EDTE Courses


EDTE 101 Foundations of American Educ 3.00 credits
This course provides an overview of the teaching profession. It is designed as an exploration of teaching as a career choice, serving as an introduction to various philosophical positions regarding education, the laws that affect students and teachers, the global and historical background of our current educational systems, and the issues concerned with recognizing, accepting, and affirming diversity.
 
EDTE 201 Learning Theories 3.00 credits
This course is designed to introduce the undergraduate teacher candidate to theories of learning. The contributions of behaviorism, humanistic psychology, and cognitive psychology will be examined in order to give a basis for critically analyzing how and why human development and growth occur in the teaching/learning act. Based on the dynamics of respect for individual differences within the learning community, prior learning, and authentic scholarly exploration of historical and current literature, student teacher candidates will be able to articulate, develop, and seek alternatives to their theories-in-use.
 
Prerequisite: EDTE 101 Minimum Grade: D
EDTE 221E Elem Dif Instruct & Assess 3.00 credits
This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the elementary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds.
 
Prerequisite: EDTE 101 Minimum Grade: D
Concurrent: EDTE 221L
EDTE 221L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. Candidates also gain pedagogical practice by working with students and teaching a lesson. Teacher candidates are required to submit a Field Experience Request form to the Field Experience Office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Character and Fitness form on file is required.
 
Prerequisite: (EDTE 221E or EDTE 221S) and EDTE 101 Minimum Grade: D
EDTE 221S Sec Diff Instruct & Assess 3.00 credits
This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the secondary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds.
 
Prerequisite: EDTE 101 Minimum Grade: D
Concurrent: EDTE 221L EDTE 241
EDTE 231 Instruct Meth:Rdg/Wrtg/Comm I 3.00 credits
The primary purpose of this course is to provide opportunities for teacher candidates to understand theoretical constructs related to reading, writing, and communication in classroom curriculum. Teacher candidates will develop pedagogy from an analysis of the processes of natural learning, language acquisition, multiple intelligence, and learning styles. This knowledge will become the framework for instructional methodology for reading, writing, and communication skills.
 
EDTE 241 Teaching in the Middle School 3.00 credits
The purpose of this course is to help the prospective middle level/secondary teacher candidate develop in-depth knowledge and understanding of early adolescents. The middle school reform movement and the developmental characteristics and needs of adolescents provide a framework for this course.
 
Prerequisite: EDTE 101 Minimum Grade: D
Concurrent: EDTE 221L EDTE 221S
EDTE 300 Edu Psych 3.00 credits
 
EDTE 304 Concepts in Science 3.00 credits
This course presents earth, physical, and space science concepts for elementary teacher candidates.
 
EDTE 315 Classroom Assessment 3.00 credits
This course will introduce and practice the processes of assessing whether students are meeting desired classroom outcomes, addressing the question, "How do we know our students learned the material?" Multiple methods and types of classroom assessments will be analyzed and evaluated for the purposes of creating a systematic framework that implements, collects, and reviews assessment data. The following assessment components will be discussed, applied and evaluated: timely and appropriate feedback; formative, summative and diagnostic methodologies; classroom assessment instruments; self-assessment applications; clear criteria; scoring guides and rubrics; student voice; and content-specific assessment practices. Content will be organized to support the creation of a personalized assessment philosophy. Co-requisite for Secondary candidates only: EDTE 418 and EDTE 418L.
 
Concurrent: EDTE 418 EDTE 418L
Equivalent: EDSE 417 - OK if taken since Fall 2010
EDTE 331 Instruct Meth:Rdg/Wrtg/Comm II 3.00 credits
The purpose of this course is twofold: one, to prepare teacher candidates to create appropriate lesson plans for literacy instruction and assessment in order to provide opportunities for children to become involved with literacy in a purposeful and meaningful manner. Second, to prepare teacher candidates to become aware and utilize available literary resources, including technology for teaching. An emphasis of this course will be the compatibility of methods of instruction and assessment with regard to Washington State Standards/Common Core Standards. Fall and Spring.
 
Concurrent: EDTE 331L
EDTE 331L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore first-hand Literacy instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable the teacher candidate to observe and participate in instructional decision making, strategies for differentiation, and various assessment modes. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
Concurrent: EDTE 331
EDTE 390 Directed Study 1.00 - 4.00 credits
Topic to be decided by faculty.
 
EDTE 400 Elementary Methods: Music 1.00 credit
This course presents theories and techniques appropriate to teaching Music in the elementary school.
 
EDTE 401 Elem Methods: Math 3.00 credits
This course is designed to prepare or teacher candidates for teaching Mathematics in an elementary classroom. Candidates will learn and apply content specific pedagogy, understand the mathematical practices, plan assessment to monitor student learning and foster a mathematical learning environment within the classroom.
 
Prerequisite: EDTE 221E Minimum Grade: C and EDTE 221L Minimum Grade: S and MATH 121 Minimum Grade: D and (MATH 203 Minimum Grade: D or MATH 112 Minimum Grade: D or MATH 157 Minimum Grade: D) and EDTE 315 Minimum Grade: D
Concurrent: EDTE 401L
EDTE 401L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore first-hand mathematical instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable teacher candidate to observe and participate in instructional decision-making, strategies for differentiation, and various assessment modes. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
Concurrent: EDTE 401
EDTE 402 Elementary Methods:Social Stdy 3.00 credits
This course presents theories and techniques appropriate to teaching Social Studies in the elementary school.
 
EDTE 403 Elementary Methods: Art 1.00 credit
This course presents theories and techniques appropriate for teaching Art in the elementary school.
 
EDTE 404 Elementary Methods: Science 3.00 credits
This course is designed to prepare teacher candidates for teaching Science in an elementary classroom. Candidates will understand how students learn and develop scientific knowledge, learn and apply content specific pedagogy, plan assessments to monitor student learning, and foster inquiry in the classroom learning environment.
 
Equivalent: PHYS 100L - OK if taken since Fall 1996
EDTE 418 Discipline Specific Literacy 3.00 credits
This course presents the theory and practice for developing interdisciplinary literacy in secondary classrooms including the structure and development of language and its effective expression in specific disciplines are presented in this course. In particular, students gain competencies in working with texts, supporting academic language development, and adapting instruction to make it accessible to English language learners.
 
Concurrent: EDTE 315 EDTE 418L
EDTE 418L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore the instruction, assessment, and technology practices that are at work in schools. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
Concurrent: EDTE 315 EDTE 418
EDTE 440L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore the instruction, assessment, and technology practices that are at work in schools. Teacher candidates are required to submit a Field Experience Request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. Requires current fingerprint clearance throughout semester and Character & Fitness form on file.
 
Prerequisite: EDTE 101 Minimum Grade: D and EDSE 150 Minimum Grade: D and EDTE 201 Minimum Grade: D and EDTE 221S Minimum Grade: D and EDTE 221L Minimum Grade: S and EDTE 241 Minimum Grade: D
Concurrent: EDTE 315 EDTE 418
EDTE 454D Secondary Meth- Theater Arts 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
EDTE 454E Secondary Methods-English 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
EDTE 454F Secondary Methods-Social Study 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
EDTE 454L Field Experience 1.00 credit
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. This course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required. Fall Only.
 
Prerequisite: EDTE 454F or EDTE 454M or EDTE 454S or EDTE 454T or EDTE 454E EDTE 454D
Concurrent: EDTE 460S
EDTE 454M Secondary Methods-Math 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
EDTE 454S Secondary Methods-Science 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
EDTE 454T Secondary Methods-World Lang 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements.
 
Concurrent: EDTE 454L
Equivalent: MTSL 454 - Successful completion
EDTE 455L Fld Exp:Additional Endorsement 1.00 credit
This is a lab course which will accommodate teacher candidates who add-on an additional endorsement. Teacher candidates are required to complete a Field Experience request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. This course must be taken concurrently with an EDTE 454 Discipline Specific Methods course. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required. Fall only.
 
Prerequisite: EDTE 454E or EDTE 454F or EDTE 454D or EDTE 454M or EDTE 454S or EDTE 454T
EDTE 460E Clasrm Mgt & Comm Elem 3.00 credits
Teacher candidates are provided with strategies to manage the elementary classroom to create a motivated classroom climate, to communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching.
 
Prerequisite: EDTE 221E Minimum Grade: D and EDTE 221L Minimum Grade: D
EDTE 460S Classroom Management Secondary 3.00 credits
Student teacher candidates are provided with strategies to manage the secondary classroom, to create a motivated classroom climate, to communicate with student teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching.
 
Prerequisite: EDTE 221S Minimum Grade: D and EDTE 221L Minimum Grade: D and EDTE 241 Minimum Grade: D
Concurrent: EDTE 454L
EDTE 461 Reading Diagnosis 3.00 credits
This course provides teacher candidates with the in-depth knowledge and skills to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. Spring only.
 
EDTE 462 Child and Adol Literature 3.00 credits
This course surveys classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across the K-12 curriculum are presented. Fall only.
 
EDTE 464 Practicum-Reading 1.00 credit
This course creates and applies literacy instruction assessment strategies in a K-12 classroom setting. A school location is arranged. Practicum requires completion of a form, and department permission and cannot be registered for via Zagweb. 1 credit = 30 contact hours.
 
EDTE 469 The Five Themes of Geography 3.00 credits
This course is an introduction to the five themes of geography, location, place, human environment interaction, movement, regions. This course fulfills the geography requirement for a Social Studies endorsement. Spring only.
 
EDTE 490 Directed Reading 1.00 - 4.00 credits
Directed Reading requires completion of a form, and Department permission.
 
EDTE 491 Directed Study 1.00 - 3.00 credits
Individualized study that is designed by the professor. Student teacher candidates follow a prescribed course outline.
 
EDTE 492 Independent Study 1.00 - 4.00 credits
Individualized study that is designed by the student teacher candidate in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource.
 
EDTE 494 Special Project 1.00 - 6.00 credits
Individualized study that is project-based. The study results in a practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation.
 
EDTE 495 Student Teaching Prof Seminar 2.00 credits
 
Prerequisite: EDTE 496E Minimum Grade: D or EDTE 496S Minimum Grade: D
Concurrent: EDSE 450
EDTE 496E Elementary Student Teaching 12.00 credits
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of an elementary teacher under the direction of a University supervisor and a co-operating teacher. Seminars are provided for student interaction, problem solving, certification requirements, and informational support.
 
Concurrent: EDSE 450 EDTE 495
EDTE 496S Secondary Student Teaching 12.00 credits
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of a secondary teacher under the direction of a University supervisor and a co-operating teacher. Seminars are provided for student interaction, problem solving, certification requirements, and informational support.
 
Concurrent: EDSE 450 EDTE 495
EDTE 505 Field Experience I 1.00 credit
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting and analyzing instructional events in the school site. The course will enable teacher candidates to observe and participate in instructional decision-making strategies for differentiation, and various assessment models. Teacher candidates are required to submit a Field Experience Request form to the Field Experience Office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
EDTE 506 Field Experience II 1.00 credit
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting and analyzing instructional events in the school site. The course will enable teacher candidates to observe and participate in instructional decision-making strategies for differentiation, and various assessment models. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
EDTE 507 Field Experience III 1.00 credit
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting and analyzing instructional events in the school site. The course will enable teacher candidates to observe and participate in instructional decision-making strategies for differentiation, and various assessment models. Teacher candidates are required to submit a Field Experience Request form to the Field Experience Office a minimum of a month prior to the semester they are taking the course. This form can be found on the Gonzaga School of Education website under Field Experience. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required.
 
EDTE 509 Math and Science Methods 3.00 credits
This course is designed to prepare teacher candidates for teaching mathematics and science in an elementary classroom. Candidates will learn and apply content specific pedagogy, understand the mathematical practices, understand how students learn and develop scientific knowledge, plan assessments to monitor student learning, and foster a classroom environment which promotes mathematical learning and scientific inquiry.
 
EDTE 511 Instructional Foundations 3.00 credits
This course examines the philosophical social, historical and theoretical foundations of learning, intelligence, and instruction in the context of culturally diverse populations. The course also addresses issues and needs pertaining to contemporary American society from both ethical and legal perspectives. Themes include learning theory and human development, philosophy and history of education, cultural competency, ethics, and law as they relate to the classroom teacher.
 
EDTE 512E Elem Diff Instr & Assmnt 3.00 credits
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-8 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, and the integration of technology to meet the Washington State's Common Core.
 
EDTE 512S Sec Diff Instr & Assmnt 3.00 credits
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability diverse learners. The course will cover the essential elements of 6-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, and the integration of technology to meet the Washington State's Common Core.
 
EDTE 518 Discipline Specific Literacy 3.00 credits
This course presents the theory and practice for developing interdisciplinary literacy in secondary classrooms including the structure and development of language and its effective expression in specific disciplines are presented in this course. In particular, students gain competencies in working with texts, supporting academic language development, and adapting instruction to make it accessible to English language learners.
 
EDTE 520 Teaching in the Middle School 3.00 credits
The purpose of this course is to help the prospective middle level/secondary teacher candidate develop in-depth knowledge and understanding of early adolescents. The middle school reform movement and the developmental characteristics and the needs of adolescents provide a framework for this course.
 
EDTE 531 Inst Meth:Rdg/Wrtg/Comm II 3.00 credits
The purpose of this course is twofold: one, to prepare teachers to create appropriate methods for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and, second, to become aware of available literary resources, including technology for thematic teaching.
 
EDTE 537 Integrated Instruction 3.00 credits
Candidates will become proficient in creating appropriate opportunities for children to engage in a meaningful way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level, K-12 which appeals to different learning styles and is compatible with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the language arts.
 
EDTE 540 Fndn of Reading and Language 3.00 credits
This course provides candidates with the opportunity to investigate theories and practices supporting reading and language arts instruction in K-8 schools. Teacher candidates develop a repertoire of instructional practices to plan for student learning in reading development, writing, grammar, and spelling. Practical approaches to assessment incorporated in the lesson plan.
 
EDTE 550 Social Studies Methods 3.00 credits
This course presents a global approach to the teaching of social studies at the elementary level with an emphasis on age appropriate strategies for teaching major concepts in the variety of social science disciplines.
 
EDTE 554 Discipline Specific Methods 3.00 credits
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved of for endorsements. Washington State standards are met and candidates are prepared for the Teacher Preparation Assessment.
 
EDTE 554E Secondary Methods-English 3.00 credits
See EDTE 554A.
 
EDTE 554F SecondaryMethods-SocialStudies 3.00 credits
See EDTE 554A.
 
EDTE 554L Field Exp: Add-On Endorsement 1.00 credit
This is a lab course which will accommodate teacher candidates who add-on and additional endorsement. Teacher candidates are required complete a Field Experience Request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. This course must be taken concurrently with an EDTE 554A—T Discipline Specific Methods course. Requires current fingerprint clearance throughout semester and Character & Fitness form on file. Fall only.
 
EDTE 554M Secondary Methods-Math 3.00 credits
See EDTE 554A.
 
EDTE 554S Secondary Methods-Science 3.00 credits
See EDTE 554A.
 
EDTE 554T Secondary Methods-World Lang 3.00 credits
See EDTE 554A.
 
EDTE 555E Clssrm Env:El Mgmt, Proc & Rtn 3.00 credits
Teacher candidates are provided with strategies to manage the elementary classroom to create a motivated classroom climate, communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching.
 
EDTE 555S Clssrm Env:Sec Mgmt, Proc &Rtn 3.00 credits
Teacher candidates are provided with strategies to manage the elementary classroom to create a motivated classroom climate, communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching.
 
EDTE 561 Reading Diagnosis 3.00 credits
The course provides teacher candidates with the in-depth skills and knowledge to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed and implemented. This class incorporates field experience components and is intended for the reading endorsement.
 
EDTE 562 Child and Adol Literature 3.00 credits
Survey of classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across K-12 curriculum. This course is intended for the reading endorsement.
 
EDTE 564 Practicum Reading 1.00 - 4.00 credits
This course creates and applies literacy instruction/ assessment strategies in a K-12 classroom setting. School location arranged. Practicum requires completion of a form, and Dept. permission and cannot be registered for via ZAGWEB. This course is intended for the reading endorsement.
 
EDTE 566 Literacy & Engl Lang Learner 3.00 credits
This course provides literacy knowledge related to working with English learners. Teacher candidates and tutors will create classroom materials for English language learners to support their learning of literacy knowledge. Teacher candidates will take theoretical knowledge that will be translated into practical application through the creation of lesson plans, stories and tutoring. This course is intended for the reading endorsement.
 
Equivalent: MTSL 514 - OK if taken since Fall 2004
EDTE 590 Directed Readings 1.00 - 3.00 credits
Directed Readings requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
 
EDTE 591 Directed Study 1.00 - 3.00 credits
Directed Study requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
 
EDTE 592 Independent Study .00 - 4.00 credits
Independent Study requires completion of a form, and department permission and cannot be registered for via Voice Response Phone System.
 
EDTE 594 Special Project 1.00 - 6.00 credits
Independent Study requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.
 
EDTE 611 Continuing Thesis Education 1.00 credit
 
EDTE 631 Ed Research Introduction 1.00 credit
This introduction to practitioner based research will lay the groundwork and expectation for a master’s level research project to be completed by the end of the MIT program. Content to be introduced include: characteristics of practitioner research, applicable research terminology, qualitative and quantitative methodologies, topic selection, teacher-as-researcher skills and the literature review structure.
 
EDTE 632 Ed Research and Assessment 2.00 credits
This course, a two-credit continuation of educational research, is the second of four research classes offered to Masters of Initial Teaching (MIT) candidates over the span of one year. It is designed to provide the knowledge and skills in qualitative/action research and continue to explain the components of the Student Impact Project (SIP), as well as their connection to the Teacher Performance Assessment, especially the Assessment Task. Course topics to include examples of practitioner-based research, activities to further clarify professional identity and knowledge of students, opportunities to collect and analyze study work samples and assignments to integrate artifacts into a personalized research plan.
 
EDTE 633 Ed Research & Data Eval 2.00 credits
This course, a two-credit continuation of EDTE 631 and EDTE 632, is the third of four research courses offered to Masters of Initial Teaching (MIT) candidates over the span of one year. It is designed to provide a review of the knowledge and skills in qualitative/action research, an overview of data analysis methodologies, and a forum to support the organization and completion of the final Student Impact Project (SIP).
 
EDTE 689 Professional Seminar 1.00 credit
This seminar focuses on the final preparation and presentation of capstone research project. It provides the opportunity for critical review by peers and professors. The Professional Seminar is the formal presentation of the completed curriculum project. Graduate students present their Research Project before a committee of graduate faculty, peers, and members of the University community. Successful completion of the curriculum project is required for granting of the MIT degree.
 
EDTE 696A Student Teaching - Elementary 6.00 credits
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of an elementary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements and informational support.
 
EDTE 696B Student Teaching - Secondary 6.00 credits
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of a secondary teacher under the direction of a University supervisor and a co-operating teacher. Concurrent seminars are provided for student interaction, problem solving, certification requirements and informational support.
 
EDTE 699 Comprehensive Oral Exam .00 credits
Orals are the formal presentation of the completed major research project in its final written form. Graduate students present their research before a committee of graduate faculty, peers, and members of the University community. Students describe how their research extends the knowledge base of education in their field. Successful completion of the orals is required for granting of the MIT degree.
 
EDTE 900 Workshop 1.00 - 12.00 credits