The Bachelor of Arts (B.A.) degree in Middle Grades Education leads to licensure to teach social studies, language arts, science or mathematics to students in grades 6-9. 
Contact the Office of Admissions
Contact the Office of Admissions
Faculty and Staff
Faculty and Staff
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Mrs. Albert is a member of Kappa Delta Pi, and NCAEE (North Carolina Association of Elementary Educators). Mrs. Albert has been a presenter at both the regional and state conferences of NCAEE. She is on the regional advisory board for NCAEE and co-hosted the Region V Conference.


During her years in the elementary classroom, Mrs. Albert was named Teacher of the Year in both 2003-2004 and 2008-2009, has served as grade level chair, School Improvement Team (SIT) chair, a member of the School Staff Development Team, mentored new teachers, and served as a cooperating teacher for university interns.


Mrs. Albert’s professional interests focus on strategies for enhancing the joyful literary lives of children. She is particularly interested in how males see themselves as readers and writers, and the impact of poverty on young readers and writers. She currently teaches elementary education courses in children’s literature, process writing, classroom behavior management and the 21st century classroom instruction. Mrs. Albert coordinates student internships and the New Teacher Support Program.

[post_title] => Deborah Albert [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-deborah-albert [to_ping] => [pinged] => [post_modified] => 2021-08-27 13:12:19 [post_modified_gmt] => 2021-08-27 17:12:19 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [3] => WP_Post Object ( [ID] => 98175 [post_author] => 53 [post_date] => 2021-06-03 16:24:28 [post_date_gmt] => 2021-06-03 20:24:28 [post_content] => Dr. Thomas Albritton came to High Point University in the fall of 1989. He earned his undergraduate and master’s degrees in English from Wake Forest University, and his Ph.D. in English Education from Florida State University. He taught high school English in Tallahassee, FL, before taking a research position in the Department of Education at The University of Chicago, and then an instructorship in the Department of Education at Wake Forest University. During his tenure at HPU, Dr. Albritton has served on the faculty of both the School of Education and the Department of English.   In addition to his teaching duties, Dr. Albritton has directed the Honors Program, Chaired the English Department , Chaired the Department of Professional Education and Leadership Studies, and served as Associate Dean in the School of Education. He has been a member of numerous university committees, including the Teacher Education Council, Faculty Council, Assessment Advisory Board, Study Abroad Committee, Global Studies Committee, and the Editorial Board of The Lighted Lamp. In the spring of 1999, he received one of his most prized honors as a faculty member, HPU’s Meredith Clark Slane Distinguished Teaching/Service Award.   He presents regularly at state and national conferences on topics related to adolescent literacy and pop culture, and the educational qualities of children’s and adolescent literary classics. His teaching responsibilities include courses on adolescent literacy for the Educator Preparation Program and educational history and foundations in the Education Studies program. [post_title] => Thomas Albritton [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => thomas-albritton [to_ping] => [pinged] => [post_modified] => 2021-08-23 17:00:42 [post_modified_gmt] => 2021-08-23 21:00:42 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [4] => WP_Post Object ( [ID] => 94371 [post_author] => 62 [post_date] => 2021-05-25 15:57:39 [post_date_gmt] => 2021-05-25 19:57:39 [post_content] => Dr. Leslie Cavendish came to High Point University in 2011. Dr. Cavendish has a M.A. in Developmental Reading and earned her Ph.D. in Language, Literacy and Culture from the University of Iowa. She taught literacy courses for 5 years at the University of Iowa in the Teaching and Learning Department and has enjoyed teaching both undergraduate and graduate level courses at High Point University for the past three years. She strives to support High Point preservice teachers as they learn to teach students who need additional support in their literacy development. She collaborates closely with Montlieu and Florence Elementary Schools in organizing book buddies and reading tutors for the children identified as needing additional support. Dr. Cavendish also organized a community Literacy Night celebration for all the parents and students at Montlieu Elementary School in the Fall of 2011, 2012 and 2013. Dr. Leslie M. Cavendish was awarded a 7,000 grant to develop a Summer Reading Institute for June/July of 2014. The goal was make a positive impact on the rising third grade students who are at risk of failing to achieve third grade level reading proficiency. Dr. Cavendish strives to meet the needs of the High Point Community while also offering School of Education graduate and undergraduate students the unique opportunity to develop and implement instructional programs based on their passions and interests.   Prior to her graduate work she spent over 10 years as an elementary classroom teacher working overseas in Bahrain, Malaysia and China. She developed and implemented curriculum in different types of international schools including a bilingual school and a school that incorporated a blend of European, Australian and American curricular programs. She also taught in an American consulate school that followed a solely American-based educational program.   In addition to her international school experience, Dr. Cavendish taught elementary school in an urban Texas setting and in a small rural town in Iowa. She has also supervised a summer reading clinic established to assess and support literacy development for local elementary students. While working at the University of Iowa Dr. Cavendish earned an Excellence in Teaching Award and was a yearlong Ballard-Seashore Fellow. Dr. Cavendish presents at national educational conferences including AERA (American Educational Research Association), LRA (Literacy Research Association) and WLU (Whole Language Umbrella). She has invited graduate students to co-present with her at the state NC Elementary Educators Conference in November of 2012. Dr. Cavendish has also mentored undergraduate students in presenting at the HPU-Research and Creativity Symposium (High-PURCS), State of North Carolina Undergraduate Research and Creativity Symposium (SNCURCS) and at the National Conference of Undergraduate Research (NCUR).   Dr. Cavendish’s particular research interests include culturally responsive teaching, international educators and narrative inquiry. She has worked in southeast Asia conducting research which combined narrative and literacy pedagogy research. Dr. Cavendish also employed ethnographic research methods to study local immigrant students, their families, and preservice teachers who worked with them. This research focused on how the preservice teachers implemented literacy assessment and teaching methods with these children.   Based on her international teaching experience and her subsequent research, Dr. Cavendish recognizes the crucial role cultural diversity plays in classroom teaching pedagogy and literacy development. She strives to incorporate practicum work with pre-service teachers to ensure they have successful experiences teaching students with different cultural backgrounds than their own. She continues her research alongside High Point University students and educators in the local community. [post_title] => Leslie Cavendish [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-leslie-cavendish [to_ping] => [pinged] => [post_modified] => 2021-07-30 11:32:24 [post_modified_gmt] => 2021-07-30 15:32:24 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [5] => WP_Post Object ( [ID] => 98112 [post_author] => 53 [post_date] => 2021-06-03 16:23:33 [post_date_gmt] => 2021-06-03 20:23:33 [post_content] => Curriculum Vitae   Formerly a curriculum specialist for Rowan-Salisbury Schools, Dr. Disseler received her doctorate from UNCC in Educational Leadership with a focus on Curriculum and Supervision. Dr. Disseler spent seven years teaching elementary school where she was voted Hurley Elementary Teacher of the Year and Rowan County Math Teacher of the Year. While teaching elementary school, she was a state finalist for the Presidential Award for Excellence in the Teaching of Mathematics and Science and served as a First Flight Educator.   After teaching elementary school, Dr. Disseler taught middle school for seven years; five of which was spent teaching academically gifted math and science. At that level, she was voted Southeast Middle Teacher of the Year and received several top honors in the profession including The Hornets Award for Excellence in Teaching, The Malibu Teaching Award, Time Magazine Teaching Excellence Top 18 Teachers Award and was honored as a Time Warner Cable Star Teacher.   Dr. Disseler received her National Boards in 1999 as a Middle Childhood Generalist and renewed in 2018. She is a member of the NCAEE, Kappa Delta Pi National Honor Society, Middle School Association, NCCTM, NCSTA, ASCD, National Poets Society, and the LEGO Ambassadors Program, Currently Dr. Disseler serves as a distinguished member of Who’s Who Among Professionals, is a member of the LEGO Education Advisory Panel (LEAP) and the Global LEAP Panel as a Lego Education Specialist for North America. As a Certified Lego Trainer, Dr. Disseler leads the Center for Educational Outreach and Teacher Training at High Point University where she works with local teachers in Lego Education product training. She serves on the editorial board for the Journal of Educational Policies and Current Practices (JEPCP), Journal of Game-Supported Interactive Learning (JGSIL) and Teaching Children Mathematics (TCM). Dr. Disseler serves on the board of Teachers2Teachers Global and NC First.   Her poem, “A Child’s Darkness” is published in the poetry anthology entitled, Walk in the Garden. Other publications include: The Middle School Gender Gap in Mathematics & Perceptions of Mathematics Learning” ,Using Online Gaming to Prepare Preservice teachers. Dr. Disseler is the author the Brick Math Series; Strategies and Activities for Common Core: Grades 3-5 Part 1 & 2. Dr. Disseler’s research interests include transitioning issues for middle school students, poverty and learning, brain research and learning styles, Creativity in the classroom, teacher effectiveness and new teacher training, and Building with the Brick: The power of Lego Education in the Classroom. Several of her articles are awaiting publication. [post_title] => Shirley Disseler [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => shirley-disseler [to_ping] => [pinged] => [post_modified] => 2021-08-06 14:05:17 [post_modified_gmt] => 2021-08-06 18:05:17 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [6] => WP_Post Object ( [ID] => 97404 [post_author] => 53 [post_date] => 2021-06-03 16:07:54 [post_date_gmt] => 2021-06-03 20:07:54 [post_content] => Dr. Anne Leak joined the Stout School of Education at High Point University as an assistant professor in 2018. She has taught pre-school through graduate level science and led fun STEM outreach events including Family Ultimate Science Experiences (FUSE) and the School for Scientific Thought (SST) with the Center for Science and Engineering Partnerships.   Prior to joining the Stout School of Education, Dr. Leak was a postdoctoral researcher at Rochester Institute of Technology were she (1) taught introductory physics labs, (2) led workshops on teaching methods and professional development, and (3) conducted physics education research, including investigating entry and success in STEM industry careers and access and equity in science learning. This research was part of an NSF-funded project focused on photonics and optics workforce education research (POWER) and she currently participates in the NSF-funded American Physical Society (APS) PIPELINE network to develop strategies for integrating innovation and entrepreneurship into physics departments nationally.   Dr. Leak has taken her science teaching and research around the world. She has been a Fulbright Fellow exploring science education in Cameroon, West Africa and has been awarded grants to develop approaches for community-driven and place-based science pedagogy in Kenya. Her research focuses on learning contexts – including curriculum, culture, technology, and environment – as students learn science. Her research within this focus has explored (1) the role of a community-based STEM program on improving health and access to STEM education in rural Kenya, (2) the ways in which graduate students in chemistry learn to network and collaborate across cultures through research visits to China, and (3) examining U.S. elementary students’ social interactions as they learn to use new technologies.   Dr. Leak endeavors to provide students and future teachers with experiences that allow them to recognize and value cultural aspects involved in science practice in order to improve access to effective and inclusive STEM learning. Part of learning science involves understanding the role of culture, tools, and technology of scientific communities and how they practice science. For learners around the world, the intersections of culture and science dictate how people position themselves as scientists and how their cultural knowledge fits or conflicts with that of scientific communities. [post_title] => Anne Leak [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => anne-leak [to_ping] => [pinged] => [post_modified] => 2021-08-06 15:01:29 [post_modified_gmt] => 2021-08-06 19:01:29 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [7] => WP_Post Object ( [ID] => 98196 [post_author] => 53 [post_date] => 2021-06-03 16:24:27 [post_date_gmt] => 2021-06-03 20:24:27 [post_content] => Ms. Owens first came to High Point University as an adjunct instructor for Special Education in 2008.  After serving students with disabilities and their families for 34 years as a teacher and an administrator for special education services, Ms. Owens retired from Guilford County Schools in August of 2013 and joined the Stout School of Education as a full time faculty member. Ms. Owens earned a Bachelor’s and Master’s degree in Special Education from Appalachian State University.   Ms. Owens began her career in Lexington, NC as a teacher of preschool students with disabilities.  Ms. Owens was employed by High Point City Schools and Guilford County Schools as a special educator at Ferndale Middle and Northwood Elementary Schools. During the years she worked in the classroom, Ms. Owens was selected as Outstanding Young Educator by the High Point Jaycees, Educator of the Year by the ARC of High Point and Teacher of the Year by Northwood Elementary School.   Ms. Owens moved from the classroom into a supervisory position as a Program Facilitator for Exceptional Children Services and then a Program Administrator for Special Education Services.  From 2005 through 2013 Ms. Owens served as the Coordinator for Exceptional Children Services in Guilford County Schools.  In this capacity she was responsible for the development and support of short and long-range goals and objectives for the improvement of system wide instruction for students with disabilities.  Ms. Owens was also responsible for the compilation and submission of data and reports required for the Continuous Improvement Plan for Guilford County Schools, the Home/Hospital Program as well as serving as the staffing liaison for Exceptional Children Services. She also provided oversight for the provision of services to incarcerated students.   Ms. Owens served as an Ex-officio member of the Exceptional Children’s Parent Advisory Committee, with Guilford County Schools from 2005 – 2013.  She served on multiple project teams for the school district including PACE (Personalized Achievement, Curriculum and Environment), School Reform, and BAT (Building Advisory Team) for Haynes-Inman Education Center, CJ Greene Education Center, Herbin-Metz Education Center and the Allen Jay Preparatory Academy. She is a member of NCAE, the Council for Exceptional Children (CEC) (Teacher Education Division (TED) and Council of Administrators of Special Education (CASE). Ms. Owens has also provided consultative services to school districts and charter school sites. Ms. Owens currently serves as the Treasurer and representative for higher education for the North Carolina Council for Administrators of Special Education (NC CASE).  She also serves on the Board of The Piedmont School in High Point as a member of the Trustee Committee. On campus, Ms. Owens is the faculty advisor for Big Brothers Big Sisters and the Student Council for Exceptional Children (CEC). [post_title] => Teresa Owens [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => teresa-owens [to_ping] => [pinged] => [post_modified] => 2021-08-13 11:27:21 [post_modified_gmt] => 2021-08-13 15:27:21 [post_content_filtered] => [post_parent] => 0 [guid] => [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) )
Dean of the Stout School of Education
Associate Dean and Associate Professor of the School of Education
Clinical Assistant Professor of Elementary Education
Associate Professor, English Education
Chair, Elementary and Middle Grades; Assistant Professor, Education; Literacy Coordinator, Elementary Education
Associate Professor of Elementary & Middle Grades Education, Education Coordinator: STEM Education Program and LEGO Education Trainer
Assistant Professor of Elementary and Middle Grades
Clinical Instructor, Specialized Curriculum

The education program at High Point University has long been recognized for its excellence throughout North Carolina and the eastern United States. Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized. The teacher education programs at High Point University meet the requirements of both the National Council for the Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education.

The Bachelor of Arts (B.A.) degree in Middle Grades Education leads to licensure to teach social studies, language arts, science or mathematics to students in grades 6-9.  Students choosing to major in Middle Grades Education are required to choose one of the four discipline specializations and will complete the required content coursework delivered through the College of Arts and Sciences in the departments of History, Political Science, English, Biology, Chemistry, Physics, and Mathematics.  The major in Middle Grades Education requires 45 hours of coursework in teacher education.  Undergraduate courses focus on the new Common Core State and N.C. Essential Standards, technology, and interdisciplinary curriculum in the middle grades.

Effective Fall 2019:
Students pursuing degrees in the School of Education will have the option of selecting between the Licensure-Track and Non-Licensure Track programs of study within the Elementary Education, Special Education, Middle Grades Education or Health/Physical Education programs of study.

Licensure Track:
Student Teaching with N.C. licensure will become an optional track that students may pursue at the end of the program.  Choosing this track requires completion of the mandatory 16-week student teaching, all related licensure tests, and the edTPA portfolio.  These credits will be included in the required 128 to graduate.

Degree ONLY (Non-Licensure Track)
Students who choose (or who are moved) to the non-licensure track in the degree program will earn a B.A. degree in Elementary Education, Special Education, Middle Grades Education or Health/Physical Education.  Instead of student teaching students will complete other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching.   The School of Education does not apply for North Carolina license as the required student teaching, edTPA portfolio, and teacher exams are not part of this track.

Course Requirements 2021/2022
Bachelor of Arts in Middle Grades Education
Bachelor of Arts in Middle Grades Education
Degree Requirements Credits
Major Requirements 56-60
University Core Requirements 50
Electives 18-22
Total 128
Requirements for B.A. in Middle Grades Education
Requirements for B.A. in Middle Grades Education
Course Course Title Credits
EDU 1200 Introduction to Teaching 2*
EDU 2100 The Nature of the Learner 4*
EDU 2200 Critical Perspectives on Teaching and Learning 4*
EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4
EDU 3110 Educational Technology for Teachers 2
EDU 3280 Literacy in the Content Areas 4
EDU 4008 Technology Integrated Assessment for Middle, Secondary, and Special Subjects 2
EDU 4150 Interdisciplinary Methods of Instruction for Middle Grades 4
EDU 4166 Using Data to Assess Student Impact in K-12 Classrooms 2
EDU 4200 Diverse Learners and Culturally Relevant Pedagogy 4
EDU 4280 Discipline & Classroom Management Issues for Middle/Secondary Teachers 2
*These courses are prerequisites for admission to the Educator Preparation Program.

Licensure Coursework
EDU 4000 Investigation of Teacher Performance Assessment I 1
EDU 4001 Investigation of Teacher Performance Assessment II 4
EDU 4154 Introduction to Student Teaching 4
EDU 4250 Student Teaching Continuation 8

Non-Licensure Coursework
EDU 4275 Internship in Education 4
Discipline Specializations

English Language Arts
EDU 3251 Literature for Young Adults 4
EDU 4160 Methods of Teaching Secondary and Middle Grades English 4
ENG 2200 Critical Reading and Interpretation 4
ENG 3115 Style 4
Select one course from the following list:
ENG 2125 Introduction to Public and Professional Writing 4
ENG 2135 Technical Writing 4
Select one course from the following list:
ENG 2225 African American Literature 4
ENG 2239 Literature of the American South 4
ENG 2249 American Humor 4
ENG 2720 British Literature I 4
ENG 2730 British Literature II 4
ENG 2820 American Literature I 4
ENG 2830 American Literature II 4
ENG 3910 Multi-Ethnic Literature of the United States 4
Select one course from the following list:
ENG/WGS 2200 Women's Literary Tradition 4
ENG/WGS/GBS 3298 Women Writing Worldwide 4
ENG/GBS 3299 Other Americas 4
ENG 3920 World Literatures 4
Social Studies
EDU 4163 Methods of Teaching Middle Grades and Secondary Social Studies 4
HST 2901 Historiography 4
Choose one 1000 level HST course (4)-These courses should be centered on two different geographical regions.
HST 1101 Foundations in Western Civilization from Ancient Times to the Enlightenment 4
HST 1102 Foundations in Western Civilizations since the Enlightenment 4
HST 1103 Topics in Western Civilization 4
HST 1104 War in the West from Rome to the Present 4
HST 1105 The Marketplace in Historical Change 4
HST 1201 American Beginnings [to 1800] 4
HST 1202 American Expansions [1800-1918] 4
HST 1203 American Aspirations [1914 to present] 4
HST 1401 Foundation if African History 4
HST 1501 Introduction to East Asian Civilization 4
HST 1601 Foundations of Latin American Civilization 4
HST 1701 Foundations of Middle Eastern History 4
Choose one 2000 level HST course (4)-These courses should be centered on two different geographical regions.
HST 2103 The Second World War: A Global History 4
HST 2104 History of the Holocaust 4
HST 2111 Britain, Pre-Roman to 1660 4
HST 2112 Britain, 1660-1990 4
HST 2201 American Identities 4
HST 2202 American Moments 4
HST 2205 North Carolina: Perspectives on a State's History 4
HST 2212 Native Americans and Europeans: Encounters in Early America 4
HST 2215 Comparative Slavery and Bound Labor Systems 4
HST 2217 Slavery and Freedom in America 4
HST 2220 Revolutionary America 4
HST 2227 The Struggle for Control: A History of American Business and Labor 4
HST 2230 Civil War and Reconstruction 4
HST 2235 U.S. in the World: American Foreign Relations 4
HST 2236 America's Vietnam War 4
HST/WGS 2240 U.S. Women's History 4
HST 2247 The Long Civil Rights Movement in the United States 4
HST 2251 Hollywood and American History 4
HST 2301 The Canadian Experiment 4
HST 2401 Athens and Sparta 4
HST 2405 Roman Emperors 4
HST 2406 The Christian Roman Empire 4
HST 2511 The Mandate of Heaven: A History of China 4
HST 2521 Japanese History 4
HST 2601 God, Gold, and Glory: Colonial Latin America 4
HST 2602 Revolutionaries and Dictators: Modern Latin America 4
HST 2701 Modern Middle Was: 1798-1945 4
HST 2901 Historiography 4
Choose one 3000 level HST course
HST 3010 Homer and the Trojan War 4
HST 3040 The Roman Near East 4
HST 3104 Renaissance and Reformation 4
HST 3105 Empires, Soldier-Kings and Philosophers 4
HST 3106 The French Revolution and Napoleon 4
HST 3107 The Age of Revolutions and the Birth of Modern Europe, 1815-1914 4
HST 3108 Europe in Crisis, 1914 to 1945 4
HST 3121 Modern Russia 4
HST 3191 European Economic History 4
HST 3211 Case Studies in American Legal History 4
HST 3212 American Thought and Culture 4
HST 3214 Place and Space in American History 4
HST 3218 Asian America 4
HST 3221 The Atlantic World in Transition 4
HST 3222 Enlightenment and Revelation: Rational and Irrational in America 4
HST 3231 Creating the American Consumer 4
HST 3241 Sex and the City: American Women and the Urban Landscape 4
HST/WGS 3242 War, Gender, ad the Military in U.S. History 4
HST 3245 Bombs and Ballet: The Cultural Cold War 4
HST 3262 America Consumed: Mall Rats & Made in the U.S.A.: Postwar Consumption at Home & Abroad 4
HST/GBS 3501 United States and East Asia 4
HST/GBS 3511 Revolutionary CHina 4
HST/GBS 3521 The Rise of Modern Japan 4
HST 3601 Aztecs, Incas, Mayas, and Pre-Columbian Civilizations 4
HST/GBS 3602 Native Peoples of Latin America 4
HST/GBS 3603 Consumption and Material Culture in Latin America 4
HST 3611 From Quetzalcoatl to Kahlo: A History of Mexico 4
HST/GBS 3621 History of Brazil 4
HST/PSC 3701 The United States and the Middle East since 1945 4
HST 3702 The Arab-Israeli Conflict 4
HST 3901 History Detectives 4
HST 3902 A Lens on History 4
HST 3903 Public History 4
HST 3905 Student Intern Program 4-12
HST 3908 History on the Road 4
HST 3909 Collaborative Research 4
Select one course from the following list:
HST 3901 History Detectives 4
HST 3902 A Lens on History 4
HST 3903 Public History 4
HST 3904 Oral History 4
EDU 4161 Methods of Teaching Middle Grades and Secondary Mathematics 4
MTH 1410 Calculus I 4
HST 1420 Calculus II 4
HST 2210 Introduction to Mathematical Thought 4
HST 2310 Linear Algebra 4
MTH 3710 Geometry 4
STS 2020, STS 2610, STS 2910 Introduction to Statistics or Business Statistics and Analytics or Introduction to Statistical Analysis with SAS Applications 4
BIO 1110 Biology: A Human Perspective 4
CHM 1000 An Introduction to the Molecular World 4
EDU 4163 Methods of Teaching Middle Grades and Secondary Science 4
ENV 1110 Environmental Science 4
PHY 1510/1511 General Physics I/Lab 4
Select two courses from the following list:
BIO 1500/1501 Principles of Cell Biology/Lab 4
CHM 1616 Forensic Chemistry 4
ENV 1120 Issues in Environmental Science 4
PHY 1000 Astronomy of the Solar System 4
PHY 1050 Astronomy of Stars, Galaxies, and the Cosmos 4
PHY 1100 Physics of Sound and Music 4
PHY 1200 Physics for Video Games 4
Course Descriptions

Career Opportunities
High Point University is proud of its graduates. In the last five years, the School of Education has graduated more than 300 students in teacher education and 150 graduate students who have gone on to become classroom teachers and school principals, thereby impacting the lives of thousands of school-aged children. Recent graduates from High Point University’s School of Education have received many honors and distinctions including:
Student Outcomes

Family. It’s what DuChante Davis has found more than anything in his educational journey at High Point University. It’s what he hopes to offer inner city school children he’ll teach this fall. He just returned from visiting San Jose, California, where he met some of his future students that already remind him of himself at…

With a successful 2014 Commencement Ceremony behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of…

Study Abroad
At High Point University, our emphasis on global perspectives is designed to provide students with opportunities to enhance their international awareness and to develop their cross-cultural communication skills. Study abroad is strongly encouraged as a part of this emphasis on global studies. With a variety of extraordinary options at some of the most prestigious universities in the world, students at High Point University are encouraged to study abroad as early as the summer after their freshman year. Employers are looking for more than just a degree; they want well-rounded individuals who have familiarity with diverse cultures, special skills, and knowledge of the world around them.
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School of Education Gallery
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