Note:  After each course title is the number of semester hours the course carries.  When possible, the term or terms in which the course is offered is noted at the end of the course descriptions; please be advised, however, that this information is subject to change.  Courses at the 500-level are open to both graduate students and advanced undergraduate students.

501 Special Topics in Education (1-3)
An investigation of an important aspect of education under the supervision of a faculty member.  Organized, formal lectures and discussions are included.

502 The Middle School (3)
A course designed to provide middle grades majors with the opportunity to study and discuss the middle school concept and its implications for teachers.  The topics addressed include the history and rationale underlying middle and junior high schools; the various organizational patterns employed; collaboration with colleagues, administrators, and support personnel; advisor-advisee programs; exploratory experiences; working with special needs students; parent involvement; and utilizing community resources.  Seniors and A-plus-Masters students take this course as one of the block courses that precede student teaching.  Spring only.

503 Observation in the Public Schools (noncredit)
A noncredit course that entails 20 hours of public school classroom observation to prepare the A-plus-Masters student for Education 693, Practicum in the Public Schools.  Students enroll in the course upon recommendation of the program coordinator or the Dean. On demand 

515 Young Children’s Literature (3)
An examination of developmentally appropriate literature for young children.  Emphasis will be placed on understanding what constitutes developmentally appropriate literature. NOTE:  this course is cross listed with FCSI 515 

544 Family Therapy (3)
The Family Therapy course addresses the issue of individuals in a social/familial context.  It is predicated upon the assumption that an individual’s functioning is influenced by, and in turn influences, the family system to which they belong.  The course is designed to be both didactic and experiential, theoretical and applied. 
Note: This class is cross listed with Psychology 544. Spring and Summer 

545 Teaching Diverse Learners (3)
Designed to prepare teachers to work effectively in elementary, middle, and secondary schools having diverse populations.  Emphasis on strategies and materials that appeal to varied backgrounds of diverse school populations. On Demand

553 Effective Teaching Strategies (Secondary and K-12) (3)
A study of the general methods, techniques, practices, instructional materials, and teaching strategies appropriate for secondary/K-12 teaching.  This course is required for graduate students seeking A-level secondary and K-12 licensure and is to be completed in addition to a discipline area methods course.  This course must be completed prior to beginning EDUC 558:  Internship in the Secondary School.

556 Literature for Children and Young Adults (3)
A survey of literature for children and young adults with emphasis on criteria for selecting materials appropriate to interests, needs, and abilities of elementary and middle grades students; techniques for promoting reading; application to the elementary and middle school curriculums; and trends and recent research in the area. 
NOTE:  This course is cross-listed with FCSI 556. Every Other Year

557 Internship in the Elementary or the Middle School (9)
A full semester clinical field experience designed for A-plus-Master's students preparing to teach in the elementary or middle school.  Included are opportunities for observation, assisting and teaching in a public school classroom under the joint supervision of a Campbell University faculty member with the program and a master teacher with appropriate licensure and experience.  A minimum of four weeks of full-time teaching is required.  During the semester prior to student teaching, the student must be fully admitted to the program and must make application for student teaching.  Seminar classes will be interspersed with the teaching experience and provide opportunities for reflection and discussion of current topics relevant to the field experience.  Prerequisites:  Education 693, Practicum.

558 Internship in the Secondary School (9)
A full semester clinical field experience designed for A-plus-Master's students preparing to teach in secondary of K-12 school.  Included are opportunities for observation, assisting and teaching in a public school classroom under the joint supervision of a Campbell University faculty member with the program and a master teacher with appropriate  licensure and experience.  A minimum of four weeks of full-time teaching is required.  During the semester prior to student teaching, the student must be fully admitted to the program and must make application for student teaching.  Seminar classes will be interspersed with the teaching experience and provide opportunities for reflection and discussion of current topics relevant to the field experience.  Prerequisites: Education 693, Practicum.  Fall semester.

600 Advanced Foundations of Education (3)
A study of the historical, philosophical, and sociological perspectives in the evolution of American education.  Fall, spring, summer.

601  National Board Certification Seminar (1)
An exploration of the portfolio and written assessment aspects of applying for certification by the National Board for professional Teaching Standards. Summer semester. 

602 Educational Computer Technology (3)
A study of computer applications for the school administrator.  Word-processing, desktop-publishing, spreadsheet, database, and specialized school administration programs, as well as telecommunication applications are investigated.  Also included is a consideration of instructional software, multimedia programs and techniques, internet resources, and the role of the media center in today's schools.

610 Child and Adolescent Development (3)
An advanced study, of the physiological, sociological and psychological bases of human development, with emphasis on school-age children and adolescents.  The course includes a study of the major theories of development and the implications for curriculum design, instruction, and assessment.

620 Survey of Educational Psychology (3)
A study of the major theories of learning, development , intelligence, and motivation as they apply to school learning.  Also considered are children with special needs and those from diverse cultural backgrounds.  Additional topics addressed are strategies for developing higher-order thinking skills, gender equity, and the assessment of student learning.  Fall, spring, summer.

621 Survey of Educational Technology (1)
An introductory survey of word-processing, desktop-publishing, spreadsheet, database, and telecommunications applications for the classroom.  Also included is a consideration of instructional software, multimedia programs and techniques, and internet resources.  Fall and spring.

622 Research (3)
An orientation to research problems, methods, and procedures.  The emphases is on developing the ability to read, evaluate, and develop research proposals.  Education 622 is a prerequisite for Education 630/631.  Education 622 should be taken before Education 625, Educational Assessment if possible. Fall and Spring.

623 Research Design and Methodology (3)
An Introductory research course for those in the programs of counseling, administration, interdisciplinary studies and other noncertification areas.  The course will emphasize research methods, problems, and procedures. The ability to read and critical evaluate the literature in one's professional field will be an expected out come of the course.

624 Counseling Theories and Techniques (3)
A study of the psychological foundations of personality development, with emphasis on implications for counseling theory.  Typically twice a year.

625 Educational Assessment (3)
A study of the basic concepts of measurement and evaluation as applied to educational testing in the schools as well as observational approaches to assessment.  consideration is given to the principles of measurement; the construction, evaluation, and use of classroom tests; the selection and use of standardized achievement, interest, and aptitude instruments; and the North Carolina public school assessment program.  Recommended prerequisite: Education 622

626 Professional Orientation and Ethics in Counseling (3)
A broad overview of the counseling profession, providing study of the fundamental subject matter of counseling for the school and community environments; counselor/client relationships; current issues and trends confronting the profession; and counseling approaches.  Multicultural, ethical, and legal issues are also addressed.  Twice a year.

631 Curriculum Management (3)
An overview of the curriculum for K-12 schools with special emphasis on the Standard Course of Study for North Carolina. Fall and Spring

632 Integrated Learning (3)
An examination of methods, processes, and procedures for planning and implementing integrated learning programs in the elementary and middle grades.  Integrated learning is explored as a way of assuring effective use of knowledge for solving problems in a complex and interdependent world.  Summer.

634 Resource Management (3)
A course emphasizing management skills for planning, finance, personnel, and facilities.  The application of these skills is taught with direct connection to North Carolina public school systems.  A practicum is included.

635 Teaching the Academically Gifted Student (3)
An exploration of the nature of giftedness; the characteristics and identification of gifted students, including an examination of creativity; and strategies for teaching the academically gifted.  Summer.

636 Counseling in Elementary and Middle Schools (3)
A study of the foundations, materials, procedures, activities, techniques, and organizational approaches for counseling programs in elementary and middle grades schools.  Typically spring.

637 Counseling in Secondary Schools (3)
A study of the foundations, materials, procedures, activities, techniques and approaches for counseling programs in secondary schools.  Typically fall.

638 Assessment in Counseling (3)
An introduction to assessment that includes the following issues and topics:  basic psychometric properties of tests; varieties of instruments utilized by professional counselors in assessing intelligence, achievement, personality, and mental/emotional states; ethical standards in assessment; and cross-cultural concerns.  Twice a year.

641 Life-span Development (3)
A course focusing on life-span developmental issues.  Students are presented with age-related normative data such that helping and teaching skills are enhanced.  Twice a year.

644 Career Counseling (3)
An exploration of occupational information, theories of career development, and techniques of job and occupational analysis.  Trends in the American world of work are examined.  Twice a year.

645 Counseling Skills (3)
A course designed to combine a study of the theory, philosophy and techniques of individual counseling, with practice on videotape and in the counseling lab.  Twice a year.

646 Group Counseling (3)
A course designed to help counselors, teachers, administrators, and others who work with groups or who are responsible for group activities to understand the theory, and principles of effective group work, to develop skill in using specific techniques, and to plan activities for selected groups.  Group counseling is a participation course.  Fall and spring.

650 Teaching Reading in the Elementary Classroom (3)
A study of the emergent reader and phonemic awareness; the stages of reading development; the role of phonics, basal readers, and children’s literature in reading instruction; reading as thinking; vocabulary, comprehension, and study strategies; and assessment of reading skills. Fall

651  Content Area Reading Instruction (3)
A study of reading instruction for the middle and secondary school.  Included are a consideration of reading as a thinking process, the need for strong word identification and vocabulary skills, development of comprehension and study strategies, assessment of progress in subject area reading, readability of text materials, and working with diverse learners. Spring

661 Seminar in Elementary and Middle Grades Education (3)
An exploration, discussion, and evaluation of selected topics of major interest to students majoring in elementary education and middle grades education.

662 The Teaching of Social Studies (3)
An in-depth analysis of the objectives, methods, and resources utilized in the planning and implementation of the elementary and middle grades school social studies program.  Emphasis is placed on integrating all aspects of the social studies with other areas of the curriculum.  Particular attention is paid to cooperative learning and problem-solving strategies.  Once a year.

663 Exceptional Children (3)
An investigation of the current issues, trends, and practices that affect special students.  Emphasis is placed on recognizing exceptional children in the schools and on meeting their needs.  Fall, spring, summer.

664 Abnormal Psychology (3)
An introductory course designed to acquaint students with the categories of abnormal behavior and research in the area.  Particular emphasis is placed on understanding abnormality as defined by the Diagnostic and Statistical Manual of Metal Disorders, 4th edition.  Fall and spring.

669 The Teaching of Mathematics (3)
An investigation of the mathematics curriculum for the elementary and middle school teacher.  Included is an examination of current methods and resources for teaching mathematics.  Emphasis is placed on techniques for helping students develop problem-solving strategies.  Once a year.

670 The Teaching of Science (3)
A study of approaches to the teaching of earth, physical, and life science in the elementary and middle grades.  A variety of resources and instructional procedures for helping students understand scientific concepts and develop the ability to apply the scientific method are examined.  There is involvement in activities and readings that can be related directly to the classroom.  In addition, computer applications to lesson planning are explored.  Once a year.

672 Education Leadership: Theory and Practice (3)
A study of the principles of organizational leadership, including trait and situational theory and emphasizing these principles through case studies and field vignettes.

673 School Law (3)
An introductory course in school law relating to the operation of public schools.  Emphasis is placed on historical perspectives, the role of legislatures, recent court decisions resulting in school regulations, and methods of studying the law.

675 Instructional Improvement and Supervision (3)
An analysis of practices and problems related to instructional improvement and supervision.  Special emphasis is placed on such topics as the principles of supervision, effective staff development, reflective teaching, problem solving strategies, and curriculum reform.  It is recommended that Education 630 be taken before Education 675.

678 Supervision of Pre-service and Novice Teachers (3)
A study of adult development theory and its application to the supervision of pre-service and novice teachers.  The focus is on planning supervisory strategies to match the conceptual level of the teacher, using effective communication skills, and developing materials to use when working as a supportive cooperating teacher or clinical faculty member.  The recommendation and approval of the Dean are required.

681 English Language Arts (3)
A study of the development of reading, written composition, listening, speaking, and viewing skills as well as methods for fostering their development.  Included is a consideration of integrated language arts teaching, language arts instruction across the curriculum, children's literature as part of the curriculum, teaching language arts through technology, and issues and trends in the area.  Fall.

683 Substance Abuse Seminar (3)
An exploration of the nature of chemical dependency, including alcohol and other legal and illegal substances.  Also explored are related phenomena which produce obsessive and compulsive behaviors.  In addition, implications for education, prevention, treatment, and recovery are explored.  Typically summer.

684 Crisis Intervention Seminar (3)
A seminar designed to familiarize master's-level students with the types of client/student crises that can occur in the community or school.  Crisis intervention theory and selected, specific crisis that may be encountered are the focus of attention.  Typically summer.

685 Spirituality, Religion, and Diversity in the Helping Professions (3)
An examination of ethical standards of practice, especially as they relate to spiritual/religious issues in counseling; discussion of diverse spiritual/religious groups and selected issues with spiritual/religious implications.  Typically summer.

689 Special Topics in Counseling (3)
A seminar designed for the study of special topics in counseling.  The content may vary.  Approval of the advisor must be obtained before enrolling in the course.

690 Practicum in Counseling (3)
A course designed solely for counseling majors.  Provision is made for practical application of counseling skills in settings that approximate a student's employment expectations.  Requirements are met through a combination of laboratory and field-based experiences.  A minimum of 100 hours is required in a field setting.  Weekly seminars and individual conferences are also required.  applications must be made before March 15 for fall placement or October 15 for spring placement.  Counseling faculty members should be consulted for specific clock-hour requirements.  Fall and spring.

693 Practicum in Public Schools for A-plus-Master's Students (1)
A supervised field experience for students in the A-plus-Masters program who do not have previous public school teaching experience.  A minimum of 50 hours of observation and teaching in a setting appropriate to the area of specialization is required.  Upon the recommendation of the field supervisor, the course may be repeated.

694 Internship in School Administration I (6)
The first of two internships in the public schools required of students in the Master of School Administration degree program.  Included are opportunities for practical applications of administrative techniques in a setting related to the student's professional aspirations.  The internship is under the joint supervision of a Campbell University faculty member with the program and a licensed public school administrator.  A minimum of, five weeks of 150 hours, is required.  Full admission to the Master of School Administration program, and the completion of a minimum of six credit hours of course work, with a grade of A or B is required.  Approval prior to enrollment is required.  Application must be made by February 15.  Summer only.

695 Internship in Counseling (6)
An internship designed solely for counseling majors.  Included are practical applications of counseling skills and techniques in a setting which approximates employment expectations and which is under the joint supervision of a Campbell University counselor education faculty member and an appropriately credentialed supervisor.  Weekly seminars and a minimum of 600 hours in the filed are required.  Approval prior to enrollment is required.  Course prerequisite is Education 690 Practicum in Counseling. Application must be made before October 15 for the spring semester or March 15 for the fall semester.  This course may be repeated for additional (elective) credit if a student chooses to do so; prior approval of the faulty is required in the instance.  Fall and spring.

696A Internship in School Administration II (6)
The second required internship designed solely for school administration majors.  Included are opportunities for practical applications of administrative techniques in a setting related to the student's professional aspirations.  The internship is under the joint supervision of a Campbell University faculty member with the program and a licensed public school administrator. A minimum of ten weeks in the field is required, five weeks each summer session.  Education 694 is the prerequisite.  Approval prior to enrollment is required.  Application must be made before February 15.  Summer only, for ten weeks.

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