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Education-Complete List of Courses Offered

The student teaching courses in Education are taken under the guidance of a public school supervising teacher and a University supervisor. The following Education courses require a special $150 fee to pay the extra costs associated with student teaching: EDUC 510, EDUC 540, and EDUC 541. A laboratory fee of $25 is charged with EDUC 360. Education majors and minors must purchase a subscription for a web-based software system at a one-time cost of $130.00 when they enroll in their first EDUC prefix course.

EDUC 204 Professional Communications in Education S 3 SH

This course is designed for the prospective teacher who desires focused skill development in oral and written communications related to the teaching profession. It may also include content for mathematics literacy. It is recommended for students who want additional assistance in meeting the requirements for admission to the Teacher Education Program. Evaluated on Pass/Fail basis.

EDUC 205 (WI) Introduction to Teaching F;S 3 SH

This seminar and field experience course will focus on helping prospective teachers to understand organization, context, and characteristics of the contemporary public school that serves a diverse student population. The student will participate in a semester-long field experience of at least 15 hours. Structured observation in a public school classroom with a diverse population will be supplemented with a 2-hour seminar that focuses on the role of the classroom teacher in the elementary and secondary school, the North Carolina Professional Teaching Standards, and expectations of the Pfeiffer Teacher Education Program. Also, in this course the student will initiate the development of a personal teaching philosophy that embraces a servant-leadership perspective. This is a writing intensive course. Must take Praxis I (reading, writing, and mathematics) unless exempted or already taken to complete this course.

EDUC 207 Geography in Elementary Curriculum UD 3 SH

This course focuses on the content of geography as a component part of the social studies curriculum in the elementary school classroom. This course reviews content and equips the teacher candidate to use best practices in teaching the People, Places, and Environments thematic strand developed by the National Council for Social Studies as well as the five themes of geography developed by the Joint Committee on Geographic Education of the National Council for Geographic Education and the Association of American Geographers.

EDUC 304 Arts in the Elementary School UD 3 SH

This course will prepare prospective elementary teachers to implement a more balanced and thorough curriculum through incorporating the teaching of visual arts, dance, music, and theater arts in the elementary school classroom. Components and organization of the arts curricula, pedagogical implications of arts integration in the regular classroom, and arts resources and materials will be examined.

EDUC 306 A The Learner and Learning I Elementary F;S 3 SH

This course focuses on the common and diverse cognitive, affective, and physical characteristics of children in early and late childhood in terms of the content and organization of the elementary school curriculum (grades K-6). Candidates will study the theories of learning, motivation, pedagogical strategies, and assessment, as well as theories of human development as they apply to the development of effective teaching practices in the elementary school classroom. Candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. Prerequisite: EDUC 205

EDUC 306 B The Learner and Learning I Secondary S 3 SH

This course focuses on the cognitive, affective, and physical aspects of the secondary learner as well as the content and organization of the secondary school (grades 9-12) curriculum. The student is introduced to the North Carolina Standard Course of Study and explores implications for teaching the secondary school learner. The entire curriculum of the secondary school, including the intended, informal, and hidden curricula, and extra-curriculum in terms of the effects on the secondary learner are examined. Prerequisite: EDUC 205

EDUC 306 C The Learner and Learning I K-12 S 3 SH

In this course, the student examines the K-12 curriculum in the content area in terms of the cognitive, affective, and physical characteristics of the learner. The student will study the North Carolina Standard Course of Study and implications for teaching the elementary and secondary school learner in terms of psycho-educational theory and practice. Also other components of the entire curriculum, including the informal and hidden curriculum, and the effects on learners throughout the elementary and secondary school experience are explored. The student will focus study on the area of intended licensure. Prerequisite: EDUC 205.

EDUC 321 (WI) Research and Assessment in Education F;S 3 SH

This course introduces the teacher candidate to research in education by examining problems in contemporary American education. Candidates develop consumer research skills and learn basic skills for evaluating and reporting instructional effectiveness. They apply information and media literacy skills, critical thinking skills, and problem-solving strategies while writing a research paper on a major area of research-verified practice in content pedagogy. This is a writing intensive course. Prerequisites: EDUC 205, EDUC 360

EDUC 322 (WI) Diversity in Education F;S 3 SH

This course is designed to equip prospective teachers with a broad base of knowledge and skills for teaching diverse learners. Teacher candidates study the heritage and culture of high incidence ethnic groups and exceptionalities. They will learn principles of culturally responsive teaching, accommodations for exceptional learners, and strategies for effective inclusion of English language learners in general education classrooms. Candidates will develop and implement a school-based project that responds to identified needs in a local school. This is a writing intensive course. Prerequisites: EDUC 205, EDUC 360.

EDUC 360 Technological Applications for Educators F;S 3 SH

Candidates will learn strategies for using technology for professional practice and instruction. Learning activities also will focus on the use of information and communications technology to facilitate learning how to learn, critical thinking, solving problems, communicating, and collaborating. Skills learned in this course will be applied in subsequent methods courses. $25 fee.

EDUC 406 A (WI) The Learner and Learning II- Elementary F 3 SH

The focus of this course is the study of the elementary school curriculum including the terms of the intended, informal, and hidden curriculum, and its effects on the development of elementary school students. Prospective teachers will examine and use the components and organization of the formal curriculum and pedagogical implications of integration to plan for effective use of the written curriculum, developmentally appropriate curricular materials, media, and other resources for effective teaching in classrooms with diverse school populations. Instructional strategies for high levels of student achievement and assessment procedures will be incorporated through a focus on curriculum alignment. Students may be required to observe curricular processes in the elementary general education classroom. This is a writing intensive course. Co-requisite or Prerequisite: EDUC 306A

EDUC 406 B (WI) The Learner and Learning II-Secondary F 3 SH

This is a seminar course in which the teacher candidate applies concepts and theories learned in The Learner and Learning I to the study of students and their learning in the content area classroom. Through structured observation and assisting in secondary school classrooms, and through case studies, the teacher candidate will identify strategies that result in effective learning. The candidate will also identify and analyze problems in learning and teaching, and possible solutions. This course will include at least 30 hours of structured field experience in the secondary classroom. Observations and analyses will focus on strategies for effective classroom management in the secondary school. This is a writing intensive course.

EDUC 406 C (WI) The Learner and Learning II- K-12 F 3 SH

This is a seminar course in which the teacher candidate applies concepts and theories learned in The Learner and Learning I to the study of students as they participate in the special area classroom. Through structured observations and assisting in elementary and secondary classrooms, and through case studies, the teacher candidate will develop an understanding of the K-12 learner and identify strategies that result in effective learning. The candidate will also identify and analyze problems in learning and teaching, and possible solutions. This course will include at least 30 hours of field experience in elementary and secondary classrooms. Observations and analyses will focus on strategies for effective classroom management in the elementary and secondary school. This is a writing intensive course. Co-requisite or Prerequisite: EDUC 306C

EDUC 407 A Practicum in Elementary Education I S 1 SH

This course will provide field experience in teaching prior to student teaching in the elementary school. The practicum experiences will be directly related to methods coursework in science and technology. Candidates will work in area public elementary schools. Structured observation, assisting, tutoring, and teaching will be included in these intensive field experiences. Teacher candidates will participate in at least two practicums prior to student eaching. Corequisite or Prerequisite: EDUC 306B

EDUC 407 B Practicum in Elementary Education II F 1 SH

This course will provide field experience in teaching prior to student teaching in the elementary school. The practicum experiences will be directly related to methods coursework in the arts and humanities. Candidates will work in area public elementary schools. Structured observation, assisting, tutoring, and teaching will be included in these intensive field experiences. Teacher candidates will participate in at least two practicums prior to student teaching.

EDUC 411 Children's Literature F;S 3 SH

Children's reading interests; significant authors and illustrators; indices to children's literature; bibliographies and aids in the selection of children's books; readings in books for children through the intermediate level. Cross-listed as ENGL 411.

EDUC 412 Teaching Reading in the Primary Grades S 3 SH

The purpose of this course is to provide the teacher candidates with the knowledge and understanding of the cognitive and linguistic foundations of literacy development, the processes of oral, written, and visual communication, and the content of a balanced reading program for grades K-3; and includes programmed instruction in Standard English usage and conventions. Includes a community service component. Prerequisites; EDUC 306A, EDUC 411 and formal admission to the teacher education program by the TEB. Corequisite: EDUC 406A.

EDUC 413 Teaching Reading in the Intermediate Grades F 3 SH

The purpose of this course is to provide teacher candidates with the knowledge and teaching competence in all areas of the elementary curriculum unique to intermediate learners and reading. Using narrative and expository text, candidates will learn reading comprehension and decoding strategies for content area learning and reading enjoyment in grades 4-6; also includes programmed instruction in Standard English usage and conventions. Includes a community service component. Prerequisites: EDUC 306A, EDUC 411, and formal admission to the teacher education program by the TEB. Corequisite: EDUC 407A.

EDUC 441 (WI) Science Methods in the Elementary School S 3 SH

This course will prepare prospective elementary teachers to implement a concept-based, developmentally appropriate, and process oriented science program, including activity-based science lessons, science process skills and the integration of technology throughout the science curriculum. In this course, the teacher candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills.@ In addition the course fosters critical thinking and problem-solving skills, contextual learning skills, creativity skills, and collaboration skills. The course also enhances global awareness and health and wellness awareness. This is a writing intensive course. Prerequisite: EDUC 306A and formal admission to the Teacher Education Program by the TEB.

EDUC 442 Math methods in the Elementary School S 3 SH

This course will prepare prospective elementary teachers to implement a concept-based, and process oriented mathematics curriculum consistent with research on effective instruction and the NCTM standards. In this course, the teacher candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. In addition the course fosters critical thinking and problem-solving skills, contextual learning skills, creativity skills, and collaboration skills. Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB. Includes a community service component.

EDUC 443 (WI) Social Studies Methods in the Elementary School F 3 SH

This course will prepare teacher candidates to implement a concept-based, developmentally appropriate, and process oriented social studies program. The course will focus upon 21st Century learning skills including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills. In addition, candidates will learn to systematically include 21st Century life skills into their pedagogy: including: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility, including activity-based social studies lessons, social studies process skills, and the integration of technology throughout the social studies curriculum. The candidate will learn to use formative and summative assessment to monitor and evaluate student performance. The candidate will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge as well as learning and thinking skills, information and technology literacy, and life skills. Instruction on the stock market and the Junior Achievement program is included. Lesson plans focusing on financial, economic, business and entrepreneurial literacy or civic literacy will be required. Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB. This is a writing intensive course.

EDUC 444 Language Arts in the Elementary School F 3 SH

This course will prepare prospective elementary teachers to implement a concept-based, developmentally appropriate, and process oriented communication program. The course will focus upon 21st Century learning skills including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills. In addition, candidates will learn to systematically include 21st Century life skills into their pedagogy: including: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility. The course will include the integration of technology throughout the language arts curriculum. The candidate will learn to use formative and summative assessment to monitor and evaluate student performance and will learn to use traditional strategies for assessment as well as authentic assessments to measure content knowledge, learning and thinking skills, information and technology literacy, and life skills Prerequisite: EDUC 406A and formal admission to the Teacher Education Program by the TEB.

EDUC 500 Materials and Methods-Secondary School S 3 SH

This course focuses on strategies for curriculum planning, instruction, and assessment in the secondary school with discussion and assignments closely tied to the students' content areas. Candidates will learn to integrate 21st Century content and skills in daily lessons including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, and contextual learning skills, and information and media literacy skills. In addition, candidates will learn to systematically include in daily lessons content and skills related to leadership, ethics, accountability, adaptability, and personal productivity. They will learn strategies for developing reading comprehension skills in the content area and methods for accommodating exceptional learning needs. Prerequisite: Admission to the Teacher Education Program by the TEB or post-baccalaureate status.

EDUC 500 A Science Methods for Secondary Teachers UD 3 SH

This course focuses on strategies for curriculum planning, instruction, and assessment in secondary science. Candidates will learn to integrate 21st Century content and skills in daily lessons including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will learn to systematically include in daily lessons content and skills related to leadership, ethics, accountability, adaptability, and personal productivity. They will learn strategies for developing reading comprehension skills in the content area and methods for accommodating exceptional learning needs. Prerequisite: Admission to the Teacher Education Program by the TEB or post-baccalaureate status.

EDUC 500 B Social Studies Methods for Secondary Teachers UD 3 SH

This course focuses on strategies for curriculum planning, instruction, and assessment for the social studies. Candidates will learn to integrate 21st Century content and skills in daily lessons including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will learn to systematically include in daily lessons content and skills related to leadership, ethics, accountability, adaptability, and personal productivity. They will learn strategies for developing reading comprehension skills in the content area and methods for accommodating exceptional learning needs. Prerequisite: Admission to the Teacher Education Program by the TEB or post-baccalaureate status.

EDUC 500 C English Methods for Secondary Teachers UD 3 SH

This course focuses on strategies for curriculum planning, instruction, and assessment in English. Candidates will learn to integrate 21st Century content and skills in daily lessons including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will learn to systematically include in daily lessons content and skills related to leadership, ethics, accountability, adaptability, and personal productivity. They will learn strategies for developing reading comprehension skills in the content area and methods for accommodating exceptional learning needs. Prerequisite: Admission to the Teacher Education Program by the TEB or post-baccalaureate status.

EDUC 500 D Mathematics Methods for Secondary Teachers UD 3 SH

This course focuses on strategies for curriculum planning, instruction, and assessment in secondary mathematics. Candidates will learn to integrate 21st Century content and skills in daily lessons including critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will learn to systematically include in daily lessons content and skills related to leadership, ethics, accountability, adaptability, and personal productivity. They will learn strategies for developing reading comprehension skills in the content area and methods for accommodating exceptional learning needs. Prerequisite: Admission to the Teacher Education Program by the TEB or post-baccalaureate status.

EDUC 500 L Secondary Methods Laboratory S 3 SH

The secondary teacher education candidate will participate in two hours of simulated teaching and/or critique each week. Also, the candidate will observe, assist, or teach in a high school classroom for one class period each week. Prerequisite: Admission to the Teacher Education Program by the TEB. Co-requisite: EDUC 500, EDUC 500A, EDUC 500B, EDUC 500C, or EDUC 500D.

EDUC 503 (WI) Senior Seminar and Field Experience F;S 2 SH

During this course, the teacher candidate will engage in service learning in the secondary or K-12 classroom, conducting structured observations, assisting the classroom teacher, and teaching at least five lessons. This field experience will be accompanied by weekly seminars. During seminar, the teacher candidate will participate in reflection on the field experience, incorporating all North Carolina Professional Teaching Standards. Prerequisite: EDUC 406B or EDUC 406C. This is a writing intensive course.

EDUC 510 (WI) Student Teaching K-6 F;S 12 SH

Full Time supervised teaching in a nearby cooperating elementary school for 15 weeks. Orientation, observation, conferences, seminars, and 110-150 hours of actual classroom teaching are all integral parts of the experience. Candidates integrate 21st Century learning skills in all pedagogy. 21st Century learning skills include critical thinking and problem-solving, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills. In addition, candidates will systematically include 21st Century life skills into their pedagogy: 21st Century life skills include: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self direction, and social responsibility. This is a writing intensive course. Prerequisites: all core and professional education courses, and approval of the Teacher Education Board. $150.00 fee.

EDUC 515 Public School Internship F;S 3 SH

This course will be taken by lateral entry candidates in all areas of licensure at the end of their programs of study. Students will provide lesson plans and copies of teaching evaluations. The instructor will observe and evaluate students in their classrooms. Following each evaluation, the instructor and student will analyze the lessons observed and develop strategies to strengthen the classroom performance. Content knowledge, lesson planning, teaching strategies, student evaluation, and classroom management will be evaluated. Prerequisite: All plan of study requirements.

EDUC 520 Cross-Curricular Literacy UD 3 SH

During this course, teacher candidates will refine their skills in developing units and lessons by learning to incorporate cross-curricular content and teaching strategies for facilitating reading comprehension in the content area and advanced literacy skills among secondary school students. This course also includes programmed instruction in Standard English usage and conventions. Prerequisite: EDUC 500, EDUC 500A, EDUC 500B, EDUC 500C, or EDUC 500D; EDUC 505; or Lateral Entry status.

EDUC 540 (WI) Student Teaching-Secondary F;S 12 SH

Full-time supervised teaching in subject areas, including directed observation - participation experiences in a nearby cooperating secondary school for 15 weeks during a semester of the senior year. Orientation, seminars, and conferences are an integral part of the student teaching experience. Prerequisites: all core and professional education courses, and approval of Teacher Education Board. This is a writing intensive course. $150.00 fee.

EDUC 541 (WI) Student Teaching- K-12 F;S 12 SH

Full time supervised teaching in subject areas, including directed observation-participation in experiences in a nearby cooperating elementary and/or secondary school for 15 weeks during a semester of the senior year. Orientation, seminars, and conferences are an integral part of the student teaching experience. Prerequisites: all core and professional education courses, and approval of the Teacher Education Board.This is a writing intensive course. $150.00 fee.

EDUC 570 A/B Licensure Preparation F 1 SH

Preparation for the completion of Praxis Examinations and Requirements for Performance Based Licensure for elementary and special education teacher candidates. This course is designed to assist senior level students pursuing licensure in the application of academic knowledge and skills. Students will practice test taking and reflective writing according to national and state standards. Discussions and exercises will be directed towards how to successfully complete requirements for licensure in the state of North Carolina. Prerequisite: Senior rank.

 

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