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Education, General Studies

The General Studies Education program serves those students previously enrolled in teacher education programs at North Carolina State University, but whose career goals have changed.

Specific curriculum requirements are available online.

Coordinator of Advising

Audrey Fulton

ED - Education Courses

ED 100 Intro to Education 2.

This course serves as an introduction to teaching and learning in 21st century K-12 classrooms and as an orientation to the College and University experience. through technology-assisted plenary and small group seminars, students will examine the knowledge, skills and dispositions necessary to become globally aware, ethical, reflective teachers of diverse populations in the 21st century. Topics include academic skills, student success strategies, standards for teachers, and programs in the College of Education. This course is restricted to Teacher Education majors only.

ED 101 Freshman Teaching Fellows Forum I 1.

Topics related to educational issues and requirements of the Teaching Fellows program. Topics will include current practices, policies and research in education.Restricted to Students Admitted to the Teaching Fellows Program.

ED 150 Students Advocating for Youth I 1.

Building upon a passion for advocacy. Investigating issues related to youth in today's North Carolina. Exploring youth advocacy and ethics. Exploring youth advocacy and diversity. Exploring youth advocacy as a vocation. Practical youth advocacy field work. Participation in field experiences required. Restricted to students admitted to the SAY program.

ED 151 Students Advocating for Youth II 1.
Prerequisite: ED 150.

Continuing to build upon a passion for advocacy. Understanding how legistlation and policy affects youth advocacy and youth organizations. Exploring changes within the career field. Exploring peer influence processes among youth. Practical youthadvocacy field work. Participation in field experiences required. Field experience may extend beyond normal class time. Restricted to students admitted to the SAY program.

ED 201 Sophomore Teaching Fellows Forum I 1.
Prerequisite: Students in Teaching Fellows Program.

Topics related to educational issues and requirements of the Teaching Fellows program. Topics will include current practices, policies and research in education.

ED 204 Introduction to 21st Century Teaching 2.
Prerequisite: Sophomore standing; Corequisite: ECI 204 or EMS 204, or EMS 205, or TDE 202.

Overview of teaching as work and a profession in the 21st century. Course focuses on establishing a respectful environment for a diverse student population, dispositions and practices required for effective teaching, and processes and outcomes of collaborative lesson study. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is retricted to Teacher Education majors.

ED 296 Special Topics in Education 1-3 .

Individual or group study of particular areas of education at the freshman and sophomore levels. Specific topics will vary from semester to semester.

ED 299 Field Experience for 21st Century Teaching 1.
Prerequisite: ECI 204 and ED 204.

This course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is restricted to Foreign Language Education majors.

ED 301 Junior Teaching Fellows Forum I 1.

Topics related to educational issues and requirements of the Teaching Fellows program. Topics will include current practices, policies and research in education.Restricted to Students Admitted to the Teaching Fellows Program.

ED 302 Junior Teaching Fellows Forum II 1.

Topics related to educational issues and requirements of the Teaching Fellows program. Topics will include current practices, policies and research in education.Restricted to Students Admitted to the Teaching Fellows Program.

ED 311 Classroom Assessment Principles and Practices 2.
Prerequisites: Admission to Teacher Education Candidacy (gpa 2.75) and (AEE 206 or ELM 250 or ED 204); Co-requisite: ED 312.

This course will enable students to understand and use appropriate classroom assessment practices to promote positive student achievement. Students will apply knowledge of pedagogy and development to high-quality strategies for formative and summative assessment. Students will explore best practices using developmentally-appropriate assessment strategies, including authentic assessment, portfolios and electronic portfolios,real-time feedback, open-and closed-ended formal assessments, and standardized testing. Particular attention to examining the rationale for assessment and the implications of assessment. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is restricted to Teacher Education majors.

ED 312 Classroom Assessment Principles and Practices Professional Learning Lab 1.
Prerequisite: Admission to Teacher Education Candidacy (gpa 2.75) and ED 204; Co-requisite: ED 311.

This class is a co-requisite professional learning lab to ED 311, Classroom Assessment Principles and Practices. It will enable students to engage in the application of assessments using both case study and classroom data sets. The course will help students understand and use appropriate formative and summative classroom assessment in a learning community/learning team to improve student learning. Students will explore best practices in assessment through the guidance of professional educators and the use of commercially available products for formative and summative assessment. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools. Students are required to purchase internship liability insurance to participate in this course. Contact University Insurance & Risk Management for details on acquiring the insurance and the current charge. This course is restricted to Teacher Education majors.

ED 403 Teaching Fellows Senior Seminar 1.
Prerequisite: Senior standing.

A casebook study of first-year teacher experiences and an examination of professional, ethical, and legal issues in education as found in cases dealing with new teachers.

ED 496 Special Topics in Education 1-3.
Prerequisite: Junior standing or Senior standing.

Individual or group study of special topics in professional education. The topic and mode of study are determined by the faculty member after discussion with the student.

ED 507 Principles of Developing and Interpreting Assessment 2.

Designed to enable students to understand and use appropriate classroom assessment practices by applying knowledge of pedagogy and development to high-quality strategies for formative and summative assessment. Students will explore best practices using developmentally-appropriate assessment strategies including authentic assessment, portfolios, and electronic portfolios, real-time feedback, open-and closed-ended formal assessments, and standardized testing. Particular attention will be paid to examining the rationale for assessment, and the implications of assessment.

ED 508 Exploring Diversity in Classroom and Community 3.

Students will explore and apply the major philosophical and historical influences to current educational context as they relate to issues of diversity. Focus will be placed on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language, and socio-economic levels. (Field-based experiences will be required).

ED 569 Teaching Internship: MAT 4.

A supervised teaching experience requiring a minimum of 10 consecutive full-time weeks in an appropriate school classroom. Designed to develop the knowledge, skills, and dispositions necessary for teaching at the elementary, middle and/or secondary level. Includes regularly scheduled clinical observations and conferences. Requires successful completion of at least 21 hrs. in the MAT program and approval by specialty area faculty. Student responsible for transportation to placement site.

ED 570 Classroom Action Research 1.

Provides a brief introduction to educational research focusing specifically on classroom action research. Requires admission to MAT; completion of 6 hours in the program.

ED 571 Inquiry and Professional Development 1.

Builds on earlier course work (ED 570) preparing students to refine an action research proposal, collect data in a school setting, write a report, and to identify resources and activities that will support their ongoing professional development; requires 9 hours of graduate credit in the MAT curriculum.

ED 572 Teacher Leadership 1.

This course explores the multiple contexts, roles, and approaches to teacher leadership in classrooms, schools, communities, and professional organizations. Requires at least 30 credit hours in the MAT program.

ED 590 Special Problems in Teaching and Learning 1-6.

In-depth study of topical problems in teaching and learning of current and special interest to K-12 Classroom teachers.

ED 605 Special Problems in Teaching 1-3.
Prerequisite: Graduate standing.

In-depth study of topical problems in teaching selected from areas of current concern to K-12 teachers.

ED 700 Introduction to Research Design in Education 3.

Survey of the field of educational research specifically with regard to the modes of inquiry, variety of methodologies, and ethical standards for conducting research with human participants. Limited to doctoral students in Education or by permission of instructor.

ED 710 Applied Quantitative Methods in Education I 3.
Prerequisite: ED 700, or ECI 510, or ELP 532, or ST 507.

This course is designed for educational researchers and leaders to gain experience with designing and evaluating research using a quantitative approach to answer research questions in educational research and policy analysis. Students will examine design issues in research, create data sets, develop research questions from data provided, use a variety of descriptive and inferential procedures to answer formulated research questions, interpret the results and write the results in the language of educational research. Restricted to doctoral students in Education or by permission of instructor.

ED 711 Applied Quantitative Methods in Education II 3.
Prerequisite: ED 710.

Students will apply and enhance their quantitative skills through analysis of existing datasets. Course goals include practicing and extending Multiple Regression knowledge and skills, generating and testing hypotheses in a multiple regression framework, and appropriately disseminating results. Restricted to doctoral students in Education Research only.

ED 712 Survey Methods in Educational Research 3.
Prerequisite: ED 710.

Introduces students to the skills and resources needed to design and conduct a survey in educational settings. Students who take this course will be able to identify and develop specific survey objectives, design survey studies, sample respondents, develop reliable and valid self-administered questionnaires, administer surveys, and process data.

ED 730 Introduction to Qualitative Research in Education 3.

Design of qualitative studies, conduct of field work including open-ended interviews and participant observation, analysis of data and understanding of theoretical and philosophical background of this research approach.

ED 731 Advanced Qualitative Research and Data Analysis in Education 3.
Prerequisite: ELP 736, EAC 785 or ED 730.

Intensive course in the use of field-based and general qualitative research data analysis methods in the social study of education. The course is to help participants acquire skills and gain experience in using various methodological and analytical research techniques. The course emphasis is on the collection, management, analysis, and interpretation of qualitative data.

ED 750 Mixed Methods Research in Education 3.
Prerequisite:ED 711,ED 730,ST 507, ELP736 or equivalent and/or permission of the instructor.

Explores the theoretical and practical issues surrounding the combining of quantitative and qualitative methods in educational research studies. It addresses how to design, implement and write-up mixed methods research as well as how to critically review and interpret mixed methods research studies.

ED 795 Special Topics in Education Research 3-6.

This course provides in-depth instruction and applications in new or emerging areas of educational research, studies or venues. May be repeated for credit if topic changes. Doctoral students in education only.