic Concentration are listed on the program’s Academic Planning Worksheet.  Course selections must be initially approved by the student’s Pre-Education advisor in the Teacher Education Advising and Licensure Office and finally approved by the student’s major advisor after admission to the Teacher Education Program in Elementary Education. With advisor approval, a full second major in an Arts and Sciences discipline may be substituted for the academic concentration. 

Related Licensure Courses (1-13 hours).  If these courses or acceptable substitutes have already been taken for General Education or Academic Concentration credit, no additional courses are required.

1)     Practicing the Creative Arts (0-3): ARTE 2121: Development Arts, or MUSC 2191: Musicianship, or DATH 1100:  Exploration of Voice and Movement: The course must be in an area of the arts different from that taken for General Education,

2)     Children's Literature (0-3): ENGL 3103: Children's Literature

Professional Education Courses (57 hours)

EDUC 2100  An Introduction to Education and Diversity in Schools (3)

SPED 2100   Introduction to Students with Special Needs (3)

(Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be completed with a grade of C or better to qualify for admission to the Teacher Education Program.  Admission to Teacher Education and advisor's approval are required in order to register for any of the following courses. The ELED 4121, ELED 4122, and ELED 4220  courses should be taken the semester before student teaching.) 

ELED 3110     Instructional Design and the Use of Technology with Elementary School Learner (3)

ELED 3120     The Elementary School Child (3)

ELED 3221     Teaching Science to Elementary School Learners (3)

ELED 3223     Teaching Social Studies to Elementary School Learners (3)

ELED 3226     Teaching Language Arts to Elementary School Learners (3)

MAED 3222   Teaching Mathematics in the Elementary School, K-2 (3)

MAED 3224   Teaching Mathematics in the Elementary School, 3-6 (3)

HPKD 3228     Integrating Physical Activity and Movement in Elementary Schools (2)

HPKD 3229   Teaching Health and Safety to Elementary School Learners (2)

READ 3224     Teaching Reading to Primary Level Learners (3)

READ 3226     Teaching Reading to Intermediate Grade Learners (3)

EDUC 4290     Modifying Instruction for Learners with Diverse Needs (3)

ELED 4121         Measuring and Evaluating Learning in the Elementary School Curriculum (3)

ELED 4122         Research and Analysis of Teaching Elementary School Learners (3)

ELED 4220         Integrating Curriculum for Elementary School Learners (3)

ELED 4420         Student Teaching/Seminar:  K-6 Elementary Education (15)

 (Enrollment in ELED 4420 requires admission to student teaching through the College’s Office of Field Experiences)

Electives.  The number of free electives will vary depending upon how General Education and related licensure requirements are fulfilled.  Student must complete at least 120 hours to meet the University graduation requirement. 

Academic Advising.  Freshmen and sophomores who intend to major in Elementary Education are classified as Pre-Education students in Elementary Education.  They are assigned an advisor in the College’s Office of Teacher Education Advising and Licensure (TEAL), who helps them select appropriate General Education and Academic Concentration courses, and also helps them meet the requirements for admission to teacher education.  Upon admission to the Teacher Education Program in Elementary Education, which typically occurs at the end of the sophomore year, students are assigned a major advisor in elementary education, who helps them plan the remainder of their program of study.  Assignment of the student’s major advisor is the responsibility of the Chair of the Department of Reading and Elementary Education (REEL). 

Note: Upper-division elementary education courses are available on a limited basis in the summer.

Chair: Professor Jones; Professors:  Brannon, Perez; Associate Professors:  DiBiase, Pugalee; Assistant Professors:  Bailey, Cook, Hartman, Heafner, Hutchison, Quach; Clinical Assistant Professor: V. Jaus; Lecturer: Foster

Website:  http://education.uncc.edu/mdsk/

MAJOR IN MIDDLE GRADES EDUCATION: BACHELOR OF ARTS 

Coordinator:  Kimberly J. Hartman
Department:  Middle, Secondary, and K-12 Education (MDSK)

 The B.A. program in Middle Grades Education qualifies graduates for an entry-level (“A”) license to teach two of the following four content areas in grades 6-9:  English language arts, mathematics, science, or social studies. 

Program Objectives.  Graduates of the program are prepared to:  implement a middle grades philosophy to its fullest intent; design curriculum that is integrated, competency- and technology-based, and relevant to students’ future academic and career expectations; transform their knowledge of two disciplines so they are accessible to middle grades students; use teaching methods appropriate to the unique developmental needs of early adolescents; make informed decisions about curricular issues and instructional practices in middle grades education; demonstrate pervasive caring and innovative leadership in their work with students and colleagues; and function as lifelong learners. 

Requirements.  The major in Middle Grades Education leading to the B.A. degree requires 120-128 semester hours as follows: 

        General Education (hours vary).  Course options are listed on the program’s Academic Planning Worksheet.  Course selections must be initially approved by the student’s Pre-Education advisor in the Office of Teacher Education Advising and Licensure (TEAL) and finally approved by the student’s major advisor after admission to the Teacher Education Program in Middle Grades Education. 

        Academic Concentrations (41-48 hours).  Academic Concentrations are required in two of the following four subject areas relevant to a middle grades classroom:

·         English Language Arts

·         Mathematics

·         Science

·         Social Studies

 The required and elective courses in each Academic Concentration are listed on the program’s Academic Planning Worksheet.  Course selections must be initially approved by the student’s Pre-Education advisor in the Office of Teacher Education Advising and Licensure (TEAL) and finally approved by the student’s major advisor after admission to the Teacher Education Program in Middle Grades Education. 

        Professional Education (48 hours)

EDUC 2100*      An Introduction to Education and Diversity in Schools (3)

SPED 2100*        Introduction to Students with Special Needs (2)

*Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be completed with a grade of C or better to qualify for admission to the Teacher Education Program in Middle Grades Education.

         Admission to Teacher Education and advisor’s approval are required in order to register for any of the following courses.  See Academic Planning Worksheet in department for course sequence.

MDLG 3130       The Early Adolescent Learner (4)

MDSK 3150       Research and Analysis of Teaching Middle and Secondary School Learners (3)

KNES 3152        Health and Safety Issues in Middle and Secondary Schools (2)

MDSK 3151       Instructional Design and the Use of Technology with Middle and Secondary School Learners (3)

MDLG 3131       The Philosophy and Curriculum of Middle Grades Education (4)

READ 3255        Integrating Reading and Writing Across Content Areas (W) (3)

MDSK 4251       Teaching Science to Middle and Secondary School Learners (3) and/or

MAED 3232      Teaching Mathematics to Middle School Learners (3) and/or

MDSK 4253       Teaching Social Studies to Middle and Secondary School Learners (3) and/or

ENGL 4254         Teaching English/Communication Skills to Middle and Secondary School Learners (3)

EDUC 4290        Modifying Instruction for Learners with Diverse Needs (2)

MDLG 4430**    Student Teaching/Seminar:  6-9 Middle Grades (15)

**Enrollment in MDLG 4430 requires admission to student teaching through the College’s Office of Field Experiences

        Students are required to complete a year-long internship beginning the semester prior to student teaching and ending upon the successful completing of student teaching.

Academic Advising.  Freshmen and sophomores who intend to major in Middle Grades Education are classified as Pre-Education students in Middle Grades Education.  They are assigned an advisor in the College’s Office of Teacher Education Advising and Licensure (TEAL), who helps them select appropriate General Education and Academic Concentration courses and who helps them meet the requirements for admission to teacher education.  Upon admission to the Teacher Education Program in Middle Grades Education, which typically occurs at the end of the sophomore year, students are assigned a major advisor in Middle Grades Education, who helps them plan the remainder of their program of studies.  Assignment of the student’s major advisor is the responsibility of the Chair of the Department of Middle, Secondary, and K-12 Education (MDSK).

LICENSURE IN K-12 EDUCATION IN FOREIGN LANGUAGES AND IN THE FINE AND PERFORMING ARTS

        The Department of Middle, Secondary, and K-12 Education (MDSK) in the College of Education assists Departments in the College of Arts and Sciences to serve students interested in K-12 licensure for teaching French, German, Spanish, Art, Dance, Music, or Theatre Arts.  With the assistance of their major advisor, students apply to the Teacher Education Program through the Office of Student Academic Services in the College of Education and through their department.  Interested students are also encouraged to visit the Office of Student Academic Services at any time before applying to teacher education.

LICENSURE IN SECONDARY EDUCATION: BACHELOR OF ARTS OR BACHELOR OF SCIENCE

Coordinator:  Tina Heafner
Departments:  An appropriate academic department in the College of Arts and Sciences in collaboration with the Department of Middle, Secondary, and K-12 Education (MDSK) in the College of Education

The undergraduate program in Secondary Education qualifies graduates for an entry-level (“A”) license to teach in one of the following subject areas in grades 9-12:  English, History, Comprehensive Social Studies, Mathematics, Biology, Chemistry, Earth Sciences, Physics, or Comprehensive Science.  Students major in an appropriate Arts and Sciences discipline and also complete a sequence of courses (including student teaching) in secondary education.  The Comprehensive Social Studies license builds on a major in History; the Comprehensive Science license builds on a major in Earth Sciences.

Program Objectives. Graduates of the secondary education program are prepared to:  design a curriculum that is integrated, competency- and technology-based, and relevant to students’ future academic and career expectations; transform their knowledge of a discipline so that it is accessible to high school students; use teaching methods appropriate to the unique developmental needs of adolescents; make informed decisions about curricular issues and instructional practices in secondary education; demonstrate pervasive caring and innovative leadership in their work with students and colleagues; and function as lifelong learners, especially in their discipline.

Degree Requirements.  The undergraduate program in secondary education requires a major in the College of Arts and Sciences in a discipline relevant to the curriculum in grades 9-12 and a maximum of 128 hours as follows:

        General Education (26-41 hours). These course requirements vary with a student’s academic major in Arts and Sciences and are defined by faculty in each major.

         Core and Related Courses in an Appropriate Arts and Sciences Major (30-78 hours).  Academic majors relevant to secondary education include English, History, Mathematics, Biology, Chemistry, Earth Sciences, and Physics.  The requirements for each major are defined by faculty in that major.

         Secondary Education (43 hours)

EDUC 2100*       An Introduction to Education and Diversity in Schools (3)

SPED 2100*        Introduction to Students with Special Needs (2)

SECD 2140         The Adolescent Learner (3)

*Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both  must be completed with a grade of C or better for the student to qualify for admission to the Teacher Education Program in the selected field of secondary education. 

        Admission to Teacher Education and advisor’s approval are required in order to register for any of the following courses: 

SECD 3141         Secondary Schools (3)

MDSK 3150       Research and Analysis of Teaching Middle and Secondary School Learners (3)

MDSK 3151       Instructional Design and the Use of Technology with Middle and Secondary School Learners (3)

HPKD 3152        Health and Safety Issues in Middle and Secondary Schools (2)

READ 3255        Integrating Reading and Writing Across Content Areas (W) (3)

EDUC 4290        Modifying Instruction for Learners with Diverse Needs (3)

MDSK 4251       Teaching Science to Middle and Secondary School Learners (3) or

MAED 3252      Teaching Mathematics to Secondary School Learners (3) or

MDSK 4253       Teaching Social Studies to Middle and Secondary School Learners (3) or

ENGL 4254         Teaching English/Communication Skills to Middle and Secondary School Learners (3)

SECD 4441***   Student Teaching/Seminar: 9-12 Secondary
                            Science (15) or

SECD 4442***   Student Teaching Seminar: 9-12 Secondary Mathematics (15) or

SECD 4443***     Student Teaching/Seminar: 9-12 Secondary Social Studies (15) or

SECD 4444***     Student Teaching/Seminar: 9-12 Secondary English (15)

***Enrollment in any one of these four student teaching courses requires admission to student teaching through the College's Office of Field Experiences.       

         Students are required to complete a year-long internship beginning the semester prior to student teaching and ending upon the successful completing of student teaching. 

        Elective Courses.  These courses must be approved by the student's advisor in his or her arts and sciences major. 

Academic Advising.  With the assistance of their major advisor in Arts and Sciences, students intending to seek a teaching license in an area of secondary education (gr. 9-12) apply to the Teacher Education Program through the Office of Student Academic Services in the College of Education.  Interested students are encouraged to visit the Office of Student Academic Services at any time before applying to teacher education.  Upon admission to the Teacher Education Program, which typically occurs at the end of the sophomore year, students are assigned a second advisor in the Department of Middle, Secondary, and K-12 Education.  This advisor has particular responsibility for professional education coursework.  Assignment of the student’s secondary education advisor is the responsibility of the Chair of the Department of Middle, Secondary, and K-12 Education (MDSK).

Chair: Professor White; The Lake and Edward J. Snyder, Jr. Distinguished Professor of Special Education: Browder; Professors:  Calhoun, F. Spooner, Test;  Associate Professor:  Campbell-Whatley, Ceglowski, Cooke, Gallagher, W. Wood; Assistant Professors:  Anderson, Beattie, Jordan, Lo, Rhoden, Romanoff, Smith, Springs, Young; Clinical Assistant Professor: Baxter;  Lecturers:  Brooks, Deason, Moore, Rebich

Website:  http://education.uncc.edu/spcd/

MAJOR IN CHILD AND FAMILY DEVELOPMENT: BACHELOR OF ARTS 

Coordinator:  Richard White (Interim)
Dept:  Special Education and Child Development (SPCD) 

The Child and Family Development program leading to the B.A. degree prepares graduates to work in educational and related settings that serve infants, toddlers, preschoolers, and kindergartners with and without disabilities.  The licensure track prepares graduates for an entry-level (“A”) license in birth-kindergarten (B-K) education.  Admission to and retention in the Child and Family Development major, in either the licensure or non-licensure track, requires a GPA of at least 2.5. 

Program Objectives.  Graduates of the program are prepared to: apply their understanding of the various stages of growth and development of young children, the unique patterns with which children progress through these stages, and the factors that distinguish typical from atypical development; collect data on children’s individual development and effectively access and utilize screening and assessment procedures for children with special needs; design, adapt, implement, and evaluate developmentally appropriate learning environments for children from birth through age eight; work collaboratively with families and with interdisciplinary teams from agencies that serve young children and their families; and demonstrate positive attitudes toward children and families and a strong commitment to continuous lifelong study of young children. 

MAJOR IN CHILD AND FAMILY DEVELOPMENT WITH B-K LICENSURE: 

Requirements.  This major requires 124-128 semester hours as follows:  

General Education (31-35 hours).  Course options are listed on the program’s Academic Planning Worksheet.  Course selections must be approved by the student’s major advisor. 

Child and Family Development (27 hours)

CHFD 2111        Child Study: Interpreting Children’s Behavior (3)

CHFD 2113        Infant and Early Years (3)

CHFD 2115        Education of the Young Child (3)

CHFD 2412      Practicum I: Observing and Recording Children’s Behavior (3)

CHFD 2416        Practicum II: The Child and the Community (3)

CHFD 3112        Approaches to Preschool Education (3)

CHFD 3113        Parent Education (3)

CHFD 3115        Learning and Development (3)

CHFD 3412        The Family and the Community (Birth to 3 Years) (3)

Professional Education (30 hours)

EDUC 2100*       An Introduction to Education and Diversity in Schools (3)

SPED 2100*        Introduction to Students with Special Needs (3)

*Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be completed with a grade of C or better to qualify for admission to the Teacher Education Program.

        Admission to Teacher Education and advisor’s approval are required in order to register for any of the following courses:

SPED 4111         Issues in Early Intervention for Children with Disabilities (3)

SPED 4112         Assessment of Young Children with Disabilities: B-K (3)

SPED 4210         Methods in Early Intervention: B-K (3)

CHFD 4410**     Student Teaching/Seminar: B-K Child and Family Development (15)

**Enrollment in CHFD 4410 requires admission to student teaching through the College’s Office of Field Experiences

Related Courses (15 hours)

EIST 4100  Computer Applications in Education (3)

SOCY – Two approved SOCY courses related to the Family Theme (6)

PSYC – Two approved PSYC courses at or above the 3000 level that relate to cognitive, social, and/or personality development (6)

Elective Courses (13-17 hours)

        These courses must be approved by the student’s advisor in Child and Family Development.

MAJOR IN CHILD AND FAMILY DEVELOPMENT (Non-Licensure Track) 

Requirements.  This major requires 124-128 semester hours as follows: 

General Education (31-35 hours).  Course options are listed on the program’s Academic Planning Worksheet.  Course selections must be approved by the student’s major advisor. 

Child and Family Development (42 hours)

CHFD 2111        Child Study:  Interpreting Children’s Behavior (3)

CHFD 2113        Infant and Early Years (3)

CHFD 2115        Education of the Young Child (3)

CHFD 2412        Practicum I:  Observing and Recording Children’s Behavior (3)

CHFD 2416        Practicum II:  The Child and the Community (3)

CHFD 3112        Approaches to Preschool Education (3)

CHFD 3113        Parent Education (3)

CHFD 3115        Learning and Development (3)

CHFD 3412        The Family and the Community (Birth to 3 Years) (3)

CHFD 3416***  Internship in Child and Family Development (12)

CHFD 3619***  Senior Seminar in Child and Family Development (3)

***Enrollment in CHFD 3416 and CHFD 3619 requires admission to the internship through the CHFD program

Related Courses (18 hours)

EIST 4100          Computer Applications in Education (3)

SOCY – Two approved SOCY courses related to the Family Theme (6)

PSYC – Two approved PSYC courses at or above the 3000 level that relates to cognitive, social, and/or personality development (6)

One approved course in any one or two of these areas:  nursing, anthropology, creative arts, social work, or psychology (3)

Elective Courses (25-29 hours)

These courses must be approved by the student’s advisor in Child and Family Development. 

        Academic Advising.  Students who intend to major in Child and Family Development and to earn B-K licensure are classified as Child and Family Development majors.  They are assigned a major advisor within the Child and Family Development Program, who helps them select appropriate coursework for their major.  

        Students who intend to major in Child and Family Development without earning B-K licensure are assigned a major advisor within the Child and Family Development Program as well. 

        Assignment of the student’s major advisor is the responsibility of the Chair of the Department of Special Education and Child Development (SPCD). 

MINOR IN CHILD AND FAMILY DEVELOPMENT 

        Students who have a GPA of 2.5 or better may elect a minor in Child and Family Development.  A minor requires 18 semester hours: CHFD 2111, CHFD 2113, CHFD 2115, CHFD 3115, and six semester hours of child and family development elective courses. 

MAJOR IN SPECIAL EDUCATION: BACHELOR OF ARTS 

Coordinator: Nancy Cooke
Undergraduate Coordinator: John Beattie
Dept:  Special Education and Child Development (SPCD)

 The B.A. program in Special Education includes a choice of one of two licensure areas:  the (1) Special Education: General Curriculum license or the (2) Special Education: Adapted Curriculum license.  The Special Education: General Curriculum license qualifies graduates for an entry-level (“A”) license to teach children with special needs in grades K-12 with milder disabilities who will take the North Carolina standard end of year accountability test with or without modifications.  The Special Education: Adapted Curriculum license qualifies graduates for an entry-level (“A”) license to teach children with special needs in grades K-12 with more severe disabilities who will take an alternative assessment for the North Carolina standard end of year accountability test.

 Program Objectives.  Graduates of the program are prepared to: provide individually planned, systematically implemented, and carefully evaluated instruction for students with special needs; provide educational services to students with special needs in general classrooms, resource classrooms, and other educational settings; and help students with special needs achieve the greatest possible personal self-sufficiency and success in present and future environments.  Graduates of the program are prepared to meet the 10 INTASC Standards for new teachers in Content Pedagogy, Student Development, Diverse Learners, Multiple Instructional Strategies, Motivation and Management, Communication and Technology, Planning, Assessment, Reflective Practice, and School and Community Involvement. 

Requirements.  The major in Special Education leading to the B.A. degree requires 120 semester hours as follows: 

General Education (31-35 hours).  Course options are listed on the program’s Academic Planning Worksheet.  Course selections must be initially approved by the student’s Pre-Education advisor in the Office of Student Academic Services and finally approved by the student’s major advisor after admission to the