Department of Education

Melinda Campbell, Ph.D., Interim Dean, School of Education, Health and Human Sciences
Heather Bower, PhD., Head, Department of Education
Courtney George, Ph.D., Director, Graduate Programs in Education

Mission Statement

The mission of the Department of Education is to prepare reflective practitioners who have the 21st century knowledge, skills and values to effectively teach all students. Graduates of the Department of Education, whom we term Meredith teachers, believe that reflection is essential to improving the quality of their teaching. They are able to examine the dilemmas of classroom practice within the cultural contexts in which they teach. They are able to question the assumptions they bring to teaching and strive to understand how their actions impact their students. Meredith teachers are able to engage in reflection not only within their own classrooms but also within a community of professionals who have the common goal of improving student learning.

Graduate Programs in Education

The Master of Education degree program is for the K–12 teacher who has a baccalaureate degree and a teaching license. The areas offered, which lead to a North Carolina M-level license, include: elementary education, English as a second language, literacy, special education (general curriculum) and academically and intellectually gifted education. Add-on licensure options include reading (K– 12), ESL (K–12), special education (general curriculum) (K- 12), academically/intellectually gifted (K-12) and curriculum instructional specialist.

The Master of Arts in Teaching degree program is designed for the individual who has a baccalaureate degree and is seeking an initial teaching license. The four licensure areas offered, which lead to a North Carolina M-level license, are elementary education, special education (general curriculum), ESL, and Health and Physical Education. A graduate catalogue, which provides complete information about the program, can be obtained online from the John E. Weems Graduate School website.

Department of Education Vision Statement

Students in schools need and deserve educators who teach, learn, and lead the way toward equitable schools and a just society. As teacher educators, we see the impact of racist and discriminatory policies, laws, and beliefs. We are responsible for confronting racismbias, and privilege, including our own. We commit to change in ourselves and will advocate for change in schools. We must engage in on-going, critical conversations and listen to and learn from voices in marginalized communities to fight systemic racism and injustice in all its forms.

Therefore, a Meredith Teacher is prepared to work continuously toward...

  • Learning and evaluating histories that have created inequitable policies and practices in schools and society.
  • Critically examining their own identities, advantages, and biases. 
  • Developing an asset-based mindset to interrogate and change educational practices and systems that blame students, families, and communities. 
  • Building connections with students and their communities to center instruction on students’ lived experience.
  • Designing and implementing instruction that is challenging, connected to content knowledge, and ensures all students learn and thrive academically.
  • Listening to, reflecting on, and acting in response to feedback from colleagues, students, and communities.
  • Courageously leading and advocating for justice in the school, community, and profession.

Degrees and Certificates


ARTG-735: Teaching and Methods: Art Pre-K-5

The relationship between creative behavior and child growth through the visual arts is developed through research, practicum situations, and extensive early field experience. Methods for teaching exceptional children are also studied. Curriculum development is an integral part of the class. Twelve hours of studio art must be completed prior to registering for this class.

Required Prerequisites

ART-221 or ART-222 or permission of instructor
12 credit hours of studio art must be completed prior to registering for this class.

ARTG-736: Teaching and Methods: Art in Grades 6–12

A study of teaching methodologies appropriate for middle and high school students through research, practicum situations, and extensive early field experiences. Attention is given to adolescent development and its effect on creative visual development and the need for visual expression. Art health hazards, computer competencies and curriculum development are among topics covered.

Required Prerequisites

ART-221 or ART-222
12 credit hours of studio art must be completed before registering for this course, or permission of instructor.

DNG-762: Methods of Teaching Dance, K-12

A study of teaching methods for dance in public school settings, grounded in an investigation of the theoretical foundations for dance education. Content includes readings, observations, reflection, writing lesson plans, exploring and experiencing teaching approaches, and examining methods of evaluation.

DNG-763: Reflective Teaching in Dance

A course designed to provide the student with directed field experience in teaching dance. Course assignments will offer practical preparation for the teaching internship and theoretical grounding to support the student’s individual teaching philosophy. Course content includes readings with written reflection, developing lesson plans, guided teaching experiences, and evaluation. Emphasis is placed on critical reflection about teaching and learning.

Required Prerequisites

THEG-716: Creative Dramatics

Creative dramatics is an area of study which involves drama experiences (pantomimes, improvisations, movement, songs, and games) which are process- not product-oriented for the growth and development of students rather than for the entertainment of the audience. This course includes lectures, readings, and practical opportunities for experience. Observations in area elementary schools and the development of a resource file are required.

THEG-735: Methods of Teaching Theatre

This course provides basic instruction in teaching methods for theatre, using behavioral instructional objectives as the basis for development. Students will develop a philosophy of teaching theatre; organize units and lesson plans; question, criticize, and reformulate assumptions about the nature of their work through reflection on their own teaching methods. 

Required Prerequisites

THEG-716 or permission of instructor