Course Catalog

School of Education

FACULTY

Dean: Professor D. Eury

Licensing Officer: Assistant Professor S. Ingle

Chair of Elementary Education: S. Ingle

Chair of Middle Grades Education: K. Taylor

Chair of Educational Leadership: D. Shellman

Director of Continuous Improvement: S. Ingle

Center for Innovative Leadership Development: D. Eury

Director of Elementary Education Student Teaching: S. Ingle

Director of Middle Grades and Secondary Education, Student Teaching: K. Taylor

Professors: J. Kaufold, L. McKinney, R. Nanney

Associate Professors: S. Brown, R. Mayfield, F. Rucker, D. Shellman, C. Smith, G. Stowe, L. Wesson

Assistant Professors: J. King, A. Sanders

Instructors: D. Robertson, K. Taylor

 

MISSION STATEMENT

The mission of the School of Education is to facilitate within a Christian context undergraduate and graduate candidates’ development of the knowledge, skills, and dispositions needed in order to assume instructional and leadership roles in our nation’s schools to ensure the success of all students.

 

GOALS

The School of Education strives to accomplish its mission through its commitment to:

 

  1. preparing undergraduate and graduate candidates for professional roles and responsibilities within school settings;
  2. providing rigorous programs of study which will facilitate reflective practice within a learning environment based upon Christian principles and values;
  3. hiring faculty who fill the role of caring, patient mentors while they model life-long learning that reflects inquiry- and problem-based decisionmaking; and
  4. fostering partnerships with and providing service to public schools and other organizations through collaborative activities such as consultation, research, and staff development.

 

STUDENT LEARNING OUTCOMES

Student learning outcomes specific to each major offered by the school are described in the appropriate sections that follow.

 

MAJOR FIELDS OF STUDY

The school offers two majors leading to the Bachelor of Science degree:

 

Elementary Education

Middle Grades Education

 

MINOR FIELDS OF STUDY

Professional Education

 

MAJOR FIELDS OF STUDY DETAIL

CONCEPTUAL FRAMEWORK OF TEACHER PREPARATION

 

The Professional Education Program has articulated its model for the preparation of teachers as that of the educator as theorist & practitioner resting upon a knowledge base that is organized around four unifying threads: the learner and learning, social context, methodology, and professional development. The courses offered in the Teacher Education Program are designed to foster in candidates:

 

  1. knowledge of and skills in the subject matter in the area of specialization;
  2. the ability to use the scientific method;
  3. attitudes and skills to excite learners’ interest in and involvement with subject matter;
  4. knowledge of the nature of the learner and the learning process;
  5. knowledge of the role of the school in a democratic society;
  6. knowledge of the philosophical, social, historical, and legal contexts in which professional educators operate;
  7. knowledge of various teaching strategies, materials, instructional technologies, and methods of classroom organization;
  8. knowledge and skills to maintain a classroom environment conducive to learning;
  9. knowledge of various learning styles and the skills to vary instruction to meet learner needs;
  10. knowledge of elements of cultural diversity and their influence upon the learner;
  11. the skills to evaluate learning;
  12. the skills to locate and integrate classic and contemporary scholarship pertaining to student achievement and teacher effectiveness;
  13. the ability to use effective communication skills in classroom interaction and in consultative and collaborative relationships;
  14. an understanding of the impact of family dynamics on learning readiness;
  15. knowledge of the nature of a range of exceptionalities and the skills to begin to design and deliver appropriate instruction; and
  16. an understanding of the necessity for life-long professional learning.

 

TEACHER EDUCATION COMMITTEE

This committee develops and implements policy, approves curricula, and evaluates programs for the undergraduate and graduate education programs. It is composed of faculty members from each school and department offering programs leading to licensure, student representatives, and public school personnel.

 

ADMISSION TO THE TEACHER EDUCATION PROGRAM

To be admitted to the Teacher Education Program, the undergraduate degree seeking candidate must meet the following requirements:

 

  1. File a declaration of intent to major in an area of licensure with the Academic Advising Center.
  2. Complete a minimum of 30 cumulative semester hours, with at least 12 hours earned at Gardner-Webb.
  3. Complete the Application for Admission to Teacher Education. Applications are due the first Monday in October and the first Monday in March. (See calendar dates listed on course schedule).
  4. Have a minimum 2.50 cumulative grade point average on all college or university work.
  5. Complete EDUC 250 with a grade of C or better (a C- is not acceptable). The Teacher Education Handbook provides specific guidelines for the pre-service candidate.
  6. Obtain the minimum scores currently required by State Board of Education on the PRAXIS I examinations or the SAT/ACT equivalents. These scores are subject to change by the State Board of Education. Applicants must satisfy the score requirements in effect at the time of Admission to the Teacher Education Program.
  7. Must complete MATH 204 with a “C” or better.
  8. Successfully complete the Teacher Education Program Interview.

 

THE PROFESSIONAL SEMESTER

Before beginning the professional semester (which includes the 15-week student teaching experience), the candidate must meet the following requirements:

 

  1. Submit a completed Application for Student Teaching on or before February 15 for teaching in a fall semester and on or before September 15 for teaching the spring semester. (See calendar dates listed on course schedule).
  2. Maintain a 2.50 cumulative grade point average.
  3. Maintain a grade of C (2.0) or better (a C- is not acceptable) in all professional education courses.
  4. Complete all requirements for the selected major. Any exceptions must be approved by the Dean of the School of Education. These requirements are described under the appropriate department listing.

 

Beginning in the fall, 2003, State Board of Education policy mandates that an undergraduate teacher education candidate be admitted into the teacher education program at least one full semester prior to the semester in which he/she is planning to student teach. If a candidate plans to student teach during the spring semester, he/she must be admitted prior to the end of the previous spring semester. If a candidate plans to student teach during the fall semester, he/she must be admitted prior to the end of the previous fall semester. There will be no exceptions to this policy.

 

STUDENT TEACHING AND RELATED FIELD EXPERIENCES

Student teaching assignments and various field experiences required throughout the Teacher Education Program are made by the Director of Field Experiences and Student Teaching in public schools within commuting distance from the University. Transportation to these sites is the responsibility of the candidate.

 

COMPLETION OF THE TEACHER EDUCATION PROGRAM

Successful completion of the basic course and licensure requirements, all major requirements and the Professional Education Minor, including the professional semester, will qualify candidates for licensure in North Carolina and many other states.

 

NORTH CAROLINA LICENSURE REQUIREMENTS

To be recommended for Standard Professional 1 (SP1) licensure in the state of North Carolina, a candidate must meet the following requirements:

 

  1. Complete an approved program of study.
  2. Obtain minimum scores on the PRAXIS II Subject Assessment, if applicable.
  3. Submit the completed application for licensure to the School of Education.
  4. Provide official transcripts for all college and university work completed at other institutions to the office of School of Education.
  5. Remit the processing fee required by the State of North Carolina at the time of application.

 

LICENSURE ONLY CANDIDATES

Individuals who hold a baccalaureate degree and wish to obtain a North Carolina Standard Professional 1 license may apply for admission to the approved program for teacher licensure. The candidate must meet entrance and exit requirements comparable to those required of a degree-seeking candidate in the approved program. A minimum of 21 hours must be taken at Gardner-Webb University to be recommended for licensure by the institution.

 

STUDENT APPEALS

Students not meeting requirements for admission to teacher education and/or the professional semester (student teaching) may appeal to the Teacher Education Committee for acceptance or continuation in the program. The process for appeal is outlined in the Teacher Education Committee Policy Manual.

 

ADDITIONAL INFORMATION

All teacher candidates, regardless of the area of licensure, must have a TaskStream account beginning with their first education course EDUC 250, Teaching in 21st Century School. The fee for the first year of TaskStream will be charged to EDUC 250. For subsequent years teacher candidates must renew their own accounts through graduation. Teacher candidates will also be charged for two background checks. The first will be in EDUC 250, Teaching in 21st Century Schools, and the second will be in EDUC 450, Student Teaching.

 

All course work in both the education majors (middle and elementary) and in the education minor must have a grade of “C” or better (“C-” is not acceptable).

 

ELEMENTARY EDUCATION (31 HOURS)

STUDENT LEARNING OUTCOMES

Students who graduate from the Elementary Education program will demonstrate proficiency in the North Carolina Professional Teaching Standards (NCPTS) as follows:

 

  1. Teachers demonstrate leadership.
  2. Teachers establish a respectful environment for a diverse population of students.
  3. Teachers know the content they teach.
  4. Teachers facilitate learning for their students.
  5. Teachers reflect on their practice.

 

Proficiencies will be met as students exhibit competency in the following areas:

 

  1. knowledge across all content areas included in the breadth of the Gardner-Webb core curriculum and enhanced by the specialty area of the curriculum. The beginning teacher will be broadly and liberally educated and have full command of the content that that he or she will teach (NCPTS III);
  2. knowledge of characteristics of developmental stages of children ages 5-12 (NCPTS IV);
  3. understanding of the unique learning characteristics of children from diverse populations including socioeconomic, linguistic, and cultural backgrounds as well as adapting for the needs of exceptional students (NCPTS II);
  4. the ability to plan, adapt, reflect on curriculum theory, and teaching strategies to meet the needs of the K-6 learner (NCPTS III, IV, and V);
  5. the ability to organize classroom environments conducive to facilitating and stimulating the life-long intellectual growth of all children (NCPTS IV);
  6. interpersonal skills for the purpose of establishing effective communication in the classroom, in the school, between the home and school, and among the school community (NCPTS I, V);
  7. the ability to effectively assess and evaluate student learning and to use results to establish an effective instructional program (NCPTS IV, V);
  8. understanding of the teacher’s role as a change agent and the relevance of current issues related to teaching as a profession and to schooling in a complex society (NCPTS I, II, IV);
  9. knowledge about schools, teaching, and children that increases through carefully planned and supervised field experiences (NCPTS II, IV); and
  10. a commitment to service within the school and global community (NCPTS I, V).

 

COURSE REQUIREMENTS

EDUC 302 Literacy Foundations

EDUC 306 Literacy and the Language Arts for K-8

EDUC 311 Fine Arts Integration in 21st Century Schools

EDUC 312 Practicum in Literacy

EDUC 410 Introduction to Integrated Curriculum and Assessment

MATH 204 Math Content for Elementary Teachers

MAED 330 Math Methods in 21st Century Schools

PHED 300 Healthful Living for Elementary Education

SCED 330 Science Methods in 21st Century Schools

SSED 307 Social Studies Methods in 21st Century

 

Additional requirements for NC licensure (may be taken as part of the basic core requirements): ARTS 225, BIOL 111, CHEM 103 or PHYS 103, GEOL 105, HIST 245, MATH 105, MUSC 225, POLS 202, one American Literature, and one British or World Literature course. (CHEM 111 and POLS 304 are acceptable substitutions for licensure requirements.)

 

The candidate must also complete the Professional Education minor.

 

The North Carolina State Board of Education has adopted new teacher standards and required all teacher education programs to be revisioned. All candidates starting their teacher education program with EDUC 250 in the fall of 2010 must complete the new program regardless of the catalogue under which they entered Gardner-Webb University. Candidates who are already in teacher education can choose to complete the current program or the new program.

 

It is recommended that teacher candidates take the following courses the semester before student teaching: EDUC 435, EDUC 350, and MAED 330. All other methods courses (except MAED 330) should be taken before or concurrently with EDUC 410.

 

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MIDDLE GRADES EDUCATION (42-50 HOURS)

STUDENT LEARNING OUTCOMES

Students who graduate from the Middle Grades Education program will demonstrate proficiency in the North Carolina Professional Teaching Standards (NCPTS) as follows:

 

  1. Teachers demonstrate leadership.
  2. Teachers establish a respectful environment for a diverse population of students.
  3. Teachers know the content they teach.
  4. Teachers facilitate learning for their students.
  5. Teachers reflect on their practice.

 

Proficiencies will be met as students exhibit competency in the following areas:

 

  1. knowledge across all content areas included in the breadth of the Gardner-Webb core curriculum and enhanced by the specialty area of the curriculum. The beginning teacher will be broadly and liberally educated and have full command of the content that that he or she will teach (NCPTS III);
  2. knowledge, skills and dispositions needed to assume the role of teacher as theorist and practitioner, as outlined in the teacher education program’s conceptual model and in adopted state and national standards;
  3. knowledge of the characteristics of young adolescents in contemporary society and the impacts these have on curriculum and instruction and the ability to develop developmentally and cognitively responsive learning models (NCPTS IV);
  4. knowledge of a specialty area supported by a liberal arts education in one of the following areas language arts, mathematics, social studies and science (NCPTS III);
  5. knowledge of the concept of developmentally responsive models of middle level schooling (NCPTS IV);
  6. knowledge of the unique learning characteristics of young adolescents from diverse populations including socioeconomic, linguistic, and cultural backgrounds as well as adapting for the needs of exceptional students and the knowledge to create responsive learning environments (NCPTS II);
  7. interpersonal skills for the purpose of establishing effective communication in the classroom, in the school, between the home and school and among the school community (NCPTS I,V);
  8. understanding of the teacher’s role as a change agent in middle schools and the relevance of current issues related to teaching as a profession and to schooling in a complex society and understanding the need for life-long professional growth (NCPTS I, II, IV, V);
  9. knowledge about schools, teaching, and children that increases through carefully planned and supervised field experiences (NCPTS II, IV, V); and
  10. a commitment to service within the school and global community (NCPTS I,V).

 

COURSE REQUIREMENTS

 

The Basic Course requirements must be satisfied. The candidate will not be permitted to complete more than 50% of the major until formally admitted into the Teacher Education Program. The student must choose one area of specialization (two are recommended)

 

SPECIALTY AREAS:

 

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LANGUAGE ARTS (26 HOURS)

ENGL 211 or 212 British Literature (3 hours)

ENGL 231 or 232 American Literature (3 hours)

ENGL 251 Foundations of World Literature (3 hours)

EDUC 306 Literacy and Language Arts for K-8 (4 hours)

ENGL 363 Structure of the English Language (3 hours)

ENGL 391 Workshop in English 1 (1 hour) (must be taken concurrently with EDUC 316)

ENGL 483 The Teaching of Writing (3 hours)

Literature Electives (6 hours)

 

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MATHEMATICS (29 HOURS)

MATH 105 Elementary Probability & Statistics (3 hours)

MATH 110 Finite Mathematics (3 hours)

MATH 150 Pre-Calculus (3 hours)

MATH 151 Calculus (4 hours)

MATH 204 Fundamental Concepts of Math (3 hours)

MATH 331 Linear Algebra (3 hours)

MAED 330 Methods of Teaching Math (3 hours)

MATH 230 Foundations of Higher Math (3 hours)

MATH 445 (1 hour)

MATH Elective (3 hours)

 

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SOCIAL STUDIES (27 HOURS)

HIST 245 The American Century (3 hours)

HIST 332 Twentieth Century Europe (3 hours)

HIST 345 NC History (3 hours)

Non-Western History (e.g. POLS 351) (3 hours)

SSCI 205 Global Understanding (3 hours)

POLS 311 Comparative Politics (3 hours)

ECON 203 Econ & Free Market System (3 hours)

SSED 307 Social Studies Methods (3 hours)

SSED 310 Teaching Geography (3 hours)

Elective (3 hours) - Any Social Science department elective

 

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SCIENCE (30-31 HOURS)

BIOL 111 General Biology (4 hours)

BIOL 104 Environment (4 hours)

CHEM 103 Introductory Chemistry (4 hours)

GEOL 105 Oceanography & Meteorology (4 hours)

PHYS 103 Introductory Physics (4 hours)

PHYS 104 Astronomy (4 hours)

SCED 330 Science Methods (3 hours)

Science Elective (3-4 hours) Any Natural Science

Department elective, however, BIOL 101 Human Biology is recommended.

 

The candidate must also complete the Professional Education minor.

 

The North Carolina State Board of Education has adopted new teacher standards and required all teacher education programs to be revisioned. All candidates starting their teacher education program with EDUC 250 in the fall of 2010 must complete the new program regardless of the catalogue under which they entered Gardner-Webb University. Candidates who are already in teacher education can choose to complete the current program or the new program.

 

Click here to view the courses for the School of Education program

 

MINOR FIELDS OF STUDY DETAILS

*The education minor can only be used in conjunction with majors in which there are approved licensure programs.

 

PROFESSIONAL EDUCATION MINOR

 

For Elementary Education majors the following courses are required:

 

EDUC 250 – Teaching in the 21st Century

EDUC 350 – Diverse Populations in 21st Century Schools

EDUC 435 – Facilitating Learning in 21st Century Schools

EDUC 450 – Student Teaching

PSYC 303 – Educational Psychology

 

For Middle Grades Education majors the following courses are required:

 

EDUC 250 – Teaching in the 21st Century

EDUC 350 – Diverse Populations in 21st Century Schools

EDUC 436 – Facilitating Learning in 21st Century Middle Schools

EDUC 450 – Student Teachin

PSYC 303 – Educational Psychology

Literacy component required for all Middle Grades Candidates (12 hrs):

EDUC 303 Literacy for the Middle Grades Candidate (4 hrs.)

EDUC 316 Reading and Writing in the Content Areas (3 hrs.)

EDUC 410 Introduction to Curriculum Integration and Assessment (3 hrs.)

ESOL 335 Practicum and Methods (2 hrs.)

 

Course requirements for this minor in the areas of English, Mathematics, Social Studies and in the special subject areas (K-12) of Music, Physical Education, French, Spanish, English as a Second Language and Art are described in catalogue sections under the heading of each major. EDUC 440 Classroom Management will be offered as part of the education minor for departments that require it.

 

In all cases candidates will not be permitted to complete more than 50% of the minor until they are formally admitted into the Teacher Education program.

 

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ADDITIONAL REQUIREMENTS FOR TRANSFER MAJORS

All elementary education students transferring under the Comprehensive Articulation Agreement must complete ENGL 231 or 232; ENGL 211, 212 or 251; ARTS 225; MUSC 225; POLS 201 or 202; BIOL 111; CHEM 103 or PHYS 103; GEOL 105; MATH 105; and HIST 245.

 

Equivalences exist within the community college curriculum for each of the above courses. Careful planning prior to transfer can ensure that these licensure requirements are met within the context of the A.A. degree.

 

All methods courses must be taken before or in conjunction with EDUC 410. The only exception is MAED 330.