Education
Education
The Teacher Education program at Salem College is rooted in our history and grounded in our foundational belief that equitable learning opportunities should be made available for all students. Prospective teachers, Salem faculty, and school-based partners collaborate to promote lifelong learning for all students.
Teaching is most definitely an art. At Salem, women (traditional-age, Fleer, and graduate level) and men (Fleer and graduate-level) who are looking to become the educational leaders of tomorrow learn the art of teaching through a careful and intentional blend of course work and multiple field-based experiences. Through it all, they enjoy a close and collaborative learning environment.
Teaching, Schools, and Society Major
The Teaching, Schools and Society major offers students several interdisciplinary concentrations blending broad areas of study and foundational education classes: Advocacy (public policy, history, sociology and psychology), Math (multiple math strands), Environment (biology, environmental sciences and policy), Literacy (English, creative writing), Natural Sciences (bio, chemistry, physics and earth science) and Social Sciences (history, sociology, economics and political science). Along with focusing on a specific area, Teaching, Schools, and Society “situates” each concentration within the figured world of school and schooling. While TSS majors are not required to pursue teacher licensure, this major is excellent preparation for teaching in the areas of elementary and special education.
Your Faculty
The Teaching, Schools, and Society major is truly interdisciplinary, though it is housed in the Education Department. Depending on your choice of concentration, you will work with faculty across several departments at Salem College including: arts management and not-for-profit management; English and creative writing; education; policy, politics, and public service; mathematics; psychology; sciences (biology, chemistry, environmental studies, and physics); and sociology.
Your Results
When you graduate from this program, you’ll have a broad understanding of the societal context in which twenty-first century schools operate. More importantly, you will be equipped to serve as a change agent in that setting and be committed to promoting equitable educational opportunities for all learners.
Program Faculty
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Overview
Your Program
The Teaching, Schools and Society major offers students several interdisciplinary concentrations blending broad areas of study and foundational education classes: Advocacy (public policy, history, sociology and psychology), Math (multiple math strands), Environment (biology, environmental sciences and policy), Literacy (English, creative writing), Natural Sciences (bio, chemistry, physics and earth science) and Social Sciences (history, sociology, economics and political science). Along with focusing on a specific area, Teaching, Schools, and Society “situates” each concentration within the figured world of school and schooling.
Your Faculty
The Teaching, Schools and Society major is truly interdisciplinary, though it is housed in the education department. Depending on your choice of concentration, you will work with faculty across several departments at Salem College including: arts management and not-for-profit management; English and creative writing; education; policy, politics and public service; mathematics; psychology; sciences (biology, chemistry, environmental studies, and physics); and sociology.
Your Results
When you graduate from this program, you’ll have a broad understanding of the societal context in which twenty-first century schools operate. More importantly, you will be equipped to serve as a change agent in that setting and be committed to promoting equitable educational opportunities for all learners.
Major/Minor
Concentrations
Each concentration has four core Education courses that are required for completion of the major. They can be found on the “Courses” tab.
Advocacy Concentration
A concentration in Advocacy, within the Teaching, Schools and Society major, incorporates courses such as Public Policy, Psychology, Sociology and a choice from several History courses like Native American History, African History, American Women‘s History and many more. This concentration is designed so that teacher candidates can develop an awareness of schooling in the larger social context that surrounds it and can serve as advocates for the student populations they will serve. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Environment Concentration
A concentration in Environment, within the Teaching, Schools and Society major, incorporates courses such as Ecology, Earth Sciences, Biodiversity, Environmental Studies and many more. This concentration is designed to prepare teachers who are knowledgeable about the environment and sustainability, and it may be a good choice for those wanting to work in an environmental center or camp, a children’s museum, or a “green school.” It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Literacy Concentration
A concentration in Literacy, within the Teaching, Schools and Society major, incorporates several courses from English and Creative Writing. Some of these courses include Global Literature, Multi-Cultural Literature in the United States, The Rise of the Female Novelist and many others. This concentration is designed for teacher candidates who who are eager to share a passion for literature and writing with the students that they teach. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Mathematics Concentration
A concentration in Mathematics, within the Teaching, Schools and Society major, incorporates several Math courses such as Modern Algebra, Calculus 1 & 2, Probability College Geometry and many more. This concentration is designed to enhance teacher candidates’ understandings so that they can empower their future students mathematically! It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Natural Sciences Concentration
A concentration in Natural Sciences, within the Teaching, Schools and Society major, incorporates courses such as Biodiversity, General Chemistry, General Physics, Earth Sciences, and several other. This concentration enables teacher candidates with an interest in science to pursue coursework across the general science areas presented within K-12 curricula. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Social Sciences Concentration
A concentration in Social Sciences, within the Teaching, Schools and Society major, incorporates courses such as World History 1 & 2, United States History to 1877, International Political Geography, Principles of Economics and others. This concentration provides teacher candidates with a broad understanding of the social science content strands presented within K-12 curricula. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page
Courses
EDUC 110. Century Teaching and Learning — One Course
This course overviews the kinds of distinct characteristics that distinguish 21st century learning including: instructional technology applications and skills in authentic performance-based context (including the most updated NETS standards); the Framework for 21st Century Learning and the updated NC Professional Teaching Standards; professional organizations and professional development; state/national standards; academic reading and writing; and electronic portfolio creation and use. Field experience is a required component of this course.
EDUC 112. Historical and Social Foundations of Education — One course
This course overviews the historical and philosophical bases for educational practice. Candidates will reflect upon, analyze and evaluate their ideas about teaching and learning in light of personal context, philosophical stances and theoretical ideals. Educational issues of social justice and equity will be examined from a constructivist perspective. Reflective journals, case studies and significant field experience will be utilized. (SS)
EDUC 120. Text in Context — One course
This course introduces students to genres of fiction and non-fiction, text selection for guided and independent reading and the integration of trade books in units/lessons of study across the content areas. Criteria for evaluating children’s or adolescent literature and matching learners to text are stressed. Field experience is a required component of this course.
EDUC 122. Learners in Context — One course
This course introduces diversity issues and potential implications for 21st century teaching and learning. After an exploration of their personal cultural context, students will explore diversity issues of race/ethnicity, language, gender, socio-economic status, age and development, exceptionalities, religions and family/community structures. Field experiences will connect culturally-responsive teaching practices with various aspects of diversity. Students will also be introduced to School Improvement Plans (SIP) and the interdependency of context and SIP relevance.
EDUC 200. Independent Study in Education — One course
Independent study. Candidates must select a topic and complete a self-directed inquiry form in consultation with the specialty program advisor. Proposal form required prior to registration.
EDUC 290. Honors Independent Study in Teaching, Schools, and Society — One course
An advanced independent study under the guidance of a faculty advisor. This course is open to juniors and seniors with a 3.5 G.P.A. in the major (Teaching, Schools, and Society), and permission of the Director of Teacher Education. May be repeated once.
EDUC 330. Instructional Design — One course
This course introduces students to instructional design models, curriculum development and assessment (formative, summative and performance.) Candidates will master instructional planning that is aligned with state/national standards. Instructional planning and implementation will be explored from the constructivist perspective. A variety of teaching strategies will be presented and various differentiation strategies will be explored. Integration across disciplines will be modeled, with an emphasis on integration of the arts. Classroom management issues will be examined and analyzed. Candidates will plan and construct an instructional unit specific to their area of teaching specialty. Field experience is a required component of this course. Admission to Teacher Education required.
EDUC 332. Development and Cognition — One course
This course explores social, emotional, physical, and cognitive development; theories of learning, motivation, and behavior; exceptionalities; and classroom management in order to prepare students to work with a wide range of individual student differences in skills, motivation, experience and affect. All topics will be addressed in terms of both understanding the relevant theories and of the application of skills and knowledge to the teaching/learning process following state/national standards. Field experience is a required component of this course. Admission to Teacher Education required.
EDUC 333. Comparative Educational Studies — One course
This course encourages candidates to make basic comparisons of educational issues between education in the United States and internationally. By reflecting on their own educational experiences, students will think critically about core global issues in education and engage with current comparative research. Significant field experiences in diverse social and educational settings will be required. Study abroad possible.
EDUC 334. Introduction to Exceptionalities — One course
This course examines an historical and philosophical overview of education for exceptional learners, including ways in which a variety of disabilities are presented in schools affecting access to the general curriculum. Candidates will develop an understanding of current legislation, court cases, school based services, placements, methods and collaborative strategies for students with exceptionalities from a general education teacher perspective. The process from referral and implementation of interventions through eligibility including IEP development will be explored. Field experience required. Admission to Teacher Education required.
EDUC 355. Primary Literacy — One course
This course provides a developmental introduction to literacy foundations for learners in the primary grades (K-2). Includes concepts regarding content, instruction and assessment of 21st century literacy strands including: reading, writing, speaking, listening, viewing and visually representing. Candidates will be introduced to various literacy standards including state/national standards, the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) to enable them to develop print-rich primary classroom environments and to teach and support emerging and early readers’ efficient use of cuing strategies, fluency and comprehension. EDUC 355 is a prerequisite for EDUC 356. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 356. Intermediate Literacy — One course
This course provides an introduction to literacy for learners in the intermediate grades (3-6). Includes concepts regarding content, instruction, and assessment of 21st century literacy strands including: reading, writing, speaking, listening, viewing and visually representing. Candidates will explore various literacy standards from the state/national standards, the International Reading Association (IRA), and the National Council of Teachers of English (NCTE) to develop instructional and management strategies to support increasingly sophisticated cuing systems, writing mechanics, word origins, vocabulary development, grammatical structures and reading and writing in the content-areas. Strategies for the North Carolina End of Grade Tests will be reviewed. Case studies, professional research and writing and field experience are required. Prerequisite: EDUC 355. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 368. Adolescent Pedagogy — One course
This course presents concepts, theories, research and best practices related to adolescent development and learning. Candidates will be introduced to curricular practices and instructional and collaborative strategies appropriate for adolescent students following state/national standards. Current psycho/social issues will be explored and examined. Case studies, professional research, technology based projects, writing and field experience are required. Admission to Teacher Education required.
EDUC 370. Integrated Math — One course
This course presents constructivist instructional strategies, use of developmentally appropriate materials for facilitating learners’ understanding of mathematical concepts and strategies for integrating math across the elementary curriculum. Math standards from state/national standards and National Council of Teachers of Mathematics (NCTM) will be introduced. Candidates will examine and practice methods to impact diverse students and to use calculators and computers to enhance their understandings. The course includes ongoing assessment methods and strategies for the North Carolina End of Grade Tests. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required. (SL)
EDUC 372. Integrated Content Areas — One course
This course will utilize cooperative learning, brain-compatible instructional theories and technology to introduce candidates to applications and strategies for teaching science, social studies and health that are integrated across the curriculum. Instructional units will be correlated with standards from the state/national standards, the National Science Teachers Association (NSTA) and the National Council for the Social Studies (NCSS). Strategies to assist learners with standardized tests in the content areas will be presented. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 375. English in the MS/HS — One course
Curriculum, methods and assessment for teaching English in the middle and secondary grades. Admission to Teacher Education required.
EDUC 376. Foreign Language in the MS/HS — One course
Instructional techniques, materials and resources for teaching foreign languages in grades K through 12. Admission to Teacher Education required.
EDUC 377. Math in the MS/HS — One course
Curriculum, methods and assessment for teaching mathematics in the middle and secondary grades. Admission to Teacher Education required.
EDUC 378. Science in the MS/HS — One course
Curriculum, methods and assessment for teaching science in the middle and secondary grades. Admission to Teacher Education required.
EDUC 379. Social Studies in the MS/HS — One course
Curriculum, methods and assessment for teaching social studies in the middle and secondary grades. Admission to Teacher Education required.
EDUC 380. Exceptional Students – Exceptional Qualities — One course
This course examines an historical and philosophical overview of education for exceptional learners, including ways in which a variety of disabilities are presented in schools affecting access to the general curriculum. Candidates will develop an understanding of current legislation, court cases, school based services, placements, methods and collaborative strategies for students with exceptionalities from a special education teacher perspective. The EC paperwork process from referral through eligibility will be explored. Field experience required. Admission to Teacher Education required.
EDUC 381. Exceptional Students – Exceptional Strategies — One course
This course examines current trends, instructional strategies, and development of individual education plans (IEPs) for implementation in the EC classroom. Candidates will identify strategies for accommodations and modifications for EC students in general education as well as goal development and implementation in the EC classroom. The EC paperwork process including the development of individual education plans (IEPs), reevaluations, behavior intervention plans, functional behavioral assessments and transition plans will be explored. Field experience required. EDUC 380 is a prerequisite to EDUC 381. Admission to Teacher Education required.
EDUC 383. Teaching Art in the K-12 School — One course
Curriculum, methods, and assessment for teaching art in kindergarten through grade 12. Admission to teacher education required. Admission to Teacher Education required.
EDUC 385. Teaching Content in the MS/HS — One course
This course deepens teacher candidates’ knowledge, skills, and dispositions in instructional planning, teaching strategies, assessment, classroom management, and differentiation. Integrating the fine and practical arts across disciplines is emphasized. Instructional planning correlated with state/national standards is required. Candidates will create an instructional unit plan. Field experience in middle and high school classrooms is a required component of this course. Admission to Teacher Education required.
EDUC 390. Senior Seminar — One course
This capstone course will include a semester of extensive research and writing designed to prepare students to discuss and debate critical issues in education. Students will be given specific topics to be explored. Interviews and observations will be part of the required field experience for this course. Students will explore topics individually and work collaboratively to prepare a research paper and an oral presentation. This course is required of Teaching, Schools, and Society (Advocacy concentration) majors. Enrollment is limited to seniors.
EDUC 394. Teachers as Practitioners – Seminar — One course
This seminar accompanies the supervised internship (student teaching). Reflective practice, collaboration, professional readings and speakers and collegial discussion will be used to address contemporary issues in education and with regards to candidates’ practices. Candidates must register for both EDUC 394 and EDUC 399 in the same semester. Admission to Teacher Education required. (P/NC).
EDUC 399. Teachers as Practitioners — Two courses
Supervised internship (student teaching). Required for all initial licensure candidates. Candidates must register for both EDUC 394 and EDUC 399 in the same semester. (P/NC)
Success Stories
After graduating from Salem, I moved to Costa Rica to volunteer and teach English. I was excited, but I was scared and extremely nervous. I had never lived in another country, and it would be my first real teaching experience. Even though I had graduated, my favorite English professor, Dr. Dulan, and my advisor, Dr. Ljungquist, wrote me letters throughout the year to encourage me and even sent me a care package of books because they knew how much I loved to read! I have never forgotten how much this meant to me. Feeling my professors’ support gave me the courage and strength to make the most of this incredible experience.
Now that I am a teacher, I take time to get to know my students and their interests. I write them notes of encouragement and show them they are important because my time at Salem taught me the incredible feeling of knowing that an entire community supports you and your dreams. In many ways, I am where I am and who I am today because of the years I spent at Salem. I am grateful to be part of the Salem sisterhood and community because it stays with you always!
Sarah-Henning Snellings
Class Year: 1995
Majors: English and Spanish
Career: High school teacher
Your Program
The Teaching, Schools and Society major offers students several interdisciplinary concentrations blending broad areas of study and foundational education classes: Advocacy (public policy, history, sociology and psychology), Math (multiple math strands), Environment (biology, environmental sciences and policy), Literacy (English, creative writing), Natural Sciences (bio, chemistry, physics and earth science) and Social Sciences (history, sociology, economics and political science). Along with focusing on a specific area, Teaching, Schools, and Society “situates” each concentration within the figured world of school and schooling.
Your Faculty
The Teaching, Schools and Society major is truly interdisciplinary, though it is housed in the education department. Depending on your choice of concentration, you will work with faculty across several departments at Salem College including: arts management and not-for-profit management; English and creative writing; education; policy, politics and public service; mathematics; psychology; sciences (biology, chemistry, environmental studies, and physics); and sociology.
Your Results
When you graduate from this program, you’ll have a broad understanding of the societal context in which twenty-first century schools operate. More importantly, you will be equipped to serve as a change agent in that setting and be committed to promoting equitable educational opportunities for all learners.
Concentrations
Each concentration has four core Education courses that are required for completion of the major. They can be found on the “Courses” tab.
Advocacy Concentration
A concentration in Advocacy, within the Teaching, Schools and Society major, incorporates courses such as Public Policy, Psychology, Sociology and a choice from several History courses like Native American History, African History, American Women‘s History and many more. This concentration is designed so that teacher candidates can develop an awareness of schooling in the larger social context that surrounds it and can serve as advocates for the student populations they will serve. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Environment Concentration
A concentration in Environment, within the Teaching, Schools and Society major, incorporates courses such as Ecology, Earth Sciences, Biodiversity, Environmental Studies and many more. This concentration is designed to prepare teachers who are knowledgeable about the environment and sustainability, and it may be a good choice for those wanting to work in an environmental center or camp, a children’s museum, or a “green school.” It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Literacy Concentration
A concentration in Literacy, within the Teaching, Schools and Society major, incorporates several courses from English and Creative Writing. Some of these courses include Global Literature, Multi-Cultural Literature in the United States, The Rise of the Female Novelist and many others. This concentration is designed for teacher candidates who who are eager to share a passion for literature and writing with the students that they teach. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Mathematics Concentration
A concentration in Mathematics, within the Teaching, Schools and Society major, incorporates several Math courses such as Modern Algebra, Calculus 1 & 2, Probability College Geometry and many more. This concentration is designed to enhance teacher candidates’ understandings so that they can empower their future students mathematically! It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Natural Sciences Concentration
A concentration in Natural Sciences, within the Teaching, Schools and Society major, incorporates courses such as Biodiversity, General Chemistry, General Physics, Earth Sciences, and several other. This concentration enables teacher candidates with an interest in science to pursue coursework across the general science areas presented within K-12 curricula. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page.
Social Sciences Concentration
A concentration in Social Sciences, within the Teaching, Schools and Society major, incorporates courses such as World History 1 & 2, United States History to 1877, International Political Geography, Principles of Economics and others. This concentration provides teacher candidates with a broad understanding of the social science content strands presented within K-12 curricula. It pairs readily with teacher licensure, particularly that for elementary education (K-6) or general curriculum special education. For more information about the teacher licensure curricula, please click on the Teacher Licensure link on the Undergraduate Programs page
EDUC 110. Century Teaching and Learning — One Course
This course overviews the kinds of distinct characteristics that distinguish 21st century learning including: instructional technology applications and skills in authentic performance-based context (including the most updated NETS standards); the Framework for 21st Century Learning and the updated NC Professional Teaching Standards; professional organizations and professional development; state/national standards; academic reading and writing; and electronic portfolio creation and use. Field experience is a required component of this course.
EDUC 112. Historical and Social Foundations of Education — One course
This course overviews the historical and philosophical bases for educational practice. Candidates will reflect upon, analyze and evaluate their ideas about teaching and learning in light of personal context, philosophical stances and theoretical ideals. Educational issues of social justice and equity will be examined from a constructivist perspective. Reflective journals, case studies and significant field experience will be utilized. (SS)
EDUC 120. Text in Context — One course
This course introduces students to genres of fiction and non-fiction, text selection for guided and independent reading and the integration of trade books in units/lessons of study across the content areas. Criteria for evaluating children’s or adolescent literature and matching learners to text are stressed. Field experience is a required component of this course.
EDUC 122. Learners in Context — One course
This course introduces diversity issues and potential implications for 21st century teaching and learning. After an exploration of their personal cultural context, students will explore diversity issues of race/ethnicity, language, gender, socio-economic status, age and development, exceptionalities, religions and family/community structures. Field experiences will connect culturally-responsive teaching practices with various aspects of diversity. Students will also be introduced to School Improvement Plans (SIP) and the interdependency of context and SIP relevance.
EDUC 200. Independent Study in Education — One course
Independent study. Candidates must select a topic and complete a self-directed inquiry form in consultation with the specialty program advisor. Proposal form required prior to registration.
EDUC 290. Honors Independent Study in Teaching, Schools, and Society — One course
An advanced independent study under the guidance of a faculty advisor. This course is open to juniors and seniors with a 3.5 G.P.A. in the major (Teaching, Schools, and Society), and permission of the Director of Teacher Education. May be repeated once.
EDUC 330. Instructional Design — One course
This course introduces students to instructional design models, curriculum development and assessment (formative, summative and performance.) Candidates will master instructional planning that is aligned with state/national standards. Instructional planning and implementation will be explored from the constructivist perspective. A variety of teaching strategies will be presented and various differentiation strategies will be explored. Integration across disciplines will be modeled, with an emphasis on integration of the arts. Classroom management issues will be examined and analyzed. Candidates will plan and construct an instructional unit specific to their area of teaching specialty. Field experience is a required component of this course. Admission to Teacher Education required.
EDUC 332. Development and Cognition — One course
This course explores social, emotional, physical, and cognitive development; theories of learning, motivation, and behavior; exceptionalities; and classroom management in order to prepare students to work with a wide range of individual student differences in skills, motivation, experience and affect. All topics will be addressed in terms of both understanding the relevant theories and of the application of skills and knowledge to the teaching/learning process following state/national standards. Field experience is a required component of this course. Admission to Teacher Education required.
EDUC 333. Comparative Educational Studies — One course
This course encourages candidates to make basic comparisons of educational issues between education in the United States and internationally. By reflecting on their own educational experiences, students will think critically about core global issues in education and engage with current comparative research. Significant field experiences in diverse social and educational settings will be required. Study abroad possible.
EDUC 334. Introduction to Exceptionalities — One course
This course examines an historical and philosophical overview of education for exceptional learners, including ways in which a variety of disabilities are presented in schools affecting access to the general curriculum. Candidates will develop an understanding of current legislation, court cases, school based services, placements, methods and collaborative strategies for students with exceptionalities from a general education teacher perspective. The process from referral and implementation of interventions through eligibility including IEP development will be explored. Field experience required. Admission to Teacher Education required.
EDUC 355. Primary Literacy — One course
This course provides a developmental introduction to literacy foundations for learners in the primary grades (K-2). Includes concepts regarding content, instruction and assessment of 21st century literacy strands including: reading, writing, speaking, listening, viewing and visually representing. Candidates will be introduced to various literacy standards including state/national standards, the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) to enable them to develop print-rich primary classroom environments and to teach and support emerging and early readers’ efficient use of cuing strategies, fluency and comprehension. EDUC 355 is a prerequisite for EDUC 356. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 356. Intermediate Literacy — One course
This course provides an introduction to literacy for learners in the intermediate grades (3-6). Includes concepts regarding content, instruction, and assessment of 21st century literacy strands including: reading, writing, speaking, listening, viewing and visually representing. Candidates will explore various literacy standards from the state/national standards, the International Reading Association (IRA), and the National Council of Teachers of English (NCTE) to develop instructional and management strategies to support increasingly sophisticated cuing systems, writing mechanics, word origins, vocabulary development, grammatical structures and reading and writing in the content-areas. Strategies for the North Carolina End of Grade Tests will be reviewed. Case studies, professional research and writing and field experience are required. Prerequisite: EDUC 355. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 368. Adolescent Pedagogy — One course
This course presents concepts, theories, research and best practices related to adolescent development and learning. Candidates will be introduced to curricular practices and instructional and collaborative strategies appropriate for adolescent students following state/national standards. Current psycho/social issues will be explored and examined. Case studies, professional research, technology based projects, writing and field experience are required. Admission to Teacher Education required.
EDUC 370. Integrated Math — One course
This course presents constructivist instructional strategies, use of developmentally appropriate materials for facilitating learners’ understanding of mathematical concepts and strategies for integrating math across the elementary curriculum. Math standards from state/national standards and National Council of Teachers of Mathematics (NCTM) will be introduced. Candidates will examine and practice methods to impact diverse students and to use calculators and computers to enhance their understandings. The course includes ongoing assessment methods and strategies for the North Carolina End of Grade Tests. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required. (SL)
EDUC 372. Integrated Content Areas — One course
This course will utilize cooperative learning, brain-compatible instructional theories and technology to introduce candidates to applications and strategies for teaching science, social studies and health that are integrated across the curriculum. Instructional units will be correlated with standards from the state/national standards, the National Science Teachers Association (NSTA) and the National Council for the Social Studies (NCSS). Strategies to assist learners with standardized tests in the content areas will be presented. Case studies, professional research and writing and field experience are required. Integrating the fine and practical arts across disciplines is emphasized. Admission to Teacher Education required.
EDUC 375. English in the MS/HS — One course
Curriculum, methods and assessment for teaching English in the middle and secondary grades. Admission to Teacher Education required.
EDUC 376. Foreign Language in the MS/HS — One course
Instructional techniques, materials and resources for teaching foreign languages in grades K through 12. Admission to Teacher Education required.
EDUC 377. Math in the MS/HS — One course
Curriculum, methods and assessment for teaching mathematics in the middle and secondary grades. Admission to Teacher Education required.
EDUC 378. Science in the MS/HS — One course
Curriculum, methods and assessment for teaching science in the middle and secondary grades. Admission to Teacher Education required.
EDUC 379. Social Studies in the MS/HS — One course
Curriculum, methods and assessment for teaching social studies in the middle and secondary grades. Admission to Teacher Education required.
EDUC 380. Exceptional Students – Exceptional Qualities — One course
This course examines an historical and philosophical overview of education for exceptional learners, including ways in which a variety of disabilities are presented in schools affecting access to the general curriculum. Candidates will develop an understanding of current legislation, court cases, school based services, placements, methods and collaborative strategies for students with exceptionalities from a special education teacher perspective. The EC paperwork process from referral through eligibility will be explored. Field experience required. Admission to Teacher Education required.
EDUC 381. Exceptional Students – Exceptional Strategies — One course
This course examines current trends, instructional strategies, and development of individual education plans (IEPs) for implementation in the EC classroom. Candidates will identify strategies for accommodations and modifications for EC students in general education as well as goal development and implementation in the EC classroom. The EC paperwork process including the development of individual education plans (IEPs), reevaluations, behavior intervention plans, functional behavioral assessments and transition plans will be explored. Field experience required. EDUC 380 is a prerequisite to EDUC 381. Admission to Teacher Education required.
EDUC 383. Teaching Art in the K-12 School — One course
Curriculum, methods, and assessment for teaching art in kindergarten through grade 12. Admission to teacher education required. Admission to Teacher Education required.
EDUC 385. Teaching Content in the MS/HS — One course
This course deepens teacher candidates’ knowledge, skills, and dispositions in instructional planning, teaching strategies, assessment, classroom management, and differentiation. Integrating the fine and practical arts across disciplines is emphasized. Instructional planning correlated with state/national standards is required. Candidates will create an instructional unit plan. Field experience in middle and high school classrooms is a required component of this course. Admission to Teacher Education required.
EDUC 390. Senior Seminar — One course
This capstone course will include a semester of extensive research and writing designed to prepare students to discuss and debate critical issues in education. Students will be given specific topics to be explored. Interviews and observations will be part of the required field experience for this course. Students will explore topics individually and work collaboratively to prepare a research paper and an oral presentation. This course is required of Teaching, Schools, and Society (Advocacy concentration) majors. Enrollment is limited to seniors.
EDUC 394. Teachers as Practitioners – Seminar — One course
This seminar accompanies the supervised internship (student teaching). Reflective practice, collaboration, professional readings and speakers and collegial discussion will be used to address contemporary issues in education and with regards to candidates’ practices. Candidates must register for both EDUC 394 and EDUC 399 in the same semester. Admission to Teacher Education required. (P/NC).
EDUC 399. Teachers as Practitioners — Two courses
Supervised internship (student teaching). Required for all initial licensure candidates. Candidates must register for both EDUC 394 and EDUC 399 in the same semester. (P/NC)
After graduating from Salem, I moved to Costa Rica to volunteer and teach English. I was excited, but I was scared and extremely nervous. I had never lived in another country, and it would be my first real teaching experience. Even though I had graduated, my favorite English professor, Dr. Dulan, and my advisor, Dr. Ljungquist, wrote me letters throughout the year to encourage me and even sent me a care package of books because they knew how much I loved to read! I have never forgotten how much this meant to me. Feeling my professors’ support gave me the courage and strength to make the most of this incredible experience.
Now that I am a teacher, I take time to get to know my students and their interests. I write them notes of encouragement and show them they are important because my time at Salem taught me the incredible feeling of knowing that an entire community supports you and your dreams. In many ways, I am where I am and who I am today because of the years I spent at Salem. I am grateful to be part of the Salem sisterhood and community because it stays with you always!
Sarah-Henning Snellings
Class Year: 1995
Majors: English and Spanish
Career: High school teacher