TEACHER EDUCATION PROGRAM

2006-07 CATALOG

Director: Zoe Locklear

Timothy Altman²⁴, Scott C. Billingsley²², Betty Wells Brown⁴, Janita K. Byars¹², Swannee Dickson¹, Olivia Oxendine^{2, 3}, Carol Higy¹⁸, Ann Horton-Lopez¹¹, Virginia P. Jones⁵, Mary Klinikowski⁸, Tulla Lightfoot¹⁰, Rachel McBroom^7,
23, David Pitner²¹, Larry Schultz¹⁴, Sharon Sharp¹⁹, Sara Simmons¹⁶, Karen Stanley²⁰, Tommy Thompson¹³, William Truman¹⁷, Roger Ladd⁶, Peter Wish¹⁵,Danny Davis²⁵,Kay McClanahan²⁶

¹Elementary Education (U)	²Middle Grades Education (U)	³Middle Grades Education (G)
⁴Reading (G)	⁵English Education (U)	⁶English Education (G)
⁷Biology Education (U)	⁸Mathematics Education (U)	⁹Social Studies Education (U)
¹⁰Art Education (U)	¹¹Art Education (G)	¹²Music Education (G)
¹³Physical Education (G)	¹⁴Special Education (U)	¹⁵Science Education (G)
¹⁶Professional Studies	¹⁷Mathematics Education (G)	¹⁸School Administration (G)
¹⁹Elementary Education (G)	²⁰Birth to Kindergarten (U)	²¹School Counseling (G)
²²Social Studies Education (G)	²³Science Education (U)	²⁴Music Education (U)
²⁵Physical Education (U)	²⁶English as a Second Language (AO)

(U) = Undergraduate; (G) = Graduate; (AO) = Add-On

Teacher Education Mission Statement

Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke Teacher Education Program has as its mission to develop and nurture competent and caring communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship among theory, practice, and reflection compels them to actively influence positive change with sensitivity and integrity. The UNCP Teacher Education Program shares the University’s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service.

Accreditation and Licensure

All Bachelor’s degree teacher preparation areas are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education. The North Carolina Department of Public Instruction issues licenses to teach in the public schools of North Carolina. Requirements for licensure are established by the NC State Board of Education and are subject to change. Accreditation provides for reciprocal licensure with other states that recognize interstate reciprocity agreements.

NOTE: UNC Pembroke’s Title II Report is included in Appendix B of this catalog.

Teacher Education Program Standards

The Teacher Education Program is designed to prepare all candidates to meet or exceed six standards established by the Teacher Education Committee in partnership with individual program area advisory councils. A comprehensive version of the Standards, including specific goals and objectives for each program area, is presented in the UNCP Teacher Education Program Teacher Candidate Handbook, the Teacher Education Policy Manual, the Teacher Education Program Internship Handbook, and the Teacher Education Program website. An abbreviated list of goals/objectives for each program area is listed with the respective program of study outline in the section that follows.

Teacher Education Program Organization

The Teacher Education Program at UNCP is a cross-disciplinary program, governed by the Teacher Education Committee and administered by the Dean, School of Education. General information about admission to the Teacher Education Program, policies and procedures, licensure and testing requirements, special programs, and resources appears in this section. Please note that some licensure areas or majors are housed in the School of Education and some are housed in their respective academic departments in the College of Arts and Sciences.

Teacher Education Program Governance

The Teacher Education Committee is the University-wide committee responsible for overseeing all teacher education programs. Its specific functions include establishing teacher education policies, reviewing all proposed changes to teacher education curriculum, reviewing proposed teacher education programs, reviewing the professional studies component of the program, approving applicants to the teacher education program, approving applicants for the professional semester, assuring compliance with state and national accreditation standards, and considering other matters related to teacher education. For a comprehensive description of the Teacher Education Committee organization and function, see the Teacher Education Program Policy Manual and the UNCP Faculty Handbook, Section 4-3.25b.

Teacher Education Program Area Advisory Councils

Each Teacher Education program area—Elementary Education (K-6), Mathematics Education (9-12), Art Education (K-12), and so on—has an advisory council consisting of representatives from various groups of stakeholders, such as public school clinical teachers, University supervisors, College of Arts and Sciences faculty, undergraduate and/or graduate students, professional studies faculty, and other professionals related to the given program area. The program area advisory councils represent multiple perspectives on various aspects of program content, policy, procedures, and impact.

Teacher Education Curriculum

The program of study, or curriculum, for teacher education majors is comprised of four components: General Education, Specialty Area (major), Professional Studies, and Content Pedagogy. A fifth component, academic concentration, is required in some programs of study (see following section). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Specialty Area (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies component includes study of the historical, social, psychological, and philosophical foundations of education; human growth and development; learning theories; curriculum; instruction; exceptional, diverse, and at-risk children; content-area literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting.

Outlines of the requirements for each program area (major) follow and may also be found in the catalog sections for the respective academic departments.

Special Requirement for Some Teacher Education Majors: Academic or Professional Concentration

As required by the Board of Governors of The University of North Carolina, all students seeking a baccalaureate degree in Elementary Education, Special Education, or Physical Education must complete an academic or professional concentration in a basic academic discipline as part of their degree requirements. The 18‑30 hours comprising these academic and professional concentrations have been selected to provide students with a cohesive study of a basic academic discipline. Academic and professional concentrations are available in American Indian Studies, Art, Biology, English, Exercise and Sport Science, Geography, Geology, History, Mathematics, Music, Physics, Political Science, Psychology, Reading, Spanish, Special Education, and Sociology. Students may choose a second major of 30 hours in Philosophy and Religion rather than an academic or professional concentration. Academic and professional concentration requirements are listed with the respective department.

Declaration of Major and Advising

As soon as the student decides to major in teacher education, a Declaration of Major Form should be completed, including securing the required signatures, and submitted to the Office of the Registrar in Lumbee Hall. The form is then processed, and an advisor in the chosen program area is assigned. A major advisor is critical to a student’s timely and efficient progress through the Teacher Education Program.

Admission to the Teacher Education Program

The Teacher Education Committee selectively admits and periodically evaluates students in the Teacher Education Program on the basis of scholastic aptitude and suitability for teaching. Admission into the University as a student does not automatically satisfy eligibility requirements for admission to the Teacher Education Program. Eligibility for admission into the Teacher Education Program will be determined by regulations current at the time initial application is made for admission into the program.

To be eligible for consideration by the Teacher Education Committee and approved for admission to the Teacher Education Program, each candidate must:

1. Have not more than 8 9 hours of the General Education requirements remaining.

2. Have earned a “C” (2.0) or better in EDN 302 or the approved equivalent course.

3. Have earned a grade of at least a “C‑” (C if the course was repeated) in all required specialty area, professional studies, and content pedagogy courses completed at the time of admission, with the exception of END 302, which requires a grade of “C.” (NOTE: After a student is admitted to the Teacher Education Program, required specialty area, professional studies, and content pedagogy courses may be repeated only one time.)

4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work.

5. Meet the state established scores on Praxis I, SAT, or ACT. An official copy of the scores must be sent to UNCP. Students must meet the scores in effect at the time they apply to and qualify for admission to the Teacher Education Program [see next section for details].

6. Satisfactorily complete an admission interview after completing all the above requirements.

7. Complete a Candidate for Professional Licensure (CPL) form. CPL forms are available in the School of Education Licensure Office and on the School of Education website.

Students with disabilities who may require special accommodations should consult the Dean of the School of Education.

Students should apply for admission to the Teacher Education Program when all of the requirements for admission have been met. Applications are available in the School of Education Licensure Office and on the School of Education website. (LIMITED PROGRESSION NOTE: Formal admission to the Teacher Education Program is a prerequisite for enrollment in many specialty area, professional studies, and content pedagogy courses.)

Students will receive written notification from the School of Education that their application for the Teacher Education Program is approved or disapproved by the Teacher Education Committee. A student is not considered admitted to the Teacher Education Program until such notification is received.

Testing Requirement for Admission to the Teacher Education Program

State law requires that an undergraduate student seeking a degree in teacher education must attain passing scores on a pre-professional skills test prior to admission to an approved teacher education program in a North Carolina college or university. Students seeking admission to the Teacher Education Program must satisfactorily complete the Praxis I Series, which includes subtests in reading, writing, and mathematics, or achieve the state established scores on the SAT or the ACT that allow individuals to be exempt from Praxis I testing requirements. Students must meet the required scores in effect at the time they apply to and qualify for admission to the Teacher Education Program. The School of Education must receive an official copy of the scores before the student may be admitted to the Teacher Education Program. Student copies of scores are not acceptable. For more information about testing requirements or other requirements for admission to the Teacher Education Program, students should contact the School of Education.

Continuation in the Teacher Education Program

If a candidate earns a course grade lower than “C‑” in a specialty area, professional studies, or content pedagogy course; if a candidate’s quality point average falls below a 2.5; or if a candidate’s application for admission to the Professional Semester of the Teacher Education Program is disapproved for any reason, the candidate is suspended from the Teacher Education Program. Candidates suspended from the program may not continue to progress in the program until the deficiencies are corrected. Required specialty area, professional studies, or content pedagogy courses in which a grade lower than a “C‑” was earned must be repeated and a grade of “C” (2.0) or better must be earned. The course may be repeated one time only. Upon correction of the deficiencies, candidates suspended from the program must request reinstatement in writing from the School of Education.

Enrollment in the Professional Semester

Enrollment in the Professional Semester is the culminating experience of the UNCP undergraduate Teacher Education Program. To be eligible for consideration by the Teacher Education Committee and approved for enrollment in the professional semester, each candidate must:

1. Be fully admitted to the Teacher Education Program one full semester (excluding summer sessions) prior to student teaching.

2. Have completed all required General Education courses.

3. Have satisfactorily completed all specialty area, professional studies, or content pedagogy courses, excluding those assigned in the professional semester.

4. Have not more than six semester hours of degree requirements remaining after the professional semester is completed. The remaining six hours shall NOT include any specialty area, professional studies, or content pedagogy courses, and these six hours must be approved by the candidate’s advisor and the Dean of the School of Education.

5. Have an overall quality point average of 2.5 or better as well as a 2.5 or better in the candidate’s major field of study.

Two semesters prior to the internship, each candidate must complete the professional semester enrollment packet, including but not limited to the following items:

1. Program Standards Progression Midpoint Assessment form for Course Artifacts and Reflection as Evidence (CARE) and conceptual framework development, signed by the candidate’s advisor.

2. Advisor’s Recommendation for Professional Semester form signed by the candidate’s advisor, program coordinator, and respective department chairperson.

3. North Carolina Public School Health Examination Certificate and the UNCP Health Services Verification form.

4. Registrar’s Statement and Application for Degree form.

5. A résumé.

Candidates with disabilities who may require special accommodations during the Professional Semester should contact the Director of University-School Programs.

Candidates will receive written notification from University-School Programs that their enrollment application was approved or disapproved by the Teacher Education Committee. A candidate is not officially enrolled in the Professional Semester until such notification is made AND all University registration procedures are completed.

Graduation

Students must apply for graduation. Applications, which are available in the Registrar’s Office, must be submitted at least two semesters before graduation (April 1st of the prior year is the deadline for December graduation; November 1st of the prior year is the deadline for May graduation). Application for graduation is a University policy, separate from any Teacher Education Program policies and procedures.

NC State Licensure Examination Requirement: The Praxis II Series

All persons qualifying for licensure in North Carolina in the areas of Elementary Education, Birth-to-Kindergarten Education, and Special Education must pass the designated Praxis II specialty area test(s), as required. Alternative licensure teachers must meet Praxis II requirements as defined by current NC State Board of Education policy. The School of Education must receive an official copy of satisfactory scores before a recommendation for licensure can be forwarded to the NC State Department of Public Instruction.

Candidates should have their scores sent directly to the University by the Educational Testing Service. Candidate copies are not accepted. Applications and information about the tests are available at the Educational Testing Service website at www.ets.org.

One Repeat Policy

Once a candidate has been admitted to the Teacher Education Program, required specialty area, professional studies, and content pedagogy courses in which a grade lower than a “C‑” was earned must be repeated and a grade of “C” (2.0) or better must be earned. The course may be repeated only one time. Candidates who do not earn the required “C” (2.0) or better when repeating the course are not eligible for admission to or continuation in the Teacher Education Program.

Time Limit Policy

Students will have five years from the date of completing course work toward licensure to be recommended by UNCP for initial licensure. After five years have lapsed, a student’s program of study will be reviewed and additional course work may be required before a recommendation will be made for initial licensure.

Residency Requirements for Teacher Education Programs

Undergraduate students enrolled in one of the licensure programs in teacher education at UNCP will complete a minimum of 30 semester hours (2 semesters) of course work at the University prior to enrollment in the professional semester.

Transfer Credit for Professional Education Courses

Upon the review and approval from the School of Education, up to six (6) hours transfer credit may be granted for education courses. For each course for which transfer credit is sought, the student must furnish an official transcript from the institution at which the course was taken. Transfer credit will be accepted only from two‑ and four‑year colleges and universities with teacher education programs approved by at least one of the following: (1) North Carolina State Board of Education; (2) National Council for the Accreditation of Teacher Education (NCATE); (3) Teacher Education Accreditation Council (TEAC); or (4) appropriate regional accrediting agencies, such as the Southern Association of Colleges and Schools.

Licensure‑Only

The North Carolina Department of Public Instruction issues licenses to teach in the public schools. Individuals who already possess a baccalaureate degree must satisfy individually determined requirements for licensure based on previous study and professional experiences. In determining requirements for licensure-only candidates, consideration will be given to alternative means of demonstrating the knowledge and competencies for licensure. An individual must complete a Request for a Plan of Study (POS) form available from the School of Education Licensure Office. Official transcripts from each institution attended must accompany the Request. Based upon review of the transcript(s) by the School of Education Licensure Office and the appropriate program coordinator, a Plan of Study is developed. Upon successful completion of the prescribed program of study, the student may apply for licensure recommendation from The University of North Carolina at Pembroke. Licensure-only students are subject to the same Teacher Education Program admission and continuation regulations as degree‑seeking students. Additional information is available from the School of Education.

Regional Alternative Licensure Center (RALC) Candidates

North Carolina’s Regional Alternative Licensure Centers (RALCs) are authorized to develop a Plan of Study for alternative licensure candidates. The Plan of Study includes a list of competency areas that the candidate must fulfill to clear his/her license. In order to take courses at UNCP, the candidate must complete an application. The application is available from the School of Education website (www.uncp.edu/soe) or from the School of Education Licensure Office. Candidates should mail a completed admission application along with a copy of their cover letter, Plan of Study, and a copy of their license, if applicable, to the following address: UNCP Licensure Office, Jacobs Hall, PO Box 1510, Pembroke, NC 28372. Candidates who have a Plan of Study through RALC will not be eligible for licensure recommendation from UNC Pembroke. Candidates should contact their Local Education Agency (LEA) when they are ready to clear their license.

Special Resources and Facilities

The Curriculum Laboratory: The Curriculum Laboratory, housed in the Educational Center, is an essential part of the Teacher Education Program. It contains professional and instructional materials supporting all licensure programs in the Teacher Education Program. The Laboratory has textbooks used in P - 12 schools with supporting technological resources, teaching units, North Carolina Standard Course of Study, instructional media and equipment, professional journals, curriculum outlines, Praxis I review materials, and equipment and resources for the construction of instructional materials.

The Education Technology Center (ETC): The ETC is a student computer lab housed in the Educational Center specifically designed for teacher education preparation. Hardware, software, and training are available to provide pre-service teachers with opportunities to demonstrate mastery of the National Educational Technology Standards for Teachers (NETS-T) that were adopted in 2003 as a licensure requirement for North Carolina teachers. The ETC also offers access to online review materials to assist students preparing to take the Praxis I Series. All teacher education majors are encouraged to utilize the resources available in this Center.

The Learning Laboratory: The Learning Lab is a unit housed in the Educational Center. The lab, which is utilized by professors and education majors, offers a collection of manipulative and multi‑sensory materials, the Learning Lab also houses furniture and other physical equipment appropriate for creating flexible educational environments.

Special Programs: Teaching Fellows

The University of North Carolina at Pembroke is one of the fourteen institutions participating in the North Carolina Teaching Fellows Program. The Program is funded by the State of North Carolina to attract the “best and brightest” students to the teaching profession. High school students apply to the Teaching Fellows Program in the fall of the senior year. Following a state‑wide selection process, four hundred Teaching Fellows are selected annually by the North Carolina Teaching Fellows Commission. Each Teaching Fellow receives a $26,000 scholarship ($6500/year for four years) and is required to teach in North Carolina for at least four years.

Teaching Fellows choosing to attend UNC Pembroke participate in an academically and culturally enriched teacher education program. Entering Teaching Fellows participate in a summer orientation program designed to introduce students to the teaching profession and acquaint them with the University, faculty, staff, administrators, and fellow students. Teaching Fellows enroll in a special section of the required Freshman Seminar course (FRS 100) taught by the Teaching Fellows Program Director.

Throughout their program of study at UNCP, Teaching Fellows participate in monthly seminars on topics including cultural diversity, leadership development, and other issues of importance to future teachers. The seminars are led by faculty, area educators, and leaders from the public and private sectors. Teaching Fellows work closely with select faculty mentors on research and special projects.

Educational and recreational field trips provide Teaching Fellows the opportunity for personal and professional development. Special social events are scheduled each semester. Teaching Fellows participate in activities coordinated by the Public School Forum during the summers following their freshman, sophomore, and junior years.

Additional information on the program is available from the School of Education and the Teaching Fellows Program Office.

UNDERGRADUATE LICENSURE PROGRAMS

NOTE: Students who desire teacher licensure in any one of the programs outlined below should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

BACHELOR OF ARTS IN ART EDUCATION (K-12)

Coordinator: Tulla Lightfoot

Location: Department of Art

PROGRAM DESCRIPTION

The program of study in Art Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Art Education program is one of 12 teacher education programs offered at UNCP. Art Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Art Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

One goal of the Art Education program is to help prospective art educators develop art insight and technical competence in their chosen area of study as well as groundwork for special interests and needs. Prospective art educators must also demonstrate professional awareness and communication skills concerning their discipline. They must be proficient as art instructors at all grade levels and have a philosophical basis for planning and implementing curricula in a pluralistic society. Students must be able to evaluate art products and procedures and defend their evaluations. More specifically, prospective art educators will:

1. attain a high level of visual literacy of history, criticism, aesthetics and production of art throughout their endeavors of art (art education), beginning to carry out the integration of these four disciplines through the activities of inquiry, production, observation and practice;

2. become familiar with traditional and contemporary art education movements, theories, and issues, demonstrating knowledge of the fundamental principles and the language of art as part of their art theory instruction;

3. possess a comprehensive and integrated understanding of the visual arts, crafts, and art history;

4. be knowledgeable about the various techniques, materials, and studio procedures of art production and be able to translate those processes into sequentially based curricula for diverse learners;

5. gain knowledge, in the classroom and during field experiences, of the structure, procedures, and processes found in schools as related to the special area of art education;

6. know and understand the developmental stages (both cognitive and affective domains) and be able to structure lessons that are developmentally appropriate; and

7. take an active role in instructional planning, presentation, the uses of instructional technology, and assessment, taking into consideration the diversity of the population.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area ART 101 Elements of Design ART 102 Three-Dimensional Design or ART 105 Introduction to Sculpture ART 109 Figure Drawing ART 111 Introduction to Ceramics ART 132 Introduction to Drawing ART 133 Introduction to Painting ART 140 Introduction to Printmaking ART 230 Digital Arts I ART 250 Communication Design ART 208 Survey of Art I ART 209 Survey of Art II Advanced Studio Concentration – 6 hours	39
Professional Studies EDN 302 Foundations of Education EDN 310 Birth through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy ART 305 Art Education in Grades K-6 ART 306 Art Education in Grades 7-12 ART 308 Art Education Field Experience ART 400 Art Education Curriculum EDN 449 Internship	21
General Electives	4
	Total: 124

BACHELOR OF SCIENCE IN BIOLOGY EDUCATION (9-12)

Coordinator: Rachel McBroom

Location: Department of Biology

PROGRAM DESCRIPTION

The program of study in Biology Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Biology Education program is one of 12 teacher education programs offered at UNCP. Biology Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Biology Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Biology Education program is to prepare effective teachers to facilitate the development of biology literacy in secondary schools. The program helps the prospective biology educator integrate the knowledge bases underlying biology into an internal framework of their own. Thus, the prospective biology teacher should be able to

1. develop a basic understanding of living systems, including levels of organization, physiology, genetics, interrelationships, and evolution;

2. develop a basic understanding of the nature of science, including philosophy and methodology;

3. develop a basic understanding of the interrelationships among the fields of science and between science and society;

4. contribute to the personal development of each individual;

5. develop an awareness of career opportunities in Biology;

6. develop an understanding of the methods and curriculum of Biology and other sciences;

7. develop communication skills and classroom management skills necessary for effective teaching; and

8. develop awareness of safety precautions specific to instruction in science.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(33)*
Specialty Area (*12 semester hours of Natural Sciences and Mathematics may count toward General Ed) BIO 100 & 100L Principles of Biology & Lab Investigation in Biology BIO 101 General Botany BIO 102 General Zoology BIO 304 Principles of Ecology BIO 371 Cell Biology BIO 422 Evolution BIO 472 Principles of Genetics Biology Electives 8-9 hours CHM 130 & 110 General Chemistry I & Lab CHM 131 & 111 General Chemistry II & Lab CHM 250 Organic Chemistry I MAT 107 College Algebra MAT 210 Introduction to Statistics PHY 150 College Physics I GLY 115 Earth Science	59-60
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy SCE 300 Early Experiences for Prospective Science Teachers SCE 301 Early Laboratory Experiences for Prospective Science Teachers SCE 400 Teaching Science in the Secondary School CSC 405 Current Topics in Computers in Education SCE 449 Internship in Science in Secondary Schools	18
General Electives	2-3
	Total: 128

BACHELOR OF SCIENCE IN BIRTH-KINDERGARTEN EDUCATION (B-K)

Coordinator: Karen Stanley

Location: School of Education

PROGRAM DESCRIPTION

The program of study in Birth-to-Kindergarten Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Birth-to-Kindergarten Education program is one of 12 teacher education programs offered at UNCP. Birth-to-Kindergarten Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Birth-to-Kindergarten Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goals of the Birth-Kindergarten program are to provide individuals with the knowledge, skills, and abilities needed to effectively serve infants, toddlers, and preschoolers in diverse settings; provide area educators with opportunities to refine and extend their ability to effectively serve infants, toddlers, and preschoolers in diverse settings; and provide pre-service and in-service educators with the opportunity to earn licensure by the NC Department of Public Instruction in Birth-to-Kindergarten Education.

The specialized knowledge, skills, and abilities students will be expected to demonstrate include:

1. an understanding of various stages and substages of growth and development in young children, the unique patterns with which children progress through these stages, and the factors that distinguish the wide range of typical from atypical development;

2. knowledge of and skills in the design/adaptation and implementation of developmentally appropriate learning environments for young children;

3. understanding of developmentally and functionally appropriate curricula and methods for children from birth through two and for children three through kindergarten, including knowledge of and skill in utilizing a variety of curriculum models;

4. knowledge of and skill in working collaboratively with culturally diverse families;

5. positive attitudes toward children and families, and a strong commitment to continuous life-long study of young children and their learning;

6. skill in data collection, including screening and assessment procedures focused on individual development, critical reflection, and program evaluation;

7. skill in participating on interdisciplinary early childhood teams and in collaboration across agencies dealing with young children and their families;

8. skill in applying current instructional principles, research, an appropriate assessment practices to the use of computers and related technologies.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area (including Multidisciplinary Core) ECE 301 Introduction to Early Childhood Education ECE 360 Parent and Child Advocacy/Networking ECE 420 Administration of Early Childhood Programs HLTH 106 Safety and First Aid HLTH 109 Healthful Living HLTH 206 Nutrition PSY 315 Guiding Young Children SOC 303 The Family SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	24
Professional Studies EDN 302 Foundations of Education EDN 306 Psychology of Early Childhood EDN 350 Educational Psychology EDN 408 Language and Literacy in the Early Years ECE 400 Developmental Assessment for Young Children	15
Content Pedagogy ECE 320 Curriculum & Environments in Infant/Toddler Programs ECE 321 Curriculum & Environments in Preschool Programs, 3-5 years ECE 340 Creative Experiences in the Early Years ECE 390 Practicum in Child Study B-5 SED 322 Curriculum & Environments for Children with Special Needs, Birth-5 SED 482 Supporting Families of Preschool Children with Disabilities ECE 446 Internship in Birth-Kindergarten Programs ECE 475 Professional Seminar for Pre-service Birth-Kindergarten Teachers	27
General Electives	17
	Total: 128

PRESCHOOL ADD-ON LICENSURE

Preschool Add-on licensure is available to individuals holding a clear license in Elementary Education, Family and Consumer Sciences, or Special Education. Consult the Birth-to-Kindergarten Education coordinator or the School of Education Licensure Office for further details.

BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION (K-6)

Coordinator: Swannee Dickson

Location: School of Education

PROGRAM DESCRIPTION

The program of study in Elementary Education consists of five curricular components: freshman seminar and general education, the specialty area, content pedagogy (methods and internship), professional studies, and academic concentration. Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Elementary Education program is one of 12 teacher education programs offered at UNCP. Elementary Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Elementary Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Elementary Education program is to guide the professional development of teacher candidates who are morally and ethically committed to the learning, development, and well-being of all elementary children and who possess the knowledge, skills, and dispositions needed to guide the cognitive, social, emotional, and physical development of diverse learners in ways that inspire, engage, and affirm. The specific objectives for elementary education candidates are delineated in the UNCP Teacher Education Program Teacher Candidate Handbook. Briefly, the objectives of the program are

1. to develop a broad, informed worldview sensitive to the values and perspectives of diverse peoples;

2. to acquire the key concepts and tools of inquiry in the science disciplines, the literary disciplines, the social studies disciplines, the physical education and health disciplines, and the arts disciplines;

3. to acquire knowledge of the theories and principles of human growth and development;

4. to understand the major determinants of curriculum in the elementary schools, including the North Carolina Standard Course of Study;

5. to know how to plan instruction and employ a variety of instructional strategies including technology to meet the needs of diverse learners;

6. to understand the role of assessment in cycles of teaching and learning and to develop the disposition to reflect critically and integrate knowledge and experience into a coherent conceptual framework.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area HLTH 109 Healthful Living HST 317 History of North Carolina Content Pedagogy MUS 324 Musical Experiences for Young Children ART 305 Art Education in Grades K-6 PED 316 Physical Education Activities for Grades K-6 EDN 311 Foundations of Elementary Curriculum EDN 409 Early Literacy: Learning to Read in the Elementary School EDN 421 Teaching Language Arts in the Elementary School EDN 453 Teaching Social Studies in the Elementary School EDN 455 Teaching Science and Health in the Elementary School EDN 463 Teaching of Mathematics in the Elementary School EDN 465 Equitable Assessment in Democratic Classrooms EDN 446 Internship in the Elementary School EDN 475 Professional Seminar for Pre-Service Teachers in the Elementary School	4 40
Professional Studies EDN 302 Foundations of Education EDN 307 Middle Childhood Development EDN 350 Educational Psychology EDN 410 Content Area Literacy in the Elementary School SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Academic or Professional Concentration	18-30
	Total: 128

BACHELOR OF ARTS IN ENGLISH EDUCATION (9-12)

Coordinator: Virginia P. Jones

Location: Department of English, Theatre, and Languages

PROGRAM DESCRIPTION

The program of study in English Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The English Education program is one of 12 teacher education programs offered at UNCP. English Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The English Education program is accredited by the National Council of Teachers of English, the National Association for the Accreditation of Teacher Education (NCATE), and the NC State Board of Education.

PROGRAM STANDARDS:

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goals of the UNCP English licensure program are that students will increase their knowledge of and competence in the language arts and will be prepared to become effective teachers in the English classroom and to function as contributing English professionals. The objectives of the program are that students will

1. understand such areas of the English language as historical and developmental perspectives, grammar systems, and dialects/levels of usage;

2. read and respond in various ways to works of American, British, and world literature, including literature by women, minorities, and non-western writers;

3. become acquainted with traditional and contemporary literature appropriate for adolescents and become aware of ways to encourage a variety of reader response to such literature;

4. experience and study both the writing process and written products for diverse purposes and audiences, completing a variety of writing tasks and studying pedagogical techniques appropriate to working with diverse learners;

5. be exposed to materials and methods for teaching reading, writing, speaking, listening, and viewing;

6. practice instructional planning, presentation, and assessment in the field of English, understanding the necessity of critical reflection in the entire instructional process;

7. learn how to use diversity of learners, technology, and community resources as strengths in the English classroom; and

8. gain a sense of professionalism through exposure to positive pedagogical models in their course work, through structured, monitored early field experiences, and through an extended supervised student teaching experience.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(36)*
Specialty Area (9 semester hours of Foreign Language and 200-level Literature may count toward General Ed) SPE 200 Interpersonal Communication or SPE 201 Fundamentals of Speech Foreign language competency at the 132 course level– 0-6 hours ENG 205 World Literature before 1660 or ENG 206 World Literature after 1660 ENG 223 American Literature before 1865 or ENG 224 American Literature since 1865 ENG 247 British Literature before 1790 or ENG 248 British Literature after 1790 ENG 304 Principles of Literary Study ENG 346 Aspects of the English Language ENG 371 English Grammar ENG 457 Shakespeare (fall only) ENGS 4xx (numbers vary) Seminar in Literature Select four from list below with approval of coordinator/English advisor: ENG 201 Southern Literature, ENG 202 Contemporary Literature, ENG 204 Mythology of All Peoples, ENG 208 Women’s Literature, ENG 209 Literature and Film, ENG 210 African American Literature, or ENG 220 Native American Literature ENG 310 The Harlem Renaissance ENG 311 Medieval British Literature ENG 312 Early Modern British Literature ENG 313 American Transcendentalist Period ENG 314 American Realism and Naturalism ENG 315 British Romantic Literature ENG 316 Victorian Literature ENG 317 Post-Colonial Literature ENGS 33x Special Topics in Literature ENG 342 The British Novel ENG 343 The American Novel ENG 344 Native American Novel ENG 354 Modern Drama ENG 356 Modern Fiction ENG 366 Modern Poetry ENG 367 Contemporary Fiction ENG 368 Contemporary Poetry ENG 370 Advanced Composition ENG 374 Writing Poetry II or ENG 375 Writing Fiction II ENG 402 Literary Criticism ENG 423, 424 Special Topics in American English ENG 481 Phonetics and Phonology, ENG 483 Second Language Acquisition, or ENG 485 Cultural Issues of English as a Second Language Select one from list below: ENG 286 Literary Magazine Production, JRN 182 Yearbook Production, JRN 161 Newspaper Production, THE 162 Play Production**	40-46
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy EED 384 Literature and Reading for Adolescents (6-12): Methods and Materials (spring only) EED 389 The Teaching of Writing and Speech (6-12): Methods and Materials (fall only) EED 449 Internship for Secondary English Education (spring only) EED 475 Professional Seminar in Secondary English Education (spring only)	18
General Electives	7-13
	Total: 122

**The foreign language requirement may be met by completing 131 and 132, by testing into and completing 132 only, or by testing out of both 131 and 132.

***The Literary Magazine, Newspaper, Play, and Yearbook Production courses are offered under multiple course numbers; see departmental listings for other course numbers that meet this requirement.

ENGLISH AS A SECOND LANGUAGE ADD-ON LICENSURE

Coordinator: Kay McClanahan

(initial [temporary] SDPI authorization granted)

Students can take the 6 courses (18 hours) in the program for either undergraduate or graduate credit and, upon completion of the program, can add on to either the “A” or “M” license. All courses will be offered in the late afternoon or evening, and the program can be completed within two years.

Course Requirements

Sem. Hrs.

ENG 346 Aspects of the English Language

ENG 371 English Grammar

ENG 481 Phonetics and Phonology

ENG 483 Second Language Acquisition

ENG 485 Cultural Issues of English as a Second Language

ENG 489 Applied Pedagogy of Teaching English as a Second Language

BACHELOR OF SCIENCE IN MATHEMATICS EDUCATION (9-12)

Coordinator: Mary Klinikowski

Location: Department of Mathematics and Computer Science

PROGRAM DESCRIPTION

The program of study in Mathematics Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Mathematics Education program is one of 12 teacher education programs offered at UNCP. Mathematics Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Mathematics Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The Mathematics Education program recognizes that teaching mathematics is a complex endeavor. Pre-service teachers of mathematics need to be involved in developing their knowledge, skills, understandings, and dispositions to teach mathematics to diverse learners. The goal of the Mathematics Education program is to prepare effective and professional mathematics teachers who are ready to make positive contributions to the mathematical development of middle and high school students in diverse settings. To accomplish this goal, the Mathematics Education program will

1. provide students with a solid foundation and understanding of mathematics.

2. enable students to appreciate both the aesthetic and practical aspects of mathematics.

3. provide experiences that will help students see that they will need to have a variety of teaching and learning strategies available at all times.

4. provide students with current theories regarding the psychological development of the learner and an understanding of human dynamics found in the home, the school, and the community.

5. demonstrate methods of evaluating student learning, textbooks, the curriculum, educational techniques, and the educational process as a whole.

6. prepare students to deal with a diverse population that has a broad spectrum of needs, aspirations, and expectations for themselves and others.

7. provide a consideration of societal needs that are satisfied by applications of and careers based on mathematics and technology.

8. stress the importance to a teaching professional of keeping abreast of current trends in mathematics education through the reading of professional journals and participation in mathematics workshops, institutes, conferences, professional meeting and in-service programs.

The specific objectives supporting each goal are described fully in the Teacher Education Student Handbook.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education*	45
Specialty Area MAT 221 Calculus I* MAT 222 Calculus II MAT 230 Introduction to Advanced Mathematics MAT 315 Linear Algebra I MAT 325 Algebra I MAT 328 Probability and Statistics I MAT 331 Calculus III MAT 411 College Geometry MAT 431 Real Analysis I MAT 402 A Historical Development of Mathematics CSC 202 Microcomputer Programming 6 additional hours in advanced mathematics	42
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy MAT 250 Introduction to Teaching Mathematics in Middle Grades and Secondary Schools MAT 350 Teaching Mathematics with Technology CSC 405 Current Topics in Computers in Education MAT 400 Methods of Teaching Mathematics in Middle Grades and Secondary Schools MAT 449 Internship in Mathematics in the Secondary School MAT 475 Professional Seminar in Secondary Mathematics	22
General Electives	3
	Total: 127

*Prospective Mathematics Education majors should start with MAT 109 as their General Ed. course in mathematics. MAT 107 & 108 or MAT 221 may be used in place of MAT 109. If MAT 221 is used for General Ed., an additional advanced mathematics course (300 or above) is required.

BACHELOR OF SCIENCE IN MIDDLE GRADES EDUCATION (6-9)

Coordinator: Olivia Oxendine

Location: School of Education

PROGRAM DESCRIPTION

The program of study in Middle Grades Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Middle Grades Education program is one of 12 teacher education programs offered at UNCP. Middle Grades Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Middle Grades Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The purpose of the Middle Grades Education program is to prepare teachers who are knowledgeable about and committed to an education for young adolescents that is developmentally responsive, socially equitable, and academically challenging. Within this framework, the prospective teacher will

1. understand the theoretical base, research, and exemplary practices of middle level education;

2. understand the history and philosophy of middle level education and theories about its future development, including organizational components and assessment and evaluation in the middle school setting;

3. possess content expertise and curriculum integration in two fields of teaching appropriate to the middle school;

4. integrate technology into the middle school classroom;

5. understand and appreciate learners from different racial, ethnic, social, cultural, and linguistic groups and meet the needs of a broad range of learning styles of middle school students;

6. be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community).

The specific goals and objectives for Middle Grades Education candidates are delineated in the Teacher Education Program Student Handbook.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area (Select one)
Specialty Area One—Language Arts and Social Studies	48-57
Language Arts Specialty Area (24 hours) ENG 304 Principles of Literary Study ENG 346 Aspects of the English Language ENG 371 English Grammar One of the following survey courses: ENG 205, 223, or 247 One of the following survey courses: ENG 206, 224, or 248 Three of the following literature courses: ENG 310, 311, 312, 313, 314, 315, 316, 317, 342, 343, 344, 354, 356, 366, 367, 368, or ENGS 33x; or 2 literature courses from the previous list plus SPE 200 or SPE 201 or SPE 358 or THE 201 Social Studies Specialty Area (24 hours) HST 317 History of North Carolina Three courses (9 hours) at 300 level or higher, preferably one in European history, one in Asian/African/Latin American history, and one additional upper-level history course The following four survey courses: HST 101, 102, 114, and 115 Two courses from the following: ECN 100, 202, or 203; PSPA 100 or 101; GGY 101, 102, 115, or 200; SOC 105 Content Pedagogy (9 hours) EED 384 Literature & Reading for Adolescents (6-12): Methods and Materials (spring only) EED 389 The Teaching of Writing and Speech (6-12): Methods and Materials (fall only) SSE 365 Content and Techniques of Social Studies
Specialty Area Two—Mathematics and Science	49-61
Mathematics Specialty Area (25 hours) MAT 107 College Algebra* MAT 108 Plane Trigonometry* MAT 210 Introduction to Statistics* or MAT 328 Probability & Statistics I MAT 211 Survey of Geometry or MAT 411 College Geometry MAT 215 Calculus with Applications* or MAT 221 Calculus I MAT 230 Introduction to Advanced Mathematics MAT 315 Linear Algebra I MAT 402 A Historical Development of Mathematics or MAT 415 Theory of Numbers Science Specialty Area (24 hours) PHS 110, 108 and 109 Physical Science I and Lab I and Lab II BIO 100 and 100L - Principles of Biology & Lab Investigation in Biology BIO 103* Basic Human Biology BIO 304 Principles of Ecology GLY 115* and 115L Earth Science and Lab GLY 125* and 125L Earth History & Lab Content Pedagogy (12 hours) MAT 250 Introduction to Teaching Mathematics in Middle Grades and Secondary Schools MAT 400 Methods of Teaching Mathematics in Middle Grades and Secondary Schools (EDN 400) SCE 300 Early Experiences for Prospective Science Teachers SCE 301 Early Laboratory Experiences for Prospective Science Teachers SCE 350 The Teaching of Science in the Middle Grades
Professional Studies EDN 302 Foundation of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy Middle Grades Education EDN 405 Foundations and Curriculum Development for Middle Grades CSC 405 Current Topics in Computers in Education EDN 456 Internship in the Middle Grades EDN 476 Instructional Approaches to Middle School Grades	18
General Electives	3
All Middle Grades Education Subtotal: Specialty Area One Subtotal: Specialty Area Two Subtotal: Middle Grades Program Total:	81 48-57 49-61 128

* It is important to note that some course work in General Education overlaps with the teaching specialty area requirements.

BACHELOR OF MUSIC IN MUSIC EDUCATION (K-12)

Coordinator: Timothy Altman

Location: Department of Music

PROGRAM DESCRIPTION

The program of study in Music Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Music Education program is one of 12 teacher education programs offered at UNCP. Music Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Music Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Music Education program is to provide comprehensive training for teachers of vocal and instrumental music. These students will have a solid foundation in the liberal arts and musical experiences which will develop their cultural sensitivity while providing programs and concerts to enrich the cultural life of the university and the community. Specifically, students majoring in Music Education will

1. a) demonstrate a mastery of performance skills in at least one major medium, b) have an adequate level of keyboard proficiency, c) participate in both large and small ensembles, and d) acquire suitable conducting and rehearsal skills;

2. demonstrate both aural and analytical skill encompassing an understanding of the basic elements of music, its forms, processes, and structures as well as the ability to place music into its proper historical, cultural, and stylistic context;

3. demonstrate the ability to create (compose and improvise) derivative or original music;

4. demonstrate knowledge of music history and literature of both Western and non-Western origin;

5. demonstrate a knowledge of current music technology;

6. demonstrate a thorough knowledge of the North Carolina Standard Course of Study (K-12);

7. demonstrate the ability to a) use comprehensive assessment, b) create and foster dynamic learning environments, c) use diversity as a strength in the classroom, d) model attitudes and behaviors that reflect professional and ethical standards, e) interact effectively with others in the school, the community, and beyond, and f) advocate for quality music programs; and

8. demonstrate a) the ability to work independently, b) the ability to formulate and defend value judgments about music, and c) an understanding of the interrelationships and interdependencies among the various professions and activities that constitute the music enterprise.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(39)*
Specialty Area—Select one Emphasis (6 semester hours may count toward General Ed) Vocal Emphasis:* MUS 100, 101, 200, 201, 300, 301, 401 Concert Choir MUS 181 Class Piano I or MUSP 102 Private Piano MUS 182 Class Piano II or MUSP 103 Private Piano MUS 281 Class Piano III or MUSP 202 Private Piano MUS 114, 114L, 115, 115L, 214, 214L, 215, 215L Theory I, II, III, IV and Lab I, II, III, IV MUS 225, 226, 227, 228 Class Woodwind, Brass, Percussion, and Strings MUS 293² World of Music: Classical to the Contemporary Era MUS 294¹ World of Music: Antiquity to the Baroque Era MUS 397 World of Music: A Global Study MUS 329 Conducting MUS 330 Rehearsal Strategies MUS 334 Orchestration and Arranging MUS 404 Senior Recital Instrumental Emphasis: MUS 100 Concert Choir MUS 141 or 116, 142 or 117, 241 or 216, 242 or 217, 341 or 316, 342 or 317, 441 or 416 Concert Band or Orchestra MUS 181 Class Piano I or MUSP 102 Private Piano MUS 182 Class Piano II or MUSP 103 Private Piano MUS 114, 114L, 115, 115L, 214, 214L, 215, 215L Theory I, II, III, IV and Lab I, II, III, IV MUS 225, 226, 227, 228 Class Woodwind, Brass, Percussion, and Strings MUS 293² World of Music: Classical to the Contemporary Era MUS 294¹ World of Music: Antiquity to the Baroque Era MUS 397 World of Music: A Global Study MUS 329 Conducting MUS 330 Rehearsal Strategies MUS 334 Orchestration and Arranging MUS 404 Senior Recital Keyboard Emphasis (Vocal Orientation): MUS 100, 101, 200, 201 Concert Choir MUS 114, 114L, 115, 115L, 214, 214L, 215, 215L Theory I, II, III, IV and Lab I, II, III, IV MUS 225, 226, 227, 228 Class Woodwind, Brass, Percussion, and Strings MUS 293² World of Music: Classical to the Contemporary Era MUS 294¹ World of Music: Antiquity to the Baroque Era MUS 397 World of Music: A Global Study MUS 329 Conducting MUS 330 Rehearsal Strategies MUS 334 Orchestration and Arranging MUS 335, 336, 435 Accompanying MUS 404 Senior Recital MUS 425 Piano Pedagogy Keyboard Emphasis (Instrumental Orientation): MUS 100 Concert Choir MUS 141 or 116, 142 or 117, 241 or 216, 242 or 217 Concert Band or Orchestra MUS 114, 114L, 115, 115L, 214, 214L, 215, 215L Theory I, II, III, IV and Lab I, II, III, IV MUS 225, 226, 227, 228 Class Woodwind, Brass, Percussion, and Strings MUS 293² World of Music: Classical to the Contemporary Era MUS 294¹ World of Music: Antiquity to the Baroque Era MUS 397 World of Music: A Global Study MUS 329 Conducting MUS 330 Rehearsal Strategies MUS 334 Orchestration and Arranging MUS 335, 336, 435 Accompanying MUS 404 Senior Recital MUS 425 Piano Pedagogy All students: Applied Music (MUSP) 14 hours	51
Professional Studies EDN 302 Foundations of Education EDN 310 Birth through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy MUS 400 Elementary Music Methods and Materials MUS 405 Secondary General and Choral Music Education Methods (Vocal Emphasis and Keyboard Emphasis [Vocal Orientation]) MUS 420 Secondary Instrumental Music Methods (Instrumental Emphasis and Keyboard Emphasis [Instrumental Orientation]) MUS 475 Professional Seminar for Pre-Service Teachers EDN 449 Internship	17
	Total: 128

¹MUS 294 fulfills the Fine Arts requirement in General Education.

²MUS 293 fulfills the Humanities (Fine Arts) Elective requirement in General Education.

BACHELOR OF SCIENCE IN PHYSICAL EDUCATION (K-12)

Coordinator: Danny Davis

Location: Department of Health, Physical Education, and Recreation

PROGRAM DESCRIPTION

The program of study in Physical Education consists of five curricular components: freshman seminar and general education, the specialty area, professional studies, content pedagogy (methods and internship), and academic concentration. Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Physical Education program is one of 12 teacher education programs offered at UNCP. Physical Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Physical Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Physical Education program is to enable the prospective physical educator to acquire knowledge of the processes underlying wellness, fitness, health, exercise, and recreation in relationship to educating the physical, mental, and social human. More specifically, the student will

1. learn teaching strategies, curriculum planning, evaluation approaches, and research methods;

2. learn how to meet the individual learning needs of diverse learners, typical or atypical;

3. learn how to adapt the physical education program to the academic, social, and physical developmental needs of diverse K-12 learners;

4. learn the professional literature and how to research that literature;

5. develop affiliations with various professional communities at the local, state, and/or national levels;

6. learn how to select and evaluate curricular materials, select appropriate instructional methods, and use equipment appropriate for different levels and types of physical education instruction.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education*	45(44)*
Specialty Area PED 138 Rhythms and Dance (meets Gen Ed. Req.)* PED 106 Safety and First Aid PED 109 Healthful Living PED 101 Wellness and Fitness PED 204 Adaptive Physical Education PED 206 Nutrition PED 207 Computer Application in HPER PED 312 PE and Sport in Contemporary Society PED 348 Kinesiology PED 349 Anatomy and Physiology PED 411 Biomechanics PED 412 Exercise Physiology PED 415 Organization and Administration of Physical Education and Athletics PED 424 Tests and Measurement in Physical Education 2 hours from the following: ATH 102 and/or PED 200 and/or any coaching course	29-30
Professional Studies EDN 302 Foundations of Education EDN 310 Birth through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools	12
Content Pedagogy PED 316 Physical Education Activities for Grades K-6 PED 319 Physical Education Activities for Grades 7-12 PED 400 Teaching Physical Education in Grades K-12 EDN 449 Internship	18
General Electives/Academic or Professional Concentration (overlaps with Gen. Ed. Requirements)	18-25
	Total: 124

BACHELOR OF SCIENCE IN SCIENCE EDUCATION (9-12)

Coordinator: Rachel McBroom

Locations: Department of Biology

PROGRAM DESCRIPTION

The program of study in Science Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Science Education program is one of 12 teacher education programs offered at UNCP. Science Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Science Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Science Education program is to prepare effective science teachers to facilitate the development of science literacy in secondary schools. The program helps the prospective science educator integrate the knowledge bases underlying the curricular areas of science into an internal framework of their own. The prospective science teacher should possess the following characteristics:

1. an understanding of scientific knowledge (facts, concepts, laws, theories) and how this knowledge will enable students to deal with personal and social problems intelligently;

2. a basic understanding of the nature of science and how the scientific method can be used to solve problems and make decisions;

3. a basic understanding of the interrelationships among science, technology, and society;

4. an understanding of how science contributes to the personal development of each individual;

5. an awareness of the many career opportunities that are available for students and how to provide information and training that will be useful to students with respect to future employment;

6. an understanding of the methods and curriculum of science;

7. the communication skills (speaking and writing) necessary for effective teaching as well as the skills necessary for effective classroom management;

8. an understanding of the role of research in science education;

9. awareness of the safety precautions specific to classroom, stockroom, laboratories, and other areas used for science instruction.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(33)*
Specialty Area—Select one area of concentration (*12 semester hours of Natural Sciences and Mathematics may count toward General Ed)
Biology Concentration: BIO 100 & 100L Principles of Biology and lab BIO 101 General Botany BIO 102 General Zoology BIO 304 Principles of Ecology BIO 371 Cell Biology BIO 422 Evolution BIO 472 Principles of Genetics MAT 107 College Algebra MAT 215 Calculus with Applications CHM 130 & 110 General Chemistry I and lab CHM 131 & 111 General Chemistry II and lab CHM 250 Organic Chemistry I GLY 115 & GLY 115L Earth Science and lab GLY 125 & GLY 125L Earth History and lab PHY 150 & 156 College Physics I and lab PHY 150 & 157 College Physics II and lab	62
Chemistry Concentration: CHM 130 & 110 General Chemistry I and lab CHM 131 & 111 General Chemistry II and lab CHM 226 Elementary Inorganic Chemistry CHM 227 Analytical Chemistry CHM 250 Organic Chemistry I CHM 251 Organic Chemistry II CHM 311 Biochemistry CHM 312 Experimental Methods in Biochemistry MAT 221 Calculus I MAT 222 Calculus II BIO 100 & 100L Principles of Biology and lab BIO 101 General Botany or BIO 102 General Zoology GLY 115 & GLY 115L Earth Science and lab GLY 125 & GLY 125L Earth History and lab PHY 150 & 156 College Physics I and lab PHY 151 & 157 College Physics II and lab Guided Electives – 2 hours	62
Earth Science Concentration: GLY 100 & GLY 100L Physical Geology and lab or GLY 115 & GLY 115L Earth Science and lab GLY 125 & GLY 125L Earth History and lab GLY 226 Oceanography GLY 246 Weather and Climate GLY 262 Environmental Geology GLY 310 Minerals and Rocks GLY 325 Paleontology PHS 156 Astronomy select one: GLY 366 Geomorphology; GLY 425 Stratigraphy and Sedimentology; GLYS 4xx Special Topics in Geology MAT 109 College Algebra and Trigonometry CHM 130 & 110 General Chemistry I and lab CHM 131 & 111 General Chemistry II and lab CHM 250 Organic Chemistry I BIO 100 & BIO 100L Principles of Biology BIO 101 General Botany or BIO 102 General Zoology PHY 150 & 156 College Physics I and lab PHY 151 & 157 College Physics II and lab Guided Electives – 1 hour	62
Physics Concentration: PHY 150 College Physics I or PHY 200 University Physics I PHY 151 College Physics II or PHY 201 University Physics II PHY 156 College Physics Lab I or PHY 206 University Physics Lab I PHY 157 College Physics Lab II or PHY 207 University Physics Lab II PHY 218 Optics PHY 256 Modern Physics PHY 300 Classical Mechanics PHY 320 Electricity PHY 326 Heat and Temperature PHY 400 Quantum Mechanics Guided Electives – 2 hours MAT 221 Calculus I MAT 222 Calculus II MAT 332 Differential Equations BIO 100 & BIO 100L Principles of Biology and Lab GLY 115 & GLY 115L Earth Science and Lab BIO 101 General Botany or BIO 102 General Zoology CHM 130 & 110 General Chemistry I and lab CHM 131 & 111 General Chemistry II and lab PHS 156 Astronomy	62
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	13
Content Pedagogy SCE 300 Early Experiences for Prospective Teachers SCE 301 Early Laboratory Experiences for Prospective Science Teachers SCE 400 Teaching Science in the Secondary School CSC 405 Current Topics in Computers in Education SCE 449 Internship in Science in Secondary Schools	18
General Electives (as taken within area of concentration above)	0
Total with Biology, Chemistry, Earth Science, or Physics Concentration:	128

BACHELOR OF ARTS IN HISTORY: SOCIAL STUDIES EDUCATION (9-12)

Coordinator: TBA

Location: Department of History

PROGRAM DESCRIPTION

The program of study in Social Studies Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Social Studies Education program is one of 12 teacher education programs offered at UNCP. Social Studies Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Social Studies Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Social Studies Education program is to educate effective, professional social studies teachers who have a solid foundation in the liberal arts; an academic major in history and a strong concentration in the social sciences; and the skills and attitudes essential for preparing middle grades and secondary school students for responsible citizenship in a multicultural, democratic society and an interdependent world. Teaching social studies, which includes “the entirety of human experience,” requires that students

1. know the major periods of United States, North Carolina, World, European, African, Asian, and Latin American history and identify the basic political, social, economic, cultural, and geographical themes of each period;

2. recognize the influence of each civilization upon the world and acknowledge the European heritage of significant United States institutions;

3. situate significant current events within an historical framework and recognize their interrelatedness;

4. understand the nature, content, and concepts of the social science disciplines (Anthropology, Economics, Geography, Political Science, and Sociology) and apply social science concepts to the study of individuals, societies, and institutions;

5. develop constructive attitudes toward diversity, pluralism, change, conflict, and uncertainty;

6. understand the historical and contemporary place of Social Studies in public education, with particular attention to the current North Carolina Social Studies curriculum, and become familiar with recent trends and their significance for social studies educators;

7. formulate appropriate objectives and utilize a variety of effective instructional strategies, resources, and assessment techniques which are designed to develop the skills of inquiry, decision-making, problem solving, and critical thinking;

8. develop classroom management skills consistent with current professional standards, respect for all individuals, fairness, and a positive classroom climate;

9. exhibit a working knowledge of instructional technology and the ability to integrate appropriate Computer Based Instructional resources and strategies into social studies instruction;

10.complete a sequenced program of field experiences and professional activities that develop a respect for the profession, a sense of individual competence, and an appreciation for continual reflective practice, collaboration, and professional development.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education*	45(27)*
Specialty Area (*18 semester hours of Social Sciences and History may count toward General Ed) HST 101 American Civilizations to 1877 HST 102 American Civilizations since 1877 HST 114 World Civilizations to 1500 HST 115 World Civilizations since 1500 HSTS 4xx Topics in History or HST 451 Senior Seminar United States & Canadian History - 6 hours HST 317 North Carolina History Asian, African & Latin American History – 6 hours European History – 6 hours ECN 202 Principles of Microeconomics ECN 203 Principles of Macroeconomics SOC 209 Social Problems or PSY 101 Introductory Psychology SOC 105 Introduction to Cultural Anthropology GGY 101 Principles of Geography, GGY 102 World Regional Geography, or GGY 200 Cultural Geography PSPA 101 Introduction to American National Government Social Science Guided Electives – 6 hours	60
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy SSE 300 Introduction to Teaching Social Studies SSE 365 Content and Techniques of Social Studies SSE 400 Methods of Teaching Social Studies SSE 448 Internship in Social Studies in the Secondary School	15
General Electives	7
	Total: 128

BACHELOR OF SCIENCE IN SPECIAL EDUCATION (K-12)

Coordinator: Lawrence Schultz

Location: School of Education

PROGRAM DESCRIPTION

The programs of study in Special Education consist of five curricular components: freshman seminar and general education, the specialty area, professional studies, content pedagogy (methods and internship), and academic concentration. Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Special Education program in General Curriculum is one of 12 teacher education programs offered at UNCP. Special Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Special Education programs are accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Special Education Program is to prepare effective and qualified professionals that provide research-validated instruction and behavior supports to maintain at grade level students with disabilities who are enrolled in the North Carolina Standard Course of Study. The following are the objectives for the undergraduate Special Education Program.

The effective and qualified pre-service special educator

1. acquires basic skills, knowledge, and attitudes in a wide variety of disciplines including the arts and the humanities, natural sciences and mathematics, and the social sciences.

2. develops the ability to analyze.

3. experiences a interdisciplinary curriculum which emphasized the interrelationship of the culture, research and practices deemed appropriate and necessary in educational and social settings.

4. completes an Academic or Professional Concentration (Reading is suggested) of sufficient depth and breadth to complement and strengthen their overall program of studies and area of specialization.

5. acquires knowledge and understanding of human growth and development; foundations of education; the purpose, organization, and administration of the schools; the teaching-learning process; positive behavior supports; collaboration with general education teachers; curriculum; and methodology.

6. demonstrates necessary competencies through systematic field experiences at both the elementary and secondary level, and a culminating and comprehensive student teaching internship.

7. develops a broad background in the various categories of exceptional, diverse, and at-risk students, and demonstrates special skills in teaching students with mild disabilities across various content areas and ages; and in various settings.

8. demonstrates appropriate communication skills and a professional attitude for collaboration with parents, school personnel, and other related professionals.

9. demonstrates a diagnostic-prescriptive orientation toward instruction and behavior intervention, and is able to offer intensive and explicit individual and small group instruction.

10. provides leadership in implementing special education procedures and policies.

11. experiences, through personal investigation and growth, increased self-actualization, and in turn, foster self-worth and confidence through positive interaction with learners who have mild disabilities.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area SED 310 Introduction to Mental Retardation SED 330 Students with Behavioral-Emotional Disabilities SED 340 Children with Learning Disabilities SED 341 Strategies of Instruction for Students with Mild Disabilities SED 405 Adapting Technology for Students with Special Needs SED 490 Discipline and Classroom Management	16
Professional Studies EDN 302 Foundations of Education EDN 350 Educational Psychology EDN 310 Birth through Young Adult Development EDN 409 Early Literacy: Learning to Read in the Elementary School SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy SED 303 Special Education Curriculum for Students with Mild Disabilities SED 402 Special Education Assessment for Students with Mild Disabilities SED 472 Techniques, Materials and Resources in Special Education for Students with Mild Disabilities EDN 425 Classroom Diagnosis of Reading Difficulties EDN 472 Diagnostic and Remedial Mathematics Methods SED 449 Internship SED 475 Professional Seminar for Pre-Service Special Education Teachers	27
General Electives/Academic or Professional Concentration	25
	Total: 128

ACADEMICALLY AND INTELLECTUALLY GIFTED (AIG) EDUCATION
ADD-ON LICENSURE*

This program is designed to lead to North Carolina add-on licensure in Education of the Academically or Intellectually Gifted (AIG), K-12. This add-on licensure program requires 12 semester hours (180 hours) of study beyond licensure in an academic content area or grade level. The required courses for the AIG Licensure program at UNCP will be taught either as fully online courses or as hybrid courses with a majority of online class sessions. Upon completion of the program, students can add this area to either the “A” or “M” license.

Course Requirements

Sem. Hrs.

SED 305 Introduction to Gifted Education

SED 406 Differentiating Instruction for the Gifted

SED 483 Methods and Models of Gifted Education

SED 484 Trends and Issues in Gifted Education/Social and Emotional Needs of Gifted Students

Total : 12

*Pending approval from the NC Department of Public Instruction and the University of North Carolina General Administration.

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