Degrees for Education

Course Descriptions

EDU 600 Curriculum Development
Focusing on “what is learned” and “should be learned” in educational institutions, the course examines perspectives and paradigms of curriculum thought and their connection to educational practice. Attention is given to the relationships between content, pedagogic practice, assessment and curriculum orientation. Students engage in critical reflection on fundamental issues concerning the curriculum; the purpose of education, hidden and explicit learning experiences, the organization and construction of knowledge. In the development of a curriculum project, students apply this understanding to the process of improving classroom and/or institutional practices. 3 credit hours

EDU 605 Design and Evaluation of Instructional Materials
Designed to assist students in the development of strategies for the use of the current technologies in the K–12 classroom. Students will critically examine the role of technology in that classroom, and understand the effective use of technology. Prerequisites: Basic computer knowledge. 3 credit hours

EDU 610 Advanced Educational Psychology
An in-depth exploration of fundamental questions about teaching, learning and human development designed to facilitate more meaningful classroom teaching. The course is highly interactive with learning taking place through individual and group research projects, seminar discussions, student directed workshops and presentations; thus, facilitating the development of teachers as researchers and educational leaders. 3 credit hours

EDU 615 Mathematical Thinking in Children
Teachers examine what it means to know and learn K-5 mathematics based upon theory and research in cognitive psychology and mathematics education. A variety of materials that help illustrate students’ thinking in mathematical contexts are used to provoke consideration of how students develop mathematical knowledge. Regular “field experiences” with elementary school-aged children are required. 3 credit hours

EDU 620 Education in Society
An exploration of our rich cultural heritage of educational ideas. Students will explore fundamental questions of educational purpose and practice through the study of educational philosophers past and present, analysis of the philosophical perspectives and practices underlying current practice, and development of their own philosophies of education. Students are expected to become reflective about their own thought processes, their philosophical and cultural assumptions, and develop their own visions of possibilities for classroom practice congruent with their well-justified and coherently articulated educational philosophy. 3 credit hours

EDU 625 Inclusive Teaching in the General Education Classroom
Designed to provide the practicing general classroom teacher with knowledge, skills, and dispositions needed for successful inclusive teaching including an understanding of the nature and characteristics of the learning and behavior challenges that students with special needs face in the regular classroom, and the practical procedures, collaborative practices, and instructional strategies that lead to successful inclusion. 3 credit hours

EDU 630 Educational Research
Organized around classroom-based inquiry and focused on the development of teachers as researchers, this course emphasizes understanding of research design and methods; reading and interpreting empirical information in professional literature; collecting and interpreting data; and linking research findings to educational practice. Also emphasized are the uses of library and Internet resources; analysis and critique of educational research; collaboration with colleagues in the research process; and an introduction to elementary statistics. 3 credit hours

EDU 631 Educational Research II
This second course in Educational Research is designed to provide the practicing teacher with a deeper understanding of the knowledge and methods used by investigators to conduct disciplined inquiry. It continues to be organized around classroom-based inquiry and focused on the development of teachers as researchers. The course includes consideration of concepts, research designs, and procedures from both quantitative and qualitative approaches. In this course, teacher-researchers conclude the process of conducting individual research. Prerequisite: EDU 630. 3 credit hours

EDU 635 Introduction to the Gifted Individual
What is “giftedness?” What are the major social, cultural and historical forces that have influenced the definition of this concept over time? What sources are responsible for producing―in an individual―those characteristics that result in that person being labeled a “gifted individual?” Given what we now know, how should we identify gifted individuals? Should the development of persons as “gifted individuals” be supported? What kinds of things can be done―in schools and elsewhere―to support the development of gifted individuals? Who should be responsible for the development of gifted individuals and how well are we doing in providing this support? These questions, and the answers to them, are all very important to persons who care about gifted individuals―and who may want to help in their development. All of these questions will be addressed in some depth in the context of this course. 3 credit hours

EDU 636 Models and Methods of Gifted Education
This course is designed to allow practicing classroom teachers to gain a depth of understanding of current curriculum and program models in gifted education, and to apply that knowledge to extend the North Carolina Standard Course of Study for gifted learners. In addition, participants will examine strategies embedded within various models, and evaluate the appropriateness of given models. 3 credit hours

EDU 637 Differentiation for the Academically/Intellectually Gifted Learner
This course is designed to give practicing teachers the knowledge, skills, and attitudes needed for teaching academically/intellectually gifted learners in diverse settings. Because today’s classrooms are increasingly diverse and inclusive, teachers must be able to identify and accommodate a range of learner needs, including those of gifted learners. Participants in this course will develop skill in using a variety of models and strategies to effectively respond to the particular learning needs of the gifted. Building on the knowledge and skills attained in the Methods and Materials course and using widely-held standards for the effective teaching of gifted learners (CEC-NAGC Initial Knowledge & Skill Standards for Gifted and Talented Education), participants will analyze and evaluate lessons and units designed for use with the gifted. They will also create and teach standards-based lessons and units that demonstrate their understanding and effective use of instructional and management strategies recommended as appropriate for gifted learners. 3 credit hours

EDU 638 Special Topics in Gifted Education
This course focuses on special topics and issues related to education of the gifted. The primary purpose of the course is to develop in participants the knowledge, conceptual understandings, and skills to recognize and nurture effectively giftedness in all gifted students, including those students who are typically underserved. Specific topics included in the course include the psycho-social adjustment and guidance of gifted learners, the plight of underserved populations of gifted learners, collaboration and consultation in gifted education. 3 credit hours

EDU 639 Creativity
Creativity has proven to be one of the most elusive of psychological concepts. This course will examine several conceptually different ways of defining creativity, along with attempts to describe the characteristics of the creative individual. Creative production and how you get there―the creative process―will also be considered along with the three major approaches for enhancing creative production. Students will learn not only the basic concepts and procedures that make up these approaches, but will have an opportunity to put them into practice in three group simulation experiences as well. A discussion of the environmental conditions that contribute to creativity will round out the course.

The face-to-face portion of the course will be followed by a series of online modules where students incorporate what they have learned into planning a unit of instruction designed to support and enhance students’ creative production. 3 credit hours

EDU 641 Methods of Teaching ESL
An introduction to the field of TESL, focusing on the methods and materials of teaching various language skills and knowledge areas. Attention will be given to the integrated teaching of all skills within a communicative setting. 3 credit hours

EDU 643 Second Language Acquisition
A broad view of second language acquisition from both psycholinguistic and sociolinguistic perspectives. Includes a comparison of first and second language learning, current theories of second language acquisition, the effect of social interaction upon speech styles, and how speech defines groups. Applications are made to second language teaching. 3 credit hours

EDU 645 Culture and the Language Teacher
A study of the basic concepts of intercultural communication, including a comparison of American cultural orientations with those of other countries. A look at how these cultural differences relate to language teaching and learning. 3 credit hours

EDU 647 Teaching ESL in the Public Schools
A course focusing on the particular needs of K–12 teacher: historical and legal background of bilingual and ESL education, assessment and placement of ESL learners, literacy development, content-based instruction and the adaptation of curricular materials. 3 credit hours

EDU 649 Advanced Methods of Teaching ESL
A culminating course consisting of a 30-hour K–12 practicum as well as periodic on-campus classes. Designed to provide a forum for reflective thinking about ESL teaching while acquiring greater in-depth knowledge about selected areas of ESL teaching methodology. 3 credit hours

EDU 670 Reading: Past, Present, and Future
An in-depth study of the research and theoretical models upon which understanding of the developmental process of reading is based. Emphasis is given to critical evaluation of the issues, trends and research in the field of reading. Students are required to plan, initiate and evaluate an action research project and to be able to articulate their findings to interested parties. 3 credit hours

EDU 671 Reading Across the Curriculum
An in-depth study of the reading and learning processes as they relate to different content areas of the curriculum. Emphasis is given to developing, evaluating, selecting and adapting instructional media to meet the needs of students working in the content area. 3 credit hours

EDU 675 Intervention in the Reading Process
Teachers are introduced to both formal and informal assessment procedures relating to the reading process with particular emphasis given to the latter. Teachers are required to implement a program of assessment with their own elementary public school students. In addition teachers are required to demonstrate how their instructional program in reading and writing is responsive to the findings obtained as a result of the assessment procedures. 3 credit hours

EDU 676 Clinical Applications of the Reading Process
An in-depth tutoring experience with children who are experiencing severe difficulties with the reading acquisition process. Students are required to develop a profile of the child’s abilities using information gained from assessment procedures administered. Students are then required to develop and implement a program of instructional intervention for themselves. 3 credit hours

EDU 677 The Teaching of Writing in the K–12 Classroom
This goal of this course is to assist teachers in developing the writing skills of K–12 students. At the conclusion of the course students will show familiarity with current theories; be able to describe and assist students art various stages of the writing process, describe and assist children learning to write who have cultural and linguistic differences, show familiarity with writing evaluation techniques, writing across the curriculum, and integrate technology in the writing process. 3 credit hours

EDU 710 Overview of Exceptionalities
This course provides an overview of various exceptionalities and the services offered in special education. The course is intended to give the student a foundation of knowledge about the nature and needs of children with special needs, and introduces the student to causes and characteristics of specific disabilities, service delivery models, historical and current issues, legislation, research, trends, and controversies in special education. 3 credit hours

EDU 711 Reading and Writing Methods for Special Educators
The purpose of the course is to develop the instructional competencies of school personnel to effectively teach students with persistent reading and writing problems as well as to select and implement comprehensive reading programs within their schools. Although the focus of this course is on students who have shown persistent problems learning to read and write (especially those students identified as having special education needs who are participating in regular classrooms), the information is also appropriate for individuals interested in developing early intervention programs. 3 credit hours

EDU 712 Math and Writing Methods for Special Educators
This course is designed to introduce candidates to the knowledge, skills and procedures needed to provide effective instruction for students with persistent mathematical difficulties. The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. The class will provide candidates an understanding of what it takes to build an individualized mathematics instructional program that will have a direct impact on the academic performance of their students. Credit is given to the NCSIP II grant for content and procedure. 3 credit hours

EDU 713 Collaboration with Professionals and Families for Special and General Educators
The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to effectively communicate is critical. This course is designed to assist students in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help students attain the knowledge and skills to be leaders in collaborative efforts in schools. 3 credit hours

EDU 714 Learning Strategies across the Curriculum for Special Educators
This course examines models for teaching learning strategies, metacognitive strategies guiding the learning of content, for students with mild/moderate disabilities in grades K–12. Students will examine educational research on the application of literacy and learning strategies in the content areas and will learn ways to assess students’ understandings and to use the assessment to plan for instruction. Prerequisite: EDU 711 and EDU 712. Field experience required. 3 credit hours

EDU 715 Procedures, Policies, and Assessment for Special Educators
This course provides students with a broad knowledge and understanding of a wide range of legal issues concerning providing special education services to students with disabilities. Students will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. 3 credit hours

EDU 800 Graduate Study
Provides enrollment for students extending the thesis beyond two semesters and/or taking master’s exams but not registered for other course. May be repeated as needed. (P/F) 1 credit hour

ENG 505 Study of Linguistics
An exploration of the systematic nature of language, looking at the systems of phonology, morphology, syntax and semantics in English, and how these systems have changed over time. Attention will be given to the application of linguistic constructs in machine translation, artificial intelligence, sign language, and learning a second language. 3 credit hours

Degree Requirements (Catalog Year 2008-2009)

See the university catalog for policies governing all baccalaureate degrees.

Students must complete an equivalent of 120 credits of course work with at least 24 credits in learning communities, 12 credits of experiential learning (see Curriculum Requirements below), and 35 credits in general education. A student’s concentration consists of at least 30 credits with a minimum GPA of 2.00, which may draw from learning communities, experiential learning, independent study, and traditional university courses. Students must present a final cumulative portfolio and a college senior exposition.
Curriculum Components

The curriculum has four major components. Division I is general education, which can be completed through the first year of common courses, experiences, and integrated learning (also known as the “First-Year Experience”) or through traditional university course work. Thereafter, students pursue their academic and career goals through learning communities (Division II) and courses for their concentration (Division III), and experiential learning (Division IV).

General education requirements are met in Division I and II. Division I fulfills most general education requirements. Students may also test out of some requirements. The university’s 6-credit written communication general education requirement is met through completion of Division I and Division II with an overall 2.00 GPA. All 300-level and above learning communities include at least one writing assignment that requires revision.

Division I, or first-year, experience/general education: The first-year experience is a sequence of four courses following a common curriculum. Each learning community (NCLC 110, 120, 130, 140) is six or seven weeks long and separated by two-week interims or a winter intersession. Each meets Monday through Thursday and may include lectures and exams but emphasizes seminar discussions, collaborative assignments, and problem-centered projects.

NCLC 110 emphasizes composition and communication, computer applications, and analytical reasoning; NCLC 120 studies the natural world and develops computational skills; NCLC 130 studies the socially constructed world through the interdisciplinary study of global civilization; and NCLC 140 studies the relationship between the individual and society. The intersessions are built into the curriculum to allow cocurricular activities, such as community service learning, leadership training, or specialized workshop courses. The winter intersession also allows for intensive short courses, study abroad, individualized projects, research, or experiential learning outside the college.

Division II, learning communities: combines subjects usually taught in separate courses into a single course of study. Learning communities offer the equivalent of between 3 and 9 credits of undergraduate work and replace the often fragmented classroom experience many students encounter in a series of unconnected course offerings. In interdisciplinary learning communities, faculty and students explore various ways to understand a topic. Learning communities also offer a greater sense of identity with an academic community, especially in the college environment typical of a regional state university. Several learning communities are scheduled to make attendance easier for part-time students. Team teaching; collaborative projects; emphasis on writing and critical thinking; opportunity for independent study; and integrative experiential learning are all important components of learning communities. Many learning communities have experiential learning attached, either as a part of the class or an option for students to take. A minimum of 24 credits in learning communities is required for graduation.

Division III, a concentration: the equivalent of a major in a traditional degree program. Students complete an interdisciplinary concentration already established in the integrative studies curriculum or, in some cases, create with faculty a unique program of study to fit their particular interests and needs. The concentration comprises traditional courses, learning communities, independent study, and experiential learning. Students must create a portfolio of their work that is reviewed by NCC faculty, as well as a culminating college senior exposition, which is done through NCLC 491 Senior Capstone. Students are required to take NCLC 491 the semester prior to graduation.

Division IV, experiential learning requirement: A minimum of 12 credits of experiential learning are required to fulfill graduation requirements. Experiential learning sites may change each semester to include study abroad programs, internships, community service learning, and field study opportunities. In many cases, students should complete learning contracts for experiential learning activity undertaken. This requirement reflects the college’s commitment to provide educational experiences that prepare graduates for the workplace and the demands of active and responsible citizenship. The faculty’s goal is twofold: to engage the workplace as a site of instruction and expose students to the variety of skills needed to succeed, and to combine work experience with academic study so that each will enrich the other. Experiential learning may include course field trips and off-campus learning experiences. Students may be responsible for their own transportation, including bus, subway, and carpooling. Student liability insurance for the experiential learning internship is provided by Mason. Students are responsible for their own health care, including emergency care. New Century College assumes no financial responsibility for the health care of students. An accident and health insurance plan is available through the university. No more than 24 credits of experiential learning can count toward a student’s total credits for graduation.

Degree Requirements (Catalog Year 2008-2009)

See the university catalog for policies governing all baccalaureate degrees.

Students must complete an equivalent of 120 credits of course work with at least 24 credits in learning communities, 12 credits of experiential learning (see Curriculum Requirements below), and 35 credits in general education. A student’s concentration consists of at least 30 credits with a minimum GPA of 2.00, which may draw from learning communities, experiential learning, independent study, and traditional university courses. Students must present a final cumulative portfolio and a college senior exposition.
Curriculum Components

The curriculum has four major components. Division I is general education, which can be completed through the first year of common courses, experiences, and integrated learning (also known as the “First-Year Experience”) or through traditional university course work. Thereafter, students pursue their academic and career goals through learning communities (Division II) and courses for their concentration (Division III), and experiential learning (Division IV).

General education requirements are met in Division I and II. Division I fulfills most general education requirements. Students may also test out of some requirements. The university’s 6-credit written communication general education requirement is met through completion of Division I and Division II with an overall 2.00 GPA. All 300-level and above learning communities include at least one writing assignment that requires revision.

Division I, or first-year, experience/general education: The first-year experience is a sequence of four courses following a common curriculum. Each learning community (NCLC 110, 120, 130, 140) is six or seven weeks long and separated by two-week interims or a winter intersession. Each meets Monday through Thursday and may include lectures and exams but emphasizes seminar discussions, collaborative assignments, and problem-centered projects.

NCLC 110 emphasizes composition and communication, computer applications, and analytical reasoning; NCLC 120 studies the natural world and develops computational skills; NCLC 130 studies the socially constructed world through the interdisciplinary study of global civilization; and NCLC 140 studies the relationship between the individual and society. The intersessions are built into the curriculum to allow cocurricular activities, such as community service learning, leadership training, or specialized workshop courses. The winter intersession also allows for intensive short courses, study abroad, individualized projects, research, or experiential learning outside the college.

Division II, learning communities: combines subjects usually taught in separate courses into a single course of study. Learning communities offer the equivalent of between 3 and 9 credits of undergraduate work and replace the often fragmented classroom experience many students encounter in a series of unconnected course offerings. In interdisciplinary learning communities, faculty and students explore various ways to understand a topic. Learning communities also offer a greater sense of identity with an academic community, especially in the college environment typical of a regional state university. Several learning communities are scheduled to make attendance easier for part-time students. Team teaching; collaborative projects; emphasis on writing and critical thinking; opportunity for independent study; and integrative experiential learning are all important components of learning communities. Many learning communities have experiential learning attached, either as a part of the class or an option for students to take. A minimum of 24 credits in learning communities is required for graduation.

Division III, a concentration: the equivalent of a major in a traditional degree program. Students complete an interdisciplinary concentration already established in the integrative studies curriculum or, in some cases, create with faculty a unique program of study to fit their particular interests and needs. The concentration comprises traditional courses, learning communities, independent study, and experiential learning. Students must create a portfolio of their work that is reviewed by NCC faculty, as well as a culminating college senior exposition, which is done through NCLC 491 Senior Capstone. Students are required to take NCLC 491 the semester prior to graduation.

Division IV, experiential learning requirement: A minimum of 12 credits of experiential learning are required to fulfill graduation requirements. Experiential learning sites may change each semester to include study abroad programs, internships, community service learning, and field study opportunities. In many cases, students should complete learning contracts for experiential learning activity undertaken. This requirement reflects the college’s commitment to provide educational experiences that prepare graduates for the workplace and the demands of active and responsible citizenship. The faculty’s goal is twofold: to engage the workplace as a site of instruction and expose students to the variety of skills needed to succeed, and to combine work experience with academic study so that each will enrich the other. Experiential learning may include course field trips and off-campus learning experiences. Students may be responsible for their own transportation, including bus, subway, and carpooling. Student liability insurance for the experiential learning internship is provided by Mason. Students are responsible for their own health care, including emergency care. New Century College assumes no financial responsibility for the health care of students. An accident and health insurance plan is available through the university. No more than 24 credits of experiential learning can count toward a student’s total credits for graduation.