English-Secondary Education Certification

ENGLISH EDUCATION (71 SH):
Core Studies:
ENGL 314 Introduction to Literary Studies
ENGL 410 English Language and Linguistics
General Studies:
ENGL 317 American Literature to 1865 OR
ENGL 318 American Literature since 1865
ENGL 325 British Literature I OR
ENGL 326 British Literature II
Three additional courses numbered between 308 and 328
World Literature: One course chosen from ENGL 330, 354, 357, 360
Study in Depth:
ENGL 460 Theory and Practice of Teaching Writing
ENGL 501 Shakespeare
Two additional courses numbered 400 or above at least one of which must be a seminar or directed research.
Licensure:
EDUC 205 Introduction to Teaching
EDUC 306B Learner and Learning I
EDUC 321 Research & Assessment in Education
EDUC 322 Diversity in Education
EDUC 360 Technological Applications for Education
EDUC 406 B Learner Learning II -- Secondary
EDUC 503 Senior Seminar and Field Experience
EDUC 500C English Methods OR EDUC 500 Secondary Methods
EDUC 500L Secondary Methods Laboratory
EDUC 540 Student Teaching -- Secondary
Foreign Language:
Two semesters of study of foreign language or the equivalent is required of all English majors. This requirement can be met through departmental examination, completion of any two three credit courses of any foreign language at any level, or at least one semester of study abroad in a non-English speaking country. Note: Students planning to apply to graduate programs should acquire a reading knowledge of at least one foreign language. This usually requires at least six semester hours of study beyond the intermediate level. Students completing the English Education major are encouraged to complete at least six semester hours of Spanish.
 

English Education-Courses Offered

 

NOTE: ENGL 202 College Writing is a prerequisite for ALL English (ENGL) courses at or above the 300 level.
ENGL 200 English Proficiency F; S 3 SH
Review of fundamentals of English grammar, mechanics, and usage. Extensive practice with in-class writing, revision and editing will be included.
ENGL 201 Introduction to College Writing F; S 3 SH

An introduction to academic reading, writing and critical thinking, students in this course will undertake a review of the grammar of standard written English and the mechanics of collegiate writing through the study of exemplary texts drawn from across the academic disciplines. Students will produce short essays, paraphrases, summaries, and explore the concept of plagiarism and learn how to avoid it through the use of proper attribution of sources. This course must be passed with a grade of C- or better to meet the University writing requirement. Students must successfully complete or place out of this course before enrolling in ENGL 202 College Writing.

ENGL 202 College Writing F; S 3 SH

Through the close study of exemplary texts chosen from across the academic disciplines, students will explore the art of academic argumentation and the rhetoric of the academic essay. Students in this class will produce short documented essays that demonstrate their understanding of the practices of quoting, summarizing and paraphrasing source materials, developing and supporting a position on an issue, and researching topics on-line and in the library. This course must be passed with a grade of C- or better to meet the University writing requirement. Completion of this course or its equivalent is prerequisite for all writing intensive courses.

All English 300 level courses are designed to meet the general education requirement in Literature.
ENGL 306 Approaches to Literature F; S 3 SH

Theme and genre in literature, moving from simple myths to complex modern works. Critical composition and research writing are required.

ENGL 308 (WI) Introduction to Poetry F even 3 SH
Study of forms and practices related to the creation, criticism and interpretation of poetry.
ENGL 313 (WI) Introduction to Short Fiction F even 3 SH
Study of forms and practices related to the creation, criticism, and interpretation of short fiction.
ENGL 314 (WI) Introduction to Literary Studies F 3 SH
Introduction to the formal study of literature as an academic discipline including the practices of interpretation, criticism, and research in the context of contemporary literary theory and classical critical texts. Required of all English majors and minors. Prerequisites: ENGL 202 and sophomore standing. This is a writing intensive course.
ENGL 315 (WI) Creative Writing I F odd 3 SH
Forms and techniques of imaginative writing, mainly fiction and poetry. Students complete various writing projects, including a completed manuscript consisting of fiction, poetry, or a reasonable combination of both. Students coordinate reading assignments with their creative writing projects. This is a writing intensive course.
ENGL 317 American Literature to 1865 F odd 3 SH
Survey of American poetry, drama, and fiction from the precolumbian period through 1865.
ENGL 318 American Literature from 1865 to the Present S 3 SH
Survey of American poetry, drama, and fiction from 1865 to the present.
ENGL 319 (WI) Topics in Literature F odd; S odd 3 SH
Special topics in literary themes and genres such as African American Writers, Detective Fiction, Fiction of the American West, Southern Writers, and Women Writers. Course may be taken more than once providing a different topic is offered each time.
ENGL 320 Introduction to Film and Drama S even 3 SH
Study of forms and practices related to the creation, criticism, and interpretation of film and drama.
ENGL 325 British Literature I F even 3 SH
Study of major authors in the British tradition from the middle ages to the Restoration. 
ENGL 326 British Literature II S odd 3 SH
Study of major authors in the British tradition from the Restoration to the end of the 20th century. 
ENGL 330 (WI) Contemporary World Literature S even 3 SH
Study of major works and trends in world literature since 1945, including writers from Africa, India, the West Indies, the Americans, and Australia.
ENGL 343 (WI) C.S. Lewis and J.R.R. Tolkien S even 3 SH

An exploration of major prose works of each writer including essays, short stories, and novels. The course will also examine the contributions made by Lewis and Tolkien to theological, philosophical, and literary discussions in the twentieth and twenty first centuries throughtheir writings on faith, fantasy, science fiction and mythology. Special emphasis will be given to the role of friendship in the development of the writers' works and Lewis and Tolkien's enduring place in popular culture. This is a writing intensive course. (Crosslisted as RAPT 343.)

ENGL 354 Myth and Literature of the Ancient World S odd 3 SH

Study of mythology across cultures. Myths of Europe, Africa, Asia, and the Americas will be examined.

ENGL 357 World Literature in Translation F even 3 SH
Major world writers from the medieval period to 1945. Writers studied will include those from the Asian, African, and European traditions.
ENGL 360 (WI) Rhetoric F even 3 SH
Introduction to the field of rhetoric, including study of major rhetoricians from Plato to Burke and the changing position of rhetoric in the field of literary and communication studies. This is a writing intensive course.

ENGL 314 and at least six additional hours in ENGL courses at the 300 level are prerequisites for all 400 and 500 level courses. This requirement can be waived by the department chair for students transferring in 50 or more undergraduate credit hours.

ENGL 410 (WI) English Language and Linguistics F even 3 SH
Examination of the history and development of the English language in its social contexts. Topics covered include: grammars and correctness, dialect, development of English, spread of English, impacts of language on society. This is a writing intensive course. Prerequisite: Junior standing, ENGL 314 and at least six additional hours in ENGL courses at the 300 level. Note: This course does not meet the general education requirement in literature.
ENGL 411 Children's Literature 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. Prerequisite: Permission of the instructor, ENGL 314 and at least six additional hours in ENGL courses at the 300 level. Cross-listed as EDUC 411.
All seminars will examine a specific topic related to the general topic listed here. These specific topics will be indicated in the course listings as offered. All seminars require the in-depth study of specific themes, periods, or authors. All seminars will require independent research and the writing of a seminar paper of at least 15 pages. ENGL 432, 435, 437, and 439 are writing intensive courses.
ENGL 431 Seminar in Adolescent Literature UD 3 SH
ENGL 432 (WI) Seminar in American Literature S 3 SH
ENGL 433 (WI) Seminar in British Literature S 3 SH
ENGL 435 (WI) Seminar in Rhetorical Studies S even 3 SH
ENGL 437 (WI) Seminar in Criticism and Theory S Odd 3 SH
ENGL 439 (WI) Seminar in World Literature F even 3 SH
ENGL 460 (WI) Theory and Practice of Teaching Writing F odd 3 SH
This course introduces various approaches to composing and revising prose. Classical and contemporary strategies for invention and editing will be studied and practiced. Class members will direct writing assignments for one another and will teach writing in other contexts such as the Learning Center. This is a writing intensive course. Prerequisite: Junior Standing, EDUC 405, SPED 200 and formal admission to the Teacher Education Program by the TEB. Corequisite: SPED 300.
ENGL 490 (WI) Directed Research UD 3 SH
Students enrolled in this class will engage in a research project with a faculty member that is of mutual interest to the participants. Students must be English majors or minors, have senior standing, and have an outlined research project developed with a member of the department faculty and approved by the Department chair at least one semester in advance of taking the course. Faculty and students will work together on completing and writing up the project results. This is a writing intensive course.
ENGL 501 (WI) Shakespeare F odd 3 SH
Selected comedies, tragedies, histories, and sonnets of Shakespeare. This is a writing intensive course. Prerequisite: ENGL 327 and Junior standing or permission of the instructor.

 

Social Studies-Courses Offered

HSTY 221 United States History to 1865 F 3 SH
Colonial foundations; national origins; constitutional development; territorial and economic expansion; cultural development; civil discord and war.
 
HSTY 222 United States History since 1865 S 3 SH
A continuation of HSTY 221 Reconstruction; industrial growth; the rise of progressivism; involvement in world affairs; changing social and economic patterns.
HSTY 231 Civilizations of Asia F 3 SH
The people, institutions, events, issues, and ideas which shaped Asia from the rise of civilization to the present. The course will focus on India, China and Japan.
HSTY 232 Civilizations of Africa and the Middle East S 3 SH
The people, institutions, events, issues, and ideas which shaped Africa and the Middle East from the rise of civilization to the present.
HSTY 233 Civilizations of Europe I F 3 SH
The people, institutions, events, issues, and ideas which shaped Europefrom the rise of civilization to 1789.
HSTY 235 Civilizations of Latin America F 3 SH
The people, institutions, events, issues, and ideas which shaped Latin America from the rise of civilization to the present
HSTY 236 Civilizations of Europe II S 3 SH
The people, institutions, events, issues, and ideas which shaped Europe from 1789 to the present.
HSTY 303 North Carolina History UD 3 SH
Social, political, and economic development from colonial times to the present. Prerequisite: Declared major or minor in History, Social Studies, or Education.
HSTY 311 Current Events: The Present as History S 3 SH

Significant current events, issues, or movements such as the growth of Islamic fundamentalism, global terrorism, the Arab-Israeli conflict, the AIDS epidemic, the expansion of the European Union, and the tension between China and Taiwan are studied in their historical context. Events in the United States are covered, but the focus of the course is international. An international research/service project is required. This is a designated service learning course. Prerequisite: Sophomore standing.

HSTY 316 History of England since 1688 S odd 3 SH
Constitutional, political, social, cultural, and economic developments from the “Glorious Revolution” to the present.
HSTY 340 The Civil Rights Movement F odd 3 SH
An in-depth look at the modern Civil Rights Movement with a focus on the years 1954-1968. The course will consider not only the development of the major leaders and organizations that struggled against the Jim Crow system of the American South, but also the local people who supplied the "foot soldiers" of the movement. Attention will also be given to the precursors of the movement as well as the after effects that continue to the present.
HSTY 345 The American South S even 3 SH
A survey of the history of the southeastern United States from the pre-colonial period to the present. The course looks especially at two themes--the development of the South as a distinctive region in the United States and the level of influence (political, cultural, economic) the region has had on the country at large. Students will explore these issues through the interpretive lens of race, class, gender, and the environment.
HSTY 390 Topics in History UD 3 SH
These one-semester reading, research and discussion courses will be offered at the discretion of the History program faculty or in response to popular demand by students.
HSTY 401 (WI) African-American History F even 3 SH
An examination of the African-American experience in the United States from 1619 to the present. Slave narratives, the writings of Booker T. Washington, W.E.B. DuBois, and other prominent African-Americans, and recent documentaries will bring to life the horrors of slavery and the struggle for equality. A research project is required.This is a writing intensive course. Prerequisites: HSTY 221 and 222 or permission of the instructor.
HSTY 405 (WI) Civil War and Reconstruction S odd 3 SH
The causes and consequences of the abortive “Southern War for Independence”; social, economic, and political developments in the disunited states during and after the war; problems of racial adjustment; constitutional and political change during Reconstruction. A research project is required. This is a writing intensive course. Prerequisites: HSTY 221 and 222 or permission of the instructor.
HSTY 408 (WI) Europe 1815-1914 F odd 3 SH
Interpretive survey of European history from the Congress of Vienna to the outbreak of WWI. Social, economic, and political transformation. Prerequisite: HSTY 236 or sophomore standing. A research project is required. This is a writing intensive course.
HSTY 409 (WI) Europe 1914-Present S even 3 SH
Interpretive survey of European History from World War I to the present. This is a writing intensive course. Prerequisite: HSTY 236 or sophomore standing (HSTY 222 recommended).
HSTY 419 (WI) The American Revolution and Early Republic S even 3 SH
A study of the causes of the American Revolution, the British North American colonies' War for Independence, the Confederation government, the drafting and implementation of the Constitution, the early presidencies of Washington, Adams, and Jefferson. While much of the course will explore the history of the "Great Men" of the early United States, attention will be given to the social history of this era--namely what has been termed the "unknown" history of the Revolution and Early Republic. The class will consider how the massive change wrought from 1763-1808 influenced the margins of American society. A research paper is required. This is a writing intensive course.
HSTY 423 (WI) The Vietnam Era S odd 3 SH
A close look at American society during the 1960's and early 1970's with special emphasis on the conduct and consequences of the Vietnam War. Historical readings will be augmented by novels and films. A research project is required. This is a writing intensive course. Prerequisite: HSTY 221 and 222 or permission of the instructor.
HSTY 427 Museum Internship UD 1-3 SH
Internship in conjunction with the Stanly County Historic Preservation Commission designed to give students practical experience in a museum setting. Interns will have the opportunity to learn techniques of research, collections management, and museum educa tion. Students should register for HSTY 427 for 1 semester hour of credit, HSTY 427A for 2 semester hours of credit, and 427B for 3 semester hours of credit. Prerequisite: HSTY 300 and permission of Department Chair in consultation with supervising faculty.
HSTY 428 Life in Medieval England F even 3 SH
An exploration of the ways people in all levels of Medieval English society lived and thought. Each student will be responsible for researching and discussing with the class the life of a particular kind of medieval person (i.e. noble, knight, lady, merchant, priest, nun, peasant, etc.) and for writing a fictionalized autobiography of his or her person. Prerequisite: HSTY 233 or permission of the instructor.
HSTY 430 (WI) Revolution in the Modern World F even 3 SH
A study in comparative history and in the concept of revolution. The course will deal with the French, Russian and Chinese revolutions as well as several more recent revolutions. A research project is required. This is a writing intensive course. Prerequisite: HSTY 221, 231, 232, or 233 or sophomore standing.
HSTY 490 Topics in History UD 3 SH
These one-semester reading, research and discussion courses will be offered at the discretion of the History program faculty or in response to popular demand by students. They include such topical courses as: History of the American South, Immigration and Ethnicity, and Pre-Revolutionary America. Research projects are often required in these courses.
HSTY 501 (WI) Research in History F 3 SH
Students undertake an intensive course of study in a topic of special personal interest. Classroom exercises and discussions, oral presentations, peer evaluations, and extensive work with primary and secondary materials prepare students to write a prospectus for an article-length paper worthy of publication or presentation at an undergraduate conference. This is a writing intensive course. Prerequisite: Senior standing or permission from instructor.

English Education - Degree Requirements

Majors

ENGLISH:
36 semester hours Minimum
ENGL 314 Introduction to Literary Studies ENGL 410 English Language and Linguistics
       
General Studies:      
ENGL 317 American Literature to 1865 OR ENGL 325 British Literature I OR
ENGL 318 American Literature since 1865 ENGL 326 British Literature II
Two additional courses numbered between 308 and 328
World Literature: One course chosen from ENGL 330, 354, 357, 360
       
Study in Depth:
Four courses numbered 400 or above at least one of which must be a seminar or directed research project. Students interested in graduate study of English are encouraged to take ENGL 437, ENGL 460, and ENGL 490.
       
Elective:
One additional course chosen from the offerings in English
       
Foreign Language Requirement
Two semesters of study of foreign language or the equivalent is required of all English majors. This requirement can be met through departmental examination, completion of any two three credit courses of any foreign language at any level, or at least one semester of study abroad in a non-English speaking country.
Note:
Students planning to apply to graduate programs should acquire a reading knowledge of at least one foreign language. This usually requires at least six semester hours of study beyond the intermediate level.
       
ENGLISH: CREATIVE WRITING:
Core Studies:
ENGL 314 Introduction to Literary Studies ENGL 410 English Language and Linguistics
       
General Studies:
Two courses chosen from ENGL 308, 313, 320
ENGL 315 Creative Writing I

Two courses numbered between 317 and 328
World Literature: One course chosen from ENGL 330, 354, 357, 360
       
Studies in Depth:
Two courses numbered 400 and above at least one of which must be a seminar or directed research.
ENGL 445 Creative Writing Workshop (must be taken twice)
       
Foreign Language Requirement:
Two semesters of study of foreign language or the equivalent is required of all English majors. This requirement can be met through departmental examination, completion of any two three credit courses of any foreign language at any level, or at least one semester of study abroad in a non-English speaking country. Note: Students planning to apply to graduate programs should acquire a reading knowledge of at least one foreign language. This usually requires at least six semester hours of study beyond the intermediate level.
       
Minor
       
ENGLISH: 18 Semester Hours Minimum
ENGL 314 Introduction to Literary Studies
One course chosen from ENGL 308, 313, 320
Two courses chosen from courses numbered 317-360
Two courses numbered 400 or above
       
CREATIVE WRITING: 18 Semester Hours Minimum
ENGL 314 Introduction to Literary Studies
Two courses chosen from ENGL 308, 313, 320
ENGL 315 Creative Writing I
ENGL 415 Creative Writing II
ENGL 510 Creative Writing III

                                      

          

Social Studies-Degree Requirements

 

HISTORY
36 Semester Hours Minimum
Required Courses (18 SH)
HSTY 221 U.S. History to 1865 HSTY 233 Civilizations of Europe I
HSTY 222 U.S. History since 1865 HSTY 236 Civilizations of Europe II
HSTY 231 Civilizations of Asia HSTY 501 Research in History
OR
HSTY 232 Civilizations of Africa and the Middle East
OR
HSTY 235 Civilizations of Latin America

Additional Courses (18 SH) must be selected from the offerings in History at 300-level or above. At least one course from American history and at least one course from European history. At least two courses at the 400 level.

Optional Courses (up to 6 SH) may be selected from the related courses listed below:
ECON 525 History of Economic Thought
ENGL 317 American Literature to 1865
ENGL 318 American Literature since 1865
ENGL 319 Topics Literature (with permission of advisor-depending on topic)
ENGL 325 British Literature I
ENGL 326 British Literature II
ENGL 330 Contemporary World Literature
ENGL 354 Myth and Literature of the Ancient World
ENGL 357 World Literature in Translation
PHIL 301 Founders of Ancient Philosophy
PHIL 302 Founders of Modern Philosophy
PLSC 305 Modern Warfare and Politics
PLSC 306 International Intelligence and Espionage
PLSC 401 Comparative Politics
PLSC 402 Modern Political Thought
PLSC 406 The American Presidency
NOTE: Foreign languages are highly recommended for those considering graduate study in History.
HISTORY MAJOR: SOCIAL STUDIES LICENSURE TRACK (101 SH (26 SH will satisfy General Education requirements))
Required in History (21 SH)
HSTY 221 U.S. History to 1865 HSTY 233 Civilizations of Europe I
HSTY 222 U.S. History since 1865 HSTY 236 Civilizations of Europe II
HSTY 231 Civilizations of Asia HSTY 411 Current Events
OR HSTY 501 Research in History
HSTY 232 Civilizations of Africa and the Middle East
OR
HSTY 235 Civilizations of Latin America
9 semester hours must be selected from the offerings in History. At least one course from American history and at least one course from European history at 300 level  or above. At least two courses at the 400 level.
6 semester hours must be selected from the following:
ENGL 317 American Literature to 1865
ENGL 318 American Literature since 1865
ENGL 319 Topics in Literature (with permission of advisor-depending on topic)
ENGL 327 British Literature I
ENGL 328 British Literature II
ENGL 330 Contemporary World Literature
ENGL 354 Myth and Literature of the Ancient World
ENGL 357 World Literature in Translation
PHIL 301 Founders of Ancient Philosophy
Required Social Studies Classes (27 SH):
CHEM 201 Science, Technology and Modern Society I
CHEM 202 Science, Technology and Modern Society II
ECON 221 Principles of Macroeconomics
ECON 222 Principles of Microeconomics
GEOG 202 World Regions
PLSC 201 American Politics
PSYC 221 General Psychology
SOCY 301 Introduction to Sociology
Education Courses for Secondary (9-12) Programs (38 SH):
EDUC 205 Introduction to Teaching
EDUC 306B Learner & Learning I - Secondary
EDUC 321 Problems & Research in Education
EDUC 322 Diversity in Education
EDUC 360 Technological Applications for Educators
EDUC 406B Learner & Learning II - Secondary
EDUC 500 Secondary Methods, or EDUC 500B
EDUC 500L Secondary Methods Laboratory
EDUC 503 Senior Seminar & Field Experience
EDUC 540 Student Teaching-Secondary
Minor
HISTORY
27 Semester Hours Minimum
Same courses required for the Major with the exception of HSTY 501 Research in History I plus three additional history courses, 400 and above.

Health & Physical Education-Courses Offered

NOTE: Courses numbered 100 through 125 are Basic Physical Education activity courses and may not be repeated for credit (exception is HPED 115). *The frequency of all HPED activity course offerings will be determined by the HPED staff.

HPED 100 Aerobics * Activity -1 SH

Conditioning course in which participants exercise to music for the purpose of developing cardiovascular efficiency, strength, and flexibility.

HPED 105 Golf * Acitiviy- 1 SH

Grip, stance, and components of a good golf swing; rules, etiquette and problem shots.

HPED 106 Badminton * Activity -1 SH

Skills, rules, strategies for both singles and doubles play.

HPED 108 Jogging * Activity- 1 SH

Emphasis on the proper intensity, frequency, and duration of exercise for maximum aerobic development through jogging.

HPED 111 Tennis * Activity- 1 SH

Basic skills, strategies, and rules for singles and doubles play.

HPED 112 Intermediate Tennis * Activity- 1 SH

Advanced skills and strategies for singles and doubles play. Prerequisite: HPED 111 or p ermission of the instructor.

HPED 114 Weight Training * Activity- 1 SH

Basic weight training exercise for major muscle groups; routines appropriate for developing muscular strength and endurance.

HPED 115 Adapted Physical Education Activity * Activity- 1 SH

Special instruction in sport and physical activities; rehabilitation for individuals with temporary and permanent physical disabilities.

HPED 116 Conditioning Activities * Activity- 1 SH

Exercises which tone major muscle groups; principles of weight control; nutrition. Various aerobic exercises are emphasized.

HPED 118 Volleyball * Activity- 1 SH

Skills, rules, strategies and formations for the sport of volleyball.

HPED 120 Fitness for Life S 2 Activities- 2 SH

Skills, rules, strategies, and formations for the sport of volleyball. HPED 120 Fitness for Life S 2 Activities -2 SH A health-oriented approach toward developing and maintaining minimum levels of physical fitness for an entire lifetime. Emphasis on cardiovascular and muscular fitness, weight control and diet.

HPED 121 Basketball * Activity

Fundamentals of basketball with emphasis on team play.

HPED 123 Lifeguard Training * 2 Activities- 2 SH

American Red Cross certification. Prerequisites: CPR training and SPMM 304.

HPED 124 Swimming Activity * Activity- 1 SH

Swimming strokes and techniques; water safety; swimming for personal fitness; water sports and activities.

HPED 125 Caddie Program * Activity- 1 SH

The program is run in conjunction with the Old North State Golf Club at Uwharrie Point. Students are allowed to enroll in the course "by permission of instructor" (BPI) only.

HPED 127 Outdoor Pursuits F even Activity- 1 SH

This course provides an introduction to the field of Outdoor Education. In addition, there will be a theoretical and experiential examination of land and water outdoor pursuits. This course is to be a springboard for students to further explore the fields of Outdoor and Adventure Education as well as find recreational opportunities for themselves and others in the area that surrounds Pfeiffer University. Technical competency, program planning and implementation, safety procedures, equipment and gear use are addressed. As a result of this course, students will be prepared to participate in managed, environmentally sound, and effective outdoor pursuit programs and services.

HPED 200 Foundations of Physical Education & Sport F 3 SH

An overview of philosophical, historical, and scientific foundations of physical education and sports; principles, objectives, and career opportunities in sports medicine, sports manage ment, and physical education.

HPED 204 Aquatic Skills UD 1 SH

Skill training in strokes, water sports, and drown-proofing. Methods of teaching swimming are emphasized.

HPED 210 Health and Physical Ed. in Elem. School F 3 SH

Focuses on the importance of health and physical education in the elementary school curriculum; content development in accordance with the Healthful Living curriculum in North Carolina Standard Course of Study; selection and utilization of appropriate instructional materials and methods.

HPED 213 Personal Wellness in Modern Society S 3 SH

Study of health needs and problems designed to foster understanding and attitudes needed for intelligent decision-making related to present and future wellness behaviors.

HPED 220 Teaching and Coaching Team Sports I S even 3 SH

Teaching approaches for beginning and advanced players for the sports of softball, baseball, and basketball. Also included are coaching philosophies, strategies, conditioning programs, drills, methods of evaluation, scouting, scoring, and charting procedures for the above listed activities.

HPED 221 Teaching and Coaching Team Sports II S odd 3 SH

Teaching approaches for beginning and advanced players for the sports of soccer and volleyball. Also included are coaching philosophies, strategies, conditioning programs, drills, methods of evaluation, scouting, scoring, and charting procedures for the above listed activities.

HPED 240 Teaching and Coaching Individual Sports F 3 SH

Teaching beginning and advanced skills; training; scheduling; scouting; practice schedules; strategy; player evaluation and motivation. Sports covered include golf, tennis, cross country, and swimming.

HPED 310 Health Promotion and Life Skills F 3 SH
This course provides a comprehensive study of factors influencing health promotion and life skill
including personality, societal and biological factors. This course will emphasize knowledge, skills
and concepts necessary for the effective implementation of health education, disease prevention
and disease control. Specifically, the course will emphasize prevention through the curriculum,
identifying the high-risk student and appropriate referrals in the school system and community.
Students will gain experience using technology as a strategic resource related to this topic.
HPED 314 Movement Education K-6 S 3 SH

Adoption of a movement concept and skill theme framework for teaching children fundamental and complex motor patterns, including sport and game skills, developmental gymnastics, recreational dance, and personal fitness skills. Prerequisite: Formal admission to the Teacher Education Program by the TEB.

HPED 401 Health and Physical Education in Elem. Schools (K-6) S 3 SH

Curriculum and method of instruction for health and physical education at the elementary level. This class is designed to prepare students to teach health and physical education in grades K-5. This course includes preparation in the knowledge and skills found in the Healthful LivingCurriculum of the North Carolina Standard Course of Study. Knowledge of movement education, motor skills, skill analysis, components of health such as mental, emotional, personal and physical health. This course also provides a study of health, safety and physical education needs of elementary children (including content and methodology) and the integration of those needs with the curriculum. Public school practicum required.

HPED 401 L Health and Physical Education in Elem. Schools Lab S 1 SH

This lab course will be required of health and physical majors. It will provide the students with practical experience outside of the classroom working with local students planning, teaching and assessing physical education lessons. A minimum of 15 practicum hours will be required and will be scheduled by the instructor.

HPED 402 Health and Physical Education in Sec. Schools  (7-12) F 4 SH

This course covers the methods, materials and techniques of teaching health and physical education in secondary school which includes organization and planning of the total 7-12 curriculum and daily programs. Students develop unit plans and examine a variety of approaches for teaching middle and high school health. Strategies for improving reading skills in Health Education will be an integral part of this course. Public school practicum required.

HPED 407 (WI) Adapted Physical Education S 3 SH

This course will prepare prospective physical education and special education majors to implement a developmentally appropriate physical education curriculum for students with disabilities, consistent with the Healthful Living component of the North Carolina Standard Course of Study. Field experiences with exceptional children are included as part of the course. This is a writing intensive course. Prerequisite: Formal admission to the Teacher Education Program by the TEB.

HPED 409 Measurement and Evaluation in Physical Education and Exercise Science
F 3 SH

Planning, administering, and evaluating accountability systems in physical education and exercise settings; assessment of individual achievement in psychomotor, cognitive, and affective domains; analysis and interpretation of data; reliability, validity, objectivity, and other psychometric properties of tests; and considerations in selection of fitness tests for adults and children.

HPED 411 Methods of Teaching Physical Education F 4 SH

Curriculum and methods of instruction for physical education at the secondary level. This course will focus on current research and practice in physical education including, but not limited to, content analysis and development consistent with the Healthful Living component of the North Carolina Standard Course of Study, teaching strategies, planning, and assessment. Prerequisite: Formal admission to the Teacher Education Program by the TEB.

HPED 508 Licensure Preparation in Physical Education F 1 SH

This focuses on the integration of knowledge from previous coursework to prepare students for their semester of student teaching. Current trends and issues in physical education will also be addressed. Prerequisites: Senior standing and admission to the Teacher Education Program by the TEB.

Health & Physical Education-Degree Requirements

 

Health and Physical Education
(with Teacher Licensure)
83 Non-Activity Semester Hours and 4 Activities Minimum
BIOL 211 General Biology I HPED 213 Personal Wellness in Modern Society
EDUC 205 Introduction to Teaching HPED 220 Teaching and Coaching Team Sports I or HPED 221
EDUC 306  Learner & Learning I (K-12) HPED 240 Teaching and Coaching Individual Sports
EDUC 308  Learner & Learning II (K-12) HPED 310 Health Promotion and Life Skills
EDUC 321 Research & Assessment in Educ. HPED 401 Health and Physical Education in Elementary Schools (K-6)
EDUC 322 Diversity in Education HPED 400 Health and Physical Education in Elem. Schools Lab
EDUC 460 Senior Seminar and Film Studies HPED 402 Health and Physical Education in Sec. School (7-12)
EDUC 517 Student Teaching- Secondary HPED 407 Adapted Physical Education
EXSC 215 Foundations of Fitness Leadership SMGT 112 History of Sport and Physical Education
EXSC 303 Human Anatomy and Physiology I SMGT 207  Sports Facilities Management
EXSC 305 Exercise Physiology EDUC 225  Educational Technology 
EXSC 306 Kinesiology    
EXSC 312 Human Anatomy and Physiology II    
Two (2) Activity Courses     
HPED 120 Fitness for Life    

 

 

Comprehensive Science-Degree Requirements

Comprehensive Science Education
87 Semester Hours Minimum (51 SH in concentration; 38 SH in required Education minor)
I. Teaching candidates in the Comprehensive Science Education major must complete a concentration in either Biology or Chemistry. The exact sequence of the courses in the concentrationwill be determined by the academic advisor and the teacher candidate.  
Biology Concentration (51 SH) from:
      Biology- 24 SH
     Chemistry- 12 SH
     Earth Science- 7 SH (may be satisfied by CHEM 201 and GEOG 201)
     Physics- 8 SH
Chemistry Concentration (51 SH) from:
     Chemistry- 24 SH
     Biology- 12 SH
     Earth Science- 7 SH (may be satisfied by CHEM 201 and GEOG 201)
     Physics- 8 SH
II. Professional Education Requirements for Secondary Licensure: 38 SH. Complete the Education minor as described in Education.

Special Education-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.

SPED 200 Introduction to Teaching Students with Exceptional Need F;S 3 SH

This course is designed to explore the relationship between regular and special education by providing the teacher candidate with knowledge of and direct experiences within instructional settings that include one or more special needs learners. Structured experiences will be provided to (a) ensure mastery of skills in differentiating normal from atypical patterns of behavior in children or adolescents, (b) promote acquisition of skill in understanding the educational needs of exceptional learners as well as the procedures used to identify and provide instruction for them and (c) promote a positive attitude toward atypical students. Pre- or Co-requisite: EDUC 406A or EDUC 406B or EDUC 406C.

SPED 250
Behavior management for Exceptional Students F 3 SH

This course addresses the management and intervention strategies for students with special needs in the general and separate classroom settings in elementary and secondary schools. Functional Behavior Assessment and development of the Positive Behavior Plan will be included in this course to equip the special educator with effective crisis intervention strategies. Teacher candidates are taught to integrate 21st Century learning skills such as critical thinking, problem solving, and collaborative skills to detect early warning signs of problematic behaviors, employ verbal and non-verbal techniques to avoid violent confrontations, and implement safe physical intervention procedures. Includes a community service component. Prerequisite: SPED 525.

SPED 301
Assessment/Instruction in Special Education F 3 SH

This course focuses on the knowledge and practical experiences with standardized normreferenced and criterion-referenced diagnostic procedures. Students will participate in the administration of assessments applicable to students with various exceptionalities. There will be an emphasis on the interpretation and role of authentic 21st century assessment data in the determination of eligibility, identification of appropriate materials, and the facilitation of educational programming. Prerequisite: SPED 525 or permission of the instructor, and formal admission to the Teacher Education Program by the TEB.

SPED 305 (WI) High Incidence Exceptionalities F 3 SH

This course is designed to explore the historical precepts, legal framework, definitions, characteristics, and multicultural aspects of the students with exceptionalities with specific emphasis on specific learning disabilities, emotional-behavioral disorders, and cognitive disabilities. Structured experiences will promote acquisition of skills in under standing the educational needs of exceptional learners. This is a writing intensive course and will require an in-depth research project. Prerequisite: Permission of the instructor or formal admission to the Teacher Education Program by the TEB.

SPED 408
Educational Strategies for Special Learners F 3 SH

Focus is on specialized methods used for teaching students with special needs across content areas in elementary, middle, and secondary school settings. Candidates will be taught to use contextual learning and information and media literacy skills in the development and delivery of lessons that employ these specialized methods. Addition ally, curricula and intervention strategies for the development of cognitive, adaptive, and behavior skills are examined. Includes a community service component. Prerequisite: SPED 525, or permission of the instructor, and formal admission to the Teacher Education Program by the TEB.

SPED 425
Collaboration and Program Development S 3 SH

This course focuses on Individualized Education Program (IEP) development and the collaboration involved in that process. It will address strategies for the development, implementation, and monitoring of IEPs and the related instructional planning for students with exceptional learning needs. Teacher candidates will develop groupprocessing skills by engaging in a service-learning project that requires collabo rative interaction with educators, families, and community agencies. Candidates will utilize critical-thinking and problem-solving skills in learning to manage compliance across programs, prepare for IEP team meeting, and coordinate the delivery of services. Prerequisite: SPED 525, SPED 526 or permission of the instructor, and formal admission to the Teacher Education Program by the TEB

Elementary Education-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 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 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 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 407 A Practicum in Elementary Education I 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 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 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 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 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.

 

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.

 

Elementary Education-Degree Requirements

The Elementary Education Program at the undergraduate level includes three (3) components: general education requirements, professional core studies and special studies. The general education requirements also meet the NC Department of Public Instruction guidelines for licensure and provide teacher candidates with a liberal arts knowledge base so that they are equipped to make interdisciplinary connections. The general education requirements are:

University Studies (1-4 SH) Freshmen Only
UNIV 201 Freshman Journey or exemption 1 SH
Writing: (3-6 SH)
ENGL 201 Intro to College Writing or exemption 3 SH
ENGL 202 College Writing 3 SH
Language and Literature (6 SH)
ENGL 306 Approaches to Literature or another lit. course 3 SH
ENGL/EDUC 411 Children's Literature 3 SH
History/Political Science (12 SH)
GEOG 202
EDUC 202
World Regions or
Geography in the Elementary Curriculum
3 SH
HSTY 221
HSTY 222
US History to 1865 or
US History since 1865
3 SH
One Civilization Course 3 SH
Music/Art/Theatre (3 SH)
EDUC 304 Arts in the Elementary School 3 SH
Natural Science (12 SH)
BIOL 211 General Biology I 4 SH
BIOL 212 General Biology II 4 SH
CHEM 201 Science, Technology and Modern Society I 4 SH
Mathematics (6 SH)
MATH 210 Basic Math Concepts I 3 SH
MATH 211 Basic Concepts II 3 SH
Economics/Psychology/Sociology (6 SH)
EDUC 322 Diversity in Education
(Also counts as Professional Core Requirement)
3 SH
One course from Economics/Psychology/Sociology 3 SH
Religion (6 SH)
Two courses required. One must be a religion course;
the other may be a religion, philosophy or
Christian education course.
6 SH
Activities (4 SH)
Four one-semester hour courses must be taken from
specific areas indicated on the class schedule.
4 SH
Electives (6 SH) 6 SH

Professional core studies address the professional knowledge and skills, and general pedagogical skills necessary for teachers to be successful with student populations characterized by diversity (see the ... dimensions of the Pfeiffer University Teacher Education Conceptual Framework and curriculum standards). These courses also introduce candidates to the professional dispositions required in the curriculum standards under the Teacher Education Program Standards. The professional core studies (25 SH) are the following:

EDUC 205 Introduction to Teaching 3 SH
EDUC 306A Learner and Learning I - Elementary 3 SH
EDUC 321 Research & Assessment in Education 3 SH
EDUC 322 Diversity in Education (listed as a General Ed. requirement)
EDUC 360 Technological Applications for Educators 3 SH
EDUC 510 Student Teaching - Elementary (K-6) 12 SH
EDUC 570 Licensure Preparation 1 SH


The specialty area (methods) courses for Elementary Education focus on development of professional skills for teaching. These courses are traditionally known as methods courses and primarily address the ... dimension of the Pfeiffer University Teacher Education Conceptual Framework. Specialty area courses for Elementary Education (29 SH) are the following:

 EDUC 304  Arts in the EE School (listed as a General Ed Requirement)
 EDUC 406A  Learner and Learning II - EE  3 SH
 EDUC 407A  Practicum in Elementary Education I  1 SH
 EDUC 407B  Practicum in Elementary Education II  1 SH
 EDUC 412  Teaching Reading in the Primary Grades  3 SH
 EDUC 413  Teaching Reading in the Intermediate Grades  3 SH
 EDUC 441  Science Methods in the Elementary School  3 SH
 EDUC 442  Math Methods in the Elementary School  3 SH
 EDUC 443  Social Studies Methods in the Elementary School  3 SH
 EDUC 444  Language Arts in the Elementary School  3 SH
 HPED 401  Health & Physical Education in the Elementary School  3 SH
 SPED 200  Intro. to Teaching Students with Exceptional Needs  3 SH

 

 

Athletic Coaching

ncate 1The Athletic Coaching minor is designed to prepare students to coach team and/or individual sports upon graduation. Students majoring in Physical Education, Sports Management and Secondary Education who want to coach in public schools are encouraged to consider this minor.

Athletic Coaching
27 Semester Hours Minimum
Required Courses (18 SH)
HPED 220  Teaching and Coaching Team Sports SMGT 112 History of Sport and Physical Activity
HPED 221  Teaching and Coaching Team Sports II SMGT 207 Sports Facilities Management
HPED 240  Teaching and Coaching Individual Sports SMGT 408 Internship in Athletic Coaching
       
Select 9 SH from the following 6 courses
EXSC 202 Principles of Injuries and Rehabilitation SMGT 241 Event and Tournament Management
EXSC 215 Foundations of Fitness Leadership SMGT 300 Sociology of Sport
EXSC 401 Sport Nutrition SMGT 404 Sports Law
       
       
All students successfully completing Athletic Coaching as their minor will be required to be CPR and First Aid certified.

Health & Physical Education (K-12)

ncate 1worldhealthdayphoto resizedThe Health and Physical Education major leading to a Bachelor of Science degree in North Carolina licensure is designed to prepare teachers who are qualified to conduct quality health and physical education programs in K-12 school settings. In addition to coursework health and physical education majors participate in a number of practicum and field experiences culminating in a full semester of student teaching during the senior year.

The teacher education program at Pfeiffer University is accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction (NCDPI) to offer a program for licensure in health and physical education. All courses meet and satisfy competencies and guidelines established by NCDPI.

Basic Physical Education Program All students may participate in Pfeiffer's Basic Physical Education program, which consists of 14 activity courses. These are available for personal enrichment, as well as to fulfill the activity requirements of the General Education curriculum. The activity courses are graded on a “Pass/Not Pass” basis. Physical Education activity courses may not be repeated to fulfill major requirements (except HPED 115).

 

 

Secondary Education Certification

SECONDARY EDUCATION (9-12)

Candidates who plan to seek licensure in secondary education major in the specialty areas of Comprehensive Science, and Mathematics and minor in Secondary Education. The minor is comprised of a sequence of professional courses and field experiences that prepare candidates for the acquisition of knowledge and skills necessary to teach in secondary schools. The sequence of courses required in the Secondary Education minor also is required for licensure in the secondary education majors of English Education and History Major - Social Studies Licensure Track.

II. Professional Education Requirements for Secondary Licensure: 38 SH
Professional Core Studies: 27 SH
EDUC 205 Introduction to Teaching EDUC 325 Educational Technology
EDUC 306 B Learner & Learning I- Secondary EDUC 540 Student Teaching- Secondary
EDUC 321 Research & Assessment in Education    
EDUC 322 Diversity in Education    
Specialty Studies: 11 SH
EDUC 307 B Learner & Learning II- Secondary   One of the following:
EDUC 433 L Secondary Methods Lab EDUC 433 Materials & methods- Secondary School
EDUC 460 Senior Seminar & Field Exp. EDUC 436 A Science Methods for Secondary Teachers
    EDUC 436 B Social Studies Methods for Secondary Teachers
    EDUC 436 C English Methods for Secondary Teachers
    EDUC 436 D Mathematics Methods for Secondary Teachers

Special Education - Degree Requirements

Special Education Major: General Curriculum (K-12)
(68 SH minimum)
Professional Core Studies: (28 SH)
EDUC 205 Introduction to Teaching EDUC 475 A/B Licensure Preparation
EDUC 225 Educational Technology EDUC 541 Student Treaching K-12
EDUC 306 C Learner & Learning I K-12    
EDUC 321 Research & Assessment in Ed.    
EDUC 322 Diversity in Education    
Specialty Studies: (32 SH)
EDUC 307 C Learning & Learning II- K-12 HPED 407 Adapted Physical Education
EDUC 407 A Practicum in Elem. Ed. I OR SPED 445 Behavior Mgmt for Exceptional
  EDUC 407 B Practicum in Elem. Ed II   Students
EDUC 413 Teaching Reading in the Primary Grades SPED 301 Assessment and Instruction
EDUC 442 Math Methods in the Elementary School SPED 305 High Incidence Exceptionalities
EDUC 444 Language Arts in the Elementary School SPEC 408 Educational Strategies for Special Needs Learners
EDUC 433 Materials & Methods in Secondary School SPED 425 Collaboration & Program Development

COGNATE AREA (24 SH):
24 SH in a Cognate Area: English, Mathematics, Science or Social Studies (General Education courses may be applied to the cognate). To be applied to the cognate area, course codes must be assigned prefixes
in the discipline.

NOTE: Teacher candidates may elect to major in Special Education and Elementary (K-6) Education. This program will require approximately five years to complete. Prior transcripts will be reviewed and a written
course of study must be approved by the licensure officer.

Comprehensive Science Education (CSED)

The Comprehensive Science Education Major is designed for teacher candidates planning to teach science
in high school. It combines studies in Biology, Chemistry, Earth Science, and Physics. Teacher candidates
completing this major and the Education minor are eligible for licensure in Comprehensive Science (9-12)
with a B.S. degree.

Major

COMPREHENSIVE SCIENCE EDUCATION
87 Semester Hours Minimum (51 SH in concentration; 38 SH in required Education minor)

I. Teacher candidates in the Comprehensive Science Education major must complete a concentration in either Biology or in Chemistry. The exact sequence of the courses in the concentration will be determined by the academic advisor and the teacher candidate.

Biology Concentration (51 SH) from:
Biology -- 24 SH
Chemistry -- 12 SH
Earth Science -- 7 SH (may be satisfied by CHEM 201 and GEOG 201)
Physics -- 8 SH

Chemistry Concentration (51 SH) from:
Chemistry -- 24 SH
Biology -- 12 SH
Earth Science -- 7 SH (may be satisfied by CHEM 201 and GEOG 201)
Physics -- 8 SH

II. Professional Education Requirements for Secondary Licensure: 38 SH. Complete the Education minor
as described in Education.

Social Studies (SOST)

 

The History curriculum provides a broad spectrum of courses covering all periods of history in all areas of the world. There are few specifically required courses in the History major and students have the opportunity to design majors (with the approval of the Department Chair) that best meet their own career goals or personal interests.

Graduates in History may continue their studies in graduate or law school or may choose to pursue careers in teaching, government, foreign service, journalism, archival work, or business.  

  

Special Education

ncate 1education croppedConceptual Framework
Consistent with the vision and mission of Pfeiffer University, the philosophy of the Special Education program is embodied in the conceptual framework: Developing Servant Leaders for Professional Practice: Preparation and Planning, Establishing a Respectful Environment, Instructing Effectively, and Assuming Professional Responsibilities.

Teacher Licensure
The undergraduate program, will lead to recommendation for North Carolina teacher licensure in Special Education: General Curriculum K-12.


Certification Only/Lateral Entry Requirements
Evening and online offerings are available in professional core and specialty studies courses to assist the lateral entry, licensure only, or working adult students in meeting to meet the requirements for licensure for North Carolina.

Program Requirements
The Special Education Program includes three (3) components:

  • General Education Courses (68 SH)
  • Professional Core Studies (28 SH)
  • Specialty Area Studies (32 SH)

 

 

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