The Department of Middle, Secondary, and K-12 Education Course Descriptions Updated Fall 2012

Education (EDUC)


Undergraduate
 

EDUC 2100.  Introduction to Education and Diversity in Schools. (3)  Social, historical, and philosophical foundations of the educating professions, the organization and various levels of education, and the major issues in American education.  Field-based activities in observing in-class and non-classroom settings: 5 hours.  (Fall, Spring, Summer)

EDUC 2150.  Human Development Across the Life Span. (3)  Biological, psychological and social development throughout the life span.  (On demand)

EDUC 3200. Service Learning Teaching Methods for K-12 Educators. (3)  In-depth service learning opportunities for students who will become public school educators.  Definitions of community service, volunteerism, democratic education, service-learning pedagogy, community partnership, and leadership are examined.  May not be repeated for credit.

EDUC 3400. Education Internship. (0)  Prerequisites: A 2.5 GPA and approval by the College internship coordinator.  Enrollment in this course is required for students involved in professional work experiences offered through the College of Education internship program. Assignments must be arranged and approved in advance. Course may be repeated.  Graded on a Satisfactory/Unsatisfactory basis.  Only open to undergraduate students; Graduate level students are encouraged to contact their academic departments to inquire about academic or industrial internship opt ions for credit.  For more information, contact the Teacher Education Advising, Licensure, and Recruitment (TEALR) Office in the College of Education. (Fall, Spring, Summer)

EDUC 3500. Education 49ership Experience. (0)  Prerequisites: A 2.5 GPA and approval by the College internship coordinator in conjunction with the University Career Center.  Enrollment in this course is required for students involved in professional work experiences offered through the 49ership/service 49ership program. Participating students pay a course registration fee for transcript notation (49ership and co-op). Assignments must be arranged and approved in advance. Course may be repeated.  Graded on a Satisfactory/Unsatisfactory basis.  Only open to undergraduate students; Graduate level students are encouraged to contact their academic departments to inquire about academic or industrial internship options for credit.  For more information, contact the University Career Center. (Fall, Spring, Summer)

EDUC 3600. Teaching Fellows Seminar. (1)  Prerequisite: Membership in good standing in the North Carolina Teaching Fellows Program.  A discussion-oriented course in contemporary school issues led by the program’s faculty sponsors to cover Teaching Fellows Program expectations and prepare students to participate in required school, community, campus, and other enrichment activities.  May be repeated for credit. (Fall, Spring)

EDUC 3789.  Seminar: Honors in Education.  (3)  Prerequisite:  admission to the Honors in Education program.  The seminar prepares honors students for a successful thesis by introducing them to the Honors in Education program and by helping them identify an appropriate committee chair and reader.  The seminar also covers guidelines for preparing a thesis and appropriate thesis designs and themes.  The course culminates in the presentation and defense of an acceptable honors proposal.  (Spring)

EDUC 3790.  Honors Thesis in Education.  (3)  Prerequisite:  completion of EDUC 3789 with a grade of C or above.  In this course honors students conduct their research and data analysis, and they write and defend their thesis before their honors committee.  A grade of “A” is required for honors recognition from UNC Charlotte.  The thesis must be approved and substantially completed (only minor, editorial revisions remain) prior to the student teaching seminar.  (Fall)

EDUC 4290. Modifying Instruction for Learners with Diverse Needs. (3)  Prerequisite: admission to Teacher Education.  Corequisite: enrollment in methods course(s) with field experience requirement.  Strategies for adapting standard instruction to meet the learning needs of diverse learners, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners, and students with disabilities.  (Fall, Spring, Summer)

EDUC 4291. Modifying Instruction for Learners with Diverse Needs in Secondary Schools. (3)  Prerequisites for Secondary Education Minors: MDSK 2100, MDSK 3151, and SECD 4140. Corequisites for Secondary Education Minors: READ 3255 and one of the following: MDSK 4251, MDSK 4253, ENGL 4254, or MAED 4252.  Strategies for adapting standard instruction to meet the learning needs of all members of secondary classrooms, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners, and students with disabilities. (Fall, Spring, Summer)


Graduate and Advanced Undergraduate
 

EDUC 5100 Diverse Learners. (3)  Strategies for adapting instruction to meet the learning needs of K-12 students, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners and special needs populations.  Extensive clinical required.

Graduate Only
 

EDUC 5000. Topics in Education. (1-6) May include classroom and/or clinical experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)

EDUC 6000. Topics in Education. (1-6) May include classroom and/or clinical experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)

EDUC 6100. Theories of Human Development and Learning. (3) Concepts of development; philosophical antecedents of developmental and learning theories; role of theory in explaining human nature; components of theoretical explanations; evaluating theories. (On demand)

EDUC 6102. The Person and School in Urban Society. (3) The basic philosophical theories and sociocultural forces that influence the objectives, structure and programs of schools, agencies and institutions in urban society. (On demand)

EDUC 6254. Individualizing Instruction for Diverse Learners. (3) Instructional modifications/adaptations related to meeting the individual learning needs of students. Emphasis on teaming, collaboration, and creating a classroom environment in which all learners can be successful. Differences among learners that  are influenced by development, exceptionalities, and diversity are explored using case study methodology. (Fall, Spring, Summer)

EDUC 6274. Contexts and Issues in the Teaching of English. (4) Prerequisites: Admission to the M.A. in English Education or the M.Ed. in Middle/Secondary Education. Examine the key concepts of the discipline. Consider own identities as readers, writers, teachers, researchers, makers of meaning. Emphasis upon critical approaches and pedagogical issues, with special attention to technology in the teaching of language, composition, and literature, as well as cultural contexts for the study of English. (Fall) (Evenings)

EDUC 6651. Piagetian Theory. (3) Prerequisite: Permission of the instructor. Advanced seminar for investigation of Piagetian theory with emphasis on genetic epistemology, research and neo-Piagetian concepts. (On demand)

EDUC 6674. Applied Research Methods in the Teaching of English. (4) Prerequisites: Completion of ENGL/EDUC 6274 and 12 hours of graduate credit toward the M.A. in English Education. Building on the research basis established in ENGL/EDUC 6274, this course provides the opportunity to apply research methods in classrooms. Examine identities as readers, writers, teachers, and especially as classroom researchers. (Spring) (Evenings)

EDUC 6974. Thesis/Project in the Teaching of English. (6) Research integrating the fields of English and Education in a theoretical or application-oriented study. If the thesis/project is the outgrowth of previous coursework rather than a new topic, then considerable additional research and exposition must be done. (Fall, Spring)

EDUC 7126. Comparative Education. (3) Analysis of sociocultural forces affecting educational planning and comparison of contemporary educational systems of selected countries and the United States. (Spring) (Evenings)

 

Top

Middle Grades Education  (MDLG) 


Undergraduate
 

MDLG 3130. The Early Adolescent Learner.  (4) Prerequisite: Admission to Teacher Education.  Physical, sexual, social, cognitive, and emotional development in the 10-15 year old with emphasis on how these developmental diversities affect the middle grades classroom.  Includes 40 hours of field experiences.  (Fall)

MDLG 3131.  The Philosophy and Curriculum of Middle Grades Education. (4) Prerequisites: MDLG 3130, admission to Teacher Education. Overview of education in the middle grades (6-9) with emphasis on the foundational components, organizational patterns, instructional programs, and integrated curriculum unique to the middle school. Includes 40 hours field experiences.  (Spring)

MDLG 3800. Individual Study in Middle Grades Education.  (1-6) Prerequisite: Permission of the student’s advisor.  Independent study under the supervision of an appropriate faculty member.  May be repeated for credit. (Fall, Spring, Summer)

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

MDLG 4440. Student Teaching/Seminar: 6-9 Middle Grades Education. (12) (O)  Prerequisite: Completion of all coursework, and departmental approval of an application for Student Teaching.  Corequisite:  MDSK 4150.  Planned sequence of experiences in the student’s two areas of content specialization conducted in approved middle school setting under the supervision and coordination of a university supervisor and an on-site cooperating teacher.  During student teaching, students must demonstrate the competencies identified for his/her specific teaching fields in appropriate grade-level settings.  Approximately 35 to 40 hours per week in an assigned school setting, teaching in two areas of concentration, with up to eight seminars scheduled throughout the semester. (Fall, Spring)

MDLG 4471. Middle Grades Clinical Experience. (3) Program of learning activities in the student's level and/or area of academic concentration in an approved school setting (gr. 6-9). (On demand)


Graduate and Advanced Undergraduate
 
MDLG 5130
:     The Middle Grades Experience. (3) Current curricular and instructional programs and their impact on the learning of contemporary adolescents. Reform efforts currently underway in American schools that attempt to address issues surrounding these and other current practices. Developmental characteristics of the early adolescent learner. Extensive clinical experience required.
Top of Page

Graduate Only
 

MDLG 6225. Issues in Middle Grades Education. (3) Examination of educational practices in the middle grades (6-9) including trends and issues unique to that philosophy. Emphasis on broadening understanding of foundational components, organizational patterns, instructional programs and management techniques. (Spring or Summer) (Evening)

MDLG 6800. Individual Study in Middle Grades Education. (1-6) Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)
 

Middle, Secondary, and K-12 Education  (MDSK) 


Undergraduate
 

MDSK 2100.  Diversity and Inclusion in Secondary Schools.  (3)  Introduction to the contexts, challenges, and changes in U.S. secondary education; emphasis on diversity in student populations including special needs students; examination of diversity in schools, including school organizations, approaches to teaching, purposes and expectations for public education, and communities.  10 hours of observations and participation in school settings required.  (Fall, Spring, Summer)

MDSK 3150.  Research and Analysis of Teaching Middle School Learners.  (3) (W)  Should be taken in the semester prior to student teaching. Concepts, methods, and practices used by effective teachers in their daily classroom routines, including systematic observation skills, interpretation of observation data, and application of research-based findings. Includes 20 hours of field experiences. (Fall, Spring)

MDSK 3151. Instructional Design and Technology Integration. (3)  Prerequisites: MDSK 2100 [SECD students only] or EDUC 2100 and SPED 2100 [MDLG students only], and admission to Teacher Education.  Pre- or corequisite: SECD 4140 or MDLG 3130.  Planning for instruction and evaluation of learning in the 21st Century classroom.  Emphasis on writing learning objectives and instructional plans for various domains of learning.  This course is designed as an introduction to the systematic process of planning for effective classroom instruction and assessment.  Emphasis will be placed on setting goals and objectives for instruction, planning activities and assessments based on cognitive, social, affective, and psychomotor factors and designing appropriate means of assessing those learning objectives.  Special attention will be given to the related use of technology in the development of effective and systematic learning environments.  This will include capabilities and limitations of technology, evaluating programs and technological resources, and the effective use of emerging technologies in the classroom.  It is expected that the student enter the course with basic recognition of computer hardware and software.  This course has a 15-hour clinical requirement. (Fall, Spring)

MDSK 3160.  Learning and Development: Birth through Adolescence.  (3) Prerequisites: EDUC 2100, SPED 2100, and admission to Teacher Education.  Theories of learning and development and a systematic examination of childhood and adolescence, with particular attention to biological, social, and cognitive areas of child development.  Includes  10 hours of field experiences.  (Fall)

MDSK 3161. K-12 Curriculum Studies.  (3)  Prerequisites: EDUC 2100, SPED 2100, and admission to Teacher Education.  Curriculum planning and development skills with emphasis on relating school content and skills to societal and individual needs, designing and implementing integrated activities, and examining the nature and functions of schools.  (Spring)

MDSK 4150. Assessment, Reflection, and Management Practices. (3)  Corequisite for Middle Grades Majors: MDLG 4440; corequisites for Secondary Education Minors: SECD 4451, 4452, 4453, or 4454.  Concepts, methods, and practices used by effective teachers in their daily classroom routine, including assessment, reflection, classroom and behavior management.  Course may be taught on site at a Professional Development School.  Includes 30 hours of field experiences.  (Fall, Spring)

MDSK 4251. Teaching Science to Middle and Secondary School Learners. (3) Should be taken semester prior to student teaching.  Preparation to teach science at the middle and secondary school levels with emphasis on a holistic, interdisciplinary understanding of science; science as related to everyday life and society; and interdisciplinary aspects of science.  Includes 15 hours of field experiences.  (Fall, Spring)

MDSK 4253. Teaching Social Studies to Middle and Secondary School Learners. (3) (SL) Should be taken semester prior to student teaching.  A methods course for teaching social studies at the middle and secondary school levels.  Emphasis on using social science content to develop effective teaching strategies, instructional plans, and classroom materials for teaching social studies to middle and secondary school students.  Includes 15 hours of field experiences.  (Fall, Spring)


Graduate and Advanced Undergraduate
 
MDSK 5251:     Teaching Science to Middle and Secondary School Learners. (3) Comprehensive overview of both science education and the nature of science. Planning and implementing effective learning experiences and assessment for both the number and the diversity of learners in a middle or secondary science classroom. Extensive clinical experience required.

MDSK 5253:     Teaching Social Studies to Middle and Secondary School Learners. (3) Comprehensive overview of history and social studies education with an emphasis on providing opportunities for history and social studies teachers to create relevant, stimulating, content specific lessons for the diversity of students in middle or secondary schools. Extensive clinical experience required.
Top of Page

Graduate Only
 

MDSK 6142. Readings in Assessment, Measurement and Student Achievement. (3)  An examination of research-based assessment strategies for the 6-12 classroom.  Practitioners will construct appropriate assessment items with a focus on reliability and validity.  Interpretation and utilization of student outcomes to improve classroom practice is emphasized. 3 hours. No clinical experience required.  (Fall) (Evening)

MDSK 6150. Models of Teaching. (3)  Learning theory associated with information processing, personal, social, and behavioral models; current trends in instructional methodology for a variety of content areas.  (Spring) (Evening)

MDSK 6156. Curriculum, Teaching, and Contemporary Issues in Education. (3)  A consolidated examination of curriculum and learning theory with emphasis on educational reform and the origins of contemporary issues in education.  Merges curriculum and learning theory to examine contemporary issues in education.  Drawing from the field of curriculum studies, attention is given to historical roots of curriculum and important theorists, educational reform and the change process, as well as global comparisons among American and international educational systems.  Approaches learning theory associated with information processing, personal, social, and behavior models as a foundation of current content area instructional methodology. (Fall) (Evening)

MDSK 6220. Adolescence and Learning. (3) Study of adolescence as a phase of development and its relationship to the learning process. (Fall, Summer) (Evening)

MDSK 6260. Teacher Leadership. (3)  An examination of the current research on adult learning and development, expert knowledge, and the professionalization of the field of teaching. Students develop skills to direct other educational professionals. (Fall, Spring) (Evening)

MDSK 6356. Curriculum Studies. (3)  Examination of the field of curriculum study with particular emphasis on the change process. (Fall) (Evening)

MDSK 6464. Primary and Secondary Source Analysis. (3) Advanced content course for middle and secondary social studies teachers seeking advanced social studies licensure.  Provides a focused study of primary and secondary sources that effectively support middle and secondary student understanding of social studies content.  Emphases include increased content knowledge of social studies, extensive content research and reading, development of content resources, application of advanced instructional methods through the integration of content resources to support student learning of social studies content, and experience in curriculum evaluation.

MDSK 6691. Seminar in Professional Development. (3)  Seminar focused on the self-direction and professional development of teachers. Emphasis will be placed on the design, development, and completion of the candidate's comprehensive portfolio, thesis, or research project. (Fall, Spring) (Evening)

MDSK 6351. Advanced Methods in Middle and Secondary Science.  (3)  Examination of current research and scholarship on the teaching of science in middle and secondary schools.  Particular emphasis on the development of advanced instructional expertise and leadership.  (Spring, On demand)

MDSK 6354. Advanced Methods in Middle and Secondary Social Studies.  (3)  Examination of current research and scholarship on the teaching of social studies in middle and secondary schools.  Particular emphasis on the development of advanced instructional expertise and leadership.  (Spring, On demand)

MDSK 6250. Issues in 6-12 Science Education. (3) Orientation to content, curriculum and methods appropriate for teaching science. Emphasis is on a critical examination of current trends and practices in the teaching of science. (On demand)

MDSK 6251. Issues in 6-12 Mathematics Education. (3) Orientation to content, curriculum and methods appropriate for teaching mathematics. Emphasis is on critical examination of current trends and practices in the teaching of mathematics. (On demand)

MDSK 6254. Issues in 6-12 Social Studies Education. (3) Current issues in teaching and learning social studies. Emphasis on current trends in curriculum, advanced instructional methods, and research. (On demand)


Top

Secondary Education  (SECD) 


Undergraduate
 

SECD 3140.  The Adolescent Learner.  (3)  Characteristics of the adolescent learner, including the impact on the classroom of physical, social, cognitive, moral, vocational, and affective developmental factors and multicultural issues.  Field-based activities include observation and tutoring in school and non-school settings; 15 hours of field experiences.

SECD 3141.  Secondary Schools.  (3)  Prerequisite: admission to Teacher Education.  Overview of secondary education with emphasis on the foundational components and instructional programs appropriate for contemporary adolescents in American society.  Includes 15 hours of field experiences.

SECD 3142.  Issues in Secondary Education.  (2)  Prerequisite: admission to Teacher Education.  Corequisites:  EDUC 4291 and a content methods course.  Integration of preservice education and academic concentration coursework in a pre-student-teaching field experience.  Students choose from sections of the course that focus on a contextual issue of particular interest while working in a setting where the issue exists.  Students may take as many different Issues sections as their schedules permit.  Includes 30 hours of field experiences. (On demand)

SECD 3800.  Individual Study in Secondary Education. (1-6)  Prerequisite: permission of the student’s advisor.  Independent study under the supervision of an appropriate faculty member.  May be repeated for credit.  (Fall, Spring, Summer)

SECD 4140.  Adolescence and Secondary Schools.  (3)  Prerequisites:  MDSK 2100 and admission to teacher education.  Corequisite:  MDSK 3151.  Overview of secondary education, including the foundational components and instructional programs appropriate for contemporary adolescents in a diverse U.S. society.  (Fall, Spring)

SECD 4451.  Student Teaching/Seminar: 9-12 Secondary English. (12) (O)  Prerequisite:  Departmental permission for admission to student teaching.  Corequisite:  MDSK 4150.  A planned sequence of experiences in the student’s area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher.  During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting.  Approximately 35-40 hours per week in an assigned school setting.  Six-to-eight on-campus seminars scheduled throughout the semester.  (Fall, Spring)

SECD 4452Student Teaching/Seminar: 9-12 Secondary Math. (12) (O)  Prerequisite:  Departmental permission for admission to student teaching.  Corequisite:  MDSK 4150.  A planned sequence of experiences in the student’s area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher.  During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting.  Approximately 35-40 hours per week in an assigned school setting.  Six-to-eight on-campus seminars scheduled throughout the semester.  (Fall, Spring)

SECD 4453Student Teaching/Seminar: 9-12 Secondary Science. (12) (O)  Prerequisite:  Departmental permission for admission to student teaching.  Corequisite:  MDSK 4150.  A planned sequence of experiences in the student’s area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher.  During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting.  Approximately 35-40 hours per week in an assigned school setting.  Six-to-eight on-campus seminars scheduled throughout the semester.  (Fall, Spring)

SECD 4454Student Teaching/Seminar: 9-12 Secondary Social Studies. (12) (O)  Prerequisite:  Departmental permission for admission to student teaching.  Corequisite:  MDSK 4150.  A planned sequence of experiences in the student’s area of specialization conducted in an approved school setting under the supervision and coordination of a university supervisor and a cooperating teacher.  During student teaching the student must demonstrate the competencies identified for his/her specific teaching field in an appropriate grade level setting.  Approximately 35-40 hours per week in an assigned school setting.  Six-to-eight on-campus seminars scheduled throughout the semester.  (Fall, Spring)

SECD 4472. Secondary Education Clinical Experience. (3) Program of learning activities in the student's area of academic concentration in an approved school setting. (On demand)


Graduate

SECD 6800. Individual Study in Secondary Education. (1-6) Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)

SECD 5140. The Secondary School Experience. (3)  Overview of the developmental characteristics of the adolescent learner and their relationship to instruction.  Context of American High Schools and the effects of those schools on the learning of contemporary adolescents. Reform efforts currently underway in American high schools that attempt to address some of the problems with current practice. Extensive clinical experience required.

 
K-12 Foreign Language Education(FLED) 
Undergraduate
 

FLED 4200. Secondary Methods Foreign Languages. (3)  Prerequisite: Completion of at least two 3000-level courses or equivalent in the target language, or permission of the Department of Middle, Secondary & K-12 Education. Current trends and practices in teaching foreign and second languages in the high school, with emphasis on practical applications. Addresses state mandated competencies. Required for licensure in the teaching of French, German, or Spanish (K-12).  Includes 30 hours of field experiences.  (Fall) (Evenings)

FLED 4201. K-8 Methods Foreign Languages. (3) Prerequisite: Completion of at least two 3000-level courses or equivalent in the target language, or permission of the Department of Middle, Secondary & K-12 Education. Current trends and practices in teaching foreign and second languages in the elementary school and middle school (K-8), with emphasis on practical applications. Addresses state mandated competencies. Required for licensure in the teaching of French, German, or Spanish (K-12).  Includes 15 hours of field experiences.  (Spring) (Evenings)

FLED 4469. Student Teaching/Seminar: K-12 Foreign Language. (12) Prerequisite: Departmental permission for admission to student teaching, including minimum score of advanced-low on Oral Proficiency Interview (OPI).  Co-requisite:  MDSK 4150.  A planned sequence of experiences in the student’s area of language specialization (French, German, or Spanish) conducted in an approved school setting under the supervision and coordination of a University supervisor and a cooperating teacher. Students must demonstrate the competencies identified for their language.  Approximately 35-40 hours per week in an assigned school setting and 6-8 on-campus seminars scheduled throughout the semester. (Fall, Spring)



Graduate
 

FLED 5200. Secondary Methods – Foreign Languages. (3)  Prerequisite: Admission to the Graduate Certificate in Teaching or the Master of Arts in Teaching, and permission of the department.  Current trends and practices in teaching foreign and second languages in high school, with emphasis on practical applications.  Addresses state mandated competencies.  Required for licensure in the teaching of French, German, or Spanish (K-12).  (Fall)

FLED 5201. K-8 Methods – Foreign Languages. (3)  Admission to the Graduate Certificate in Teaching or the Master of Arts in Teaching, and permission of the department.  Current trends and practices in teaching foreign and second languages in the elementary school and the middle school (K-8), with emphasis on practical applications.  Addresses state mandated competencies.  Required for licensure in the teaching of French, German, or Spanish (K-12).  (Spring)

FLED 6200.  Advanced Methods of Teaching Foreign Languages.  (3)  Cross-listed as TESL 6476.  Prerequisites: Admission to the M.A.T. in Foreign Language Education and completion of Phase I of the program.  A variety of topics will be addressed in order to prepare experienced second language teachers to be critical thinkers, second language researchers, and instructional and program leaders. Exemplar topics include the analysis of instructional methods and teaching strategies, curriculum design, research-based practices, multicultural education, and the mentoring and/or professional development of novice ESL teachers.  (Spring)

FLED 6470. Graduate Student Teaching and Internship – Foreign Language Education. (3)   Prerequisite: completion of all education coursework required for the “A” license, background requirements, minimum score of Advanced-Low on the Oral Proficiency Interview (OPI), and an application for the course by the established deadline; and approval of the department. Requires a full-time, semester-long graduate student teaching experience of teaching in the appropriate area of licensure (French, German, or Spanish). Includes formal observations in the intern’s classroom by University faculty and/or school-based supervisors. Includes seminars.  Application required.


Top

Teaching English as a Second Language (TESL)


Graduate and Advanced Undergraduate
 
TESL 5103:     Teaching English as a Second Language. (3) (3G) For current and future teachers of English as a Second Language (TESL) to master a variety of approaches, methods and techniques of teaching ESL and other competencies prescribed by the State of North Carolina. (Fall)

TESL 5104:     Authentic Assessment (formerly Second Language Diagnosis and Evaluation). (3) For current and future teachers of English as a Second Language (TESL) to develop multiple criteria assessment models as TESL diagnosticians and to master other competencies prescribed by the State of North Carolina. (Spring)
Top of Page

Graduate Only

TESL 5103. Methods in Teaching English as a Second Language. (3)  For current and future teachers of English as a Second Language (ESL) to master a variety of approaches, methods and techniques of teaching ESL and other competencies prescribed by the state of North Carolina. (Fall, Select Summers)

TESL 5104. Authentic Assessment. (3)  For current and future teachers of English as a Second Language (ESL) to develop multiple criteria assessment models as TESL diagnosticians and to master other competencies prescribed by the state of North Carolina. (Spring)

TESL 6000. Topics in Teaching English as a Second Language. (1-6)  May include classroom and/or clinical experiences in the content area.  With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)

TESL 6204 Multicultural Education. (3)  Assists teachers and other school personnel in the development of skills in multicultural curriculum, design and delivery.  Examines issues of power, race, class, and privilege that affect the educational success of English language learners and other diverse student populations in today’s public schools.  Addresses the need to develop instructional practices that infuse critical multicultural education into the curriculum. (Fall)

TESL 6205. Second Language Acquisition in K-12 Schools. (3)  An examination of concepts, theories, research, and practice related to the language acquisition and literacy development of English Language Learners in U.S. schools.  Attention is paid to the physiological, social and psychological variables that influence the academic success of immigrant children and the challenges associated with first language literacy, second language literacy, and second language development in K-12 settings.  (Fall)

TESL 6206. Globalization, Communities, and Schools. (3) An examination of the intersection of globalization and education with specific attention to the experiences of children of immigration in North Carolina K-12 communities and the contemporary phenomenon of transnationalism.  Implications for the best K-12 educational practice are emphasized.  This course does not carry a fieldwork requirement. (Fall, Spring)

TESL 6470. Internship In Teaching English as a Second Language. (3)  Prerequisite: Completion of all education coursework required for the “A” license, background requirements, minimum score of Advanced low on the Oral Proficiency Interview (OPI), an application for the course by established deadline and approval of the department.  Requires a full-time, semester long graduate student teaching experience of teaching in the appropriate area of licensure (TESL).  Includes formal observations in the intern’s classroom by university faculty and/or school-based supervisors.  Includes seminars.  Application required. (Fall, Spring)

TESL 6476. Advanced Pedagogy in Teaching English as a Second Language. (3)  Cross-listed as FLED 6200.  Prerequisite:  Permission of the department.  A variety of topics will be addressed in order to prepare experienced second language teachers to be critical thinkers, second language researchers, and instructional and program leaders. Exemplar topics include theories of second language acquisition, the history and trends of second language instructional methods, curriculum design, research-based practices, multicultural education, community partnerships, and mentoring of beginning teachers.  (Fall)

TESL 6691. Seminar in Professional Development. (3)  Seminar focused on self-direction and professional development of English as Second Language Specialists (ESL), with an increasing emphasis on becoming instructional leaders, as students plan to meet their own learning needs in instructional expertise; expand their awareness of the role of the ESL specialist; plan their program; use technology in presentations; and develop their Master’s Thesis, Master’s Research Project or Comprehensive Portfolio. The goal of the course is to help the student demonstrate through a culminating teaching portfolio that the student has obtained the knowledge, skills and dispositions of a master teacher. (Fall, Spring)

TESL 6800. Individual Study in Teaching English as a Second Language. (1-6)  Prerequisite: Permission of the student’s advisor.  Independent study under the supervision of an appropriate faculty member.  May be repeated for credit. (Fall, Spring, Summer)

 
 

Top


To Contact the Office of Middle, Secondary, K-12 Education

Phone: 704-687-8875 or 704-687-8878

Fax: 704-687-1630