Course Descriptions

Department of Curriculum Course Descriptions

CECE 200: Introduction to Early Childhood Education                                Fall, 3 Credits

Course experiences are designed to provide a survey overview of early childhood education (ages 3-7 years; preschool thru grade 2) as professional field of study and practice.  Emphasis is on the role and function of early childhood education (ECE) programs in providing a learning foundation for urban, minority children.  Course contents include an introduction to historical and contemporary issues, pioneers, and approaches in ECE.  Course reviews and analyses include, but are not limited to, The Montessori Method, James Banks’ work in the Hartford Connecticut School System, Jawanza Kunjufu’s theories on urban, Black education, and the Reggio Emilia approach to ECE.  Candidates will observe and analyze a variety of urban, minority ECE programs.  Prerequisites: CENG-105 and CGED 106 with a grade of “C” or better and CGED 101.  Co-requisites: CEDC 262, CECE 212.

CECE 206: Foundations of Mathematics for Teachers I                          Spring, 3 Credits

Extends candidates’ content proficiency, conceptual understanding of numbers, numeration systems and fundamental concepts of algebra with an emphasis on conjecture and explanation.  Candidates will work on specific content in the composition, decomposition, and re-composition of numbers including place value of any base, factors and multiples, prime and composite numbers, inverses and the application of the order of operations to numerical and algebraic expressions.  Candidates will explore the use of proportional reasoning skills, symbolic, numerical and graphic representations of mathematical situations, as well as understand the properties and operations of real numbers in an algebraic context.  The presentation of these principles and aspects of mathematics will be interpreted through the National Council of Teachers of Mathematics (NCTM) standards in particular standards on problem solving, reasoning, technology and making connections to real world and cross disciplinary instruction. Prerequisites: CMAT 103 and CMAT 105 or CMAT 105 and CMAT 106.  Co-requisites: CEDF 211 and CECE 213.

CECE 213 Practicum I                                                                                              Fall, 3 Credits

An entry-level practicum designed for early childhood teacher education candidates. The ten-week 100 hours practicum engage candidates in authentic observations and as participants in Pre-Kindergarten and Kindergarten community education agencies.  Candidates participate as a reflective learner as teachers’ guide their children through the learning processes. Candidates plan and conduct systematic observations to learn about children developmental levels, social skills and peer interactions; to interpret observational data and how to implement plans appropriate for the developmentally needs of the children. Professionalism competencies are an integral part of the candidates learning process.                    

CECE 214: Literature for Children and Youth                                             Spring, 3 credits

The criteria for selection and evaluation of books for children and youth, in terms of appropriateness for their stages of growth and development.  The course includes the use of literature for enhancing cultural pluralism and strategies for presenting literature in creative ways. 

CECE 201: Literacy in Early Childhood I                                                         Fall, 3 Credits

Insights into the nature of the reading process and emergence of reading readiness skills will be emphasized.  Candidates learn to provide a developmentally appropriate environment for reading to begin.  The course focuses on the strategies needed to teach reading to the preschool, kindergarten, first grade, and second grade student.  A field component provides practical experience. Prerequisite: Admission to the Early Childhood Program. Co-requisite: CECE 313

CECE 202: Literacy in Early Childhood II                                                  Spring, 3 Credits

This course will examine, in depth, the content and methods used in teaching reading and writing effectively.  Candidates will create a classroom climate where literacy flourishes.  It will examine various theories and methodologies, issues, germane to the urban school environment will be addressed.  The use of multicultural and ways to serve linguistically different child will be included.  The field experience in an urban school setting will provide practical experiences for the candidates. Prerequisite: CECE 300, 313. Co-requisite: CECE 316.

CECE 214 Professional Engagement I                                                                               Fall, 3 Credits

This entry-level professional engagement is designed for potential education candidates.  The professional engagement provides experiences that introduce potential candidates to teachers, learners, and the school community through processes of observing and exploring.  Course assignments engage potential candidates in activities that strengthen skills in writing and critical observations. 

CECE 302: Child Development:  The Urban Learner                                Spring, 3 Credits

Engages candidates in an exploration of how children learn and develop, of myriad influences on children’s development, and theories of child development and facilitates candidates’ development of strategies, which promote optimal learner growth.  Focuses special attention on cultural elements, which influence the development of children in urban schools and communities.  Guides candidates to an appreciation of the interdependence of cognitive, physical, and affective domains in the overall development of children.

CECE 304: Classroom Management                                                                Fall, 3 Credits

This course includes a review of organization and scheduling practices which maximized a positive learning environment.  Candidates explore the use of guidance and discipline techniques for managing classroom behavior.  Through simulations of typical management problems in the classroom, candidates gain understanding of how to structure and organize the environment for effective learning.  Prerequisite: Admission to the Teacher Education, Educational Studies, or Post baccalaureate Certification Program.

CECE 312: Language Arts I: Content                                                            Fall, 3 credits

Instruction in the elements of the language arts program, with emphasis on candidates’ own achievement of proficiency in language arts skills.  Candidates review teacher competencies needed to teach language arts effectively.  Prerequisites: Admission to the Teacher Education Program CENG 105, CENG 106; CECE 200 and CECE 214.

CECE 313 Practicum II Planning and Instructing                                                             Fall, 3 Credits

This practicum is design to engage early childhood teacher education candidates through a curriculum development and implementation process with emphasis on grades 1-3. The ten-week 100-hours practicum engages candidates in informal observations and participation of curriculum development and implementation. Under the tutelage of certified teachers and agency leaders, candidates learn how to align standards, curriculum and tests, organize for small group content teaching and learning, infuse literacy and reading strategies in teaching, implement inclusive practices and integrate technology into the curriculum and instruction.

CECE 314: Creative Development                                                                    Fall, 3 Credits

This course offers guided observations of and experiences in application of instructional methodologies.  Emphasis on interdisciplinary methodology, culturally appropriate pedagogy, integration of creative activities and on assessment.  Self/peer/professor review and critique.  Some field experience.  Designed to offer candidates the opportunity to gain competency in the use of variety of media and explore potentials in creative arts.  Candidates enhance their abilities to appreciatively criticize art, develop an understanding of the function of art in society and education, experience the practical use of tests in art/health/physical and movement education /and professional education.  The course is also designed to offer candidates the opportunity to gain competence in the use of a variety of media. Prerequisite: Admission to the Teacher Education Program.

CECE 315 Professional Engagement II                                                       Fall, 3 Credits                                                                                                              Fall, 3 Credits

This professional engagement is design to engage early childhood teacher education candidates through a curriculum development and implementation process with emphasis on grades 1-3. The ten-week 100-hours practicum engages candidates in informal observations and participation of curriculum development and implementation. Under the tutelage of certified teachers and agency leaders, candidates learn how to align standards, curriculum and tests, organize for small group content teaching and learning, infuse literacy and reading strategies in teaching, implement inclusive practices and integrate technology into the curriculum and instruction.

CECE 316 Practicum III Instructing and Assessing                                             Spring 3 Credits

This practicum focuses on the instructional process and skills, resources, knowledge, and interactions that ensure student learning.  Experiences are provided which promote candidates’ awareness of the importance of developing and nurturing family relationships to support the teaching/learning process in Early Childhood Education.  Candidates are guided to use their specific content knowledge to establish teaching/learning objectives.  Emphasis on Grades 4-5.

CECE 402: Professional Development                                                             Fall, 1 Credit

This course provides the opportunity for candidates to enhance their skills in interpersonal relationships.  It examines situations encountered by teachers, school administrators, supervisors, and group leaders.  Professional presence, which includes poise, self confidence, control and style which empower the candidate and command respect will be emphasized.  Prerequisite: Admission to the Educational Studies Program.

CECE 404: Early Childhood Curriculum and Methods                                  Fall, 3 Credits

Study of origins, philosophy, organization, and implementation of curriculum models for early childhood education.  Candidates also examine teaching methods and materials used during the early years, and principles and practices employed in early learning programs.  Prerequisites: Admission to the Teacher Education or Post baccalaureate Program, CEDC 200, CEDF 211.

CECE 405: Preschool Program Development                                                Fall, 3 Credits

Examination of organizational structure, aims, purposes, and variety of preschool educational programs, including teacher characteristics, classroom organization, and program scheduling.  The laboratory component allows students to observe and participate in a preschool setting.  Prerequisites: CEDC 200, CEDF 211, Passing scores on Praxis I or exemption from Praxis I.

CECE 414 Professional Engagement III                                                     Spring, 3 Credits

This course will examine, in depth, the content and methods used in teaching and training effectively. The course will examine pedagogy and andragogy.  The backdrop of the course will be the InTasc Standards. Further, the course will build on the experiences of Practicum I and II, and incorporate and integrate the ITSE Standard. Assessment will be highlighted.

CECE 415: Methods of Teaching Reading and Writing                           Spring, 3 Credits

Knowledge, skills, and attitudes necessary for effective organization and implementation of the reading program.  Candidates learn to promote reading as an informative, rewarding, and essential component of education.  The course includes a review of widely used methods in teaching reading and a laboratory experience in which candidate’s instructional strategies.  Prerequisites: Admission to the Teacher Education or Post baccalaureate Certification Program, CEDC 312, CEDC 313.

CECE 426: Integrated Teaching of Elementary Math and Science               Fall, 3 Credits

This courses uses readings, case studies, instructional technology, and a school based practicum to help pre-service teachers develop the scientific and mathematical knowledge, skills, and dispositions needed to teach science and mathematics in grades K-4.  It examines research and theory in the field of math and science instruction and assessment, and emphases culturally appropriate methodology in the integration of math and science. Prerequisite: Admission to the Teacher Education Program, CECE 212, 213, 307, 313, and CMAT 308. Co-requisite: CECE 316.

CECE 444: Pre-service Teaching – Elementary Education Residency I  Fall, 12 Credits

Practical experiences with children, preschool to grade five, in approved educational settings and under the supervision of state-certified teachers.  Through daily work and other interactions, the candidate integrates and utilizes the knowledge and skills gained in major courses. CEDC 444 is a full-day practicum daily lasting Sixteen weeks. The pre-service teacher is required to attend the campus-based reflective seminars once per week, and other teaching related workshops and activities. Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CECE 445: Pre-service Teaching – Elementary Education Residency II Spring, 12 Credits

Practical experiences with children, preschool to grade five, in approved educational settings and under the supervision of state-certified teachers.  Through daily work and other interactions, the candidate integrates and utilizes the knowledge and skills gained in major courses. CEDC 445 is a full-day practicum daily lasting Sixteen weeks. The pre-service teacher is required to attend the campus-based reflective seminars once per week, and other teaching related workshops and activities. Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CECE 452: Integrated Teaching of Social Studies and Language Arts Spring, 3 Credits

This course will examine, in depth, the methods used in teaching the integration of Social Studies into the Language Arts in the elementary school.  We will examine various theories from the foundation for methods that are commonly practiced.  We will explore current research and its use as a basis for the “best practice” in diagnosis and instruction.  Through detailed study, research, class discussion and examination of each area of the social sciences and language arts, candidates will grow in their understanding of the interrelation of both disciplines.  In keeping with our mission as change agents in the urban environment, we will address issues that are extremely important in an urban school environment, such as the need to establish a positive environment, ways to build positive images of self in order to enhance learning, the use of multicultural literature, and ways to serve the linguistically different child.  Instruction in the elements of social studies and language arts, with emphasis on knowledge required for the teaching of content skills and methods in the language arts and social studies programs.   Candidates review teacher competencies needed to effectively teach language arts and social studies skills. Prerequisites: Admission to the Teacher Education Program, CECE 212, 213, 307, 313, and CMAT 308. Co-requisite: CECE 316.

CECE 498: Developing Family and Community Relationships                    Fall, 3 Credits

Develops candidates’ knowledge of and skills in fostering these relationships.  Includes a review of parent and other adults’ involvement with the schools (i.e., volunteers, and paraprofessionals in the classroom). Promotes candidates awareness of importance of teacher-family and teacher- community relationships in supporting learning success and well being for learners. Prerequisites: Admitted to Teacher Education Program, CEDF 211, CCPS 201, and CECE 302.

CEDC 215: Adolescent Literature                                                               Spring, 3 Credits

This course is a study of selected adolescent novels relevant to the interest, concerns, and developmental tasks of adolescents, with emphasis on evaluating and teaching these materials in the middle grades (4-8) and high schools. Prerequisite: Admission to Teacher Education or Educational Studies. Co-requisites: As outlined on planned programs of study.

CEDC 262: Educational Technology                                 Fall, Spring, Summer, 3 Credits

Candidates gain experience with a variety of computer applications and technological tools used in education and other professions.  Emphasis on acquiring knowledge to enhance productivity, communication skills, critical thinking and problem solving in research and societal and ethical issues.  Hands-on training in applications including advanced word processing, the Internet, spreadsheet, database and presentation tools.  Designed to offer candidates opportunity to gain competency in the use of a variety of media, including 16mm films, projectors, videotapes, audiotapes, and other equipment for instruction.  Significant focus is place on Computer-Assisted Instruction, the development of web sites and electronic portfolios.  Candidates will demonstrate competency in field experiences.  This course is designed to satisfy the Georgia Teacher Certification Requirement in Technology.  Co-requisites vary by program.

CEDC 303: Human Relations                                                                      Spring, 3 Credits

Opportunity for students to enhance their skills in interpersonal relationships.  The course uses role-playing and other drama techniques to examine the quality of human relations between various groups.  Prerequisite: Passing scores on Praxis I or exemption from Praxis I.

CEDC 309: Teaching Geometry, Grades 6-12                                                 Fall, 3 credits

Presents geometric concepts central to the mathematics program of the middle grades: construction and measurement, congruence and similarity, parallelism, perpendicularity, polygons, circles, 3-D figures, area, perimeter and volume. Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, & CMAT 307.  Co-requisite: CEDC 311.

CEDC 311: Teaching Algebra, Grades 6-12                                                     Fall, 3 credits

Deals with topics in elementary/middle grades curriculum: Negative numbers, linear and quadratic equations, polynomials, number theory, probability and statistics. Prerequisite: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106 & CMAT 307. Co-requisites: CMAT 308, CEMG 302.

CEDC 320: Teaching Foundations of Mathematics from Cultural Perspectives-Grades 6-12                                                                                                                          Spring, 3 credits

This course examines the history of mathematics, its contributors from all cultures, proofs, mathematical modeling, set theory and logic, and a history of numbers and number theory.  The course engages candidates in different types of teaching strategies, including the use of different technologies, as well as content.  Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, CMAT 307, CMAT 308. Co-requisites: CMAT 309, CEDC 309, CEMG 303 or CEDC 488.

CEDC 321: Teaching Concepts of Calculus-Grades 6-12                              Fall, 3 credits

This course introduces the candidate to the intuitive idea of a limit, reintroduces the concepts of series, sequences, and functions, and the limit of the same.  The epsilon-delta neighborhood definitions will be used for continuity concepts, derivatives, and integrals.  The computer programs MATHCAD and MATHEMATICA will be the tools for problem solving and applications.  Such problems as area under curves and maxima and minima will be examined as to their applications in middle grade mathematics program using this computer technology.  Prerequisites: Admission to Teacher Education or Educational Studies, CMAT 105, CMAT 106, CMAT 307, CMAT 308, & CMAT 309. Co-requisites: CEMG 430 & CEMG 404 or CEDC 488.

CEDC 322:  Teaching Science, Grades 4-8                                               Spring, 3 Credits

This is an activity-based course that infuses the earth and life sciences teaching strategies, content, central themes, and technology for teaching earth and life sciences’ concepts to middle grades learners. Prerequisites: Admission to Teacher Education or Educational Studies. Co-requisites: As outlined on planned programs of study.

CEDC 408: Multicultural and Global Education                                              Fall, 3 Credits

Examines theories of multiculturalism and introduces critical race theory as a tool in critiquing elements of society and education.  Overview research about the education of culturally diverse groups and promotes candidates’ skills in creating culturally compatible learning environments and implementing culturally responsive pedagogy.  Guides candidates in an exploration of community, and family cultural resources and in building family and community relationships in urban schools and communities.  Develops candidates’ dispositions, knowledge, and skills in their role as advocate for equity and social justice in culturally diverse schools in urban communities.  Examines cross-cultural educational institutions. Prerequisite: Admission to the Teacher Education, Educational Studies, or Post baccalaureate Certification Program.

CEDC 430: Teaching Integrated Mathematics and Science                          Fall, 3 Credits

This course integrates methods of teaching math and science principles and concepts.  Emphasis is on such concepts as quantification, space-time relationships, data collection and graphic communications.  Materials and assignments will be selected to ensure the development of mathematics competencies while at the same time achieving the goals of science.  Prerequisite: Admission to Teacher Education & Educational Studies, completion of all mathematics and science content courses in the Middle Grades program of study with one exception (CEDC 456). Co-requisite: CEMG 404, CEMG 441, CEDC 456-Science Concentration.

CEDC 443: High School Curriculum and Methods                                        Fall, 3 Credits

Acquisition of knowledge and skills for guiding the learning process at the secondary education level. Covers the nature of effective teaching; organization of the secondary school curriculum; planning and implementing classroom instruction; guidance in the secondary classroom setting; promotion of self-discipline; and evaluation of learning.  Prerequisites: CEDF 211, CCPS 301, and CPSY 218 or CCPS 398.

CEDC 448: Pre-service Teaching - Secondary School                    Fall, Spring, 13 Credits

Experience in teaching major concentration courses.  Under the supervision of a state-certified teacher and a college supervisor in the teaching field, candidates plan, implement, and evaluate teaching and learning experiences in an approved Atlanta area school. Instruction occurs through individual conferences, observation, assessments and evaluations, and participation in Education Seminar, workshops, and other interactions with supervisors.  CEDC 448 is a full-day practicum and lasts sixteen weeks.  The pre-service teacher is required to attend the campus-based reflective seminars once per week, as well as other teaching-related workshops and activities.  Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CEDC 449: Pre-service Teaching P-12                                                Fall, Spring, 13 credits

This pre-service teaching practicum is for the P-12 fields of Foreign Languages (French, Spanish) and Music.  P-12 majors pursue a full-time in-depth practicum with children under the supervision of a state certified classroom teacher (preferably one who has acquired the Teacher Support Specialist [TSS] endorsement) and a college supervisor in the teaching field. Candidates plan, implement, and evaluate teaching and learning experiences in an approved Atlanta area school.  P-12 pre-service teachers spend ten weeks of in-depth practica at one grade level (i.e., early childhood education, middle grades, or secondary) school setting. Prior to in-depth practica, two-four weeks sessions are spent observing and implementing projects with children at the other grade levels.  The pre-service teacher is required to attend the campus-based reflective seminars once per week, as well as other teaching related workshops and activities.  Prerequisites: Completion of all core and major courses with required grades; passing scores on the Praxis I examination and the Praxis II examination in the appropriate field; appropriate recommendations; acceptable interview.

CEDC 456: Teaching Physics Concepts, Grades 4-8                                     Fall, 3 credits

This course focuses on the concepts, principles and theories of kinematics, motion, energy and its transformations, electricity, magnetism and wave properties. Appropriate instructional strategies and assessment practices for middle grades teachers that are aligned with the National Science Education Standards, National Science Teacher Association Standards, and Georgia Performance Standards will be emphasized. Laboratory is included. Prerequisites: Admission to the Teacher Education or Educational Studies, No grade of D, F or I in prior courses. Co-requisites: CEMG 303 or CEDC 488, CPHY 106, CEDC 415.

CEDC 492: Cooperative Education Experience I                                                  Fall, 12 credits

Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal.  Experiences are supervised and monitored by a University professor and an on-site supervisor.  Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research. Prerequisites: Completion of all other program requirements and acceptable recommendations and interviews.

CEDC 493: Cooperative Education Experience II                                     Spring 12 credits

Educational Studies candidates spend a full semester (at least 12 weeks) working in an education related agency appropriate to their concentration or career goal.  Experiences are supervised and monitored by a University professor and an on-site supervisor.  Experiences are accompanied by a weekly seminar and require that candidates submit evaluations and reports that may include action research. Prerequisites: Completion of all other program requirements and acceptable recommendations and interviews.

CEDC 498: Developing Family and Community Relationships                Spring, 3 credits

Study of current and historical theory and practices in parent education.  Includes a review of parent and other adults’ involvement with the schools (i.e., volunteers, and paraprofessionals in the classroom).  Covers the role of parent education in the school’s curriculum and the theoretical and practical aspects of parental involvement in the educational setting.  Prerequisites: CEDF 211, CCPS 301 and CEDC 302.

CEDC 499: Independent Study                                                              Fall, Spring, 1-3 credits

Identification and investigation of a particular topic, issue, or problem in the field of education.  Under the supervision of a major area professor, students conduct in-depth studies of specific problems and produce written accounts of their studies.  Varying credit hours require specific activities as follows: one credit hour requires students to attend colloquia; two credit hours require attendance at symposia; three credit hours may include attendance at four seminars. Prerequisites: approval of the supervising professor and at least a 3.0 GPA.

CCPS 301 Educational Psychology                                                           Spring, 3 Credits

Educational psychology is the study of psychology in the human learning and educational processes. This course is designed for undergraduate students and will cover basic principles, pedagogy and applications of psychology, including cognitive and social development, theories of learning (including the impact of trauma), behavior, and motivation, and use of data and student assessment.  Threaded throughout this course is discussion about the importance of understanding the impact of culture on learning:  the culture of the learner, the teacher, and the educational context. Theories reviewed will include mainstream theories and those specific to African Americans.  This course is being taught through the School of Education.

In addition to exposing students to the theories and research in the field, this course aims to have students gain practical understandings and applications of this knowledge.   One of the expected results of this class is student self-awareness as each student self-evaluates and applies the course principles of learning to him or herself, thus improving personal study habits, school performance and/or mentoring skills.