College of Education

College of Education

Dean:Calhoun
Assistant Dean for Student Academic Services:Hancock
Director of the Office of Field Experiences: V. Jaus
Director of the Office of Educational Outreach:Vacant
Director of the Teaching Fellows Program:Cowan-Hathcock;and
Director of the Mathematics and Science Education Center: Wallace
Instructional Technology Specialists:Bateman,Hughes
Academic Advisor: Stickle

Page Contents
Departments
Mission Of The College
Teacher Education Policies and Procedures
Core Values
Conceptual Framework for Teacher Education Programs
Undergraduate Programs
Child And Family Development Major
Major In Elementary Education
Major In Middle Grades Education
Licensure In Secondary Education
Major In Special Education
Licensure In K-12 Education In Foreign Languages And In The Fine And Performing Arts
Support Offices And Special Resources

Departments

Department of Counseling, Special Education, and Child Development

Interim Chair:Test; The Lake and Edward J. Snyder, Jr. Distinguished Professor of Special Education: Browder; Professors: Barret, Burke, Calhoun, Post, Robinson, Rowland, Test; Associate Professors: Cooke, F. Spooner, White; Assistant Professors: Beattie, Carroll, Furr, Gallagher, Garrett, Lamorey, Nassar-McMillan, W. Wood; Clinical Assistant Professor: Jordan; Lecturers: Gibbs, Springs

Department of Reading and Elementary Education

Chair: Associate Professor Edwards; Professors: H. Jaus, Passe, K. Wood; Associate Professors: Audette, Green, Nesbit, Piel, Rickelman, Wallace, Yon; Assistant Professors: Finke, Nichols, M. Spooner; Clinical Assistant Professors: Douville, Baucom; Lecturers: Cowan-Hathcock, Frazier

Department of Middle, Secondary, and K-12 Education

Chair: Professor Schaffer; Professors: Brannon, Britt, Lock, Perez; Associate Professors: Jones; Assistant Professors: DiBiase, Linse, Pugalee; Clinical Assistant Professor: Cockman; Lecturer: V. Jaus

Department of Educational Administration, Research, and Technology

Interim Chair: Associate Professor Queen; Professors: Algozzine, Ashbaugh, Gretes, Lyons, Nagle, Sorenson; Associate Professors: Carrigan, Gooden; Assistant Professors: Bray, Flowers, Lambert

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TEACHER EDUCATION POLICIES AND PROCEDURES

Admission to a Teacher Education Program. Students should apply for admission to a specific teacher education program during their sophomore year, and they must complete the admissions process before enrolling in any professional education courses at the 3000-level or higher.

Minimum requirements for admission to all teacher education programs at UNC Charlotte include:

1. An overall GPA of at least 2.5 in a minimum of 45 semester hours in university courses;

2. A grade of C or higher in both EDUC 2100 and SPED 2100;

3. Passing scores on the Praxis I: Academic Skills Assessments; and

4. Approval of the chair (or his or her designee) of the department that offers the program.

Some teacher education programs have additional requirements for admission (e.g., references, an interview, additional tests). Information about these additional requirements and about procedures for applying for admission to a teacher education program can be obtained in the Office of Student Academic Services in the College of Education.

Retention in a Teacher Education Program. There are two minimum requirements for retention in a teacher education program:

1. A grade of C or higher (a) in all professional education courses and (b) in all courses in the student's area of teaching specialization; and

A GPA of 2.5 or higher (a) overall, (b) in all professional education courses, and (c) in the student's area of teaching specialization.

Some teacher education programs have additional requirements for retention. Information about these additional requirements can be obtained in the Office of Student Academic Services in the College of Education.

Admission to Year-long Internship and Student Teaching. All teacher education programs will soon incorporate student teaching in a year-long internship that spans a student's senior year. The year-long internship will consist of one semester of coursework and intensive clinical work in the classroom, followed by a full semester of student teaching, usually completed in the same classroom.

Students must apply and be formally admitted to a year-long internship one semester prior to the start of the internship and two semesters prior to the start of student teaching. In addition, during the first semester of their year-long internship they must apply and be formally admitted to student teaching. The minimum requirements for admission to student teaching include:

Senior status
Completion of all other course work in a student's program of study
An overall GPA of 2.50 or higher in the student's total program of study
Grades of C or higher in all professional education courses, and a GPA of 2.75 or higher in those courses
Grades of C or higher in all courses in the student's area of teaching specialization, and a GPA of 2.75 or higher in those courses
Prior admission to a teacher education program
A recommendation from the student's faculty advisor(s) certifying readiness to student teach

Some teacher education programs have additional requirements for admission to the year-long internships and student teaching. Information about these additional requirements and about procedures and deadlines for applying for year-long internships and student teaching in all programs can be obtained in the Office of Field Experiences in the College of Education.

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THE CORE VALUES SHARED BY MEMBERS OF THE COLLEGE OF EDUCATION COMMUNITY

Undergirding the mission of the College of Education are a set of core values held by its faculty, staff, administrators and, hopefully, students. Some of these core values speak to how we strive to behave in fulfilling our professional roles in the College; others are more relevant to how we behave in our dealings with each other, our students, and our professional colleagues in schools and related agencies. Both sets of values are essential to the College if it is truly to be a community of scholars and a locus for professional growth and development.

In fulfilling our professional roles as faculty, staff, and administrators in the College of Education, we are committed to the generation, dissemination, and application of knowledge. We therefore expect that faculty will be teacher-scholars in their respective fields 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 we do. We are equally committed to meeting the developmental and educational needs of our own students, as well as those of children, youth, and their families in schools and related agencies. Undergirding all our professional activities is a recognition that human beings inevitably grow, develop, and learn and a commitment to maximize that growth, development, and learning for each individual.

In our dealings with each other, our students, and our professional colleagues in schools and related agencies, 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 and professional behavior. We strive to be collegial, collaborative, humane, and respectful of others, even when 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 members, faculty, and our professional colleagues in the field.

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CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION PROGRAMS

Developing Excellent Professional Teachers at UNC Charlotte

Excellent professionals possess a comprehensive knowledge base that comprises conceptual knowledge, pedagogical knowledge, and reflective knowledge. Conceptual knowledge is knowledge about the content, domains, topics, or subjects that are taught in the student's area of licensure. Pedagogical knowledge is "how to teach" knowledge. Pedagogical knowledge entails knowledge of the method of teaching. Reflective knowledge is knowledge that enables cogent evaluation of teaching practice, including self-appraisal. Excellent professionals understand how to blend these types of knowledge in actuating teaching and learning in positive ways. Excellent professionals make connections between the knowledge base and the uses of this knowledge. Two particular uses of knowledge are emphasized within the teacher education programs at UNC Charlotte. First, UNC Charlotte teacher education students use knowledge to respond effectively to individual student needs. Secondly, they use knowledge to provide effective leadership in the profession, both in and outside the classroom. These uses of knowledge inform and advance the development of the knowledge base for teacher education. The effective interaction of the types of knowledge and these uses of knowledge result in an excellent professional.

The UNC Charlotte community charged with the preparation of teachers, including the College of Education and the College of Arts and Sciences and their respective departments, contribute to the knowledge base through course instruction and other worthy experiences. In summary, UNC Charlotte develops excellent professionals who are knowledgeable teachers, effective practitioners, reflective teachers, leaders in the profession, and responsive teachers.

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MISSION OF THE COLLEGE

Activities and programs in the College of Education are designed to foster effective schooling and the development of healthy, autonomous, lifelong learners. The mission of the College is two-fold: to identify and create knowledge that addresses the developmental and educational needs of children, youth, and their families; and to disseminate this knowledge through high quality initial preparation and continuing education programs for professionals who seek to be exceptionally competent in meeting those needs.

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UNDERGRADUATE PROGRAMS

The College of Education has these undergraduate program responsibilities:

To develop, deliver, and evaluate high quality undergraduate programs that prepare teachers and other professional personnel for schools and related agencies.
To operate programs that meet the standards of external governing, licensing, and accrediting agencies.
To address the culturally diverse educational needs of its particular region.
To initiate and support activities that enrich the global perspectives of its faculty and students.
To respond effectively to the problems and needs of children, their families, and professionals in schools and related agencies.

The College of Education offers undergraduate programs in Child and Family Development (licensure and non-licensure tracks), Elementary Education, Middle Grades Education, and Special Education: Mental Disabilities. In collaboration with selected departments in the College of Arts and Sciences, it offers professional education coursework that can lead to licensure to teach in the following areas of 9-12 Secondary Education: English, History, Mathematics, Comprehensive Social Studies, Biology, Chemistry, Earth Sciences, Physics, and Comprehensive Science; and in the following areas of K-12 Education: Art, Dance, Music, Theatre, German, French, and Spanish.

All professional education programs in the College of Education are approved by the North Carolina Department of Public Instruction (NCDPI), and they have continuing accreditation from the National Council for Accreditation of Teacher Education (NCATE). All programs that can be approved by content specialty associations recognized by NCATE (e.g., the National Council of Teachers of English, the National Science Teachers Association, the Council for Exceptional Children) have been reviewed and approved by those associations.

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CHILD AND FAMILY DEVELOPMENT MAJOR:

BACHELOR OF ARTS

Coordinator: Bobbie Rowland

Department: Counseling, Special Education, and Child Development (CSPC)

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 who have typical and atypical needs. The licensure track prepares graduates for an entry-level "A" license in birth-kindergarten (B-K) education.

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 (43-47 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.

Child and Family Development (24 hours)

CHFD 2111 Child Study: Interpreting Children's Behavior (3)
CHFD 2412 Practicum I: Observing and Recording Children's Behavior (2)
CHFD 2113 Infant and Early Years (3)
CHFD 2114 Foundations of Preschool Education (3)
CHFD 2115 Education of the Young Child (3)
CHFD 2416 Practicum II: The Child and the Community (2)
CHFD 3113 Parent Education (3)
CHFD 3115 Learning and Development (3)
CHFD 3412 The Family and the Community (Birth to 3 Years) (2)

Professional Education (29 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.)

SPED 4110 Assessment in Special Education: Preschool (3)
SPED 4111 Issues in Preschool Education for Children with Disabilities (3)
SPED 4210 Instructional Methods and Materials: The Early Years (3)
CHFD 3410 Student Teaching/Seminar: B-K Child and Family Development (15)
(Enrollment in CHFD 3410 requires admission to student teaching through the College's Office of Field Experiences)

Related Courses (15 hours)

Elective Courses (13 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 (43-47 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 (39 hours)

CHFD 2111 Child Study: Interpreting Children's Behavior (3)
CHFD 2412 Practicum I: Observing and Recording Children's Behavior (2)
CHFD 2113 Infant and Early Years (3)
CHFD 2114 Foundations of Preschool Education (3)
CHFD 2115 Education of the Young Child (3)
CHFD 2416 Practicum II: The Child and the Community (2)
CHFD 3113 Parent Education (3)
CHFD 3115 Learning and Development (3)
CHFD 3412 The Family and the Community (Birth to 3 years) (2)
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 2132 Sociology of Marriage and the Family (3)
SOCY 4632 Changing American Family (3) and
Two approved PSYC courses at or above the 3000 level that relate to cognitive, social, and/or personality development
and
One approved courses in any one or two of these areas: nursing, anthropology, creative arts, social work, or psychology

Elective Courses (24 hours)

These courses must be approved by the student's advisor in child and family development.
Admission to and retention in the Child and Family Development major requires a GPA of at least 2.5.

Academic Advising. Freshmen and sophomores who intend to major in Child and Family Development and to earn B-K licensure are classified as Child and Family Development majors (Pre-Education). They are assigned a major advisor in Child and Family Development, who helps them select appropriate coursework for their major. They are also assigned an advisor in the College's Office of Student Academic Services (OSAS), who helps them select appropriate general education courses for teacher licensure and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Child and Family Development, which typically occurs during the sophomore year, these students work exclusively with their major advisor in Child and Family Development.

Students who intend to major in Child and Family Development without earning B-K licensure are assigned only a major advisor in Child and Family Development.

Assignment of a student's major advisor is the responsibility of the chair of the Department of Counseling, Special Education, and Child Development (CSPC).

EXEMPLAR CALENDAR: BA DEGREE IN

CHILD AND FAMILY DEVELOPMENT *

Freshman Year

Fall	Spring
General Education 16	General Education 16

Sophomore Year

Fall		Spring
CHFD 2111	3	CHFD 2113	3
CHFD 2412	2	CHFD 2114	3
General Education	6	General Education	7
EDUC 2100* or elec.	3	Elective	3
SPED 2100* or elec	2
	16		16

Junior Year

Fall		Spring
CHFD 2115	3	CHFD 3113	3
CHFD 2416	2	CHFD 3115	3
SPED 4110* or elec.	3	Related Area	3
Related Area	3	SPED 4210* or elec.	3
Related Area	3	EIST 4100	3
Elective	3
	15		17

Senior Year

Fall		Spring
CHFD 3412	2	CHFD 3416	12
Related Area	3	CHFD 3619	3
Related Area	3	or
SPED 4111* or elec.	3	CHFD 3412*	15 (lic. op.)
Electives	6
	15		17

* Courses required for the B-K licensure option.

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.

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MAJOR IN ELEMENTARY EDUCATION: BACHELOR OF ARTS

Coordinator: Jack Piel

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 126 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 Office of Student Academic Services 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.

A Second Academic Concentration (24 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 Second 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 Student Academic Services and finally approved by the student's major advisor after admission to the Teacher Education Program in Elementary Education.

Related Licensure Courses (1-13 hours). Coursework is required in four areas; however, if these courses or acceptable substitutes have already been taken for General Education or Second Academic Concentration credit, no additional courses are required.

1) Practicing the Creative Arts (0-3): ARTE 2121: Developmental 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) Effective Oral Communication (1-3): COMM 1101: Intro. To Speech, or THEA 1101: Intro. To Theatre (W), or COMM 2105: Small Group Communication,

Children's Literature (1-3): ENGL 3103: Children's Literature (L),

3) Extending Background in Science (1-3-4): A science course in a third area if only two science courses were used to satisfy General Education requirements. Not required if three lab science courses have been taken in different areas.

Professional Education Courses (54 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. Admission to Teacher Education and advisor's approval are required in order to register for any of the following courses.)

ELED 3120 The Elementary School Child (3)

ELED 3121 Measuring and Evaluating Learning in the Elementary School Curriculum (3)

MATH 2103 Fundamental Concepts in Mathematics III (3)

ELED 3122 Research and Analysis of Teaching Elementary School Learners (3)

ELED 3221 Teaching Science to Elementary School Learners (3)

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

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

READ 3225 Teaching Reading to Elementary School Learners (W) (3)

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

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

ELED 3220 Integrating Curriculum for Elementary School Learners (4)

SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)

ELED 3420 Student Teaching/Seminar: K-6 Elementary Education (15)

(Enrollment in ELED 3420 requires admission to student teaching through the College's Office of Field Experiences)

Elective (3 hours)

This course must be approved by the student's advisor in elementary education.

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 Student Academic Services (OSAS), who helps them select appropriate general education and Second Academic Concentration courses and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Elementary Education, which typically occurs during 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).

EXEMPLAR CALENDAR: B.A. DEGREE IN ELEMENTARY EDUCATION

Freshman Year

Fall		Spring
ENGL 1101	3	ENGL 1102	3
MATH ----(P)	3	MATH ---- (P)	3
BIOL 1110 (S)	4	Phys. Sci. (S)	4
HIST 1100 (VX)	3	"Arts" course(A)	3
FORL or elec	3	FORL or elec.	3
	16		16

Sophomore Year

Fall		Spring
Earth science (S)	4	ENGL 3103 (L)	3
COMM/THEA	3	Writing intensive	3
Creative Arts	3	Gen.Ed./elective	3
EDUC 2100 (C)	3	2^nd acad. conc.	3
SPED 2100	2	2^nd acad. conc.	3
Praxis Test	0	Tchr. Ed. App	0
	15		15

Junior Year

Fall		Spring
2^nd acad. conc.	3	2^nd acad. conc.	3
ELED 3120*	3	2^nd acad. conc.	3
ELED 3122*	3	ELED 3221*	3
MATH 2103*	3	ELED 3220*	4
HPKD 3228*	2	ELED 3223*(W)	3
HPKD 3229*	2
	16		16

Senior Year

Fall		Spring
ELED 3121*	3	ELED 3420*(O)	15
ELED 3226*	3		15
READ 3225*(W)	3
SPED 3290*	2
2^nd acad. conc.	3
Elective	3
St. Tch. App.	0
	17

Notes: Admission to Teacher Education is required before enrolling in courses marked with an (*). Professional education courses are available on a limited basis in the summer.

EXEMPLAR CALENDAR: B.A. DEGREE IN ELEMENTARY EDUCATION

COMMUNITY COLLEGE TRANSFER STUDENTS

Assumptions: General Education completed; Second concentration nearly completed; Elective(s) completed; Praxis Test passed during sophomore year or early in the summer of transfer year.

Junior Year

Summer
EDUC 2100	3
SPED 2100	2
Praxis Test	0
Tchr. Ed. App.	0
	5

Fall		Spring
ENGL 3103 (L)	3	ELED 3221*	3
Creative Arts (L)	3	HPKD 3228*	2
Science (L)	(3-4)	HPKD 3229*	2
ELED 3120*	3	ELED 3122*	3
MATH 2103	3	2^nd acad. conc	3
		2^nd acad. conc	3
	15-16		16

Senior Year

Fall		Spring
ELED 3121*	3	ELED 3420*(O)	15
ELED 3220*	4
ELED 3223*	3
ELED 3226*
READ 3225*	3
SPED 3290*	2
2^nd acad. conc.	3
Elective	3
St. Tch. App.	0
	18		15

Notes: Admission to Teacher Education is required before enrolling in courses marked with an (*). Related licensure courses are indicated with an (L). Professional education courses are available on a limited basis in the summer.

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MAJOR IN MIDDLE GRADES EDUCATION: BACHELOR OF ARTS

Coordinator: Jeanneine Jones

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/communication skills, 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 that 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 124-128 semester hours as follows:

General Education (38-42 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 Teacher Education Program in Middle Grades Education.

Second Academic Concentration (48 hours, including two courses in each Concentration that also meet General Education requirements).

Second Academic Concentrations are required in two of the following four subject areas relevant to a middle grades classroom:

English and Communications Skills

Mathematics

Science

Social Studies

Professional Education (47 hours)

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

SPED 2100 Introduction to Students with Special Needs (2)

MDLG 3130 The Early Adolescent Learner (4)

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

HLED 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 3251 Teaching Science to Middle and Secondary School Learners (3) and/or

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

MDSK 3253 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)

SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)

MDLG 3430 Student Teaching/Seminar: 6-9 Middle Grades (15)

(Enrollment in MDLG 3430 requires admission to student teaching through the College's Office of Field Experiences)

Elective (3 hours)

This course must be approved by the student's advisor in middle grades education.

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 Student Academic Services (OSAS), who helps them select appropriate general education and Second 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 during 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).

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

Coordinator: Eugene Schaffer

Departments: An appropriate 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 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 (44 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 for the student to qualify for admission to the Teacher Education Program in the selected field of secondary education)

SECD 2140 The Adolescent Learner (3)

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)

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

SECD 3142 Issues in Secondary Education (2)

SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)

MDSK 3251 Teaching Science to Middle and Secondary School Learners (3) or

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

MDSK 3253 Teaching Social Studies to Middle and Secondary School Learners (3) or

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

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

SECD 3441 Student Teaching/Seminar: 9-12 Secondary Science (15) or

SECD 3442 Student Teaching/Seminar: 9-12 Secondary Mathematics (15) or

SECD 3443 Student Teaching/Seminar: 9-12 Secondary Social Studies (15) or

SECD 3444 Student Teaching/Seminar: 9-12 Secondary English (15)

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

Elective Courses

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

Academic Advising. Freshmen and sophomores who intend to major in an arts and sciences discipline and also earn a related license to teach in secondary education (grades 9-12) are classified as Pre-education students. They are assigned both a general advisor in arts and sciences, who helps them select appropriate general education courses and lower division courses in their major, and a Pre-Education advisor in the College of Education's Office of Student Academic Services (OSAS), who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in their selected field of secondary education, which typically occurs during the sophomore year, students are assigned an advisor in secondary education, who helps them plan the remainder of their program of study in secondary education. 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).

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MAJOR IN SPECIAL EDUCATION: BACHELOR OF ARTS

Coordinator: vacant

Department: Counseling, Special Education, and Child Development (CSPC)

The B.A. program in Special Education: Mental Disabilities qualifies graduates for an entry-level "A" license to teach children with mental disabilities in grades K-12. Enrollment in the program is limited to 25 students each year.

Program Objectives. Graduates of the program are prepared to: provide individually planned, systematically implemented, and carefully evaluated instruction for students with mental disabilities; provide educational services to students with mental disabilities in regular classrooms, resource classrooms, and consultative settings; and help students with mental disabilities 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, School and Community Involvement.

Requirements. The major in Special Education: Mental Disabilities leading to the B.A. degree requires 128 semester hours as follows:

General Education (45 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 Teacher Education Program in Special Education: Mental Disabilities. General Education requirements may also be met through the "Articulation Agreement" with North Carolina Community Colleges.

Second Academic Concentration (24 hours, including two courses that also meet General Education requirements).

A Second Academic Concentration is required in one of the following six subject areas relevant to teaching children with mental disabilities in an elementary, middle, or secondary school classroom:

English and Communications

Mathematics

Science

Social Studies

Global Studies and Foreign Language

Visual and Performing Arts

Professional Education (62 hours)

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

SPED 2100 Introduction to Students with Special Needs (2)

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

CHFD 3115 Learning and Development (3) or

MDSK 3160 Learning and Development: Birth through Adolescence (3) or

PSYC 2120 Child Psychology (3) or

PSYC 2121 Adolescent Psychology (3)

SPED 3171 The Education of Learners with Mental Disabilities (3)

SPED 3172 Directed Readings in Special Education Research (3)

SPED 3173 Special Education Assessment (3)

READ 3225 Teaching Reading to Elementary School Learners (W) (3)

SPED 3174 Classroom-Based Assessment (3)

SPED 4276 Teaching Language Arts to Learners with Special Needs (3)

SPED 4270 Classroom Management (3)

HLED 3228 Teaching Health and Safety to Elementary School Learners (2) or

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

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

SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)

SPED 3272 Teaching Mathematics to Learners with Special Needs (3)

SPED 3273 Life Skills Instruction (3)

SPED 4170 Special Education Consultation and Collaboration (3)

EIST 4100 Computer Applications in Education (3)

SPED 3470 Student Teaching/Seminar: K-12 Special Education: Mental Disabilities (15)

(Enrollment in SPED 3470 requires admission to student teaching through the College's Office of Field Experiences)

Elective (3 hours)

This course must be approved by the student's advisor in special education.

Academic Advising. Freshmen and sophomores who intend to major in Special Education: Mental Disabilities are classified as Pre-Education students in special education. They are assigned an advisor in the College's Office of Student Academic Services (OSAS), who helps them select appropriate general education and Second Academic Concentration courses and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Special Education: Mental Disabilities, which typically occurs during the sophomore year, students are assigned a major advisor in special 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 Counseling, Special Education, and Child Development (CSPC).

EXEMPLAR CALENDAR: B.A.
DEGREE IN SPECIAL EDUCATION:
MENTAL DISABILITIES (K-12)

Freshman Year

Fall		Spring
Gen. Ed	16	Gen. Ed.	16

Sophomore Year

Fall		Spring
EDUC 2100	3	CHFD 3115	3
SPED 2100	2	Gen. Ed.	6
Gen. Ed.	6	Elective	3
2^nd acad. conc.	6	2^nd Acad. Con.	6
	17		15

(Application for Admission to Teacher Education: Special Education must be completed by February 15)

Junior Year

Fall		Spring
SPED 3171 (Fall only)	3	SPED 3174 (Spr. only)	3
SPED 3172 (Fall only)	3	SPED 4276	3
SPED 3173 (Fall only)	3	SPED 4270	3
READ 3225		HPKD 3152 or 3229	2
2^nd acad. conc	3	HPKD 3228	2
		2^nd acad. conc.	3
	15		16

Senior Year

Fall		Spring
SPED 3290	2	SPED 3470	15
SPED 3272	3
SPED 4170	3
SPED 4272	3
EIST 4100	3
2^nd acad. conc.	3
	17

COMMUNITY COLLEGE

TRANSFER STUDENTS

Summer Prior to Junior Year

EDUC 2100 3

SPED 2100 2

Praxis I Tests

Application to Teacher Education

(Then follow Junior/Senior Schedule above)

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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.

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SUPPORT OFFICES AND SPECIAL RESOURCES

The Office of Student Academic Services (OSAS). Located in Room 3022 of Colvard South, this office serves all students involved in Teacher Education Programs. The staff, including two full-time academic advisors, is responsible for:

Promotion of Teacher Education Programs and recruitment of students during the two years prior to their admission to UNC Charlotte;
Orientation and academic advisement of Pre-Education students prior to their admission to a specific Teacher Education Program (which typically occurs late in their sophomore year);
Academic support services for both students and their faculty advisors as students admitted to a Teacher Education Program progress through their programs, complete student teaching, and apply for licensure; and
Follow-up contacts with graduates for purposes of both program and product evaluation

In collaboration with academic departments involved in teacher education, the Office of Student Academic Services is the College of Education's central source of information about academic program requirements; criteria and procedures for admission to a specific teacher education program; faculty-student advising assignments; schedules and applications for taking Praxis I and Praxis II examinations; requirements and procedures for obtaining licensure in North Carolina (or in other states that have reciprocity agreements with North Carolina), including the state's new licensure requirements for demonstration of basic and advanced technology competencies; and final audits to ensure completion of all program and licensure requirements.

The Office of Field Experiences (OFE). Located in Room 3027 of Colvard South, this office provides both support services and some direct instruction for the many clinical experiences that students complete for courses and during year-long internships and student teaching. Field experiences - observing, interacting with, and teaching children - are a critical part of all undergraduate teacher education programs at UNC Charlotte. Early clinical experiences are linked to specific courses, designed by the instructors of those courses, and described in course syllabi. These field experiences continue throughout a student's program, progressing from observation and note-taking to interaction with children for individual or group instruction. They culminate in a 15-week, full-time student teaching experience that occurs after completion of all other course work.

Special Facilities and Resources. The following special facilities and resources support the work of both faculty and students in teacher education programs:

Two model classrooms, Rooms 5090 and 5091 in Colvard North, one for science and mathematics and the other for reading, language arts, and social studies.
An instructional technology classroom in Room 3120 of Colvard South.
An open instructional technology laboratory in Room 3040 of Colvard South.
An interactive videotaping laboratory in Room 3057 of Colvard South for one-on-one and small group assessment and instruction.
The Curriculum and Instructional Materials Center in Atkins Library, serves as a laboratory for reviewing and experimenting with BK-12 curriculum and instructional materials, including elementary, middle, and secondary school textbooks, standardized tests, software and courseware, curriculum guides, instructional games and kits, and professional monographs and pamphlets.
Media Services in Atkins Library, maintains an extensive collection of audiovisual equipment and provides graphic and television production services to support instruction
The Mathematics and Science Education Center, sponsors a wide variety of programs and projects that involve preservice and inservice teachers and that are designed to enhance the quality of instruction in mathematics and science for both pre-college and university students
The Office of Educational Outreach in the College of Education fosters collaborative relationships between schools and UNC Charlotte by developing, supporting, and publicizing activities and projects that involve UNC Charlotte students and faculty in public school systems throughout the University's service region.

The Teaching Fellows Program. Each year, the North Carolina Teaching Fellows Program provides a $6,500-per-year scholarship to 400 outstanding North Carolina high school seniors who commit to enroll in a teacher education program and who agree to teach in the state's public schools for a minimum of four years after graduation.

The Teaching Fellows Program in the College of Education enrolls approximately 100 students and emphasizes scholastic achievement, professional development, and personal attention and development. In addition to their regular course work, Teaching Fellows participate in an on-going seminar and in special activities (retreats, cultural events, clinical experiences, summer teaching internships, etc.) that are designed to help them develop multicultural awareness, interpersonal skills, and leadership abilities.

Applications for the Teaching Fellows Program must be completed in the fall of a student's senior year in high school. Information can be obtained from high school counselors, the North Carolina Teaching Fellows Commission, the director of UNC Charlotte's Teaching Fellows Program, or staff in the College of Education's Office of Student Academic Services.

Undergraduate Student Organizations and Awards. Organizations that are especially relevant to undergraduate students in Teacher Education Programs include:

The Student North Carolina Associate of Educators (SNCAE), affiliated with the North Carolina Association of Educators (NCAE) and the National Education Association (NEA).

The Student Council for Exceptional Children (SCEC), affiliated with the Council for Exceptional Children (CEC).

The Omicron Pi Chapter of Kappa Delta Pi, an international honor society for students in education.

Awards and scholarships that recognize the achievements of undergraduate students in Teacher Education Programs include:

The Teacher Education Award, presented annually to two seniors who have demonstrated leadership and scholarship and who plan to teach.

The Phi Kappa Phi Scholar Award, presented annually to a junior majoring in a program in the College of Education who demonstrates outstanding leadership in an academic discipline and in research or independent study.

The Francis M. Fitzgerald Award, presented annually by the National Conference of Christians and Jews to two seniors who demonstrate superior understanding of and cooperation with their fellow human beings and who plan to teach.

The Military Order of the Purple Heart Award, presented annually by the American Association of Colleges for Teacher Education to two juniors majoring in programs in the College of Education who have shown scholarly achievement, teaching ability, and concern for the educational rights of children with disabilities.

The North Carolina Alpha Chapter of Alpha Delta Kappa Memorial Scholarship, awarded annually to a student who has been admitted to a teacher education program and demonstrated both outstanding academic performance and a commitment to teaching.

The Alma and Sharon Goudes Educational Scholarship, presented annually to highly capable men and women who have demonstrated their intention to teach English and/or mathematics at the pre-college level.

The Bertha and Irvin Fishman Award, presented annually to individuals planning to teach at the middle school level.

More information about these organizations and awards for undergraduate students in teacher education is available in the Office of Student Academic Services in the College of Education.

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