COLLEGE OF EDUCATION

PAGE CONTENTS:

Ø Counseling, Special Education and Child Development

Ø Educational Administration, Research, and Technology

Ø Middle, Secondary, and K-12 Education

Dean: Professor Calhoun; Associate Dean: Associate Professor Edwards; Director of the Office of Student Academic Services: Tutterow; 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, Science and Technology Education: Royster; Instructional Technology Specialists: Bateman, Hughes; Academic Advisor: Stickle

Website: http://www.uncc.edu/colleges/education/

Department of Counseling, Special Education, and Child Development

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

Website: http://www.uncc.edu/colleges/education/cspc/

Department of Educational Administration, Research, and Technology

Chair: Professor Queen; Professors: Algozzine, Ashbaugh, Gretes, Lyons; Associate Professors: Bray, Flowers, Gooden, Testerman; Assistant Professors: Allen, Hancock, Lambert; Lecturer: Poole

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

Department of Middle, Secondary, and K-12 Education

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

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

Department of Reading and Elementary Education

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

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

MISSION OF THE COLLEGE

The mission of the College of Education is to prepare excellent professionals who are knowledgeable, effective, reflective, and responsive practitioners who are leaders in their field. Activities and programs in the College of Education are designed to foster effective schooling and the development of healthy, autonomous, lifelong learners. The College strives 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.

PROGRAM RESPONSIBILITIES AND VALUES

The College of Education has these undergraduate program responsibilities:

Ÿ To develop, deliver, and evaluate high quality undergraduate programs that prepare teachers and other professional personnel for schools and related agencies.

Ÿ To operate programs that meet the standards of external governing, licensing, and accrediting agencies.

Ÿ To address the culturally diverse educational needs of its particular region.

Ÿ To initiate and support activities that enrich the global perspectives of its faculty and students.

Ÿ To respond effectively to the problems and needs of children, their families, and professionals in schools and related agencies.

The College of Education holds these programs values:

Ÿ 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.

Ÿ 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 openess, 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.

CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION PROGRAMS

Website: http://education.uncc.edu/coe/NCATE/

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.

UNDERGRADUATE PROGRAMS

The College of Education offers the following majors:

· Child and Family Development: licensure (Birth-Kindergarten) and non-licensure tracks

· Elementary Education (grades K-6)

· Middle Grades Education (grades 6-9)

· Special Education: Mental Disabilities (K-12)

In collaboration with appropriate 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 Secondary Education (grades 9-12):

· Biology

· Chemistry

· Comprehensive Science

· Comprehensive Social Studies

· Earth Science

· English

· History

· Mathematics

· Physics

· Art

· Dance

· Music

· Theatre

· French

· German

· 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).

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, discipline-specific coursework). 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. Students in Art, Music, Dance, or Theatre should especially check for specific admission requirements in their major department.

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

2. 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. Most teacher education programs incorporate student teaching in a year-long internship that spans a student's senior year. The year-long internship consists of one semester of intensive clinical work in the classroom in association with regular coursework. This “clinical” semester is 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 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:

1) Senior status;

2) Completion of all other course work in a student's program of study;

3) An overall GPA of 2.50 or higher in the student’s total program of study

4) Grades of C or higher in all professional education courses and a GPA of 2.75 or higher in those courses;

5) 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;

6) Prior admission to a teacher education program

7) 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 internship 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 Room 3050 of Colvard South at http://education.uncc.edu/ofe/

MAJOR IN CHILD AND FAMILY DEVELOPMENT:

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

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)

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 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)