LEAD and SERVE constitute the conceptual framework for all

programs for professional educators in the College of

Education at NC State. They are the touchstones that assure
that our students graduate with the following:
LEAD: four forms of knowledge; general pedagogy,
content-specific pedagogical strategies, content or
discipline knowledge, as well as knowledge of the context
of education, including foundations, historical
perspectives and school settings.
SERVE: elements that show the range of skills and
dispositions developed in our candidates; scholarly,
ethical, reflective, valuing diversity and experienced in
practical application of knowledge.

ECD 540 601: Summer Session II, 2016

Course Information
Course Prefix and Title: ECD 540: Gender Issues in Counseling
Course Catalog Description: Exploration of gender as primary identity and social
construct. Emphasis on gender dynamics in counseling, client empowerment and
preventive approaches.
Number of Credits: 3
Date Syllabus Was Last Revised by Course Action: Spring 1997
Course Pre-requisites/Co-requisites: Graduate Standing or 6 hours in ED or PSY
Meeting Time: Tuesdays and Thursdays 4:00-7:30
Meeting Place: Thursdays only, Poe 211
Website location: http://wolfware.ncsu.edu/
Instructor Information:
Name: Millie Maxwell, Ph.D., LPC, NCC
Email: millie_maxwell@ncsu.edu or milliemaxwellphd@gmail.com
Office Hours: Email for an appointment

ECD 540: Gender Issues in Counseling

Teaching Assistant:
Name: Tabitha Haynes
Email: trhaynes@ncsu.edu
Role of this Course in the School-College-Community Collaboration Model:
This course explores gender issues in all counseling settings and sociocultural contexts.
Specifically, the course examines how gender, as both a societal construct and a core
identity issue, shapes psychosocial development within the context of mental health
issues. Gender, which pertains to both women and men, is examined in relation to other
core identities. This course is distinctively geared towards students who are training to be
school, college, and community counselors.
COURSE DESIGN
The course is an asynchronous hybrid course integrating face-to-face and online
instruction (using http://wolfware.ncsu.edu), which includes demonstrations, studentteacher interactions, community forums, and online assignments. This course is
demanding given the partial on-line nature and will require considerable effort and selfdiscipline.
Communication with the instructor includes class time, scheduled appointments, online
discussion via Moodle, emails, and discussion forum posts. Your instructor will generally
check email and the course room once a day during the week (Monday-Friday). Please be
sure to use and check your NCSU email account. This is the account that will be used to
communicate with you throughout the semester.
Students will want to contact the instructor, teaching assistant, and the DELTA (Distance
Education and Learning Technology Applications) office at (919) 515-9030 or (866) 4678283 (toll free) if they experience any technical issues.
Required Course Materials: All course materials are posted on Moodle.
Supplemental Articles: All course articles are available online through the D.H. Hill
Library website and are located under the course number or the instructors name. You
can access the articles through the library e-reserves link.
Course Objectives: Linked to Lead and Serve, Relevant State/National, and Council for
Accreditation of Counseling and Related Educational Programs (CACREP) Standards.
By the end of this course, all students are expected to be:
1. Familiar with gender terminology (Meets Social and Cultural Diversity Standards
II.G.2.e.).
2. Knowledgeable of theory and research on gender and gender-related issues within
a counseling context (Meets Social and Cultural Diversity Standards II.G.2.c.)
3. Familiar with social, biological, and psychological dimensions of gender (Meets
Helping Relationships Standard II.G.5.e.)

ECD 540: Gender Issues in Counseling

4. Able to identify gender-related discourses in the written and spoken word (Meets
Social and Cultural Diversity Standards II.G.2.a.).
5. Able to recognize gender-related themes within counseling concerns and the role
of advocacy (Meets Professional Orientation and Ethical Practice Standards
II.G.1.h.-i.).
6. More knowledgeable about the impact of gender on their own and others lives
(Meets Social and Cultural Diversity Standards II.G.2.b. & e.; Meets Helping
Relationships Standard II.G.5.b.).
7. Understand how to address issues that arise within therapeutic environments
(Meets Social and Cultural Diversity Standards II.G.2.d.).
Teaching strategies:
This course will be taught from a foundation of multiculturalism, feminism (equity and
empowerment principles) and social justice (working actively to create a just world for
all human beings). The course intentionally accommodates diverse learning styles and
integrates varied methods to allow students to be evaluated on their strengths and expand
their awareness, knowledge, and skills.
COURSE REQUIREMENTS:
Major Assignments/Projects

Major Assignments are listed below, with abbreviated descriptions. Full

explanations as relevant will be posted online.

All assignments will be submitted via Moodle under the Assignment link for
that topic.

Submit all papers as Microsoft Word files and upload files into Moodle. DO NOT
submit PDF files. When saving your file, please use your first and last name along
with the assignment name. For example, Millie.Maxwell.Reflection#1 Please do
not email your instructor or teaching assistant your assignment unless you are
having a technical issue.

Once an assignment has been submitted in Moodle it cannot be retrieved, edited

and submitted again. All assignment submissions are final.

1. Active Contributor to Class Community (30%)

Your attendance and participation are fundamental to the learning process of this course.
You contribute unique perspectives, experiences, and resources that are necessary for and
valuable to creating an optimal educational and learning environment for you and your
classmates. You are expected to be actively and meaningfully involved in our
multicultural learning community online and in the classroom.
Students are expected to attend all class sessions, read assigned materials in advance of
class, and participate respectfully in class discussions and online forums. Any lateness or
absence will inevitably affect a students performance. If a students schedule requires

ECD 540: Gender Issues in Counseling

zir/him/her to miss more than one class, she/he/ze is encouraged to take ECD 540 during
another semester.
Please Note: Being an effective counselor requires being fully present with clients, and
as such, I expect your undivided attention and engagement in the course. Resist the
temptation to use cell phones, the Internet (unless directed) and other types of
telecommunication equipment during class. If you have a special need to have your pager
or phone on during class, just notify me in advance.
A. Ongoing Community Assignments:
i. Gender Media Lookout
Gendered, sexist, and heterosexist messages are all around us. Once per
week (total of 4 times), you are asked to notice gendered message(s) in the
media (e.g., social media, books, comics, music on the radio, movies,
video games, newspapers, magazines, etc) or in other contexts (e.g.,
interpersonal/peer interactions, family assumptions, business, etc.). You
will post these to the Gender Watch Guard and create a caption or short
paragraph to explain the message. Please include a learning point (i.e.,
what is to be learned from the media you selected?) and an action point
(i.e., what specifically can we do with this information as activists or
counselors?). It is also encouraged to notice positive messages that
promote gender equality as well. You will want to have a response post
(written or audio) to at least one classmates post. It can be brief, but the
best responses go beyond simply agreeing or thanking the poster. Try to
include how this impacted you and is meaningful to you
professionally/personally.
Initial posts are due no later than Sunday by 11:55 pm on these
dates: 6/26. 7/10, 7/17, 7/24
Brief response posts due no later than Wednesday by 11:55 pm on
these dates: 6/29, 7/16, 7/20, 7/27
ii. Gender World Twitter
Each week (total of 4 times) you will post a twitter-like (though longer)
entry about a gender issues on another continent. You may NOT repeat a
continent unless you choose to do more than 5 tweets. You will want to
write a brief explanation and include a link to the whole resources as
applicable. You are not required to respond to tweets (although
encouraged), but you may not repeat a tweet, so reading through
classmates is necessary.
iii. Gender Online Discussion
Once per week (total of 4 times), our teaching assistant or instructor will
initiate a discussion to supplement or replace class discussion. Students

ECD 540: Gender Issues in Counseling

will be asked to post thoughts and reflections twice per discussion thread
(an initial post to the prompt and a response to at least one classmate). You
are encouraged to read postings and respond, reflect, and/or support your
classmates.
Your responses should be meaningful and substantive. For example,
simply stating that you agree or other short responses will not be
accepted and points will be deducted. The instructor and teaching assistant
will periodically respond to discussion posts, but will not respond to each
individual discussion thread.
You will need to have an initial response (minimum 250 words or 2
minute audio recording) as well as an extended response post to another
classmates initial or response post (minimum 150 words or 1 minute
audio recording). At times, classmates responses will not be revealed until
all have responded at least once.
Initial posts are due no later than Wednesday at 11:55 pm on the
following dates: 6/29, 7/6, 7/13, 7/20.
Extended response posts are due no later than Sunday at 11:55 pm
on the following dates: 7/2, 7/9, 7/16, 7/23
Extended responses will extend the discussion by adding information to
the discussion and asking quality questions. This is an opportunity to
comment on the posts made by your peers, share knowledge, and explore
topics in more depth.
All of your activity in the discussion forums should reflect professional
communication, and a clear, direct writing style. Ensure that your posts are
reflective, well-reasoned, and clearly demonstrate your knowledge of the
course material. If uncertain, err on the side of too much content rather
than too little, but please make sure that your writing is concise,
intelligible, and lucidly conveys your ideas. The instructor and teaching
assistant will monitor the boards, occasionally offer comments, and grade
the quality of the posts. However, it is the responsibility of students to
engage with each other in order to facilitate learning. Students are also
free to initiate new thread/discussions!
B. Online Class Lessons
Each online class lesson (4) has an online very brief open-book quiz that covers
the current reading and previous reading/discussions.

ECD 540: Gender Issues in Counseling

Online class lessons sometimes have interactive assignments that require

action/submission and may have a discussion as noted. Lesson materials will be
posted at least a week in advance by the instructor or TA.
2. GED Talk (20%)
(Gender Education Development, idea inspired by TED Talks: TechnologyEntertainment-Design and adapted from the creative mind of Dr. Marc Grimmett).
Students will present a 12-15 minute, informative, creative, research-based,
theory-informed, culturally competent, and useful multimedia presentation on their
chosen and approved gender issues in counseling topic. Students will highlight important
information and themes related to their topic. Please present and address challenging,
thought-provoking questions related to the topic and provide counseling implications
(i.e., how gender information can be used to enhance the counseling process; specifically,
how counselors understand and help their clients deal with issues related to gender.).
Students are encouraged to be creative in their facilitation. See Talk Like Ted
suggestions on Moodle. Due in lieu of exam on July 28.
3. Literature Review (20%)
The literature review may (or may not) be on the same topic as your GED Talk, but will
necessarily have a more formal tone. Select a gender related topic of interest to conduct your
literature review. The literature review should be 5 pages (not including the title page, abstract,
or references) and follow APA publication guidelines, 6th edition. Please be sure to use Times
New Roman, 12-point font, double-spacing, include your name, page numbers, one-inch
margins, etc. It should also include 5 references. On Moodle, see APA Style Help and "A
Scholarly Writing Resource for Counselor Educators and Their Students;" on page 20, you will
find a short section that provides guidelines for a literature review.
The conclusion of the paper should include counseling implications. In addition, you are
expected to include a synthesis or concluding section where you incorporate your voice and
perspective related to your understanding of the literature review. Due July 21
4. Gender Plunge (15%)
The Gender Plunge is a type cultural immersion that exposes you to a gender community
that is different from your own or to a gender advocacy experience. You will attend an
event between 6/23 and 7/27. These events may be social, political, or educational in
nature and can include events that are advocacy/fund-raising focused. The LGBT center
of Raleigh is a good source for events http://www.lgbtcenterofraleigh.com/events.html
and http://www.lgbtcenterofraleigh.com/events/events-around-the-triangle.html Also
the Gender Spectrum Lounge has online events
https://genderspectrum.org/lounge/events/calendar/ Be sensitive to the type of event
you choose and be sure that allies are welcome. Feel free to explore other gender events
and have them pre-approved by your instructor. Submit anytime but no later than July
27.

ECD 540: Gender Issues in Counseling

Write a 3-4 page paper or video documentary reflecting on the experience. Please provide
a brief description of the event and include the date, time, and location of the event.
Possible points of reflection:
Why you chose the event.

How you felt in anticipation of the event.

Observations you made while attending the event.

Thoughts and feelings you had at the event.

Any interesting interactions with others

What you learned about the community as a result of attending the event.

Anything you learned about yourself at the event.

Implications for counselors or how you will use this in professional/personal life

Anything else that seems meaningful.

5. Guided Reflections (15%)

There is usually not enough time for students to share their ideas and views on the topics of
discussion during each class meeting. Also, once students have time to process information from
class and discuss their experiences outside of class with friends and family, other things emerge.
Guided reflection serves the purpose of helping you to relate personally and to connect with
assigned readings and classroom experiences openly, honestly, and sincerely to enhance your
self- and other- understanding. I ask that you set aside time to complete 3 of these reflections
over the course of 3 different weeks. In your writing, please reflect on your reactions to class
readings, presentations, discussions, online forums, and activities. The formatting for the paper
does not need to be in APA style, however, should include your name, Times New Roman, 12point font, page numbers, double-spaced, and one-inch margins. The document should not
exceed 2 pages in length. Your reflections will only be read by your instructor and/or TA.
Answer the questions below within your response. First, state the question, and then
describe your response below.
1. What specifically did you learn from last weeks class?
2. What do you think about what you learned?
3. How do you feel about what you learned?
4. How does what you learned impact you personally and/or professionally?
5. Anything else you want to write about related to class?
Evaluation:

ECD 540: Gender Issues in Counseling

A+ Excellent: Work at this level goes beyond what is expected in an assignment. Work
is without error.
A Outstanding: Exceptional work for a graduate student. Work at this level
is unusually thorough, well reasoned, creative, methodologically or analytically
sophisticated, and well written. Work is of exceptional, professional quality.
A- Very Good: Very strong work for a graduate student. Work at this level
shows signs of creativity, is thorough and well-reasoned, indicates strong
understanding of appropriate methodological or analytical approaches, and
meets professional standards.
B+ Good: Sound work for a graduate student; well-reasoned and thorough,
methodologically sound. This is the graduate student grade that indicates
the student has fully accomplished the basic objectives of the course.
B Adequate: Competent work for a graduate student even though some
weaknesses are evident. Demonstrates competency in the key course
objectives but shows some indication that understanding of some important
issues is less than complete. Methodological or analytical approaches used
are adequate but student has not been thorough or has shown other
weaknesses or limitations.
B- Borderline: Weak work for a graduate student; meets the minimal
expectations for a graduate student in the course. Understanding of
salient issues is somewhat incomplete. Methodological or analytical work
performed in the course is minimally adequate. Overall performance, if
consistent in graduate courses, would not suffice to sustain graduate
status in "good standing."
C/-/+ Deficient: Inadequate work for a graduate student; does not meet the
minimal expectations for a graduate student in the course. Work is
inadequately developed or flawed by numerous errors and misunderstanding of
important issues. Methodological or analytical work performed is weak and
fails to demonstrate knowledge or technical competence expected of
graduate students.
F Fail: Work fails to meet even minimal expectations for course credit for
a graduate student. Performance has been consistently weak in methodology
and understanding, with serious limits in many areas. Weaknesses or limits
.
Grading Scale
Grade

Grade

Grade

Grade

ECD 540: Gender Issues in Counseling

A+

100-97

B+

89-87

C+

79-77

D+

69-67

96-93

86-83

76-73

66-63

A-

92-90

B-

82-80

C-

72-70

D-

62-60

Below 60

Exceptions to grading policy:

Late assignments are automatically reduced by one letter grade before they are
actually graded. Grading may result in further reduction. Assignments will be
reduced 10 points each day the paper or assignment is late.

Unexcused absences and low level participation in classes also result in lower
grades.

Attendance and participation are not the same. Attendance is being present and
attending the sessions. Participation is actively engaging in our online community
via Moodle.

Any makeup work and/or incomplete grades will be handled on an individual

basis and only granted in exceptional circumstances. If you request an
incomplete in the class, please discuss with me as soon as possible and be ready
to describe a plan for completion of the assignments ASAP.

Tentative Course Schedule

Readings are due on the day listed. Online class readings are due by the following Sunday.
Date
Topics, Readings, and Assignments
2016
6/23

Orientation to Course
Syllabus Review
Gender Differences and Stereotypes
Begin reviewing articles that may relate to your interests within the course
and/or be helpful for your final literature review and GED Talk. Identify
Gender Plunge Event.

6/28
online

Gender Roles and Socialization

Complete Class Lesson and Quiz based on the following (and any additional
online sources) no later than 7/2 at 11:55 pm

ECD 540: Gender Issues in Counseling

10

WATCH: Tough Guise 2 documentary

Night to His Day: The Social Construction of Gender: Retrieved from
http://www.meac.org/program_resources/sg_web/seeinggender/pdfs/socialconstruct
ionofgender.pdf
Gender Role Conflict Research 30 Years Later: An Evidence-Based Diagnostic
Schema to Assess Boys and Men in Counseling
Inside the Therapy Room: A Case Study for Treating African-American Men from a
Multicultural/Feminist Perspective
Women Treating MenGender in the Therapy Hour PDF
Parental Role Portrayals in Twentieth Century Children's Picture Books: More
Egalitarian or... 2013
Gender Bias in families and its current clinical implications for women
A Careful Balance: A multinational perspective power and marriage

6/30

Socialization (cont) and Counseling Biases

Identity Development
Perceived Sexist Events and Psychological Distress of Sexual Minority
Women of Color: The Moderating Role of Womanism
Sexual Objectification of Women: Clinical Implications and Training
In the Margins: The Impact of Sexualised Images on the Mental Health of
Ageing Women
Gender and Diagnosis: Struggles and Suggestions for Counselors
Counselors' Perceptions of Female and Male Clients
Gender Biases and Therapists Conceptualization of Couple Difficulties.
TED Talk: Our Centurys Greatest Injustice

7/5
Online

Work on Gender Plunge Assignment, GED Talk, and Literature Review

ECD 540: Gender Issues in Counseling

7/6

11

Converging Sexuality and Identity: LGBTQI

Ted Talk: 50 Shades of Gay
How many people are lesbian, gay, bisexual, and transgender? Retrieved
from http://williamsinstitute.law.ucla.edu/wp-content/uploads/Gates-HowMany-People-LGBT-Apr-2011.pdf
Happy, mature, and gay: Intimacy, power, and difficult times in coming out
stories
Models of Sexual and Relational Orientation: A Critical Review and
Synthesis
Sexual orientation and childhood gender nonconformity: Evidence from
home videos.
Therapists Helpful and Unhelpful Situations with LGBT Clients: An
Exploratory Study.
Considerations of Additional Stressors and Developmental Issues for Gay,
Lesbian, Bisexual, and Transgender College Students
Affirmative Therapy Handout
https://education.uoregon.edu/sites/default/files/affirmative_therapy_hand
out_0.pdf

LGBTQI (cont)
7/12
Online

Complete Class Lesson and Quiz based on the following (and any additional
online sources) no later than 7/17 at 11:55 pm
Gender Identity and our Faith Communities (participant handbook 38-59;
and choose 1 essas p.64)
Reconciling Spiritual Values Conflicts for Counselors and Lesbian and Gay
Clients
Coping with potentially incompatible identities: Accounts of religious,
ethnic, and sexual identities from British Pakistani men who identify as
Muslim and gay
Strength in the Face of Adversity: Resilience Strategies of Transgender
Individuals

ECD 540: Gender Issues in Counseling

12

Watch:
TEDTalk:WhyImustcomeout
Intersexion
ReadorListen:NPRPodcasts:Parentsstories

Counseling Gay and Lesbian Families: Theoretical Considerations

Older Adults and Sexuality: Implications for Counseling Ethnic and
Sexual Minority Clients

InterpersonalPsychotherapywithTransgenderClients
Additional resources for online lesson:

7/14

Genderspectrum.org

HB2 Retrieved from:

http://www.ncleg.net/Sessions/2015E2/Bills/House/PDF/H2v4.pdf

WPATH: Standards of Care or the Health of Transsexual,

Transgender, and Gender Non-Conforming People

Gender dysphoria fact sheet Retrieved from:

www.dsm5.org/documents

Gender Based Violence

This was my hell': the violence experienced by gender non-conforming youth
in US high schools
Suffered violence, drug consumption and risk behaviors in homosexual and
bisexual individuals

ECD 540: Gender Issues in Counseling

13

Cases of chemical assault worldwide: A literature review

Rape of the Congo: Understanding sexual violence in the conflict in the
Democratic Republic of Congo.
Rape Culture
http://www.shakesville.com/2009/10/rape-culture-101.html
Here Is The Powerful Letter The Stanford Victim Read Aloud To
Her Attacker
Counseling Sexual Abuse Survivors and Caregivers
Gender Matters: Working with Adult Male Survivors of Trauma
Care of the Adult Patient after Sexual Assault

7/19
Online

Gender Based Violence (continued)

Complete Class Lesson and Quiz based on the following (and any additional
online sources) no later than 7/24 at 11:55 pm
TED Talk: Why Domestic Violence Victims Dont Leave
Appraisal Distortions And Intimate Partner Violence: Gender, Power, And
Interaction
When things fall apart: Gender and suicide across the life-course
Choose One:

Counseling Latina battered women: A qualitative study of the Latina

perspective

Intimate Partner Violence and Psychological Health in a

Sample of Asian and Caucasian Women: The Roles of Social
Support and Coping

Gay men and intimate partner violence: a gender analysis

ECD 540: Gender Issues in Counseling

14

Choose One:

Relational Aggression Among Students

Relational Aggression in Marriage

The Importance of Self-Beliefs on Relational Aggression of College

Students

Choose One:

Cyberbullying in Schools: A Research of Gender Differences

Bullying boys: the traumatic effects of bullying in male adolescent

learners

NPR Online 'Shaming' A New Level Of Cyberbullying For Girls

VIDEOS (choose one)

Silence Broken - A Mother's Reckoning

Mind of a Rampage Killer

Stalked to Death: Countdown to Murder

Vanderbilt - The Party's Over

7/21

Special Issues
(May change based on GED Talk Topics)
Literature Review Due
Reproduction
Helping men with the trauma of miscarriage.
Postpartum Depression
Induced Abortion: An Ethical Conundrum for Counselors
Counseling Women Who Have Experienced Pregnancy Loss: A Review of the

ECD 540: Gender Issues in Counseling

15

Literature.
An introduction to infertility counseling: a guide for mental health and
medical professionals
Eating Disorders
Disordered eating and suicidal intent: The role of thin ideal internalisation,
shame and family criticism
Psychological treatment of eating disorders.
Eating Disorders in Men: Underdiagnosed, Undertreated, and
Misunderstood
Sex Addiction
Sexual Addiction [electronic resource] : Is it for Real?[2013], c2011.
Internet Sex Addiction
Risk Factors, Stages of Development, and Treatment
Differentiating the Female Sex Addict: A Literature Review Focused on
Themes of Gender Difference Used to Inform Recommendations for Treating
Women With Sex Addiction.
Pornography is what the end of the world looks like
http://goodmenproject.com/featured-content/pornography-is-what-the-endof-the-world-looks-like/
Gender Related Family/Couples Issues
WomeninLesbianRelations:ConstruingEqualorUnequalParentalRoles?
MarriagePromotionandtheContestedPowerofHeterosexuality
WHENDADSTAYSHOMETOO:PaternityLeave,Gender,andParenting

Career and Education

7/26
Online

Complete Class Lesson and Quiz based on the following (and any additional

ECD 540: Gender Issues in Counseling

16

online sources) no later than 7/27 at 11:55 pm

The sexual harassment of uppity women.
The Glass Escalator, Revisited
Gender Inequality in Neoliberal Times, SWS Feminist Lecturer
How do interviewers respond to applicants' initiation of salary negotiation?
An exploratory study on the role of gender and personality
Disproportionate representation of males in special educations services:
Biology, behavior, or bias?
Validating Work Discrimination and Coping Strategy Models for Sexual
Minorities
TED Talk: Why Gender Equality is Good for Everyone
7/28

GED Talks Due

Wrap Up!

IMPORTANT INFORMATION
A complete list of reminders for the beginning of the semester can be found at
http://www.ncsu.edu/provost/academic_regulations/beg_of_semester.html
University policy dictates that the following be included in the course syllabus:
University policies on attendance, (excused and unexcused) absences, and scheduling
makeup please see
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php
Students are bound by the academic integrity policy as stated in the code of student
conduct. Therefore, students are required to uphold the university pledge of honor and
exercise honesty in completing any assignment. See the website for a full explanation:
http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
Reasonable accommodations will be made for students with verifiable disabilities. In
order to take advantage of available accommodations, students must register with
Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-

ECD 540: Gender Issues in Counseling

17

7653. http://www.ncsu.edu/provost/offices/affirm_action/dss/ For more information on

NC State's policy on working with students with disabilities, please see
http://policies.ncsu.edu/search/node/students%20with%20disabilities
Help for taking and passing PRAXIS I and II is available in the College of Education
Media Center located in room 400 of Poe Hall. PRAXIS registration information, study
guides, etc. are found at www.ets.org/praxis Information on CED Teacher Education is
found at http://ced.ncsu.edu/idea/nc-teach
The College of Educations Conceptual Framework may be found in its entirety at
http://ced.ncsu.edu/licensureaccreditation/conceptual-framework

Class Evaluations
As I will be evaluating your growth and performance, I invite your regular feedback and
evaluation of my performance throughout the course. The Universitys official evaluation
process is outline below.
Students will receive an email message directing them to a website where they can login
using their Unity ID and complete evaluations. All evaluations are confidential;
instructors will not know how any one student responded to any question, and students
will not know the ratings for any instructors.
Evaluation website: https://classeval.ncsu.edu/secure/prod/survey/index.cfmThis link
will open in a new window
Student help desk: classeval@ncsu.eduThis link will open in a new window
More information about ClassEval: http://oirp.ncsu.edu/eval/clevThis link will open in a
new window