SCC Course Catalog

Education (EDU)

Prefix	Number	Title	Contact / Credit Hours
EDU	119	Introduction to Early Childhood Education	4/4

This course introduces the foundations of culturally responsive, equitable and inclusive early childhood education, planning intentional developmentally appropriate experiences, learning activities, and teaching strategies for indoor and outdoor environments for all young children, guidance techniques, and professionalism. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, guidance techniques, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to implement developmentally appropriate environments, guidance techniques, schedules, and teaching strategies across developmental domains to support culturally, linguistically, and ability diverse children and their families in inclusive settings, and design a personal career/professional development plan.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	120	Intro to School Age Care	4/4

This course introduces the foundations of responsive and accessible school-age care and education including planning intentional, developmentally appropriate experiences, learning activities, and teaching strategies for children ages five to twelve. Topics include theoretical foundations, child and school-age development, national and state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, guidance strategies, and curriculum responsive to the needs of each child and family. Upon completion, students should be able to implement developmentally appropriate environments, guidance strategies, engaging curriculum and effective teaching strategies across developmental domains while supporting children and families with diverse backgrounds and needs.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	131	Child, Family, and Community	3/3

This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children birth through adolescence, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	144	Child Development I	3/3

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	145	Child Development II	3/3

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	146	Child Guidance	3/3

This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	149	Introduction to Autism Spectrum Disorder	3/3

This course is an introduction to Autism Spectrum Disorders and the skills and competencies needed to work within programs and facilities providing supervised services to persons diagnosed with ASD. Topics include knowledge of characteristics and services, evidence based practices to address social, behavioral, educational, developmental and communication needs through appropriate assessment, planning, implementation of services, and strategies for effective family/community engagement and advocacy for persons with ASD. Upon completion, students should be able to demonstrate knowledge of the charcteristics of ASD, application of techniques and interventions used when working with the ASD population, understanding of how to write and implement plans to provide approved documentation, and provide hands-on experiences within programs or facilities serving persons with ASD.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	150	Building an Inclusive Classroom	3/3

This course provides a comprehensive introduction of best strategies for creating and planning an inclusive and diverse environment to meet the individual needs of children using research-based practices. Topics include adaptations and accommodations to the indoor/outdoor classroom environments, materials, schedules, learning experiences, and assistive technologies. Upon completion, students should be able to make adaptations to environments, materials, schedules, learning experiences, and assistive technologies to create inclusive classroom settings.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	151	Creative Activities	3/3

This course introduces developmentally supportive, diverse, equitable, and inclusive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials and activities that align with the NC Foundations for Early Learning and Development. Emphasis is placed on best practices providing process-driven culturally diverse, learning experiences in art, music, creative movement, dance, and dramatic play integrated across all domains and academic content in indoor/outdoor environments for every young child age birth through age eight. Upon completion, students should be able to observe, examine, create, adapt, and advocate for developmentally appropriate creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	153	Health, Safety and Nutrition	3/3

This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	154	Social/Emotion/Behavior Development	3/3

This course covers the emotional/social development of young children and the varied causes, expressions, prevention methods and management strategies of challenging behaviors. Emphasis is placed on culturally responsive and supportive caregiver/family/child relationships, positive emotional/social environments, developmental concerns, risk factors, and planning culturally responsive, equitable, developmentally appropriate intervention strategies. Upon completion, students should be able to identify factors that influence emotional/social development, utilize screening measures, and design positive behavioral supports for children and the environment, as well as effective teaching strategies.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	157	Active Play	4/3

This course introduces physical activities to promote the development of children with diverse abilities, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk/benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess culturally responsive, equitable and developmentally appropriate experiences using NC Foundations for Early Learning and Development.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	158	Healthy Lifestyles-Youth	3/3

This course covers maintaining the health and well-being of all school-age children. Topics include health, safety, nutrition, physical activities and environments that promote development, fitness, and healthy lifestyles. Upon completion, students should be able to plan developmentally appropriate, safe/healthy physical activities that support the healthy development of school-age children, be able to plan and identify healthy eating choices that support healthy development as well as design safety policies and procedures and environments that promote healthy lifestyles.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	161	Intro to Exceptional Chil	3/3

This course covers children with exceptionalities as life long learners within the context of the community, school and family. Emphasis is placed on inclusion, legal, social/political, environmental, and cultural issues relating to the teaching of children with exceptionalities. Upon completion, students should be able to demonstrate knowledge of identification processes, inclusive techniques, and professional practices and attitudes.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	163	Classroom Mgmt and Instruction	3/3

This course examines classroom management and evidence-based instructional strategies that create supportive learning environments to provide culturally, linguistically and developmentally appropriate guidance for school-age populations. Topics include classroom management and organization, teaching strategies, individual student differences and learning styles, ongoing systematic observation, and developmentally appropriate classroom guidance techniques. Upon completion, student should be able to utilize developmentally appropriate behavior management, utilize high-quality instructional strategies that enhance the teaching/learning process and promote students' academic success.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	184	Early Childhood Introductory Practicum	4/2

This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children, assisting in the implementation of developmentally appropriate, culturally responsive, equitable, and ability diverse activities in indoor/outdoor environments for young children, supporting/engaging families, and modeling reflective/professional practices based on national/state guidelines. Upon completion, students should be able to implement respectful/reciprocal relationships with children and families, design, implement, and adapt developmentally appropriate activities, plans, and daily routines that align with NC Foundations for Early Learning and Development and demonstrate ethical/professional behaviors as indicated by assignments and onsite/virtual faculty assessments.

Prerequisite: Take EDU-119

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	187	Teaching and Learning for All	6/4

This course introduces students to knowledge, concepts, and best practices needed to provide developmentally appropriate, effective, inclusive, and culturally responsive educational experiences in the classroom. null Topics include growth and development, learning theory, student motivation, teaching diverse learners, classroom management, inclusive environments, student-centered practices, instructional strategies, teaching methodologies, observation/assessment techniques, educational planning, reflective practice, collaboration, cultural competence, ethics, professionalism, and leadership. null Upon completion, students should be able to identify the knowledge, skills, roles, and responsibilities of an effective educator as defined by state and national professional teaching standards.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	216	Foundations of Education	3/3

This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	221	Children With Exceptionalities	3/3

This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development.

Prerequisite: Take one set: Set 1: EDU-144 and EDU-145 Set 2: PSY-244 and PSY-245

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	222	Learners with Behavior Disorders	3/3

This course provides a comprehensive study of learners with emotional or behavioral disorders encompassing characteristics, assessments, placement alternatives, inclusive environments and family interventions. Topics include etiology of emotional or behavioral disorders, appropriate intervention strategies, early intervention/special education referral and transition processes, family and community partnerships, inclusive environments, and legislative mandates. Upon completion, students should be able to identify characteristics of behavior for which additional supports are needed, describe the referral processes, identify community resources, collaborate with families/professionals, understand the importance of advocacy for learners, and recognize appropriate intervention strategies in inclusive environments.

Prerequisite: Take one set: Set 1: EDU-144 and EDU145, Set 2: PSY-244 and PSY-245

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	224	Found, Pol, & Prac in Spec Edu	3/3

This course provides an overview of federal and state legislation, policies, and procedures guiding K-12 special education programs, emphasizing ethical responsibilities, referral and placement processes, and collaboration among educators, families, and agencies. Emphasis is placed on understanding service delivery models, family and community partnerships, and the impact of research, trends, and legal mandates on programs for children and youth with disabilities. Upon completion, students should be able to explain key policies and procedural safeguards, identify roles in special education service delivery, and apply foundational knowledge to ensure compliance, advocacy, and equitable access for students with exceptional learning needs.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	225	Inst & Beh Strat for Incl Clas	5/3

This course covers instructional and behavioral strategies that support diverse students with disabilities in inclusive K-12 settings, focusing on evidence-based practices that promote engagement, achievement, and positive learning outcomes. Topics include differentiation, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and individualized supports aligned with IEP and 504 requirements to create equitable, responsive learning environments. Upon completion, students should be able to design and implement inclusive instructional plans, adapt materials, procedures, and environments to meet varied learning needs, apply effective behavioral supports, and use data to inform decisions that enhance academic and social-emotional development.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	230	Dev Div & Res in You & Sec Stu	5/3

This course provides an overview of youth development with an emphasis on understanding how individual, cultural, and contextual factors influence learning, well-being, and resilience in middle and high school settings. Emphasis is placed on applying research-based knowledge of cognitive, social, emotional, and physical development to meet the needs of diverse students, foster motivation and engagement, and support healthy identity formation during the secondary years. Upon completion, students should be able to design learning environments and instructional practices that promote well-being, self-efficacy, and resilience; apply inclusive and developmentally appropriate strategies; and build positive relationships that enhance learning and growth among diverse youth.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	231	Instr Methods for Mid Gra Math	6/4

This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in the middle grades, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing equitable, student-centered instruction that integrates number systems, algebraic reasoning, geometry, and data analysis with real-world problem-solving, technology use, and culturally responsive teaching practices. Upon completion, students should be able to plan and implement standards-based mathematics lessons, promote critical thinking and problem-solving, address student misconceptions, and adapt instruction to meet the diverse developmental and learning needs of all middle grades students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	232	Des Res Math Instr for Mid Gra	5/3

This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, inclusive teaching in middle grades mathematics classrooms. Topics include formative and summative assessments, data-informed decision-making, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies for engaging diverse students in mathematical reasoning and inquiry. Upon completion, students should be able to design and apply assessment tools, analyze student data to guide instruction, differentiate lessons to promote equity and access, and demonstrate a deep understanding of mathematical concepts that support conceptual growth and achievement for all students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	234	Infants, Toddlers, and Twos	3/3

This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months.

Prerequisite: Take EDU-144

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	235	School-Age Activities	3/3

This course introduces developmentally supportive, inclusive, and creative learning environments for school-age programs, focusing on diverse, equitable, and engaging experiences in art, music, movement, and dramatic play. Emphasis is placed on fostering divergent thinking, creative problem-solving, and integrating process-driven activities across academic subjects in both indoor and outdoor settings. Upon completion, students should be able to observe, analyze, design, adapt, and advocate for creative learning opportunities that reflect the cultural, linguistic, and ability diversity of school-age children, ensuring accessibility and meaningful engagement in developmentally appropriate and inclusive educational experiences.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	236	School-Age Admin I	3/3

This course introduces principles and practices essential to preparing and supporting administrators of programs serving school-age children in before and after school programs, summer care, and intersession care. Topics include program philosophy, policies and procedures, state licensing and regulations, business planning, fiscal and staff management, and fund development. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, ensure compliance with state regulations, develop comprehensive business plans, and explore career development opportunities.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	237	School-Age Admin II	3/3

This course builds on the foundational principles introduced in School Age Administration I, focusing on advanced topics essential for administrators of programs serving school-age children. Topics include advocacy and leadership, public relations, community outreach and partnerships, program quality and evaluation, and ethical conduct. Upon completion, students should be able to evaluate program quality, develop advocacy strategies, and integrate community resources into school-age programs.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	238	Instr Methods for Mid Gra Sci	6/4

This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in the middle grades, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing student-centered, hands-on instruction that integrates life, physical, and earth sciences with real-world applications, technology, and engineering design practices that encourage curiosity and critical thinking. Upon completion, students should be able to plan and implement standards-based science lessons that promote inquiry, data analysis, problem-solving, and evidence-based reasoning while adapting instruction to meet the diverse developmental and learning needs of middle grades students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	239	App Sci Inquiry in Mid Gra	5/3

This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive science teaching in the middle grades classroom. Topics include formative and summative assessments, inquiry-based investigations, Universal Design for Learning (UDL), safety and lab management, and evidence-based strategies for engaging all students in scientific exploration and critical thinking. Upon completion, students should be able to design and use assessment tools to measure conceptual understanding, analyze student data to guide instruction, differentiate lessons to promote access and equity, and apply scientific inquiry skills to foster curiosity and achievement among diverse students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	246	Early Dev, Well Being & Res	5/3

This course introduces the developmental foundations of young children from birth through kindergarten, emphasizing emotional well-being, resilience, and the creation of nurturing learning environments that promote healthy growth and school readiness. Emphasis is placed on understanding the cognitive, social, emotional, and physical stages of early development; recognizing the impact of relationships, environment, and stress; and applying responsive strategies that support secure attachment and adaptive coping in young children. Upon completion, students should be able to design supportive routines and learning experiences that promote self-regulation, confidence, and resilience; build positive relationships with children and families; and create inclusive, developmentally appropriate environments that strengthen early learning and well-being.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	250	Teacher Licensure Preparation	3/3

This course provides information and strategies necessary for transfer to a teacher licensure program at a senior institution. Topics include entry level teacher licensure exam preparation, performance based assessment systems, requirements for entry into teacher education programs, the process to become a licensed teacher in North Carolina, and professionalism including expectations within the field of education. Upon completion, students should be able to utilize educational terminology and demonstrate knowledge of teacher licensure processes including exam preparation, technology based portfolio assessment, and secondary admissions processes to the school of education at a senior institution.

Prerequisite: none

Corequisite: Take One Set: Set 1: ENG-111 MAT-143 Set 2: ENG-111 MAT-152 Set 3: ENG-111 MAT-171

Prefix	Number	Title	Contact / Credit Hours
EDU	255	Curr Strat & Learn Exp BK	5/3

This course provides an overview of developmentally appropriate curriculum strategies and learning experiences for children from birth to age five, focusing on designing, implementing, and evaluating inclusive, responsive, and equitable learning opportunities across diverse early childhood settings. Emphasis is placed on integrating early childhood content domains, aligning curriculum with the NC Foundations for Early Learning and Development, and applying best practices for observation, assessment, and instructional design in culturally and linguistically diverse environments. Upon completion, students should be able to design and implement developmentally appropriate, inclusive, and culturally responsive curriculum plans that reflect best practices in early education, support individual and group learning needs, and promote holistic growth across multiple domains of child development.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	259	Curriculum Planning	3/3

This course is designed to focus on using content knowledge to build effective developmentally appropriate approaches that are culturally responsive, equitable, and ability diverse for young children. Topics include components of curriculum, a variety of curriculum models, authentic observation and assessment, and planning developmentally appropriate experiences and indoor/outdoor environments aligned with the NC Foundations for Early Learning and Development. Upon completion, students should be able to understand, evaluate, and use developmentally appropriate curriculum to plan for the individual/group needs of young children.

Prerequisite: Take EDU-119

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	260	BK Assmt & Fam Collab	3/3

This course provides an overview of assessment practices and family collaboration strategies for children from birth through kindergarten, emphasizing the use of authentic, developmentally appropriate methods to support growth, learning, and equitable outcomes across diverse early childhood settings. Emphasis is placed on observation, documentation, and assessment techniques that respect cultural, linguistic, and ability diversity, as well as strategies for engaging families as active partners in understanding and supporting children's development. Upon completion, students should be able to implement effective assessment practices, analyze and use data to inform curriculum decisions, and collaborate with families to create inclusive, responsive learning environments that promote each child's developmental progress and success.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	261	Early Childhood Administration I	3/3

This course provides an overview of essential administrative components for managing early childhood programs, including child development, program frameworks, North Carolina child care rules and regulations, effective leadership practices, reflective supervision, and the NAEYC Code of Ethical Conduct. Emphasis is placed on personnel management, financial planning, reflective supervision strategies, child development principles, ethical decision-making, and ensuring compliance with state regulations to maintain high-quality learning environments. Upon completion, students should be able to apply program standards, manage staffing and budgets, implement reflective supervision to support professional growth, integrate child development knowledge into program planning, uphold ethical responsibilities following the NAEYC Code of Ethical Conduct, and navigate regulatory requirements to support successful early childhood program operations.

Prerequisite: none

Corequisite: Take EDU-119

Prefix	Number	Title	Contact / Credit Hours
EDU	262	Early Childhood Administration II	3/3

This course is designed to prepare students for leadership roles in licensed child care facilities in North Carolina by focusing on curriculum development, program assessment, and resource management for centers and families. Emphasis is place on best practices in early childhood curriculum, quality improvement strategies, advocacy, and leadership in early learning environments. Upon completion, students should be able to implement developmentally appropriate curriculum, assess program effectiveness, support families with relevant resources, and advocate for policies that enhance early childhood education and program quality.

Prerequisite: Take EDU-261;

Corequisite: Take EDU-119;

Prefix	Number	Title	Contact / Credit Hours
EDU	264	Strat for Adpt Math Instr	5/3

This course provides a comprehensive introduction of strategies, best practices, and skills to effectively teach math in K-12 special education settings while aligning instruction with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include number sense and operations; data analysis and probability; mathematical problem solving, communication, and reasoning; technology in math; and algebraic and geometric concepts individualized and tailored to each students' needs across various educational settings. Upon completion, students should be able to assess learning needs, implement and evaluate curriculum, ensure comprehensive and adaptive math instruction to support diverse, equitable and inclusive learning requirements.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	265	Strat for Adpt Lit Instr	5/3

This course provides a comprehensive introduction to evidence-based strategies, best practices, and instructional skills for teaching reading and writing in K-12 special education settings while aligning with NC DPI curriculum standards and the InTASC Model Core Teaching Standards. Topics include phonological awareness, phonics, fluency, vocabulary, and comprehension; written expression; literacy assessment and progress monitoring; assistive and adaptive technologies; and differentiated instruction for diverse students across general and specialized settings. Upon completion, students should be able to design, implement, and evaluate individualized literacy instruction that fosters language development, reading proficiency, and equitable access to literacy for students with a wide range of learning needs and exceptionalities.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	266	Lang & Lit Dev BK	5/3

This course introduces the foundations of language and literacy development in children from birth through age five, emphasizing evidence-based strategies and developmentally appropriate practices that foster communication, comprehension, and early literacy skills across diverse early learning environments. Emphasis is placed on the developmental stages of emergent literacy, including receptive and expressive language, print awareness, and early writing, as well as the influence of cultural, linguistic, and family factors on literacy growth. Upon completion, students should be able to plan, implement, and evaluate inclusive, literacy-rich experiences that promote language and literacy development, select diverse and developmentally appropriate materials, and design integrated activities aligned with the NC Foundations for Early Learning and Development.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	267	Math Foundations BK	5/3

This course introduces the fundamental concepts, developmental progressions, and instructional approaches that support early mathematical learning from birth through kindergarten. Emphasis is placed on understanding how young children construct number sense, spatial reasoning, and problem-solving skills through play, exploration, and meaningful everyday experiences aligned with the North Carolina Foundations for Early Learning and Development. Upon completion, students should be able to design and implement developmentally appropriate learning experiences that foster curiosity, mathematical thinking, and early numeracy; integrate math into daily routines and play; and adapt instruction to meet the diverse needs of young students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	268	Instr Methods for HS Math	6/4

This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching mathematics in high school, emphasizing conceptual understanding, procedural fluency, and mathematical reasoning aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates algebra, functions, geometry, statistics, and calculus with real-world applications, inquiry-based learning, and the effective use of technology and mathematical modeling. Upon completion, students should be able to plan and implement standards-based mathematics lessons that foster critical thinking, problem-solving, and communication; address student misconceptions; and adapt instruction to meet the diverse developmental and learning needs of secondary students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	269	Des Res Math Instr for HS	5/3

This course introduces assessment strategies, differentiation methods, and applications of mathematical content knowledge to support effective, data-driven instruction in high school mathematics classrooms. Topics include formative and summative assessments, data analysis for instructional planning, Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), and evidence-based strategies that promote engagement, persistence, and achievement among diverse students. Upon completion, students should be able to design and use varied assessment tools, analyze student performance data to guide instruction, differentiate lessons to enhance access and equity, and apply advanced mathematical concepts in authentic, problem-based learning contexts.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	270	Effective Instructional Enviro	2/2

This course is designed to provide learners with the knowledge and skills to create, manage, and assess effective instructional environments, learning attitudes, and behaviors for today's diverse learning population. Topics include organizing the learning environment, fostering positive learning attitudes, supporting healthy stakeholder partnerships, engaging students using effective differentiated instruction, guiding, and managing student behaviors, and assessing student progress. Upon completion of this course, learners will demonstrate effective dispositions of the professional educator that include managing schedules, spaces, and resources, promoting supportive learning mindsets, engaging students with diverse instructional strategies, guiding student behaviors to maximize both the instructional and social climate, and analyzing and effectively responding to student progress.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	272	Technology, Data, and Assessme	5/3

This course is designed to provide students with the knowledge and skills to utilize digital instructional technologies and technology-based assessments to plan and implement appropriate educational experiences and interventions in the classroom. Topics include educational technology to enhance instruction, instructional technologies for teaching, technology-based assessment, formative and summative assessments, data to inform practice, and ethical practices for technology and assessment. Upon completion, students will be able to demonstrate effective integration of educational technology into classroom practice, appropriate use of technology-based assessments, and practical application of data to inform educational planning and interventions.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	273	Instr Methods for HS Science	6/4

This course provides an overview of instructional methods, learning theories, and content knowledge essential for teaching science in high school, emphasizing inquiry, scientific reasoning, and conceptual understanding aligned with the North Carolina Standard Course of Study. Emphasis is placed on designing rigorous, student-centered instruction that integrates biology, chemistry, physics, and earth/environmental science with real-world applications, engineering design, and technology-enhanced investigations that develop critical and analytical thinking. Upon completion, students should be able to plan and implement standards-based science lessons that promote inquiry, data analysis, and scientific communication; address misconceptions; and adapt instruction to meet the developmental and learning needs of diverse secondary students.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	274	App Sci Inquiry in HS Science	5/3

This course introduces assessment strategies, differentiation methods, and applications of scientific content knowledge to support effective, inclusive, and data-driven instruction in high school science classrooms. Topics include formative and summative assessments, data interpretation, Universal Design for Learning (UDL), safety and ethics in laboratory instruction, and evidence-based strategies for engaging diverse students in scientific reasoning and inquiry. Upon completion, students should be able to design and implement varied assessment tools, analyze student data to guide instruction, differentiate science instruction to enhance access and equity, and apply advanced content knowledge to real-world scientific problem solving.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	275	Effective Teacher Training	2/2

This course provides specialized training using an experienced-based approach to learning. Topics include instructional preparation and presentation, student interaction, time management, learning expectations, evaluation, and curriculum principles and planning. Upon completion, students should be able to prepare and present a six-step lesson plan and demonstrate ways to improve students' time-on-task.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	277	Integrated Curriculum and Inst	5/3

This course is designed to provide learners with the content knowledge, instructional methods/materials, and assessment techniques needed to provide research-based math and science K - 12 instruction. Topics include essential math and science concepts and skills, developmentally appropriate pedagogy, culturally responsive instruction, standards-based outcomes, technology enhanced lesson planning, formative/summative assessments, research-based interventions, authentic learning experiences, and reflective practice. Upon completion, learners will be able to plan, implement, assess, and reflect on developmentally appropriate math and science instruction aligned to the NC Standard Course of Study, other professional and national standards.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	278	Integrated Curriculum and Inst	5/3

This course is designed to provide learners with the content knowledge, instructional methods/materials, and assessment techniques needed to provide research-based social studies and ELA K -12 instruction. Topics include essential social studies and ELA concepts and skills, developmentally appropriate pedagogy, culturally responsive instruction, standards-based outcomes, technology enhanced lesson planning, formative/summative assessments, research-based interventions, authentic learning experiences, and reflective practice. Upon completion, learners will be able to plan, implement, assess, and reflect on developmentally appropriate social studies and ELA instruction aligned to the NC Standard Course of Study, other professional and national standards.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	279	Literacy Development and Instruction	6/4

This course is designed to provide students with concepts and skills of literacy development, instructional methods/materials and assessment techniques needed to provide scientifically-based, systematic reading and writing instruction into educational practice. null Topics include literacy concepts, reading and writing development, developmentally appropriate pedagogy, culturally-responsive instruction, standards-based outcomes, lesson planning, formative/summative assessment, recognizing reading difficulties, research-based interventions, authentic learning experiences, classroom implementation, and reflective practice. null Upon completion, students should be able to plan, implement, assess, evaluate, and demonstrate developmentally appropriate literacy instruction aligned to the NC Standard Course of Study and other state and national standards.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	280	Language and Literacy Experiences	3/3

This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally, linguistically and ability diverse.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	283	Educator Preparation Practicum	5/3

This course is designed to allow learners to demonstrate acquired skills and competencies in a developmentally appropriate learning environment. Topics include dispositions of effective teachers, portfolio assessment development, reflective practice, teaching methods, assessment strategies, and professional practices based on state and national Teaching Standards. Upon completion, learners should be able to provide a portfolio assessment with evidence of ethical/professional standards, respect for a diverse population in learning environments, content knowledge, appropriate guidance intervention, and grade-level technology enhanced lesson planning/assessments through practices in the classroom environment.

Prerequisite: none

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	284	Early Childhood Capstone Practicum	10/4

This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments.

Prerequisite: Take One Set: Set 1: EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151 Set 2: EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151 Set 3: EDU-119, EDU-144, PSY-245, EDU-146, and EDU-151 Set 4: EDU-119, PSY-244, EDU-145, EDU-146, and EDU-151; Take ENG-111 EDU-221 EDU-184

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	285	Internship Exp-School Age	10/4

This course is designed to allow students to demonstrate acquired skills in a quality public or private school environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to demonstrate developmentally appropriate lesson plans/assessments, appropriate guidance techniques, ethical/professional behaviors including the use of appropriate technology, as indicated by assignments and onsite faculty visits.

Prerequisite: Take One Set: Set 1: EDU-145, EDU-120, and EDU-163 Set 2: PSY-245, EDU-120, and EDU-163 Set 3: EDU-145, EDU-120, and EDU-163 Set 4: PSY-245, EDU-120, and EDU-163

Corequisite: none

Prefix	Number	Title	Contact / Credit Hours
EDU	289	Adv Issues/School Age	2/2

This course covers advanced topics and issues that relate to school-age programs. Emphasis is placed on current advocacy issues, emerging technology, professional growth, ethics, and organizations for providers/teachers working with school-age populations. Upon completion, students should be able to list, discuss, and explain advanced current topics and issues surrounding school-aged populations.

Prerequisite: none

Corequisite: none