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Birth Through Kindergarten Education |
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EBK 393 Engaging Diverse Children, Families and Communities. (3)
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EBK 400 Administration of a Child Care Center (3)
This course focuses on the various roles and responsibilities of directors of childcare programs. Students learn the components of a quality program including staffing, facilities, scheduling, nutrition services, health and safety, community relations, marketing and evaluation. Students will explore various leadership styles and reflect on their own leadership qualities.
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EBK 410 Teaching Integrated Curriculum in the Birth-Kindergarten Classroom (3)
This course is designed to assist the student in examining the theory, philosophy, and implementation of curriculum and programs for young children. The students create lesson plans that incorporate the integrated curriculum (teaching all areas — including emergent writing, mathematics, the fine arts, science, and social studies) in culturally diverse settings. Meta-analysis of research is pursued. The course is WEB enhanced.
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EBK 440 Early Childhood Indoor and Outdoor Learning Environment (3)
In this course, students develop competencies in creating and evaluating quality indoor and outdoor environments for young children with a focus on the space, room arrangement, scheduling, and learning centers. The course also explores environmental influences on children’s behavior and addresses appropriate methods of guiding them. The course is WEB enhanced.
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EBK 450 Teaching in a Head Start Program (3)
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EBK 468 Teaching K to 2nd Grade Literacy/Reading (3)
The aim of this course is to provide instruction and assessment in the concepts, methods, and materials for teaching literacy skills to diverse populations at the kindergarten to 2nd grade level. It is designed to help candidates integrate critical thinking and problem solving skills into reading instruction.
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EBK 470 Families, Schools, and Community Collaboration (3)
This course was designed to examine collaborative educational arrangements between public child welfare agencies and birth through kindergarten settings. This will include an increased focus on working with families, and specifically the cultural context within which families operate. Students will gain an understanding of family systems theory, explore strategies for empowering families, and learn how to develop partnerships and relationships with families. In addition, through field experiences the students will learn to use these services effectively as well the promoting of health and well-being of young children/and their families. The course is WEB enhanced.
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EBK 477 Teaching Practicum (6)
This course provides students an opportunity to teach in a child development center setting under the supervision of a qualified classroom teacher and the university Supervisor. It prepares students personally and professionally to assume their roles as classroom teachers and leaders, to impact students’ learning, and to work with families.
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EBK 485 Early Childhood Observations, Assessments, and Evaluations (3)
This course focuses on the use of appropriate assessment techniques with young children, including observation, formal and informal assessment, and authentic assessment. Students study child development and the role of the family as a partner in their child’s development. Students visit birth through kindergarten educational settings to observe developmental screenings and evaluations. Meta-analysis of research is pursued. The course is WEB enhanced.
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Education |
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EDU 101 Basic Instructional Technology (3)
This course is designed to help students gain basic knowledge and skills in technology for their efficiency, functionality, and productivity as educators and in real life. This course is also structured to enable students to gain the basic technology competencies required of B-K-12 educators in North Carolina schools. Knowledge gained in this course can be used universally, since technology is universal in this age of globalization.
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EDU 113 Introduction to Pre-Teaching (3)
This course provides an introduction to teaching as a profession. It offers multiple perspectives of teaching to include leadership, diverse population, content, and facilitation of instruction. Emphasis is placed major issues facing America’s schools with regards to governance, finance, policies, legal, moral, ethical issues, and the professionalism of teaching.
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EDU 114 Introduction to Pre-Teaching Lab (2)
EDU 101 , EDU 113
This course investigates the role of the teacher as a facilitator and decision-maker who creates a classroom environment in which all learners can be successful. Students observe, tutor and assist teachers in instructional practices and evaluation procedures that impact student learning, classroom management, and working with families in a twenty-hour field lab experience in a classroom and school setting.
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EDU 115 Introduction to Teaching (3)
This course introduces students to the teaching profession in its historical, sociological, legal, and philosophical perspectives. The major focus is to explore the diverse and emerging leadership roles of the teacher from a local, national and global perspective to meet the challenges of our increasingly diverse, interconnected and interdependent global village. There is a field experience component in this course.
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EDU 116 Introduction to Teaching-Field Placement I (2)
This course includes a 20-hour field lab that provides teacher candidates the opportunity to observe the dynamics of the classroom and school environment. This is the first level field experience.
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EDU 218 PRAXIS Seminar III: Writing (1)
(Only if indicated by Diagnostic Exam Scores)
This seminar and laboratory provides the student with a comprehensive diagnostic review and practice of English materials contained in the PRAXIS I exam series. Emphasis is placed on writing effective essays, mechanics, standard usage and syntax.
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EDU 219 PRAXIS Seminar IV: Mathematics (1)
(Only if indicated by Diagnostic Exam Scores.)
This seminar and laboratory will provide the student with a comprehensive diagnostic review and practice of mathematics materials contained in the PRAXIS I exam series. Topics will also include mathematical literacy, terminology, symbolic notation, logical reasoning, and reading with comprehension of mathematics
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EDU 220 Praxis CORE Pre-Professional Seminar (3)
EDU 220: Praxis CORE Seminar (3 cr). This course is designed to provide assistance to prospective teachers and initially licensed teachers who are preparing to take the pre-teacher exam required by The North Carolina Department of Public Instruction (Praxis CORE) for formal admission to the Teacher Education Council (TEC). It is designed to emphasize test-taking strategies. Students will receive practice in improving strategies in the use of multiple choice questions, short response questions and improving reading rate. Students may place out of this course with a composite SAT score of 1100 or a composite ACT score of 24
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EDU 221 PRAXIS CORE SEMINAR II (3)
This course is designed for those students who satisfactorily completed EDU 220 and yet need another semester of preparation to successfully pass all or parts of the three Praxis CORE exam components prior to applying for formal admission to the Division of Education. It is designed to emphasize test-taking strategies, review/take actual sample tests, and solidify students’ foundations in reading, writing and mathematics. Students will receive practice in improving strategies in the use of multiple choice questions, short response questions and improving reading rate.
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EDU 256 Curriculum and Development for a Community of Learners-Field Placement II (2)
This course includes a 20-hour field lab that provides teacher candidates with an emphasis on instructional methodology, best practices for teaching and student learning and teacher-student interaction. This is the second level field experience
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EDU 258 Facilitation of Student Learning (6)
EDU 114
This course addresses the role of the teacher as facilitator, decision-maker, and leader who creates a classroom environment in which all learners can be successful. Students learn about the need for a positive classroom environment and the importance of classroom management and collaboration with a variety of stakeholders. Additionally, students will examine the standards and various instructional practices and evaluation procedures to implement within instructional planning. Students will be required to go into the field to observe the elements covered in class as well as participate in hands-on activities that take place in the everyday classroom.
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EDU 260 Introduction to Students with Special Needs (3)
This course provides a comprehensive overview of the minimum competencies for teaching special needs students as identified in the NC Professional Teaching Standards. It focuses on adapting teaching for the benefit of students with special needs. This course is infused with critical-thinking skills, problem-solving strategies, and consideration of students with diverse needs.
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EDU 270 Child & Adolescent Development (3)
This course focuses on the physical, cognitive, and social-emotional development stages of children from the prenatal stage through adolescence. Contemporary issues confronting the family; problems facing special-needs children and their families; and formation of value systems are addressed in this course. Meta-analysis of research is pursued. The course is WEB enhanced.
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EDU 305 Integrated Arts in Elementary School (3)
This course is designed to provide 21st Century K-6 teacher candidates with knowledge and understanding from the arts to enhance the content by providing alternate ways to think critically and communicate ideas in order to prepare their students to become knowledgeable global citizens who are critical thinkers. This course will focus on the ability to create interdisciplinary lessons and units that integrate the arts to enhance classroom instruction and student learning.
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EDU 321 Assessment and Measurement for the 21st Century Classroom (3)
This course is an examination of the principles and concepts of assessment and measurement and their practical application to improving teaching and learning in the public school setting of the 21st Century. Topics include types of assessment (formative and summative); test bias, validity and reliability of assessment instruments; the administration, interpretation, and utilization of information collected from standardized and non-standardized instruments for improving instruction; the communication of teacher-made test results to students, parents, and other groups; and ethical considerations/issues in assessment.
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EDU 326 Teacher Certification Exam Seminar (2)
This course is designed to provide assistance to prospective teachers and initially licensed teachers who are preparing to take the North Carolina teacher Certification Test. It is designed to emphasize test-taking strategies. Students will receive practice in improving strategies in the use of multiple choice questions, short response questions and improving reading rate.
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EDU 365 Foundations in Reading and Math (3)
Praxis I Exam
This course introduces students to the eight research-based mathematical practices and the major
domains of mathematics for kindergarten through sixth grade. It will also address the five essential
components of reading instruction. This course is the perquisite to (methods courses) in which
students will be able to apply, evaluate and create lesson plans with specific references to a
grade/subject area.
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EDU 390 3rd Year Practicum (2)
EDU 258
In this 3rd Year Practicum course, pre-service teachers will engage in practices related to teaching Reading, Math, Integrated Arts, and Assessments in the classroom. They will also be introduced to the PPAT (Praxis Performance Assessment for Teachers). They will participate in a 25-hour field to enhance their understanding of knowledge gained from corresponding courses taught in the junior year.
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EDU 401 Capstone Leadership Seminar (3)
The Teacher-candidate (TC) will develop a School Leadership and Collaborative Plan - “SLC-PLAN” (that includes on-going Reflections) relating to his/ her specific specialty areas of study. It will also demonstrate a superior skill in the infusion of technology needed for the 21st Century schools.
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EDU 425 Behavioral Management and Intervention Strategies (3)
This course provides an introduction to operant and other behavior management techniques focusing on their application in diverse educational settings. It is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies. Students learn to (a) identify and assess problem behavior, (b) design and implement behavioral intervention, (c) design learning environments that will prevent and remediate problem, and (d) apply behavioral procedures to establish a conducive teaching-learning environment.
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EDU 462 Teaching Science in the Elementary School (3)
This course provides instruction in the concepts, methods, and materials for Science at the elementary level. Emphasis is given to diagnosis, exploration of alternative ways to solve programs, “hands-on” experience, research and research findings on teaching effectiveness. Integration across the curriculum will be enforced and student achievement levels will be challenged through Blooms Taxonomy. This course also provides the candidate the opportunity to demonstrate professional dispositions necessary to become an effective teacher.
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EDU 463 Teaching Math in the Elementary School (3)
This course provides instruction in the concepts, methods, and materials for Math at the elementary level. Emphasis is given to diagnosis, exploration of alternative ways to solve programs, “hands-on” experience, and research findings on teaching effectiveness. Integration across the curriculum will be enforced and student achievement levels will be challenged through Blooms Taxonomy. This course also provides the candidate the opportunity to demonstrate professional dispositions necessary to become an effective teacher.
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EDU 464 Social Studies in the Elementary School (3)
This course prepares teacher candidates to teach social studies in elementary schools. The course requires the candidate to apply critical thinking, problem solving skills, and information technology skills, and effective instructional strategies drawing upon the extensive literature that deals with the teaching of social studies to diverse learners. Students apply instructional skills in teaching history, geography, economics, political science, anthropology, and sociology using research-based, effective instructional approaches.
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EDU 467 Teaching Writing and Related Language Arts in the Secondary School (3)
Teaching Writing and Related Language Arts is a methods course where candidates demonstrate their pedagogical and professional knowledge, skills and dispositions through their designing a thematic unit. The unit includes four lesson plans with the performance objectives from the North Carolina Course of Study and the related Core Standards for English students in grades 9-12. The lesson plans consist of a variety of instructional strategies, as they show an interconnectedness of content areas to other disciplines. Much emphasis is placed on content, as well as technology, diversity, and media.
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EDU 469 Teaching 3rd to 6th grade Literacy/Reading (3)
The aim of this course is to provide instruction and assessment in the concepts, methods, and materials for teaching literacy skills to diverse populations at the 3rd to 6th grade level. It is designed to help candidates integrate critical thinking and problem solving skills into reading instruction.
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EDU 471 Teaching K-6 Reading/Literacy (3)
This course will provide pre-service teachers with an opportunity to apply content knowledge, methods,
and resources for teaching literacy skills to diverse populations. Candidates will be able to integrate
critical thinking and problem solving skills into a balanced literacy approach to reading instruction.
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EDU 473 Teaching K-2 Mathematics in Elementary School (3)
This course provides instruction in the concepts, methods, and materials for K-2 Grade Math at the elementary level. Emphasis is given to diagnosis, exploration of alternative ways to solve programs, “hands-on” experience, and research findings on teaching effectiveness. Integration across the curriculum will be enforced and student achievement levels will be challenged through Blooms Taxonomy. This course also provides the candidate the opportunity to demonstrate professional dispositions necessary to become an effective teacher.
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EDU 474 Teaching 3-6 Math (3)
This course provides instruction in the concepts, methods, and materials for 3-6 Grade Math at the elementary level. Emphasis is given to diagnosis, exploration of alternative ways to solve programs, “hands-on” experience, and research findings on teaching effectiveness. Integration across the curriculum will be enforced and student achievement levels will be challenged through Blooms Taxonomy. This course also provides the candidate the opportunity to demonstrate professional dispositions necessary to become an effective teacher.
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EDU 476 Teaching K-6 Math & Science with Lab (6)
EDU 365
This course will be a lecture and lab to provide for the application and synthesis of the concepts, methods, content, and materials for math and science at the elementary level. The major mathematical domains will be covered in the context of pedagogy. In the science portion of the course emphasis will be given to the physical and life sciences. Math, science and technology will be integrated with the exploration of alternative ways to solve problems and “hands-on” experience with manipulatives.
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EDU 482 Teaching Science in the Elementary School Lab (1)
This course is the companion lab to EDU 462 : Teaching Science in the Elementary School. Candidates will learn to design and implement science learning activities that demonstrate appropriate safety practices and procedures to ensure the welfare and safety of all students and living organisms in the learning environment, including proper maintenance and disposal of materials.
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EDU 497 Student Teaching Part I (6)
EDU 305 EDU 321 EDU 365
Student Teaching I is a sixteen week, two days per week practicum in a classroom setting appropriate to the student teacher’s program of study. The practicum provides opportunities for the students to actively participate and teach in a classroom and school setting. The content focus for the Student Teaching I practicum will center on PPAT Task1: Knowledge of Students and the Learning Environment. Student teachers experience the end of a school year when end-of-year assessments are administered
to students.
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EDU 498 Student Teaching Part II (6)
EDU 497
Student Teaching II practicum is a twelve-week, two days per week practicum in a classroom setting appropriate to the student teacher’s program of study. The content focus for the Student Teaching II practicum will center on PPAT Tasks 2: Assessment of Student Data & Task 3: Planning Lessons & Instruction. This practicum will also provide student teachers with an opportunity to experience opening of a new school year.
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EDU 499 Student Teaching (12)
The student teaching seminar is a full twelve-week practicum that provides students an opportunity to teach in a classroom setting appropriate to the student teacher’s program of study under the supervision of a qualified classroom teacher and the University Supervisor. It prepares students personally and professionally to assume their roles as classroom teachers and leaders, to impact students’ learning, and to work with families.
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English |
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ENG 109 College English and Composition Lab (2)
This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
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ENG 111 College English and Composition (3)
An introductory course in expository writing. It is designed to increase understanding of the demands of academic writing. It emphasizes the writing process, writing with clarity and purpose, developing and organizing ideas effectively, and using the conventions of edited English. Students practice writing expositions and arguments informed by short readings and also enhance their research skills.
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ENG 112 College Composition and Rhetoric (3)
Prerequisite: ENG 111
A course in argument and analysis. It is designed to strengthen interpretive and evaluative skills. It introduces literary and critical analysis and focuses on developing argumentative and persuasive skills. The course incorporates a minor research component.
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ENG 200 Introduction to Literature (3)
Prerequisite: ENG 112
An introduction to the literary genres of fiction, poetry, and drama. Students study representative short stories, poems, and plays, learning the characteristics, traditions, conventions, and vocabulary for each genre.
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ENG 211 Introduction to World Literature (3)
Prerequisite: ENG 112
An introduction to the various genres in world literature and a study of some works in depth. Students analyze and evaluate critically basic literary works both orally and in writing. (This course does not count toward the English major).
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ENG 213 College Composition and Literature (3)
Prerequisite: ENG 112
A course in writing argumentative and analytical essays informed by research. It reinforces literary and critical analysis and focuses on developing argumentative and persuasive skills. This course also incorporates a research component. It emphasizes interpretive, synthesizing and evaluative skills.
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ENG 215 Modern English Usage (3)
This course covers the elements and structure of modern English grammar and general usage, stylistic appropriateness, vocabulary development, and the principles of proofreading and editing. It is a strongly recommended elective for English and English Education majors and is also strongly recommended for all students who wish to improve their proficiency in modern English.
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ENG 217 Introduction to Creative Writing 3
ENG 111
A workshop exploring the tools of creative writing, including characterization, narrative
voice, dramatic structure, description, dialogue, etc. Students will produce several
polished pieces of work after mutual critiques and repeated editing. There will also be
some analysis of exemplary works of fiction. This course can be used as an English
elective for majors and minors.
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ENG 300 Critical Analysis (3)
Prerequisite: ENG 213
An introduction to theories of literature and literary criticism through their application to specific works. The course introduces students to the discursive and critical skills required for the study of literature, emphasizing critical reading and writing, and requires practice in using various techniques of literary criticism.
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ENG 309 Advanced Composition and Rhetorical Theory (3)
Prerequisite: ENG 213
A writing workshop that refines the expository and analytical writing skills practiced in previous composition courses. It involves “writing across the curriculum” with an emphasis on rhetoric and style.
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ENG 310 Old English to Neoclassical Literature (3)
Prerequisite: ENG 300
A survey of representative English literary works and their traditions from Caedom’s Hymn and Beowulf through poetry of Thomas Gray. It is a critical, historical and appreciative study of English literature from the Old English Period through the Neo-Classical Period. Students will read and discuss fiction, poetry, drama and prose. Masterpieces of the various literary eras are given special attention.
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ENG 311 Romantic to Modern Literature (3)
Prerequisite: ENG 310
A survey of representative English literary works and their traditions from the Romantic Movement or “The Age of Revolution: through the early twentieth century or “The World War Era.” It is a crucial, historical and appreciative study of the prose and poetry of the Romantic Movement. Special attention is given to the Wordswoth, Coleridge, Byron, Shelley and Keats.
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ENG 312 American Literature: Colonial to the Civil War (3)
Prerequisite: ENG 300
A survey of representative literary works and their traditions from the Puritan period through the abolition and civil war periods. It is an introduction to the various and intersecting traditions of American literature from the European arrival in the New World to the Civil War.
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ENG 314 African-American Literature (3)
African American Literature is an intensive research course that requires candidates to do research which reflects counter-arguments from a variety of angles and perspectives. This research is representative of literary works and traditions from the oral to the contemporary period in African American literature. Candidates’ research must develop into a serious, logical, and clear project.
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ENG 315 Introduction to Linguistics (3)
Prerequisite:
This course is designed to provide needed background to the general principles in the study of languages in general and prepare students for research and graduate studies in linguistics. Topics include the study of phonetics; grammar; word forms; meaning; language acquisition; language and society; language change; human, non-human, and artificial languages.
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ENG 360 Creative Writing: Poetry 3
ENG 111
A workshop exploring the devices and tools of poetry, including structure and form, imagery, figurative language, rhythm, meter, rhyme etc. Through a series of close readings and exercises, students will produce several poems, which will be polished through mutual critiques and repeated editing. They will put together a portfolio of their work at the end of the term.This course can be used as an English elective for majors and minors.
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ENG 365 Technical Writing 3
ENG 213
A course focusing on the principles and procedure of technical writing; attention to
analyzing audience and purpose, organizing information, designing graphic aids, and
writing such specialized forms as abstracts, instructions, and proposals. This course
can be used as an English elective for majors and minors.
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ENG 400 Shakespeare and Media (3)
This course enriches students’ understanding of the life and times of Shakespeare from a visual perspective. It includes performance and scenes of various Shakespearean Dramas.
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ENG 402 Women Novelists of the 19th Century (3)
This course is an introduction to nineteenth century U.S. literature written by women. The course emphasizes fiction, but the reading list includes poetry, autobiography, essays, diaries, and other written materials. Topics include the social construction of gender, the participation of writers and readers in processes of social change, the cultural work of texts, and literary activism.
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ENG 404 History of the English Language (3)
The English language started as the speech of some remote tribes on the continent of Europe to become the most widely used language in the world today. This course examines how English developed into its current manifestations to become the most dominant language of commerce and culture with more than a billion users around the world. Espousing the view that the history of the language is developing on a daily basis, the course will also focus on how English is used in various parts and for various purposes in the world today.
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ENG 405 Post Colonial Literature and Theory (3)
A study of post-colonial literatures written primarily in English in the twentieth century by authors from around the world, including Britain, America, Asia and Africa. These texts will be examined in their historical contexts, with due emphasis upon their interrelations.
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ENG 408 Origins of the Novel (3)
This course provides a general overview of the history of the novel as a genre. Students will read some works of fiction and draw some important conclusions from this survey concerning the nature and history of the novel as a literary form. They will also work on developing reading, writing, and critical thinking skills through discussion, papers, exams, and in-class writings.
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ENG 410 Twentieth Century American Literature (3)
A study of representative American writers of the modern period (1919-1939), especially those whose first major work appeared in the post-war I decade in America.
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ENG 415 Literature and Cultural Diversity (3)
The course emphasizes the study and consideration of the literary, cultural, and human significance of selected great works of the Western and non-Western literary traditions. The class will promote an understanding of the works in their cultural/historical contexts and of the enduring human values which unite the different literary traditions.
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ENG 416 Contemporary American Fiction (3)
This course examines a selection of contemporary American fiction in historic, aesthetic, and social contexts. Students will explore the relationship between contemporary American literature and the world we live in.
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ENG 421 The Harlem Renaissance (3)
This course will focus on literary texts considered within the contexts of history, sociology, politics, autobiography, music, and the visual arts.
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ENG 422 American Regional Dialects (3)
This course is an introduction to dialectology-the study of regional variation in language- with an emphasis on the history and description of the varieties of English currently spoken in America.
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ENG 423 The Black Arts Movement (3)
This course examines one of the most radical movements in American History: The Black Arts Movement (BAM). Students will have a conversation with a variety of “texts” from and about the movement and ask such questions as “How has the Black Arts Movement influenced subsequent history and the establishment of a black aesthetic?” and “What other movements can be linked to this one, which took place in the 1960s and 1970s?”
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ENG 429 African American Biographies (3)
This class will introduce students to the biographical writing of a number of significant figures in African American history including W.E.B Dubois, Langston Hughes, Zora Neale Hurston, Martin Luther King, and Toni Morrison. The class will examine secondary material as well as personal writings in an attempt to better understand the character of men and women who played pivotal roles in ante-bellum reconstruction, the Harlem Renaissance and the Civil Rights Movement. Examining the experiences of these notable literary and political icons, we will also attempt to discern how individual memory has shaped black identity in the African Diaspora.
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ENG 435 Mastery Composition & Rhetoric Theory 3
ENG 309
A writing workshop focusing on mastery of the expository and analytical writing skills practiced in previous composition courses. It involves “writing across the curriculum” with an emphasis on rhetoric and style. This course is required for English majors.It is a required class for English majors. It can be used as a class for English minors under the new program.
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ENG 466 Young Adult Readings (3)
Young Adult Readings is a seminar course designed for candidates to read a wide range of adolescent literature of multiple genres and study its history. Candidates focus on reading problems inherent in our society such as issues concerning the problem-novel, censorship, evaluating, promoting, and using young adult literature in the classroom. This course also includes a service learning project.
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Entrepreneurship |
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ENT 201 History of African American Business 3
This course will survey the history of business activity for African Americans. In addition, this course will highlight the success of specific geographic regions in establishing strong business participation (i.e. Atlanta, Cleveland, Tulsa, etc.), and integrate the concepts of business disparity, innovation, and entrepreneurship to establish a foundation level understanding of the tradition of business participation for African Americans.
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Ethics |
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ETH 215 Cross-Cultural Ethics of Responsibility (3)
Prerequisites: Sophomore status “and English 111 or equivalent.”
This course contributes to the University’s purpose of “empowering students with a sense of moral purpose” and mission of “enhancing their spiritual and ethical values and transforming a diverse community of learners into future global leaders.” Guided by this view of “doing ethics in a diverse world,” the course studies complex normative questions of ethical responsibility for leadership in personal, public and professional life. This course is a required part of the university General Education curriculum.
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ETH 250 Ethics Bowl (3)
This course is designed to serve as a preparation for students participating in the NCICU Ethics Bowl. Both ETH 215 and permission of the instructor are prerequisites for enrollment in the course. Although the course is offered in the fall semester, students will be required to be available to participate in the Ethics Bowl which occurs early in the spring semester.
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Research and Portfolio |
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EVR 300 Research and Portfolio Development (3)
(CAPE students only)
This course is concerned with the articulation and presentation of quantifiable skills and experiences that, at the written request of student, may be evaluated and translated into elective credit hours.
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French |
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FRE 151 French I (3)
Designed (along with FRE 152 ) to provide the student with a basic knowledge of the French language, including pronunciation and the basic elements of grammar, with emphasis on comprehension, speaking, writing, and the reading of simple French texts.
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FRE 152 French II (3)
Prerequisite: FRE 151 or equivalent
A continuation of FRE 151 .
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First Year Seminar |
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OAS 100 College Success (1)
College Success is a one semester, one credit hour course designed to introduce Raleigh-day first year students to the academic and social expectations of Shaw University. The course activities emphasize student development in 1) academic skill building, 2) personal identity and life skills, 3) campus community involvement 4) Shaw’s history and traditions.
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OAS 101 Transfer Student Success (1)
Orientation to Shaw University is a one credit hour, course with a requirement of contact minutes both online and face-to-face instruction per week. The course is designed to introduce transfer students to the academic and social expectations of Shaw University. The course activities emphasize student development.
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OAS 102 Adult Education Success (1)
Adult Education Success is a one credit hour, online course. The course is designed to introduce all professional students to the academic and social expectations of Shaw University. The course activities emphasize student development for adult students to promote a successful transition to the institution.
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History |
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HIS 115 Intro to World Civilization (3)
A study of world civilizations from ancient times to the rise of Europe in the 16th Century. Emphasis is placed on the development of ideas and their manifestation in the world cultures of today. Course is a prerequisite for all other courses within the Department of Social Sciences.
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HIS 203 African American History I (3)
Social history from the African background (emphasis on West Africa) through the slave trade, the plantation system, and the Reconstruction to the Post Reconstruction period. The struggle for liberation is highlighted.
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HIS 204 African American History II (3)
Social history from the nadir to the 1980s. Much attention is given to the Civil Rights decade, 1955-1964.
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HIS 301 Special Topics in History I (3)
This course will offer a study of selected topics in history as determined by faculty expertise and interest and student interest.
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HIS 302 Special Topics in History II (3)
This course will offer a study of selected topics in history as determined by faculty expertise and interest and student interest.
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HIS 303 Special Topics in History III (3)
This course will offer a study of selected topics in history as determined by faculty expertise and interest and student interest.
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HIS 321 United States History I (3)
A study of the period from the discovery of America to the Civil War. It gives the student an understanding of Colonialism, the formation of the American nation, and the events that led to the Civil War. Special emphasis is given to African-American issues throughout the entire period.
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HIS 322 United States History II (3)
A continuation of HIS 321 . It explores thoroughly the Civil War, United States expansionism, and U.S. roles in World War I, World War II, and the present world scene. Emphasis is given to the contributions of African-Americans in building the U.S. economy, its politics, and its cultural and social changes. Special attention is directed to the Civil Rights Movement from its inception to the present.
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HIS 361 North Carolina History (3)
North Carolina history from the colonial period to World War II. Emphasis is placed on the role that North Carolina played during the period of the struggle for independence, the Civil War, and Reconstruction and also the state’s role in the formation of the New South.
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HIS 370 History of Environmentalism and the Pursuit of Environmental Justice (3)
This course will undertake the study of the history of environmental issues and environmentalism, and then apply historical perspectives to illuminate and further modern environmental justice efforts. Though broad in scope, issues of concern to African American people and communities will be emphasized. The course will involve classroom study, discussions with visiting speakers, community engagement, and producing work (essays or multimedia or social media pieces) that applies historical knowledge toward illuminating or helping address current environmental concerns.
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Honors |
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HON 101 Honors Colloquium (1)
(Freshmen)
This course seeks to guide students in understanding honors education, academic majors and minors, determining career possibilities resulting from those areas of study, and preparation needed for graduate study or successful placement in the field. Students will have opportunities for professional and personal development, including discussions with faculty and professionals in the fields of study offered by Shaw University. It also seeks to help them understand the purpose and value of higher education, to develop positive attitudes toward the teaching-learning process, and to acquire coping skills that are essential for successful college life.
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HON 102 Honors Colloquium (1)
(Freshmen)
This course will explore the historical and modern-day connections between society, race and class and those social institutions which influence such divisions. It will delve into origins of opinions and self-perceptions of elite groups within society or privilege for certain people. Emphasis will be placed on historic notions of class and present-day understanding of social status through major social institutions particularly focused upon by W.E.B. DuBois and E. Franklin Frazier - education, the Black Church/religion, politics, the Black press and Black business. Classic works as well as contemporary studies and media are used. This class seeks to train students to become well-read, understanding the world around them through accounts in the media and academic sources, how daily events impact their lives, and how they have a responsibility to instigate change.
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HON 201 Honors Colloquium (1)
(Sophomores)
Through readings, discussions and presentations by persons from different areas of expertise in leadership capacities, students will develop an awareness of challenges to and ideals of leadership, particularly emotionally intelligent leadership. Students will be encouraged to investigate their own leadership ideals, shortcomings and challenges. Students will learn the responsibilities of leadership within a group, and how leadership is exemplified through planning, meeting management and time management.
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HON 202 Honors Colloquium (1)
(Sophomores)
This immersion course in ethnography uses classic works/texts as a basis of ethnographic study - a first hand, detailed account of a particular culture or event which may contest and/or sustain stereotypes of particular groups, with particular emphasis on the African American experience.
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HON 221 Honors Special Topics - Special Topics: Honda Campus All-Star Challenge (1-3)
(OPEN to ALL Shaw University students)
This course is designed to expose students to a diverse field of knowledge, to include current events, African-American history, American history, geography, math, science, social science, art, religion, fine arts, music, literature, sports, and pop culture in an atmosphere of preparation for academic competition. In the context of the subjects covered, the students will be instructed in “structured knowledge acquisition” as well as instruction in the fundamental techniques, rules, basic team strategies and the research processes for academic competition. The course uses metacognition approaches to research strategies and technologies for data collection as a paramount methodology in academic knowledge competition. Students will be offered opportunities of an experiential nature through participation with the Shaw University Honda Campus All-Star Challenge program.
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HON 301 Honors Colloquium (1)
(Juniors)
This course allows students to do necessary planning for a successful launch into the future after college. It emphasizes how practical issues such as devising a realistic budget, determining employment possibilities, planning for graduate school, and securing living arrangements can add to the confidence of new college graduates.
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HON 302 Honors Colloquium (1)
(Juniors)
This course will focus on graduate study preparation, with the task of planning and the implementation of a plan of action for evaluating potential graduate/ professional schools, graduate school examinations, applications, personal statements, and graduate school finance planning, among other activities.
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HON 401 Honors Colloquium (1)
(Seniors)
This introductory course offers an overview of general research methods . It provides the basic tools needed to conduct research while also developing the skills necessary to critically evaluate the research of others. This course aims to: introduce students to the basic elements of research design; improve students’ ability to critically evaluate the research of others; enhance students’ understanding of what it means to be a researcher; familiarize students with the problems and limitations of studying the critical issues through firsthand experience with data collection; and demonstrate the relevance of general research methods to one’s everyday lives.
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