The online catalog includes the most recent changes to courses and degree requirements that have been approved by the Faculty Senate, including changes that are not yet effective.
Department of Teaching and Learning
education.wsu.edu/tl/
Cleveland 321
509-335-6842
Chair and Professor, T. Akmal; Regents Professor, J. L. Egbert; Professors, A. Cavagnetto, M. Dunn, S. Finley, E. J. Johnson, S. Kruse, A. R. McDuffie, J. Morrison, A. G. Rud, R. D. Sawyer, D. Slavit, M. Vaughn; Associate Professors, Y. Ardasheva, D. Day-Wiff, J. Firestone, A. Guerrettaz, Y. Hsiao, J. E. Kelley, M. Kelton, K. Lesseig, J. Lupinacci, D. McMahon, S. Newcomer, M. Poppen, K. Puzio, T. L. Salsbury; Assistant Professors, A. Gilmore, S. RunningHawk Johnson, T. Li, J. Masterson, E. Smith, A. Sobotta, J. Taylor, H. Whittenburg; Associate Professors - Career Track, S. Rakha, T. F. Watson; Assistant Professors - Career Track: Y. Cooper, P. He, J. Johnson, L. Lightner, A. Segadelli, A. Sheftel, S. E. Skavdahl, L. White; Professors Emeriti, J. M. Canty, G. Ernst-Slavit, T. Holmlund, S. B. Kucer, L. Mabry, D. Miller; Associate Professor Emeriti, P. J. Bettis, P. Mills.
Courses of study (availability differs across campuses) are offered for elementary school teaching (Bachelor of Arts in Education, Master in Teaching) and secondary school teaching (degree from major plus certification, Master in Teaching). Additional endorsements are offered in Special Education, English Language Learners, Bilingual Education, Middle Level Math, and Middle Level Science. Graduate programs include Master of Arts, and Master of Education in the following specializations: Curriculum and Instruction; Language, Literacy, and Technology; and Special Education; Master in Teaching in Elementary or Secondary Education, and Doctor of Philosophy. Doctoral specializations are available in these areas: Cultural Studies and Social Thought in Education (Ph.D.); Language, Literacy, and Technology (Ph.D.); Mathematics and Science Education (Ph.D.); and Special Education (Ph.D.).
Department of Teaching and Learning faculty contribute to the theory and practice of the broad field of education, and dedicate themselves to understanding and respecting learners in diverse cultural contexts. They facilitate engaged learning and ethical leadership in schools and clinical settings. They seek collaboration with diverse constituencies, recognizing their local and global responsibilities to communities, environments, and future generations.
Student Learning Outcomes
Faculty seek the following learning outcomes for students in teacher education: graduates will (1) use content and pedagogical knowledge to inform their teaching, (2) develop relevant, rigorous, and developmentally appropriate curricula, (3) modify curriculum and instruction based on the individual needs of their students, (4) use assessment of their students’ learning and their own teaching to inform future planning and teaching, (5) attend to the social and civic development of their students, and (6) work respectfully and collaboratively with colleagues to ensure quality instructional programs and stewardship of public schools. At the master’s level, graduates will (1) locate, analyze, and synthesize research literature, and apply that synthesis to problems of practice, (2) effectively communicate scholarly work through written, oral, and/or alternate formats, (3) skillfully inquire into areas of program-related interest, (4) develop scholarly habits of curiosity, inquiry, skepticism, and data-based decision making, and (5) demonstrate professional habits of respect, accept and use feedback, and consider others' ideas and perspectives. Doctoral students will achieve master’s level outcomes and also will: (1) conduct and disseminate original scholarship that demonstrates acquisition and application of new knowledge and theory, (2) become emerging experts in their area of study. Visit our website at https://education.wsu.edu/graduate
The Washington State University annual report on teacher education, required under Title II, Section 207(f)(2) of the Higher Education Act, is available upon request. Visit our web site at https://education.wsu.edu/titleii/
TEACHER CERTIFICATION
The Department of Teaching and Learning prepares individuals to teach elementary education, and various single subjects at the secondary education level. The teaching certificate, awarded by the State Superintendent of Public Instruction upon recommendation by Washington State University, designates the subject area in which the certificate holder is qualified to teach. Admission to the teacher education programs at all campuses is selective. Teacher education is offered at the Pullman, Spokane, Tri-Cities, and Vancouver campuses, although not all programs are available at each site.
The teaching certificate will be awarded if the following provisions are met:
- The candidate provides evidence of good character and personal fitness to teach. Fingerprinting is required. A background investigation is conducted by the Washington State Patrol, the FBI, and Office of Professional Practices.
- The degree is awarded and the professional education program is satisfactorily completed following these guidelines:
- All course work is taken for a letter grade where offered. Pass, Fail grading is not accepted except for field experience courses.
- The candidate has earned no grade lower than C (2.0) for professional course work, and course work in the endorsements. The C minimum grade also applies to general education, math, science, and social studies requirements in the elementary program.
- The cumulative WSU GPA and the GPA computed separately for professional course work and each endorsement is not less than 2.5.
- The student has completed all work within five years of admission to teacher education. Those not finishing within this time limit will be subject to all new program requirements.
- The candidate has achieved a passing score or demonstrated basic skills on the statewide examinations in basic skills (WEST-B, SAT, or ACT), content (WEST-E or NES).
- The candidate has met the Professional Dispositions Assessment standards.
Transfer students entering an undergraduate or post-baccalaureate certificate program must complete at least fifty percent of the professional education core, and, if preparing to teach at the elementary level, fifty percent of the elementary endorsement course work, plus student teaching at WSU. Transfer students and post-baccalaureate applicants should consult with an advisor regarding equivalency and transferability of course work.
Opportunities are provided for teacher certificate candidates to gain meaningful experiences by working directly with and observing children in school settings. It is WSU's intent to place only those individuals in K-12 classrooms that are able to demonstrate a positive impact on student learning, and to ensure that they possess those characteristics desirable for working with children and young people. The College of Education therefore reserves the right to refuse placement of any student in a field experience, or to terminate an individual's placement if in the professional judgment of the faculty, the hosting school, or coordinating field personnel there is cause for concern about the fitness of that individual to work with children in a classroom setting. The student teaching field placement is arranged by the faculty with school districts contracted to provide experiences for WSU students. Students do not make their own student teaching placements. Student teaching must be completed at an approved WSU site in the state of Washington or internationally with supervision by an approved WSU provider.
Certificate Renewal, Continuing Certificate, Add-On Endorsements
https://education.wsu.edu/certification/
Information is available upon request from the Certification Coordinator, College of Education, PO Box 642114, Pullman, WA 99164-2114 (509) 335-8146 or sbickel@wsu.edu.
WSU PULLMAN/SPOKANE TEACHER CERTIFICATION
Inquiries and requests for program information should be addressed to Office of Undergraduate Student Services, College of Education, PO Box 642152, Pullman WA 99164-2152 (509) 335-4855 or beateacher@wsu.edu or visit our website at https://education.wsu.edu/teachered/.
WSU Pullman seeks to prepare the best possible teachers and therefore seeks highly qualified individuals. Admission to, or continued enrollment in, the teacher education program may be denied a candidate on the basis of review by the faculty. To prepare in elementary education the candidate shall satisfy degree requirements of the Department of Teaching and Learning. To prepare in a single subject, the candidate shall complete the baccalaureate degree/teaching option offered through the subject matter department. Single-subject endorsement preparation is available in Agriculture, Biology, Chemistry, Earth and Space Science, English Language Arts, World Languages (French and Spanish), History, Family and Consumer Sciences, Mathematics, Music, Physics, and Social Studies. Add-on endorsements for pre-service teachers are offered in English Language Learners, Bilingual Education, Middle Level Math, Middle Level Science, and Special Education. Candidates holding single-subject endorsements typically will be assigned to teach in grades 5-12 except those endorsed in ELL, World Languages, Music, or Special Education who are authorized to teach P-12. Specific course requirements for endorsements are listed in the subject matter of the catalog. Endorsement requirements are subject to change by the Professional Educator Standards Board.
Admission to Undergraduate and Post-Baccalaureate Teacher Education
Applicants who meet the minimum requirements are eligible for consideration, but not assured admission. Enrollment is limited and admission competitive. Admission deadlines are September 30 and February 28 or 29 with admission effective the following term. Candidates must complete formal admission procedures and be admitted to teacher education prior to taking any professional education course work beyond TCH LRN 301 or 317. The following minimum criteria must be met for consideration for admission:
Minimum Criteria
Contact Office of Undergraduate Student Services at 509-335-4855 or beateacher@wsu.edu for up-to-date information.
- Completion, within the last three years, of 80 hours of supervised work with children 4 years of age or older in a supervised setting. Twenty of these hours must be with students from diverse populations or attending cultural events.
- Basic skills proficiency in reading, writing, and mathematics. Students may use SAT, ACT, or WEST-B scores to demonstrate proficiency or request alternative means to meet the basic skills requirement. For information go to: https://education.wsu.edu/basicskillstesting.
- Completion of at least 45 semester hours of post-secondary course work.
- Minimum WSU cumulative GPA of 2.50 for elementary and secondary applicants (transfer student GPA is based on WSU course work).
- TCH LRN 301, ENGLISH 101, and ENGLISH 201 graded C or better.
- Elementary Majors: H D 101, MATH 251, and three of the four required UCORE science courses, all graded C or better.
- Secondary Majors: Nine hours of course work in the endorsement area. Admitted to major department. Contact major department for additional requirements.
- Personal goal statement.
- Interview.
Field Experiences and Student Teaching
Washington State University requires background clearance for all students admitted into the undergraduate teacher education, Master in Teaching (MIT), and selected add-on endorsement programs. Secondary single subject majors must make application for student teaching one full academic year prior to the actual student teaching semester. Elementary majors make application for advanced practicum placement one year prior to the pre-internship semester. Fingerprint and background clearance is required for enrollment in all practicum courses with the exception of TCH LRN 317. Application forms are distributed at an orientation held each semester. An interview is required to begin student teaching. The following courses are required field experiences:
Elementary majors enroll in TCH LRN 402, Instructional Practicum I (1 credit); TCH LRN 405, Instructional Practicum II (1 credit); TCH LRN 490, Pre-Internship for Elementary Teachers (3 credits). Elementary majors enroll concurrently in the required practicum for the appropriate block. TCH LRN 402 and 405 involve participation in a school setting to apply concepts learned in blocked courses. Practicum placement and activities are arranged by the course instructors and the Field Experience Office. TCH LRN 490 is an extended 5-week, full-time practicum in a school setting one semester prior to student teaching. Placement is arranged by the Department of Teaching and Learning. Secondary majors enroll in TCH LRN 317, Initial Practicum Experience (2 credits) and TCH LRN 469, Pre-Internship for Secondary Teachers (2-3 credits). TCH LRN 317 is a three-week, full-time experience completed in May at the end of the sophomore year or prior to enrollment in Block I classes, in a public or private school in the student's home community. TCH LRN 469 is an extended 5-week, full-time practicum in a school setting one semester prior to student teaching internship. Placement is arranged by the Department of Teaching and Learning. All practica involve observation, reflection, and practice in classrooms.
TCH LRN 415, Student Teaching Internship (16 credits), is a semester of full-time teaching in a public school, arranged by university personnel. Agricultural Education, Family Consumer Sciences and Music majors enroll concurrently in TCH LRN 415 and the appropriate student teaching course in the major. Prior to student teaching the certificate candidate will: interview; satisfactorily complete all course work for the degree and teacher certificate; obtain a passing score on the content exam (NES, WEST-E, and/or ACTFL); receive fingerprinting clearance from the Washington State Patrol, the FBI, and the Office of Professional Practices. Student teaching must be completed at an approved WSU site in the state of Washington or internationally with supervision by university personnel.
MIT 571 Pre-Internship (2 credits) requires successful completion of MIT summer courses, enrollment in concurrent fall coursework and finger printing clearance from the Washington State Patrol, the FBI, and the Office of Professional Practices.
MIT 575 Internship (10 credits) requires successful completion of MIT 571 and concurrent coursework, and a passing score on the NES, WEST-E, and/or ACTFL content examination.
The Pre-Internship and Internship are arranged by university personnel and must be completed at an approved WSU site in the state of Washington with supervision by university personnel.
Master in Teaching (MIT)
The Master in Teaching degree program is a full-time, field-based program leading to elementary or secondary teacher certification and a master's degree. Students in this program will complete certification courses during the first 13 months of the program. With successful completion of these requirements, students may opt to complete additional research requirements for a master's degree. Applicants must have a bachelor's degree from an accredited institution with a minimum 3.0 cumulative GPA. Applications for Elementary Education and Secondary Education must be submitted by November 15 for programs beginning the following summer. All applicants must attempt an approved basic skills exam in reading, writing, and math to be considered for admission. Students may use SAT, ACT, or WEST-B scores to meet the basic skills requirement. Information about minimum admission requirements may be obtained from the College of Education Office of Graduate Studies 509-335-9195 or gradstudies@wsu.edu or https://education.wsu.edu/graduate. For additional information about certification issues contact the Certification Coordinator at sbickel@wsu.edu or visit them online at https://education.wsu.edu/undergradprograms/teachered/certification/.
Course of Study for Elementary Education: KINES 536, MIT 501, 502, 505, 507, 508, 511, 530, 531, 532, 533, 534, 535, 571, 575, SPEC ED 520.
Course of Study for Secondary Education: MIT 501, 502, 505, 506, 507, 508, 511, 550, 551, 552, 571, 575, SPEC ED 520, and an additional 9 credits of graded course work.
WSU PULLMAN/SPOKANE MASTERS’ DEGREES (non-certification)
Master of Arts
WSU Pullman offers Master of Arts degrees (M.A.) in the following areas: Curriculum and Instruction; Language, Literacy, and Technology Education; and/or Special Education. Students planning to add an endorsement to a Washington teacher certificate must apply to WSU’s add-on endorsement program. This thesis degree focuses on developing research and inquiry skills and other professional knowledge and skills in education and leadership and may include a concentration of coursework outside the Department of Teaching and Learning.
Master of Education Degree (Ed.M.)
WSU Pullman/Spokane also offers a Master of Education degree (Ed.M.) program specialization and/or endorsements in Curriculum and Instruction, Language, Literacy, and Technology Education, and/or Special Education. Students planning to add an endorsement to a Washington teacher certificate must apply to WSU’s add-on endorsement program. This non-thesis degree focuses on developing K-12 teachers’ or other professionals’ knowledge and skills in education and leadership and may include a concentration of coursework outside the Department of Teaching and Learning.
WSU PULLMAN DOCTORAL PROGRAMS
Doctor of Philosophy in Education (Ph.D.)
Specializations include Cultural Studies and Social Thought in Education, Language, Literacy and Technology, Mathematics and Science Education, and Special Education (see https://education.wsu.edu/graduate/ for program descriptions and application procedures).
WSU TRI-CITIES TEACHER CERTIFICATION
https://education.wsu.edu/certification/
http://tricities.wsu.edu/education
Inquiries and requests for application materials should be addressed to WSU Tri-Cities, Department of Teaching and Learning, 2710 University Drive, Richland WA 99354-1671, (509) 372-7394.
WSU Tri-Cities seeks to prepare the best possible teachers and therefore seeks highly qualified individuals. Admission to, or continued enrollment in, the teacher education program may be denied on the basis of review by the faculty.
Bachelor of Arts
Applicants to the Bachelor of Arts program with elementary certification at the Tri-Cities campus who meet the minimum requirements are eligible for consideration, but not assured admission. Enrollment is limited and admission is competitive. The admission deadline is March 1 with admission effective for Fall semester. Candidates must complete formal admission procedures and be admitted to teacher education prior to taking any professional education coursework beyond TCH LRN 301. Applicants must meet the admission criteria listed for WSU Pullman. TCH LRN 301 may not be required for program admission by transfer students who are admitted to the program before they begin taking classes at WSU. TCH LRN 301 must be taken in the first semester of the program by these students in order to remain eligible for the major.
Master in Teaching (MIT)
The Master in Teaching is a full-time, field-based program leading to elementary or secondary certification and a master's degree. Students in this program will complete certification courses during the first 15 months of the program. With successful completion of these requirements, students may opt to complete additional research requirements for a master's degree. Applicants must have a bachelor's degree from an accredited institution with a minimum 3.0 GPA in the last 60 semester hours of graded course work, and submit the MIT application portfolio which is available from the WSU Tri-Cities Education Department. All applicants must attempt an approved basic skills exam in reading, writing and mathematics. Passing SAT, ACT, or WEST-B scores may be used to meet basic skills. If passing scores are not achieved, a bachelor’s degree from an accredited institution will fulfill the basic skills requirement. Content proficiency (NES or WEST-E) is also required to be considered for admission. Applications for Elementary Education and Secondary Education must be submitted by November 15 for programs beginning the following summer.
Course of Study for Elementary Education: KINES 536, MIT 501, 502, 505, 507, 508, 511, 530, 531, 532, 533, 534, 535, 571, or TCH LRN 490, MIT 575 or TCH LRN 415, SPEC ED 520.
Course of Study for Secondary Education: MIT 501, 502, 505, 506, 507, 508, 511, 550, 551, 552, 571 or TCH LRN 490, MIT 575 or TCH LRN 415, SPEC ED 520, and an additional 9 credits of graded course work.
Master of Education (Ed.M.)
Washington State University Tri-Cities offers the Master of Education (Ed.M.) degree with specializations in Curriculum and Instruction; and Language, Literacy, and Technology. The Ed.M. is a non-thesis degree designed for educators wishing to extend their professional knowledge and enhance their competence as practitioners. Course credit also may be used to meet continued certification requirements or lead to a Special Education, Bilingual Education, and/or English Language Learner endorsement. Students planning to add an endorsement to a Washington teacher certificate must apply to WSU’s add-on endorsement program. For additional information about certification issues please contact the Department of Teaching and Learning, WSU Tri-Cities.
WSU VANCOUVER TEACHER CERTIFICATION
http://education.vancouver.wsu.edu/teacher-certification-programs
Inquiries and requests for application materials for teacher certification programs should be addressed to WSU Vancouver, Education Department, 14024 NE Salmon Creek Avenue, Vancouver WA 98686, (360) 546-9673, or by email at admissions@vancouver.wsu.edu.
WSU Vancouver seeks to prepare the best possible teachers and therefore seeks highly qualified individuals for admission to the Bachelor of Arts in Education and the Master in Teaching programs. Admission to, or continued enrollment in, a teacher education program may be denied a candidate on the basis of review by the faculty. Field experiences with accompanying seminars allow the intern-cooperating partners to engage in ongoing dialogue with university field personnel throughout the year and are coordinated with academic work.
Bachelor of Arts in Education
This Teacher Education Program culminates in a bachelor's degree with elementary certification. The program is designed for students who have a direct transfer Associate of Arts degree or who have completed 60 semester hours of study and who have also completed the required program prerequisites. Students can obtain a list of the prerequisites by contacting the Education Department at (360) 546-9673. All applicants must attempt an approved basic skills exam in reading, writing, and math to be considered for admission. Passing WEST-B, SAT or ACT scores may be used to meet basic skills. If passing scores are not achieved, a bachelor’s degree from an accredited institution will fulfill the basic skills requirement. Students must be admitted to both WSU and the Teacher Education Program before beginning education classes. Students are admitted and begin classes only during the summer session.
Master in Teaching (MIT)
The Master in Teaching is a full-time, 15-18 month field-based program leading to elementary or secondary certification and a master's degree. Applicants must have a bachelor's degree from an accredited institution with a minimum 3.0 GPA in the last 60 semester hours of graded course work, and submit the MIT application portfolio which is available from the WSU Vancouver Education Department. All applicants must demonstrate proficiency or request alternative means to meet basic skills requirements in reading, writing and mathematics (SAT, ACT, or WEST-B) and content proficiency (NES, WEST-E, and/or ACTFL) to be considered for admission. Applications are available in the summer and must be submitted by October 1 for secondary certification in order to be considered for the program beginning in January; December 1 is the deadline for application for elementary certification in order to be considered for the program beginning the following May.
Course of Study for Elementary Education: KINES 536, MIT 503, 504, 505, 506, 507, 509, 512, 530, 531, 532, 533, 534, 535, 537, 571, 575, 702, SPEC ED 520.
Course of Study for Secondary Education: MIT 502, 503, 504, 505, 506, 507, 510, 513, 551, 552, 571, 575, 702, SPEC ED 520.
WSU VANCOUVER IN SERVICE AND MASTERS’ DEGREE PROGRAMS (NON-CERTIFICATION)
Inquiries and requests for application materials should be addressed to WSU Vancouver, Education Department, 14024 NE Salmon Creek Avenue, Vancouver, WA 98686, (360) 546-9075, or by email at admissions@vancouver.wsu.edu.
Endorsement Program
WSU Vancouver is proud to offer a number of endorsements for certified teachers to add to their credential. Use these endorsements to open new doors of opportunity for you within your school district or to help you gain employment for the first time. Some of our endorsements may be obtained in conjunction with a master's degree. Others are strictly "non-degree" endorsements. Endorsements offered as either non-degree or with a Master of Education (Ed.M.): English Language Learners, Middle Level Mathematics, and Special Education. Endorsements offered only as non-degree: Biology, English/Language Arts, History, Mathematics, and Social Studies.
Schedules of Studies
Honors students complete the Honors College requirements which replace the UCORE requirements.
Elementary Education Teacher Certificate (128 Credits)
| First Year | |
| First Term | Credits |
| ENGLISH 101 [WRTG] | 3 |
| H D 101 [SSCI] | 3 |
| MATH 251 | 3 |
| MUS 153 [ARTS] or Arts [ARTS] | 3 |
| Science Requirement1 | 4 |
| Second Term | Credits |
| Endorsement Course2 | 3 |
| HISTORY 105 [ROOT] | 3 |
| HISTORY 110 [HUM] or 111 [HUM] | 3 |
| MATH 252 [QUAN] | 3 |
| Science Requirement1 | 4 |
| Second Year | |
| First Term | Credits |
| Endorsement Course2 | 3 |
| ENGLISH 201 [WRTG], 301 [WRTG], or 402 [WRTG] | 3 |
| POL S 101, ECONS 101, or ECONS 102 | 3 |
| Science Requirement1 | 4 |
| TCH LRN 301 | 3 |
| Second Term | Credits |
| Endorsement Courses2 | 6 |
| HISTORY 120 [DIVR] | 3 |
| Science Requirement1 | 4 |
| TCH LRN 307 | 3 |
| Apply for admission to the major | |
| Complete Writing Portfolio | |
| Third Year | |
| First Term | Credits |
| ED PSYCH 401 | 3 |
| TCH LRN 320 or 321 | 3 |
| TCH LRN 352 | 3 |
| TCH LRN 402 | 1 |
| TCH LRN 445 | 2 |
| TCH LRN 4833 | 3 |
| Second Term | Credits |
| Endorsement Course2 | 3 |
| SPEC ED 420 | 3 |
| TCH LRN 306 [M] or 322 [M] | 3 |
| TCH LRN 310 [M] | 2 |
| TCH LRN 371 | 3 |
| TCH LRN 405 | 1 |
| Fourth Year | |
| First Term | Credits |
| Endorsement Course 2 | 3 |
| TCH LRN 330 | 3 |
| TCH LRN 385 | 3 |
| TCH LRN 390 | 3 |
| TCH LRN 413 | 3 |
| TCH LRN 490 [CAPS] | 3 |
| Second Term | Credits |
| TCH LRN 415 | 16 |
Footnotes
| 1 | Science Requirement – choose one of two options: Option 1) SCIENCE 101 [PSCI] and 102 [BSCI], plus two from: ASTRONOM 135 [PSCI], or 138 [PSCI], BIOLOGY 102 [BSCI] or 106 [BSCI], CHEM 101 [PSCI], 103, or 105 [PSCI], PHYSICS 101 [PSCI], or 150 [PSCI], SOE 101 [PSCI], 110 [BSCI], 210 [PSCI], 230 [PSCI], or 280 [PSCI]; Option 2) SOE 101 [PSCI], and BIOLOGY 102 [BSCI] or 106 [BSCI], plus two from: ASTRONOM 135 [PSCI] or 138 [PSCI], CHEM 101 [PSCI], 103, or 105 [PSCI], PHYSICS 101 [PSCI] or 150 [PSCI], SCIENCE 101 [PSCI], SCIENCE 102 [BSCI], or SOE 110 [BSCI], 210 [PSCI], 230 [PSCI] or 280 [PSCI]. |
| 2 | Endorsement Courses: Students seeking a BA in Elementary Education must complete at least 20 semester credits in an endorsable area. Some required coursework may be applied to the endorsement area. See Specific Subject area requirements. |
| 3 | TCH LRN 483 must be completed prior to the Fourth Year. |
Specific Subject Teacher Certificate (0 Credits)
In addition to meeting requirements of the degree-granting department, the student must meet admission requirements and make formal application to the teacher education program prior to enrolling in any professional education courses beyond TCH LRN 301 and 317. It is recommended that candidates begin professional education courses in the sophomore or junior year to meet sequencing requirements. Students should include the following courses within UCORE selections to fulfill prerequisite and admission to teacher preparation program requirements: ENGLISH 101 and one of the following: ENGLISH 201, 301, 302, or 402. All courses taken for teacher certification must be completed with a C (2.0) or better.
Schedules of Studies for specific subjects teaching plans can be found in the subject area.
Certificates
Certificate in Education Technology
The WSU College of Education undergraduate certificate in Education Technology allows students to develop skills and obtain documentation that will help them obtain positions that require knowledge of and experience with education technology. The course work comprises 15 credits that address International Society for Technology in Education (ISTE), TESOL, and disciplinary standards, and it focuses on developing knowledge and skills for working with diverse students and communities. The required course work emphasizes research, theoretical, and practical issues concerning effective uses and affordances of technologies and the implementation of appropriate classroom teaching techniques.
To earn the certificate, students must complete 12 credits of required course work and one elective for a total of 15 credits. Required courses include: TCH LRN 445 or 466; 416, 417, 419; and 1 credit of TCH LRN 499. Approved elective courses include DTC 201, 206, 354, ENGLISH 342 and SPEC ED 495, or as approved by department. The prerequisite for TCH LRN 445 and 466 is admission to the teacher education program or an undergraduate program in the College of Education or status as an in-service teacher/teacher education program graduate. TCH LRN 445 or 466 are prerequisites for all other required TCH LRN courses.
Dual Language Pathway Certificate
The Department of Teaching and Learning offers a Dual Language Pathway Certificate to multilingual students in the teacher preparation program on all WSU campuses. The Dual Language Pathway Certificate demonstrates to potential employers (like school districts) that the teacher candidates have received professional training across a variety of topics and content areas in the field of education in a language other than English. The Certificate also highlights that the teacher candidates are linguistically proficient enough to succeed in upper-division teacher preparation courses in a language other than English.
Certificate Requirements:
The Dual Language Pathway Certificate entails successfully completing the required course work for the Washington State Bilingual Education endorsement (7 courses, 21 credits). As part of that process, students must take 3 of the 7 courses required for the Bilingual Education endorsement in a language other than English. The 3 courses (9 credits) offered in an additional language are: TCH LRN 330, 333, 411. Students must pass all 3 courses in the additional language with a 2.0 or better to receive the certificate. The Dual Language Pathway Certificate offered through the Department of Teaching and Learning does not automatically qualify the student for a teaching endorsement or teaching certificate through the Office of the Superintendent of Public Instruction (OSPI).
English Language Learners
The Certificate in English Language Learners requires a minimum of 18 hours. The 15 hour core is: TCH_LRN 333, 339, 401, 409, 413/414. 3 hours of electives are selected from TCH_LRN 404, 519, 516, or courses in other programs that are approved by the ELL Program Coordinator. A grade of C or better must be earned in all classes that apply towards this certificate. Few of the courses required for this certificate have prerequisites, but teaching experience or education classes are recommended.
Courses
The online catalog includes the most recent changes to courses and degree requirements that have been approved by the Faculty Senate, including changes that are not yet effective. Courses showing two entries of the same number indicate that the course information is changing. The most recently approved version is shown first, followed by the older version, in gray, with its last-effective term preceding the course title. Courses shown in gray with only one entry of the course number are being discontinued. Course offerings by term can be accessed by clicking on the term links when viewing a specific campus catalog.
Teaching And Learning (TCH_LRN)
301 Learning and Development 3 Analysis of the connections among learning theories, human development theories, and educational practice in today's PK-12 classrooms. Typically offered Fall, Spring, and Summer.
304 Introduction to Middle Level Education 3 Course Prerequisite: H D 101; TCH LRN 301. Introduction to developmentally appropriate organization, structures, curriculum, and instruction in the middle grades.
305 Fundamentals of Instruction 2 Course Prerequisite: For candidates admitted to teacher education (elementary education). Introduction to lesson and unit plans, state standards, instructional models, and basic strategies for using and integrating technology.
306 [M] Survey of Elementary Reading and Language Arts 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Attitudes, knowledge, and skills needed for successful teaching of reading and language arts.
307 Survey of Children's Literature 3 Types, values, selection of children's literature; role of teacher in facilitating children's experiences with books. Typically offered Fall and Spring.
310 [M] Classroom Management 2 Course Prerequisite: For candidates admitted to teacher education (elementary education). Strategies for developing positive and supportive classroom learning environments. Typically offered Fall and Spring.
317 Initial Practicum Experience 2 Course Prerequisite: TCH LRN 301. Classroom experience providing observation, reflection and gradual classroom involvement and teaching responsibility. Typically offered Summer Session. S, F grading.
320 Elementary Reading Methods 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Teaching methods, materials, and content in elementary school reading.
321 Early Literacy 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Designed for pre-service teachers to link assessment and instruction and guide the development of early reading and writing skills. Typically offered Fall and Spring.
322 [M] Reading and Writing in Grades 4 - 8 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Designed for pre-service teachers to link assessment and instruction and assist upper-elementary students to read and write more effectively. Typically offered Fall and Spring.
323 Literacy Assessment and Intervention 3 Course Prerequisite: TCH LRN 321. Effective and equitable literacy assessment using research-based practices; instructional methods for assisting students who are experiencing reading difficulties and supporting students' social emotional needs and cultural identities within the literacy process. Typically offered Fall and Spring.
330 Equity and Diversity within Schools and Communities 3 Course Prerequisite: TCH LRN 301 or concurrent enrollment; for candidates admitted to teacher education (Elementary Education). Social, historical, and philosophical foundations of gender, socioeconomic, linguistic, and cultural diversity in schools. Typically offered Fall and Spring.
333 Introduction to Multilingual Education 3 Foundations of ESL with attention to basic concepts of second language processing in educational settings. Typically offered Fall.
339 Communication in Multilingual Classrooms and Communities 3 Selected topics dealing with linguistic diversity, cross-cultural communication, language development and language use. Typically offered Spring.
352 Teaching Elementary Mathematics 3 Course Prerequisite: MATH 252; for candidates admitted to teacher education (EDUC). Teaching methods, materials, and content in elementary and middle school mathematics. Typically offered Fall and Spring.
371 Teaching Elementary Science 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Teaching methods, materials, and content in elementary and middle school science. Typically offered Fall and Spring.
385 Teaching Elementary Social Studies 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Teaching methods, materials, and content in elementary and middle school social studies. Typically offered Fall and Spring.
390 Integrating Fine Arts into K-8 Curriculum 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Integrating the range of fine arts (art, music, dance, drama) into K-8 curriculum; designed for preservice and inservice general K-8 teachers. Typically offered Fall and Spring.
401 Practicum in Multilingual Education 3 (1-6) May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Work with students from diverse linguistic and cultural backgrounds in educational settings. Credit not granted for both TCH LRN 401 and 501. Offered at 400 and 500 level. Typically offered Fall and Spring.
402 Instructional Practicum I V 1 (0-3) to 6 (0-18) May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: For candidates admitted to teacher education (elementary education). Application of educational theories and approaches learned during methods Block I. Typically offered Fall and Spring. S, F grading.
403 Social Foundations of Elementary Curriculum 2 Course Prerequisite: For candidates admitted to teacher education (elementary education). The school; historical, and philosophical foundations of education; school law and professional certification. Typically offered Fall and Spring.
404 Linguistics for Educators 3 Use of linguistics to better understand second language learning and teaching and the physical aspects of acquiring a language. Recommended preparation: TCH LRN 333, and /or TCH LRN 339, or admission to the College of Education. Typically offered Summer Session.
405 Instructional Practicum II V 1 (0-3) to 6 (0-18) May be repeated for credit; cumulative maximum 6 credits. Course Prerequisite: For candidates admitted to teacher education (elementary education). Application of educational theories and approaches learned during methods Block II. Typically offered Fall and Spring. S, F grading.
409 Curriculum and Assessment for Multilingual Education 3 Research in curriculum development for and assessment of language minority students. Typically offered Spring.
409 (Effective through Summer 2024) Fundamentals of Curriculum and Assessment for Teaching English Language Learners 3 Research in curriculum development for and assessment of language minority students. Typically offered Spring.
410 Foundations of Multilingual Education 3 Theoretical foundations related to research and instructional strategies for effective schooling of language minority students. Credit not granted for TCH LRN 410 and 510. Offered at 400 and 500 level.
411 Dual Language Teaching Methods and Materials 3 Course Prerequisite: TCH LRN 333, 339, 410, or 413. Approaches, methods, and materials across content areas for the bilingual classroom.
413 Introduction to Multilingual Education in Elementary Settings V 2-3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Introduction to teaching ESL students for K-8 teachers. Typically offered Fall and Spring.
414 Methods and Materials for Multilingual Education 3 Research and instructional methods related to English language acquisition across content areas. Recommended preparation: TCH LRN 410 or 510; TCH LRN 509; TCH LRN 549. Credit not granted for both TCH LRN 414 and TCH LRN 514. Offered at 400 and 500 level.
415 Student Teaching Internship V 6 (1-15) to 16 (1-45) Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). To begin student teaching the candidate must have paid certification fees and have a currently valid teacher certificate application with character and fitness supplement on file; completed with a C or better all course work for the teacher certificate; received fingerprinting clearance from Washington State Patrol, FBI, and Office of Professional Practices; earned a 2.5 GPA overall, in endorsement area and professional core courses. Placement by interview only at approved sites. Supervised teaching in public schools including seminars reflecting on effective teaching and professional certification. Typically offered Fall and Spring. S, F grading.
416 Computer-assisted Language Learning 3 Course Prerequisite: TCH LRN 333. Principles of language learning with technology and application to problems of practice. Typically offered Fall.
417 Coding for Teachers 3 Course Prerequisite: TCH LRN 445 or 466. Elements of coding and programming for elementary and secondary classrooms. Recommended preparation: Introduction to education technology course. Credit not granted for both TCH LRN 417 and 517. Offered at 400 and 500 level. Typically offered Fall.
419 Instructional Media Production 3 Course Prerequisite: TCH LRN 333. Principles of media design for diverse learners and application to problems of practice. Typically offered Fall.
425 Conceptual Aspects of Mathematics 3 Exploration of conceptual models for thinking about mathematical ideas; activities and discussions of mathematical thinking and instruction. (Crosslisted course offered as TCH LRN 425, MATH 425.)
428 Introduction to Literacy within the Disciplines 3 Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Enrollment not allowed if credit already earned for TCH LRN 528. Explores literacy research and practices that enhance the learning of various disciplines taught in K-12 settings. Credit not allowed for students who have earned credit for TCH LRN 528. Typically offered Fall.
430 Methods of Teaching Secondary Science I 3 Course Prerequisite: Junior standing. Application of learning and theory and philosophy and structure of science in teaching middle and secondary school science courses. (Crosslisted course offered as BIOLOGY 430, MBIOS 480, TCH LRN 430.)
431 Methods of Teaching Secondary Science II 3 Course Prerequisite: BIOLOGY 430, MBIOS 480, or TCH LRN 430; junior standing. Integration of assessment, curricular, and technological tools into instruction that aligns with learning theory and the philosophy/structure of science. (Crosslisted course offered as BIOLOGY 431, MBIOS 481, TCH LRN 431.)
433 Middle Level Mathematics Methods 3 Course Prerequisite: TCH LRN 352 or MATH 330. Middle-school philosophy; understanding of effective standards and research-based methods. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 433 and 533. Offered at 400 and 500 level. Typically offered Fall and Summer.
434 Conceptualization of Proportional Thinking 3 Investigation of the development of K-14 students' understanding of proportional reasoning. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 434 and 534. Offered at 400 and 500 level. Typically offered Fall, Spring, and Summer.
435 Indigenous Language Reclamation and Learning 3 Engage in hands-on language reclamation by studying one regional Indigenous language (e.g., Nez Perce language, Coeur d'Alene language, or another regional Native American language), including its linguistic and sociocultural foundations and the overarching processes and underlying tenets of Indigenous language reclamation broadly conceived. Taught or co-taught by members or regional tribes; the specific regional language offered each semester may vary depending on the availability of tribal language expert instructors. Credit not granted for both TCH LRN 435 and 535. Offered at 400 and 500 level. Typically offered Fall and Summer.
441 Psychology of Reading for K-12 3 Enrollment not allowed if credit already earned for TCH LRN 551. Psychological, perceptual, motivational, developmental and physiological aspects of reading. Credit not allowed for students who have earned credit for TCH LRN 551. Typically offered Fall.
443 Introduction to Assessment and Instruction for Reading: K-12 4 Course Prerequisite: TCH LRN 321. Enrollment not allowed if credit already earned for TCH LRN 553. Evaluation techniques and instructional practices for impacting the reading achievement of K-12 students. Credit not allowed for students who have earned credit for TCH LRN 553. Typically offered Spring.
445 Elementary Methods of Educational Technology 2 (1-2) Course Prerequisite: For candidates admitted to teacher education (elementary education). Consideration of all technologies in K-8 schools, applications for their use, some production techniques and instructional methodologies. Typically offered Fall and Spring.
446 Developmental Approaches to Writing 3 Enrollment not allowed if credit already earned for TCH LRN 546. Theory and research relevant to instructional approaches and practices for teaching writing in K-12 schools. Credit not allowed for students who have earned credit for TCH LRN 546. Typically offered Spring.
448 Teaching Reading Comprehension 3 Enrollment not allowed if credit already earned for TCH LRN 558. Key theoretical concepts and their implications for improved comprehension instruction, for K-12. Credit not allowed for students who have earned credit for TCH LRN 558. Typically offered Spring.
463 Teaching Concepts of Probability and Statistics 3 Course Prerequisite: MATH 252. Development of mathematical concepts and related teaching strategies for probability and statistics, with an emphasis on middle school topics. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 463 and 563. Offered at 400 and 500 level. Typically offered Spring and Summer.
464 Curriculum, Instruction and Content Literacy Methods 3 Course Prerequisite: For candidates admitted to teacher education (secondary education). Development of curriculum, instruction and content literacy materials and methods for teaching in the secondary school classroom. Typically offered Fall and Spring.
465 Introduction to Multilingual Education in Secondary Settings 3 Course Prerequisite: For candidates admitted to teacher education (secondary education). Practical knowledge for teaching ELL students in a variety of instructional contexts. Typically offered Fall and Spring.
466 Secondary Methods of Educational Technology 2 (1-2) Course Prerequisite: For candidates admitted to teacher education (secondary education). Integration of technologies for teaching and learning within the 9-12 classrooms; hands-on development of technology enhanced activities and lessons. Typically offered Fall and Spring.
467 [M] Adolescence, Community, and School 3 Course Prerequisite: TCH LRN 317; TCH LRN 464; TCH LRN 465; for candidates admitted to teacher education (secondary education). Understanding the socio-cultural dynamics of adolescence and youth cultures and the roles they play in secondary schools. Typically offered Fall and Spring.
469 Pre-Internship for Secondary Teachers V 2 (0-6) to 3 (0-9) Course Prerequisite: TCH LRN 317. Field experience with classroom observation and teaching prior to student teaching; weekly seminar included. Typically offered Fall and Spring. S, F grading.
470 Special Education, Transition, and Classroom Management for Secondary General Education Teachers 3 Course Prerequisite: TCH LRN 317; TCH LRN 464; TCH LRN 465; for candidates admitted to teacher education (secondary education). Overview of special education topics, transition practices, and classroom management techniques for general education classrooms. Typically offered Fall and Spring.
480 Multicultural Education in a Global Society 3 Multicultural and multilingual education from a global perspective; development of multicultural curriculum. (Crosslisted course offered as TCH LRN 580, CSSTE 535, MIT 552.) Credit not granted for both TCH LRN 480 and TCH LRN 580. Offered at 400 and 500 level. Typically offered Even Years - Fall.
483 Integrating Health and Fitness into K-8 Curriculum 3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Integrating health and fitness concepts into the K-8 curriculum; issues of abuse; designed for preservice and inservice K-8 teachers. Typically offered Fall, Spring, and Summer.
487 Global Geography 3 Open to non-education majors. World geography as a global perspective; education in the contemporary world: the interaction between human societies and the natural environment.
490 [CAPS] Pre-Internship for Elementary Teachers 3 (0-9) Course Prerequisite: TCH LRN 401 or 405; senior standing. Intensive practicum integrating educational theory with teaching in classroom contexts. Typically offered Fall and Spring. S, F grading.
497 Topics in In-Service Education V 1-3 May be repeated for credit; cumulative maximum 9 credits. New developments and applications on selected in-service and staff development topics. Typically offered Fall and Summer.
499 Special Problems V 1-4 May be repeated for credit. Course Prerequisite: By department permission. Independent study conducted under the jurisdiction of an approving faculty member; may include independent research studies in technical or specialized problems; selection and analysis of specified readings; development of a creative project; or field experiences. Typically offered Fall, Spring, and Summer. S, F grading.
501 Practicum in Multilingual Education 3 (1-6) May be repeated for credit; cumulative maximum 6 credits. Work with students from diverse linguistic and cultural backgrounds in educational settings. Credit not granted for both TCH LRN 401 and 501. Offered at 400 and 500 level. Typically offered Fall and Spring.
502 Assessment for Teaching and Learning V 2-3 Instruction in sound assessment practices for preservice and inservice graduate students. Typically offered Summer Session.
504 Linguistics for Educators 3 Use of linguistics to better understand second language learning and teaching and the physical aspects of acquiring a language.
506 Multicultural Classroom Instruction and Management 4 Instructional and management strategies for maximizing students' opportunities to learn in a multicultural setting.
507 Seminar in Literacy in Multicultural Settings I 3 Multicultural perspective to curriculum development and classroom literacy practices. Typically offered Spring and Summer.
508 Seminar in Literacy in Multicultural Settings II 3 Course Prerequisite: TCH LRN 507. Multicultural perspective to curriculum development and classroom literacy practices.
509 Research in Curriculum and Assessment for Multilingual Education 3 Research in curriculum development for and assessment of language minority students. Recommended preparation: TCH LRN 510; TCH LRN 549. Typically offered Fall.
509 (Effective through Summer 2024) Research in Curriculum and Assessment for Bilingual/ESL Education 3 Research in curriculum development for and assessment of language minority students. Recommended preparation: TCH LRN 510; TCH LRN 549. Typically offered Fall.
510 Foundations of Multilingual Education 3 Theoretical foundations related to research and instructional strategies for effective schooling of language minority students. Credit not granted for TCH LRN 410 and 510. Offered at 400 and 500 level. Typically offered Fall.
511 Theoretical Foundations of Education Research 3 Identification and use of theoretical components to guide and explain education research.
512 Language and Cultural Factors in Mathematics 3 Research and instructional strategies related to linguistic and cultural influences on learning math. Typically offered Fall and Spring.
514 Methods and Materials for Multilingual Education 3 Research and instructional methods related to English language acquisition across content areas. Recommended preparation: TCH LRN 410 or 510; TCH LRN 509; TCH LRN 549. Credit not granted for both TCH LRN 414 and TCH LRN 514. Offered at 400 and 500 level. Typically offered Spring.
515 The Education of Cultural and Linguistic Minority Students 3 Issues in the education of language minority students.
516 Advanced Study in Computer-Assisted Language Learning 3 Research, theory, and practice in computer-assisted language learning. Typically offered Spring.
517 Coding for Teachers 3 Elements of coding and programming for elementary and secondary classrooms. Recommended preparation: Introduction to education technology course. Credit not granted for both TCH LRN 417 and 517. Offered at 400 and 500 level. Typically offered Fall.
518 Integrating Technology into the Curriculum 3 Examination and articulation of the potential for new technologies to expand learning opportunities.
519 Instructional Media Production I 3 Instructional media development, emphasizing the theory and methods of instructional design, digital media production and evaluation. Typically offered Fall.
520 Topics in Special Student Populations V 1-4 May be repeated for credit; cumulative maximum 6 credits. For K-12 teachers. Knowledge of special student populations and guidance in developing appropriate curricula. Typically offered Summer Session. Cooperative: Open to UI degree-seeking students.
521 Topics in Education V 1-4 May be repeated for credit; cumulative maximum 6 credits. Recent research, developments, issues, and/or applications in selected areas of education. Typically offered Fall, Spring, and Summer.
522 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 credits. Recent research, development, issues, and/or applications in selected areas of education. Typically offered Fall, Spring, and Summer.
523 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 credits. Recent research, development, issues, and/or applications in selected areas of education. Typically offered Fall, Spring, and Summer.
524 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 credits. Recent research, development, issues, and/or applications in selected areas of education. Typically offered Fall, Spring, and Summer.
526 Research in Multicultural Education 3 Course Prerequisite: TCH LRN 515. Research and instructional practices focusing on multicultural education.
527 Seminar in Teacher Education Instruction 1 May be repeated for credit; cumulative maximum 4 credits. Teacher preparation program components and rationale, university teaching strategies, and evaluation methods. Typically offered Fall and Spring. S, F grading.
528 Literacy within the Disciplines 3 Explores literacy research and practices that enhance the learning of various disciplines taught in K-12 settings. (Crosslisted course offered as TCH LRN 528, MIT 551.) Credit not allowed for students who have earned credit for TCH LRN 428. Typically offered Fall and Summer.
530 Innovations in Reading V 2-3
531 Frameworks for Research in Mathematics and Science Education 3 Exploration of research frameworks and methodologies specific to mathematics and science education. Typically offered Spring.
532 Children's Literature in the Curriculum 2 Theory and classroom applications for selecting and using literature and storytelling in content areas; reading, writing, language development, the arts.
533 Middle Level Mathematics Methods 3 Middle-school philosophy; understanding of effective standards and research-based methods. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 433 and 533. Offered at 400 and 500 level. Typically offered Fall and Summer.
534 Conceptualization of Proportional Thinking 3 Investigation of the development of K-14 students' understanding of proportional reasoning. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 434 and 534. Offered at 400 and 500 level. Typically offered Fall, Spring, and Summer.
535 Indigenous Language Reclamation and Learning 3 Engage in hands-on language reclamation by studying one regional Indigenous language (e.g., Nez Perce language, Coeur d'Alene language, or another regional Native American language), including its linguistic and sociocultural foundations and the overarching processes and underlying tenets of Indigenous language reclamation broadly conceived. Taught or co-taught by members or regional tribes; the specific regional language offered each semester may vary depending on the availability of tribal language expert instructors. Credit not granted for both TCH LRN 435 and 535. Offered at 400 and 500 level. Typically offered Fall and Summer.
537 Seminar in Language, Literacy, and Culture 3 Interrelationships between schools, literacy, and student cultural background. Typically offered Spring and Summer.
538 Writing Across the Curriculum 3 Writing for learning at grade levels K-12.
539 Innovations in Language Arts 3 The most recent developments in language arts instruction for pre-service and in-service teachers K-12.
541 Teacher Professional Certification: Pre-Assessment Seminar V 1-3 May be repeated for credit; cumulative maximum 6 credits. Candidates evaluate current teaching against standards to determine steps for professional growth plans which measure positive impact on student learning.
542 Teacher Professional Certification: Researching Exemplary Practices V 1-3 May be repeated for credit; cumulative maximum 6 credits. Teachers will apply exemplary practices, continue to assess their performance and college evidence of positive impact on student learning.
543 Teacher Professional Certification: Culminating Seminar V 1-3 May be repeated for credit; cumulative maximum 6 credits. Candidates will complete ProCert requirements to document positive impact on students' learning: set new goals; learn about National Board options.
544 Teaching Children's and Young Adult Literature 3 Trends, issues, and research in children's and young adult literature. Typically offered Fall and Summer.
546 Teaching Writing 3 Enrollment not allowed if credit already earned for TCH LRN 446. Theory and research relevant to instructional approaches and practices for teaching writing in K-12 schools. Credit not allowed for students who have earned credit for TCH LRN 446. Typically offered Spring and Summer.
547 Teaching Folk Literature to Children and Adolescents 3 Folk literature as a genre in child and adolescent literature; curriculum applications; reading, language development, social studies, creative expression.
548 Teaching Adolescent Literature 3 Evaluating, selecting, and using literature for middle school and teenage students. Typically offered Spring and Summer.
549 Communication in a Multilingual World 3 Study of language in social and educational context and its relation to cultural and linguistic diversity. Recommended preparation: TCH LRN 510. Typically offered Fall.
550 Second Language Learning and Literacy 3 Course Prerequisite: Admission to a graduate program. Research on second language teaching and learning in literacy education with a focus on English language learners in US schools. Typically offered Even Years - Fall.
551 Psychology of Reading 3 Enrollment not allowed if credit already earned for TCH LRN 441. Psychological, perceptual, motivational, developmental and physiological aspects of reading. Credit not allowed for students who have earned credit for TCH LRN 441. Typically offered Fall and Spring.
553 Assessment and Instruction for Reading 4 (3-3) Enrollment not allowed if credit already earned for TCH LRN 443. Evaluation techniques and instructional practices for impacting the reading achievement of K-12 students. Credit not allowed for students who have earned credit for TCH LRN 443. Typically offered Summer Session.
554 Sociolinguistics 3 Interaction between language use and sociopolitical and cultural contexts; cultural and linguistic delivery and educational opportunity. Recommended preparation: TCH LRN 504. Typically offered Fall and Summer.
555 Seminar in Literacy Development 3 May be repeated for credit; cumulative maximum 6 credits. Current and historical research in reading/language arts, infancy through college and adult years; papers presented by faculty, invited speakers, and students. Typically offered Fall, Spring, and Summer.
557 Research in Reading 3 Exploration of qualitative and quantitative reading research covering topics of current and historical importance. Typically offered Spring.
558 Improving Reading Comprehension (K-12) 3 Enrollment not allowed if credit already earned for TCH LRN 448. Key theoretical concepts and their implications for improved comprehension instruction, for K-12. Credit not allowed for students who have earned credit for TCH LRN 448. Typically offered Spring.
560 Research in Teaching 3 May be repeated for credit; cumulative maximum 6 credits. Recent developments in research on teaching; both quantitative and qualitative research methodologies emphasized. Typically offered Summer Session.
561 Elementary School Mathematics 3 Research on curriculum and instruction issues in elementary school mathematics. Typically offered Spring.
562 Foundations of Literacy: Theory and Research 3 Interdisciplinary inquiry into the various foundations of literacy.
563 Teaching Concepts of Probability and Statistics 3 Development of mathematical concepts and related teaching strategies for probability and statistics, with an emphasis on middle school topics. Recommended preparation: MATH 106 (or equivalent) and MATH 251/252. Credit not granted for both TCH LRN 463 and 563. Offered at 400 and 500 level.
565 Introduction to Scholarly Inquiry 1 Introduction to the Ed.M program including the scholarship and research requirements and the role of students and action research. Typically offered Summer Session.
566 Democratic Education 3 Rationale and skill to assist teachers in making classrooms more democratic.
567 Social Foundations of Language and Literacy 3 Social and cultural theories of language and literacy. Recommended preparation: Admission to a doctoral program. Typically offered Spring.
568 Psychological Foundations of Language and Literacy 3 Psychological foundations of language and Literacy. Recommended preparation: Admission to a doctoral program. Typically offered Odd Years - Fall.
569 Critical Analysis of Children's and Young Adult Literature 3 Course Prerequisite: Admission to a graduate program. Multicultural analysis of children's and adolescent literature and its pedagogical and sociopolitical implications and possibilities. Typically offered Odd Years - Spring.
570 Theory and Research in Digital Literacies 3 Ideas of literacy and effects of technology on literacy and policy, particularly those issues addressing diverse learners. Typically offered Odd Years - Spring.
571 Research in STEM Education 3 Contemporary issues in STEM education research and practice. Typically offered Odd Years - Spring.
573 Theory and Research in Computer-Assisted Language Learning 3 Information and tools needed to contribute to the CALL research literature.
574 Science for All: An Individual and Multicultural Perspective 3 Implications of cultural and individual diversity for understanding western scientific and mathematical thought; an activity-based, educational perspective. Typically offered Spring.
577 Curriculum Theory 3 Curriculum theory as the interdisciplinary study of educational experience. (Crosslisted course offered as TCH LRN 577, CSSTE 539.) Typically offered Fall.
578 National Board for Professional Teaching Standards (NBPTS) I 3 Development of evidence aligned with National Board standards and allowance for reflection on the impact of teaching and student learning. Required background must include: Bachelor's degree from accredited institution, valid state teaching/counseling certificate, completion of minimum 3 years successful full-time teaching in a U.S. P-12 school. Typically offered Fall.
579 National Board for Professional Teaching Standards (NBPTS) II 3 Construct/submit portfolio of evidence meeting national standards in classrooms for National Board Certification assessment. Required background must include: Bachelor's degree from accredited institution, valid state teaching/counseling certificate, completion of minimum 3 years successful full-time teaching in a U.S. P-12 school.
580 Multicultural Education in a Global Society 3 Multicultural and multilingual education from a global perspective; development of multicultural curriculum. (Crosslisted course offered as TCH LRN 580, CSSTE 535, MIT 552.) Credit not granted for both TCH LRN 480 and TCH LRN 580. Offered at 400 and 500 level. Typically offered Even Years - Fall.
581 Learning and Development in Mathematics and Science 3 This course explores and illustrates what we know about various aspects of mathematical learning at various grade levels. Typically offered Fall.
582 Scholarly Writing 3 Interdisciplinary; supports students to write publication-quality manuscripts.
583 Problem Solving in Elementary and Middle Level Education 3 Course Prerequisite: For candidates admitted to MIT. Integration of knowledge and skills to address complex cases in teaching and learning.
584 Research in Teaching Mathematics and Science 3 Development of an understanding for the research literature that is particularly related to mathematics and science teaching.
585 Focused Reading and Conference in Math/Science Education V 1-3 May be repeated for credit; cumulative maximum 9 credits. Designed to foster ongoing scholarship for individuals interested in mathematics and/or science educational research.
588 Action Research: Teachers as Research 3 Theoretical concepts, research, issues, models, and strategies for implementation of action research. Typically offered Spring and Summer.
590 Internship V 2-6 May be repeated for credit; cumulative maximum 12 credits. Course Prerequisite: By interview only. Opportunities in professional positions. Typically offered Fall and Spring. S, F grading.
591 Research Internship in Math/Science Education V 2-3 May be repeated for credit; cumulative maximum 6 credits. Provides opportunities for students to work closely with an accomplished researcher to observe, learn, and practice research methods. Typically offered Summer Session.
596 Topics in In-Service Education V 1-3 May be repeated for credit; cumulative maximum 12 credits. Advanced study of research, practice, and contemporary issues in education. Typically offered Fall, Spring, and Summer.
597 Topics in In-Service Education V 1-3 May be repeated for credit; cumulative maximum 9 credits. New developments and applications on selected in-service and staff development topics. S, F grading.
600 Special Projects or Independent Study V 1-18 May be repeated for credit. Independent study, special projects, and/or internships. Students must have graduate degree-seeking status and should check with their major advisor before enrolling in 600 credit, which cannot be used toward the core graded credits required for a graduate degree. Typically offered Fall, Spring, and Summer. S, F grading.
700 Master's Research, Thesis, and/or Examination V 1-18 May be repeated for credit. Independent research and advanced study for students working on their master's research, thesis and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 700 credit. Typically offered Fall, Spring, and Summer. S, U grading.
702 Master's Special Problems, Directed Study, and/or Examination V 1-18 May be repeated for credit. Independent research in special problems, directed study, and/or examination credit for students in a non-thesis master's degree program. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 702 credit. Typically offered Fall, Spring, and Summer. S, U grading.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to one of the following PhD programs: Cultural Studies and Social Thought in Education, Math and Science Education, or Language, Literacy, and Technology. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Master In Teaching (MIT)
501 Learning and Development in School and Community Contexts 3 Course Prerequisite: Admission to MIT Program. Theories of learning and student development within school and community contexts. Typically offered Summer Session.
502 Assessment for Teaching and Learning 3 Course Prerequisite: Admission to MIT Program. Instruction in sound assessment practices for preservice and in-service graduate students. Typically offered Summer Session.
503 Theories of Learning and Development V 2-3 Course Prerequisite: Admission to MIT Program. Theories of learning and development for K-12 teaching. Typically offered Summer Session.
504 Social Foundations of Education for Teachers V 2-3 Course Prerequisite: Admission to MIT Program. The social context of American education including historical and contemporary influences; education in the context of history, politics, and society. Typically offered Summer Session.
505 Classroom Management Seminar 3 Course Prerequisite: Admission to MIT Program. Contemporary issues in management of elementary, middle school, and secondary classrooms; issues of abuse. Typically offered Fall and Spring.
506 Integrating Technology into Classroom Teaching V 2-3 Course Prerequisite: Admission to MIT Program. Exploration of technology use in schools, production techniques, instructional methods, and integration of technology into grade-level curriculum based on current technology standards. Typically offered Spring and Summer.
507 Teacher Inquiry and Praxis V 2-3 Course Prerequisite: Admission to MIT Program. Exploration and development of teacher research strategies; concepts for producing knowledge and empowerment enabling teachers to challenge social norms that perpetuate inequality and marginalization. Typically offered Fall and Summer.
508 Curriculum and Instruction Methods 3 Course Prerequisite: Admission to MIT Program. Development of curriculum and instructional methods for teaching in diverse K-12 classrooms. Typically offered Summer Session.
509 Instruction and Assessment for Elementary Teachers 3 Course Prerequisite: Admission to MIT Program. Knowledge, skills, and dispositions that support continuous improvement in teaching and learning. Typically offered Summer Session.
510 Instruction for Secondary Teachers 3 Course Prerequisite: Admission to MIT Program. Methods of improvement in education, with emphasis on teacher collaboration, classroom instruction, and school reform. Typically offered Summer Session.
511 Introduction to Multilingual Education in K-12 Settings 2 Course Prerequisite: Admission to MIT Program. Research-based ESL strategies, methods, and practical knowledge that pre-service teachers can apply in a variety of instructional contexts to insure the success of minority students from diverse linguistic and cultural backgrounds. Typically offered Fall.
512 ESL Methods for General Educators (K-8) 2 Course Prerequisite: Admission to MIT Program. Research-based ESL strategies and methods for pre-service and experienced teachers. Typically offered Spring.
513 ESL Methods and Materials for Secondary Teachers 2 Course Prerequisite: Admission to MIT Program. Research-based ESL strategies and methods for pre-service and secondary content area teachers. Typically offered Spring.
530 Elementary School Social Studies Methods 3 Course Prerequisite: Admission to MIT Program. For candidates admitted to graduate teacher preparation and experienced teachers. Elementary structures of various social sciences; research findings related to instruction; classroom applications and materials. Typically offered Fall.
531 Literacy Development I 3 Course Prerequisite: Admission to MIT Program. For candidates admitted to graduate teacher preparation. Review of current research and approaches to instruction in the development of literacy in elementary and middle grades. Typically offered Summer Session.
532 Literacy Development II 3 Course Prerequisite: Admission to MIT Program. Review of current research and approaches to instruction in the development of literacy in elementary and middle grades. Typically offered Fall.
533 Elementary School Mathematics Methods 3 Course Prerequisite: Admission to MIT Program. Introduction to research, theory, and methods of teaching K-8 mathematics; emphasis on integrating theory and practice. Typically offered Fall.
534 Elementary School Science Methods 3 Course Prerequisite: Admission to MIT Program. Theoretical base to design and implement appropriate standards-based elementary science instruction. Typically offered Fall.
535 Integrating Fine Arts into K-8 Curriculum 2 Course Prerequisite: Admission to MIT Program. Integrating Fine Arts (art, music, dance, drama) into K-8 curriculum; curriculum design and methods. Typically offered Summer Session.
537 Problem Solving in Elementary Mathematics 1 (0-2) Course Prerequisite: Admission to MIT Program. Supplemental practicum course for MIT 533 that affords pre-service elementary teachers opportunity to discuss mathematical problem solving in great detail: theoretically, by looking at samples of children's mathematical solutions, and engaging in mathematical problem solving. Typically offered Fall.
550 Seminar in Middle Level Education 3 Course Prerequisite: Admission to MIT Program. Research on organizational structures, curriculum, instructional approaches, and materials for contemporary middle grade schools. Typically offered Summer Session.
551 Literacy within the Disciplines 3 Explores literacy research and practices that enhance the learning of various disciplines taught in K-12 settings. (Crosslisted course offered as TCH LRN 528, MIT 551.) Credit not allowed for students who have earned credit for TCH LRN 428. Typically offered Fall and Summer.
552 Multicultural Education in a Global Society 3 Multicultural and multilingual education from a global perspective; development of multicultural curriculum. (Crosslisted course offered as TCH LRN 580, CSSTE 535, MIT 552.) Credit not granted for both TCH LRN 480 and TCH LRN 580. Offered at 400 and 500 level. Typically offered Even Years - Fall.
571 Pre-internship and Seminar 2 (1-3) May be repeated for credit; cumulative maximum 4 credits. Course Prerequisite: Admission to MIT Program. Instructional practice in diverse classroom settings and reflection on that practice. Typically offered Fall. S, F grading.
575 Internship and Seminar 10 (1-27) Course Prerequisite: MIT 571; admission to MIT Program. Instructional practice in classroom settings, reflection on practice; completion of Washington state licensure requirements for teacher certification. Typically offered Spring. S, F grading.
702 Master's Special Problems, Directed Study, and/or Examination V 1-18 May be repeated for credit. Independent research in special problems, directed study, and/or examination credit for students in a non-thesis master's degree program. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 702 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Mathematics / Science Education (ED_MTHSC)
598 Research Seminar in Mathematics and Science Education 1 May be repeated for credit; cumulative maximum 6 credits. Through targeted readings and discussion, students will develop knowledge base proficiencies related to areas of mathematics and science education. Typically offered Fall and Spring.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to the Mathematics/Science Education PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Cultural Studies And Social Thought In Education (CSSTE)
530 Readings in Cultural Studies and Social Thought in Education 1 May be repeated for credit; cumulative maximum 3 credits. Current scholarship in the field of cultural studies in education and practices of schools. Typically offered Fall and Spring.
531 Cultural Studies in Education 3 Historical and conceptual background of the field of cultural studies. Typically offered Odd Years - Fall.
532 Gender, Power, and Education 3 Interdisciplinary focus on the relationships among gender, power, and education. Typically offered Even Years - Spring.
533 Race, Identity, and Representation in Education 3 Interdisciplinary research in race, identity and representations in education. Typically offered Fall, Spring, and Summer.
534 Social Theory in Education 3 Social theory and how it applies to intellectual work in education. Recommended preparation: Admission to a doctoral program. Typically offered Even Years - Fall.
535 Multicultural Education in a Global Society 3 Multicultural and multilingual education from a global perspective; development of multicultural curriculum. (Crosslisted course offered as TCH LRN 580, CSSTE 535, MIT 552.) Credit not granted for both TCH LRN 480 and TCH LRN 580. Offered at 400 and 500 level. Typically offered Even Years - Fall.
536 Environment, Culture and Education 3 Role of education in the social, ecological, and political conflicts between culture and environment. Typically offered Fall and Spring.
537 Place-Based Education 3 Theory and practice of place-based education with an emphasis on community-based action research and curriculum planning. Typically offered Even Years - Fall.
538 Youth Cultures in Education 3 Analysis of how youth cultures operate in society and how they are practiced in schools. Typically offered Fall.
539 Curriculum Theory 3 Curriculum theory as the interdisciplinary study of educational experience. (Crosslisted course offered as TCH LRN 577, CSSTE 539.) Typically offered Fall.
540 Globalization and Identity in Education 3 Issues relating to the complexities of globalization and identity in education. Typically offered Odd Years - Fall.
544 Discourse Analysis 3 Course Prerequisite: ED RES 562; ED RES 564. Examination of and preparation for discourse analysis research approach. Typically offered Fall.
545 Critical Ethnography in Education 3 Course Prerequisite: ED RES 562; ED RES 564. In-depth focus on issues in qualitative research and ethnography and critical ethnography. Typically offered Spring.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to Cultural Studies and Social Thought in Education PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Special Education (SPEC_ED)
301 Education of Exceptional Children 3 Survey of characteristics of students with disabilities, and overview of programming, legal aspects, and methods of instruction. Typically offered Fall, Spring, and Summer.
401 Teaching Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Intervention and instructional strategies for managing academic, social, and behavior problems in classroom settings. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Credit not granted for both SPEC ED 401 and SPEC ED 501. Offered at 400 and 500 level. Typically offered Fall.
402 Assessment and Curriculum for Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment. Methods of individual and group, formal and informal assessment for students with disabilities. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; concurrent enrollment SPEC ED 590 (2 credits). Credit not granted for both SPEC ED 402 and SPEC ED 502. Offered at 400 and 500 level. Typically offered Spring.
403 Secondary Education for Students with Disabilities 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Overview of instruction and intervention strategies for secondary students with disabilities; assessment, and curriculum/program development. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; or permission of instructor. Credit not granted for both SPEC ED 403 and SPEC ED 503. Offered at 400 and 500 level. Typically offered Spring.
404 Professional Skills in Special Education 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Legal aspects of special education, individualized education plans, roles and responsibilities of teachers, collaboration techniques, service delivery/design, and supervision of paraprofessionals. Required preparation must include completion of an introductory special education course, SPEC ED 520. Credit not granted for both SPEC ED 404 and SPEC ED 504. Offered at 400 and 500 level. Typically offered Fall and Summer.
409 Early Childhood Special Education 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Assessment, curriculum, and instructional techniques for teaching young children with handicaps and their families in a variety of settings. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Credit not granted for both SPEC ED 409 and SPEC ED 509. Offered at 400 and 500 level. Typically offered Fall and Summer.
420 Teaching in Inclusive Classrooms V 2-3 Course Prerequisite: For candidates admitted to teacher education (elementary education). Designed for preservice/inservice general education (K-12) teachers to learn how to teach students with disabilities. Credit not granted for both SPEC ED 420 and SPEC ED 520. Offered at 400 and 500 level. Typically offered Fall and Spring.
421 Inclusion Strategies for Special Education Teachers 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment. Roles and responsibilities of special education professionals in inclusion programs, including legal aspects and collaboration. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504. Credit not granted for both SPEC ED 421 and SPEC ED 521. Offered at 400 and 500 level. Typically offered Fall and Summer.
471 Effective Assessment and Instruction in Reading for Diverse Learners 3 Course Prerequisite: SPEC ED 301 or concurrent enrollment, or SPEC ED 420 or concurrent enrollment. Methods and approaches to reading assessment and designing, implementing evidence-based reading interventions. Credit not granted for both SPEC ED 471 and 571. Offered at 400 and 500 level. Typically offered Spring and Summer.
490 Practicum in Special Education V 1 (0-3) to 6 (0-18) May be repeated for credit; cumulative maximum 9 credits. Course Prerequisite: SPEC ED 301 or SPEC ED 420; SPEC ED 404; for candidates admitted to teacher education (EDUC or SECED). Supervised field experience in special education. Typically offered Fall, Spring, and Summer. S, F grading.
495 Universal Design for Educators 3 Factors associated with developing, implementing, and assessing curricular materials based on Universal Design. Typically offered Summer Session.
499 Special Problems V 1-4 May be repeated for credit. Course Prerequisite: By department permission. Independent study conducted under the jurisdiction of an approving faculty member; may include independent research studies in technical or specialized problems; selection and analysis of specified readings; development of a creative project; or field experiences. Typically offered Fall, Spring, and Summer. S, F grading.
501 Teaching Students with Disabilities 3 Intervention and instructional strategies for managing academic, social, and behavior problems in classroom settings. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Credit not granted for both SPEC ED 401 and SPEC ED 501. Offered at 400 and 500 level. Typically offered Fall.
502 Assessment and Curriculum for Students with Disabilities 3 Methods of individual and group, formal and informal assessment for students with disabilities. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; concurrent enrollment SPEC ED 590 (2 credits). Credit not granted for both SPEC ED 402 and SPEC ED 502. Offered at 400 and 500 level. Typically offered Spring.
503 Secondary Education for Students with Disabilities 3 Overview of instruction and intervention strategies for secondary students with disabilities; assessment, and curriculum/program development. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504; or permission of instructor. Credit not granted for both SPEC ED 403 and SPEC ED 503. Offered at 400 and 500 level. Typically offered Spring.
504 Professional Skills in Special Education 3 Legal aspects of special education, individualized education plans, roles and responsibilities of teachers, collaboration techniques, service delivery/design, and supervision of paraprofessionals. Required preparation must include completion of an introductory special education course, SPEC ED 520. Credit not granted for both SPEC ED 404 and SPEC ED 504. Offered at 400 and 500 level. Typically offered Fall and Summer.
509 Early Childhood Special Education 3 Assessment, curriculum, and instructional techniques for teaching young children with handicaps and their families in a variety of settings. Required preparation must include completion of an introductory special education course, or SPEC ED 520. Credit not granted for both SPEC ED 409 and SPEC ED 509. Offered at 400 and 500 level. Typically offered Fall and Summer.
520 Teaching in Inclusive Classrooms V 2-3 Designed for preservice/inservice general education (K-12) teachers to learn how to teach students with disabilities. Credit not granted for both SPEC ED 420 and SPEC ED 520. Offered at 400 and 500 level. Typically offered Fall.
521 Inclusion Strategies for Special Education Teachers 3 Roles and responsibilities of special education professionals in inclusion programs, including legal aspects and collaboration. Required preparation for graduate students must include completion of an introductory special education course, or SPEC ED 520; SPEC ED 504. Credit not granted for both SPEC ED 421 and SPEC ED 521. Offered at 400 and 500 level. Typically offered Fall, Spring, and Summer.
522 Topics in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 credits. Recent research developments, issues and/or applications in selected areas of special education. Typically offered Fall, Spring, and Summer.
541 Foundations of Education of Children with Hearing Loss 2 Historical and contemporary forces impacting education of children with hearing loss with emphasis on technology.
542 Development of Language for Teachers of Children with Hearing Loss 3 Language from birth through school-age with emphasis on development and relationship of pragmatics, semantics and syntax.
543 Teaching Speech to Children with Hearing Loss 3 Strategies for assessing, developing and remediating the speech of children with hearing loss.
544 Developing Language in Children with Hearing Loss 3 Strategies for assessing and developing language in children with hearing loss.
545 Curriculum for Children with Hearing Loss 3 Strategies for modifying and adapting instruction in academic areas to meet the needs to students with hearing loss.
546 Working with Parents of Children with Hearing Loss 3 Impact of hearing loss on parents and strategies for helping parents cope at various stages of their child's life.
571 Effective Assessment and Instruction in Reading for Diverse Learners 3 Methods and approaches to reading assessment and designing, implementing evidence-based reading interventions. Credit not granted for both SPEC ED 471 and 571. Offered at 400 and 500 level. Typically offered Spring and Summer.
589 Special Education Personnel Preparation and Professional Development 3 Current research, issues, trends in special education personnel preparation and professional development. Typically offered Odd Years - Fall.
590 Practicum in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 credits. Supervised experiences in application of theories and practices in special education. Required preparation must include completion of an introductory special education course, or SPEC ED 520; admitted to the major in education or completed certificate. Typically offered Fall, Spring, and Summer. S, F grading.
591 Research in High-Incidence Disabilities 3 Current research, issues, and trends in high-incidence disabilities. Recommended preparation: Admission to a doctoral program. Typically offered Even Years - Fall.
592 Single Subject Research Design and Methods 3 In-depth study of single subject research designs; critical analysis of strengths and weaknesses of each design. Recommended preparation: Admission to a doctoral program. Typically offered Even Years - Spring.
593 Diversity, Equity, and Inclusion in Special Education 3 Diversity, equity, and inclusion issues in special education examined and critically reflected upon for future use and practice. Recommended preparation: Admission to a doctoral program. Typically offered Odd Years - Fall.
594 Prevention and Intervention for Emotional and Behavioral Disorders (EBD) 3 Cross-disciplinary perspectives on preventing mental, emotional, and behavioral disorders; analysis of evidence-based practices, research to practice gap, implementation and sustainability. Recommended preparation: Admission to a doctoral program. Typically offered Odd Years - Spring.
595 Universal Design 3 Factors associated with developing, implementing and assessing curricular materials for individuals with disabilities. Recommended preparation: Admission to a doctoral program.
596 Seminar in Quality Indicators for Research in Special Education 1 May be repeated for credit; cumulative maximum 10 credits. Course Prerequisite: Admitted to the Teaching and Learning PhD programs. Examines quality indicators of research designs and approaches in special education. Typically offered Fall and Spring.
600 Special Projects or Independent Study V 1-8 May be repeated for credit. Independent study, special projects, and/or internships. Students must have graduate degree-seeking status and should check with their major advisor before enrolling in 600 credit, which cannot be used toward the core graded credits required for a graduate degree. Typically offered Fall, Spring, and Summer. S, F grading.
700 Master's Research, Thesis, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admission to Special Education graduate program. Independent research and advanced study for students working on their master's research, thesis and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 700 credit. Typically offered Fall, Spring, and Summer. S, U grading.
702 Master's Special Problems, Directed Study, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admission to Special Education graduate program. Independent research in special problems, directed study, and/or examination credit for students in a non-thesis master's degree program. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 702 credit. Typically offered Fall, Spring, and Summer. S, U grading.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to the Special Education PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
Language, Literacy, And Technology (LLT)
586 Seminar in Language, Literacy, and Technology 1 May be repeated for credit; cumulative maximum 3 credits. Tools for professional development in the areas of research, teaching, and service. Seminar compliments required courses in the LLT doctoral student program.
800 Doctoral Research, Dissertation, and/or Examination V 1-18 May be repeated for credit. Course Prerequisite: Admitted to the Language, Literacy, and Technology PhD program. Independent research and advanced study for students working on their doctoral research, dissertation and/or final examination. Students must have graduate degree-seeking status and should check with their major advisor/committee chair before enrolling for 800 credit. Typically offered Fall, Spring, and Summer. S, U grading.
- Teaching and Learning
Courses
- Cultural Studies And Social Thought In Education
- Language, Literacy, And Technology
- Master In Teaching
- Mathematics / Science Education
- Special Education
- Teaching And Learning
Schedules of Studies
- Elementary Education Teacher Certificate
- Specific Subject Teacher Certificate
Certificates
- Certificate in Education Technology
- Dual Language Pathway Certificate
- English Language Learners