Curriculum
Graduate-Level Courses
Communication Disorders
EDU 4750. Introduction to Speech/Language Pathology (3)
An introduction to the processes of speech, language, and hearing; classification and description of their pathologies, their evaluation and management. The interaction of the field of speech/language pathology with other health/human service professions is also covered.
EDU 4770. Hearing Science (2)
This course covers the subject of hearing from sound to sensation, including the structure and function of the auditory system.
EDSH 5700. Speech and Language Development (3)
An introductory course dealing with the study and understanding of the normal aspects of human communication. Emphasis is on development of normal speech and language, their neurological, physiological, and behavior components.
EDSH 5710. Anatomy and Physiology (3)
An introduction to the anatomical and physiological aspects of the speech mechanism. Both normal and pathological aspects of respiration, phonation, resonation, and articulation are studied.
EDSH 5720. Neuroanatomy and Neurophysiology (3)
Prerequisite: EDSH 5710. A comprehensive overview of the anatomy and physiology of the nervous system as a component of speech/language production. The primary focus is the control that the nervous system exerts in the reception and expression of speech and language.
EDSH 5721. Organic and Neurogenic Disorders (3)
A study of the pathologies in oral communication accompanying organic and neurogenic-based speech and language disorders. Emphasis is on the evaluation and management of cleft palate and oral-facial anomalies, cerebral palsy, dysarthria, and dyspraxia.
EDSH 5722. Language Disorders in Adults (3)
Prerequisites: EDSH 5700, 5710, and 5720. A study of speech and language disorders resulting from cardiovascular damage due to trauma, disease, and other adventitious CNS events, as well as a study of traumatic brain injury (an acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment). Current research findings and historical approaches to the evaluation and management of these disorders are discussed.
EDSH 5723. Language Disorders in Children (3)
Prerequisite: EDSH 5700. An introduction to language disorders in school-age children emphasizing their definition, identification, and remediation. Semantic, syntactic, pragmatic and other aspects of impaired language are studied, as are components of diagnostic and remediation procedures.
EDSH 5724. Dysphagia(4)
Prerequisites: EDSH 5710 and 5720. An in-depth study of swallowing problems in children and adults and their management by speech/language pathologists who are members of an interdisciplinary team. Clinical practicum experience will be a part of the course.
EDSH 5725. Scientific Bases of Speech (2)
A survey of the physiological and acoustical aspects of speech production, its transmission and reception. Specific information regarding the processes of respiration, phonation, resonation, articulation, and audition is also covered.
EDSH 5730. Phonetics (3)
An introduction to the study of the perception and production of the vowels, diphthongs, and consonants of spoken American English, employing an adapted version of the IPA. The focus is on broad transcription of normal and disordered speech.
EDSH 5740. Diagnostic Methods in Speech/Language Pathology (3)
A survey of the various test protocols, procedures, and equipment essential to the differential diagnosis of communication disorders. Development, validity, reliability, and appropriateness are covered as well as test administration, new developments, and revisions.
EDSH 5745. Early Intervention (3)
An introduction to the understanding of family-centered and family-friendly assessment and treatment of children and their families from birth to three years. Additional objectives are to increase the awareness of development in 0 to 3 year old children who have typical and atypical development, roles of other professionals working with these children, and legislation and other intervention issues.
EDSH 5750. Articulation and Phonological Disorders (3)
Prerequisites: EDSH 5700 and 5730. An overview of normal articulation and phonological development provides a basis for consideration of articulation and phonological disorders. A variety of approaches to the evaluation and management of these disorders is also presented.
EDSH 5751. Introduction to Audiology (3)
A survey of the historical development and basic concepts of the field of audiology. Psychophysical concepts are discussed, as are symptoms, causes and treatment of hearing disorders in children and adults.
EDSH 5752. Aural Rehabilitation (3)
An introduction to the theories, methods, and systems of developing, maintaining and/or enhancing oral communication skills in children and adults with hearing impairment. Speech reading, auditory training, and amplification and other assistive listening devices are stressed.
EDSH 5755. Literacy Development and Communication Disorders (3)
This course addresses issues concerning reading and literacy among children with communication disorders. The content addresses early preliteracy assessment in the home and community, early grades, and secondary education. Prevention, assessment and intervention for written language and spoken language are included. Practical application and direct clinical experience is included, along with training in phonemic awareness activities. Current readings and research on reading and literacy will be discussed.
EDSH 5760. Auditory Verbal Therapy (3)
This course covers speech perception and the effects of hearing loss on the perception and production of speech as a background for understanding assessment and treatment with an auditory-verbal emphasis. In addition, the course provides an advanced level of knowledge and skills in the auditory-verbal approach for working with birth-five year olds who have a hearing loss.
EDSH 5770. Voice and Fluency Disorders (3)
Prerequisites: EDSH 5710 and 5720. A study of the anatomy and physiology of the respiratory, phonatory, and resonation mechanisms used in the production of voice. Disorders and current evaluation and management procedures are the primary focus. An introduction to stuttering and other fluency disorders in children and adults. A variety of etiological, evaluation, and management theories are studied.
EDSH 5780. Bilingualism and Second Language Acquisition (3)
This course defines and discusses the key components affecting bilingual language acquisition and development. These components include bilingualism, language proficiency, language transference and interference, interlanguage, and language gains and language attrition. This course will have a specific focus on English/Spanish language acquisition.
EDSH 5785. Augmentative Communication (3)
Prerequisites: EDU 4770 and EDSH 5720, 5721, 5722, and 5723. A survey of methodologies and technologies used in the development of communication skills in the severely communication impaired. The impact of augmentative communication in social interaction, personal growth, educational and vocational opportunities and other aspects of human interaction is stressed.
EDSH 5790. Practicum in Speech Pathology (1-3)
Prerequisites: EDSH 5700. An application of the content of disorders courses in the curriculum. Individually structured programs in the diagnosis and remediation of speech, language, and hearing problems. Clinical practicum sites are both in-house and off-campus.
EDSH 5795. Special Topics in Speech/Language Pathology (1-3)
Prerequisite: Consent of the faculty. A seminar providing in-depth reviews of selected topics of contemporary interest and importance in the field. Specific topic selection will be based on perceived needs of faculty and/or students' expressed interest.
EDSH 5796. Multicultural Issues in Communication Disorders (3)
A required advanced level curriculum in communication disorders which addresses issues concerning service delivery to culturally and linguistically diverse populations, with particular attention given to African American, Asian and Pacific American, Native American, Arab, Hispanic/Latino American and Deaf cultural groups. In addition to providing an overview of cultural characteristics, this class will discuss incidence and prevalence of disorders, communication differences versus disorders, non-biased assessment and culturally sensitive service delivery.
EDSH 5797. Seminars in Communication Disorders (1-3)
Prerequisite: Consent of the faculty.
EDSH 57xx. Research Design in Communication Disorders (3)
The purpose of this course is to provide the graduate student with a foundation in the process of research, including types and methods of research. In reaching these goals, students will examine the scientific method of research as it applies to communication sciences and disorders, develop a research problem, and examine findings from other research studies. Different types of research will be examined including experimental, survey, descriptive, and other qualitative types.
EDSH 5800. Computer Utilization for Research and Clinical Application in Communication Sciences and Disorders (3)
Prerequisites: EDGR 5910 and 5920. This course applies computer hardware and software for clinical and research use in communication disorders. Each student will complete a portfolio that contains samples of projects requiring the use of computer skills such as data analysis using at least two different statistical programs, a web page, a Power Point presentation, and a spreadsheet.
Counselor Education
Under development
Curriculum & Instruction
Under development
Educational Leadership, Technology, & Research
EDAM 5110. School Law and Educational Leadership
Designed to encompass two major foci. The first pertains to education law. In this regard, the course will acquaint the student with the structure and function of the court system as well as legal concepts and principles pertaining to constitutional, statutory, and case law. A major purpose of the course is to familiarize the student with the status of education law pertaining to governance, religion, desegregation-integration-resegregation, student's rights, teacher's rights, other selected topics as well as guide the student through a research experience. The second focus of the course pertains to educational leadership. This component of the course is designed to engage the student in an analytical dialogue utilizing traditional and non-traditional leadership styles. A key distinctive feature of the course however will be the inquiry into the interrelationship between leadership styles, education law, and the principalship.
EDAM 5310. Principles of Education Administration
An introduction and overview to the study and practice of school administration in a contemporary context. Trends affecting administration and leadership are identified and analyzed. Examples include population changes, the need for women and minorities to enter administration, and the changing nature of school reform initiatives. Career opportunities in school administration are highlighted. Students are afforded an opportunity for reflective practice in their assignments. This course will utilize a model that integrates research, collaboration, technology, and critical thinking is the primary mode acquiring, knowledge, skills, and disposition needed for effective school administration.
EDAM 5120. Politics, Policy, and Contemporary Issues
Involving an examination and analysis of political issues, processes, and problems that influence decision-making and policy-making in elementary, middle, and secondary schools. Knowledge about important political theories, analytical frameworks, and major research findings are necessary too1s for educational leaders of successful schools. Through lecture, readings, presentations and discussions, students will be exposed to the dynamics of everyday American power politics and how powerful interests use institutions and culture to perpetuate injustices based upon race, gender, and class and other 'isms'. The belief that policy-making is inherently value-laden emphasized throughout the course.
EDAM 5340. Social Justice, Advocacy, and Ethical Leadership
Provides students with an opportunity to explore the purposes and principles of social justice, advocacy, and ethical leadership particularly as related to public schools and the legal, socio-political, cultural, and economic contexts in which schools operate. The course will also provide students with a theoretical framework for understanding the dynamics and forms of oppression and afford them an opportunity to engage self-interrogation regarding 'isms', such as racism, sexism, ableism, and classism. Students will be asked to analyze their experiences and the experiences of others from the perspective of what is 'just' or 'unjust' and critique their dispositional reactions to injustices experienced themselves and by others. Students will also examine how social change has been forged in the past, identify currents manifestation of "social injustice" and consider how they might serve as advocates for a just educational system, society, and world. Students will be guided through an exploration of major themes in the field of ethics and examine processes of ethical belief system development from historical, philosophical and religious perspectives. Students will also explore ways to apply ethical belief systems to leadership, with particular emphasis on the ethical conduct of education administrators.
Special Education
Partial listing:
EDGR 5100. Psychological Foundations of Education (3)
An analysis of the factors involved in learning and teaching including the attitudinal, motivational, and other characteristics of the learner and the teacher. Students will analyze learning processes in school situations; investigate motivation and the affective, cognitive, social, and personal development of children and adolescents; evaluate learning; and draw implication from relevant theory and research for instructional practices.
EDEC 5151. Characteristics of Students with Behavioral and Emotional Disabilities (3)
Prerequisite: EDEC 5620. An introduction to students with behavioral and emotional disabilities. Students will learn to use NCDPI procedures for definition, identification, and placement of students with behavioral, emotional disabilities. Characteristics and etiology defined by DSM categories will be examined along with common interventions and causal factors.
EDGR 5401. Philosophical, Legal, and Cultural Foundations of American Education (3)
An overview to provide students with insights and appreciation of the major philosophies and historical and legal events that have influenced educational thought and practice in America, emphasizing the impact of culture on the educational process and its implications for every aspect of the schooling process. Students will examine contemporary philosophical, legal and cultural issues.
EDEL 5628. Instructional Reading Strategies for Exceptional Children (3)
The course will prepare special education teachers to instruct students with special needs in the area of reading. Course topics will focus on the neurological and psychological foundations of reading disabilities. Teachers will learn to use current research to support methods of early identification of reading disabilities and remediation strategies. Educators in the course will learn to use NC Standard Course of Study and systematic research supported reading programs to enhance letter recognition, word identification, vocabulary building, fluency, and comprehension in students with special needs.
EDEL 5221. Instructional Programs in Mathematics (3) Prerequisite EDGR 5100, EDGR 5401 or permission of the instructor. A survey of methods to prepare students to teach mathematics in the schools. Special attention is given to strategies for teaching, producing mathematical teaching materials, and developing teaching competencies using the current principles of mathematics. Students will learn to use the NC Standard Course of Study and develop systematic instructional programs in mathematics.
EDEC 5611. Methods for Teaching Students with Mental Disabilities (3)
Prerequisite: EDEC 5651or permission of the instructor. An examination of current methods, materials and techniques for teaching students who have mild to moderate Disabilities. Attention will be given to problems, issues, service delivery models, approaches to instruction, classroom management, instructional materials, and instructional environments with an emphasis on elementary to middle grade students. Students will learn to write appropriate IEP's and transition plans for students with mental disabilities.
EDEC 5615. Advanced Seminar in Mental Disabilities (3)
Prerequisites: EDGR 5915, EDGR 5925 and methods in specialty area. Seminar students will read and discuss current research literature in the field of mental disabilities. In addition to in depth reading on topics from major journals, students will plan, implement, and evaluate a project of their own design using new approaches from the literature.
EDEC 5620. Introduction to Exceptional Children (3)
Prerequisite EDGR 5100, EDGR 5401 or permission of the instructor. A comprehensive overview of the definition, etiology, and the physical, psychological, educational and behavioral characteristics of various exceptionalities. Attention will be focused on the historical, philosophical and educational foundations of special education.
EDEC 5621. Classroom Management
Designed to give students the skills to structure a classroom environment, set up systematic procedures for implementing academic programs and teach students appropriate classroom behaviors. Students will learn how to involve students in setting up classroom procedures, to provide consistent consequences for student behavior and to help students learn to resolve conflicts responsibly.
EDEC 5622. Teaching Elementary Students with Special Needs
Prerequisite: EDEC 5620 and EDEC 5671. An introduction into instructional planning and educational programs at the elementary level with development of lesson plans, unit plans and strategies for large and small group instruction. Students will learn effective teaching approaches in reading, math, written language and content areas for students with special needs.
EDEC 5623. Teaching Adolescents with Special Needs
Prerequisite: EDEC 5620 and EDEC 5671. This course offers an examination and evaluation of curricular models for adolescents with mild to moderate learning problems. Students will learn to make modifications and adaptations in content area classes. Emphasis is placed on teaching learning strategies, transition planning for vocational and post-secondary educational programs, and developing life skills. Students will teach a learning strategy, develop a transition plan and learn strategies for co-teaching and collaboration.
EDEC 5624. Seminar in Collaborative IEP Planning with Parents and Professionals (2)
Prerequisite: 5671. Students will work with other educators in the school and with parents in the development of IEP's. The focus of the class will be on communication and collaboration skills in developing appropriate assessment and educational plans. Methods for providing services in the regular classroom will be examined such as co-teaching, collaborative programs and consultation.
EDEC 5626 Seminar in Cultural Diversity (1)
Designed to integrate the student's classroom experiences with theoretical discussions about the issues of race, class and gender. Students will explore their perceptions of racism, classism and sexism and analyze the impact of these 'isms' on actual classroom practices. Students will also develop skills in conflict resolution, intercultural communication, and conducting content analysis of instructional materials.
EDEC 5635 Current Research, and Program Leadership Issues in Special Education (3)
Prerequisites; EDGR 5915, EDGR 5925 and methods in specialty area. This course will evaluate current models for providing special education services, review mandated procedures, and examine innovative approaches to service delivery. Students will have an opportunity to visit programs with different models of services and to interview administrators about advantages and disadvantages of programs. Outcome data on current models in place in schools will be collected and analyzed. Working with a school or community agency, students will develop a grant proposal using a collaborative approach to addressing instructional or administrative issues in special education.
EDEC 5641 Methods for Teaching Students with Behavioral/Emotional Disabilities (3)
Prerequisite EDEC 5151 or permission of instructor. This course is designed to prepare teachers to understand and teach students with behavior and emotional problems. Emphasis is placed on learning intervention strategies such as classroom and behavior management techniques, conflict resolution, social skills instruction, and life space intervention. Students will learn to collaborate with students with disabilities and their families in solving behavior problems through use of functional assessments, behavioral plans and IEP's.
EDEC 5645 Advanced Seminar in Behavioral/Emotional Disabilities (3)
Prerequisites; EDGR 5915, EDGR 5925 and methods in specialty area. Seminar students will read and discuss current research literature in the field of behavioral and emotional disabilities. In addition to in depth reading on topics from major journals, students will plan, implement, and evaluate a project of their own design using new approaches from the literature.
EDEC 5651 Characteristics of Students with Mental Disabilities (3)
Prerequisite: EDEC 5620. Content is designed to give an overview and introduction to mental Disabilities. Topics to be discussed include: a historical overview, definition, prevalence, etiology, characteristics, assessment, services, and legal rights.
EDEC 5671 Assessment in Special Education (3)
Prerequisite: EDEC 5620. An examination of basic considerations in psychological and educational assessment of students including legal and ethical considerations. Basic measurement concepts and the most common domains in which assessment of abilities and skills are conducted will be discussed. Special consideration will be given to applying assessment information to educational decision making. Required field experience includes test administration and interpretation.
EDEC 5672 Characteristics of Students with Learning Disabilities (3)
Prerequisite: EDEC 5620. An introduction to the characteristics of students with learning disabilities and their academic and adjustment problems. Emphasis is placed on characteristics, etiology, diagnostic and assessment techniques and approaches to remediation.
EDEC 5681 Methods for Teaching Students with Learning Disabilities
Prerequisite EDEC 5672 or permission of the instructor. An examination of remedial methods, curriculum and materials with a focus on the development of basic math and early literacy skills through systematic, direct instructional programs. Students will learn to write appropriate IEP's for students with learning problems in language arts and math. The importance of collaboration of parents, teachers, and community members will be emphasized.
EDEC 5685 Advanced Seminar in Learning Disabilities (3)
Prerequisites: EDGR 5915, EDGR 5925 and methods in specialty area. Seminar students will read and discuss current research literature in the field of learning disabilities. In addition to in depth reading on topics from major journals, students will plan, implement, and evaluate a project of their own design using new approaches from the literature.
EDEC 5690 Initial Practicum (3)
Prerequisite: Completion of Gateway 2 classes and permission of Advisor. Students develop and demonstrate competencies in assessing students with special needs, instructional planning, development of curriculum materials, instructional presentation, and evaluation of the learning process. Regular conferences are held with students, cooperating teachers, and university supervisors. Full time students will complete a full semester internship. Lateral entry students will complete a supervised internship in their current classroom.
EDEC 5695 Professional Practicum (3)
Taken in last semester of program. Prerequisite: two years teaching experience as licensed teacher, or two years of satisfactory ratings by supervisors of lateral entry teachers, or completion of one semester practicum in specialty area. This culminating experience will allow students to integrate what they have learned (e.g., leadership, grant writing, professional presentations etc.) to plan, implement and evaluate an intensive learning experience individually designed to expand her or his knowledge of instructional programs, educational issues, and/or cultural differences. This course will provide an opportunity for students to participate in innovative educational programs through regional, national or international internships. Students will consult with their advisor in identifying appropriate experiences. Some examples might include internships in one or several of the following programs: Outward Bound, Fulbright-Hays Study abroad Programs, Montessori, Afrocentric Schools, industry based programs.