Department of Curriculum and Instruction

CTE 200 (s) Seminar (1-16 credits)

Credit arranged

CTE 203 (s) Workshop (1-16 credits)

Credit arranged

CTE 204 (s) Special Topics (1-16 credits)

Credit arranged

CTE 298 (s) Internship (1-16 credits)

Credit arranged

CTE 299 (s) Directed Study (1-16 credits)

Credit arranged

CTE 351 Principles and Philosophy of Career and Technical Education (3 credits)

Joint-listed with CTE 551

Overview and interpretation of history, aims, and purposes of public education and professional-technical education; issues and programs comprising professional-technical education in Idaho and in the nation. Additional projects/assignments required for graduate credit.

CTE 353 Manufacturing Systems (3 credits)

In-depth examination and implementation of manufacturing theory and processes including research and development, product planning and controlling. Topics, such as Lean Manufacturing, Kanban, relating to manufacturing facilities and management of manufacturing processes will be discussed, studied and implemented in the manufacture of a designed product in quantity.

CTE 370 Transportation & Engineering Technologies (3 credits)

Students will explore various forms of renewable energy and transportation systems. They will also work in teams to propose solutions to power, energy and transportation issues. Students will research, design, build and evaluate their potential solutions in a hands-on laboratory environment. Recommended Preparation: MATH 143 and PHYS 111.

CTE 398 (s) Internship (1-16 credits)

Credit arranged

CTE 400 (s) Seminar (1-16 credits)

Credit arranged

CTE 403 (s) Workshop (1-16 credits)

Credit arranged Graded P/F.

Prereqs: Permission

CTE 404 (s) Special Topics (1-16 credits)

Credit arranged

CTE 405 (s) Professional Development (1-16 credits, max arranged)

Joint-listed with CTE 505

Credit arranged. Credits earned in this course will not be accepted toward graduate degree programs. Professional development and enrichment. Additional projects/assignments required for graduate credit.

CTE 410 Technology & Society (3 credits)

In-depth examination and implementation of the relationship between technology and social change; previous course work in technology is not essential.

CTE 413 Retail Merchandising for Marketing Education (3 credits)

Designed for marketing teacher preparation. Contemporary information and activities that address retail merchandising, including standards and curriculum resources for secondary and two-year technical college courses. Curriculum standards, educational resources, careers, the role of retail, and the operation of a retail business that includes market analysis, store layout, and merchandising. Recommended Preparation: MKTG 321.

CTE 415 Productivity Software in Business Education (3 credits)

Advanced computer applications course designed primarily for business teacher education students; includes extensive hands-on experience using word processing, spreadsheet, and database programs used in both industry and business education programs; addresses methodology, curriculum development, and classroom management techniques.

CTE 416 Website Design and Development (3 credits)

Basics of html, advanced use of web development applications for purposes of creating effective websites that incorporate accepted design principles, taught in the context of Professional-Technical Education.

CTE 418 Teaching Economics and Personal Finance (3 credits)

In-depth examination and implementation of methods and materials for teaching economics and personal finance.

Prereqs: ECON 201 or Equivalent

CTE 419 Database Applications and Information Management (3 credits)

Teaching and training strategies for database applications. Includes database management principles and methods of information retrieval, processing, storage and distribution. Advanced project required for graduate credit.

CTE 420 Assessment in Contextual Learning Environments (3 credits)

Methods of assessing in contextual and hands on learning environments. Includes authentic assessment of project based learning.

CTE 426 Occupational Analysis and Curriculum Development (3 credits)

Instructional design systems and curriculum development as a systematic method of designing, carrying out, and evaluating the total process of teaching and learning; based on research in human learning and communication, employing a combination of human and non-human resources to bring about effective instruction. Focus on secondary and post-secondary professional/technical education.

CTE 430 Leadership and Student Organizations (2 credits)

Development of leadership skills; instruction in planning, implementation and supervision of professional-technical student organizations; and participation in regional leadership conferences.

CTE 431 Supervising CTE Career and Technical Student Organizations (1-3 credits, max 3)

Supervising CTE CTSOs involves active participation in career and technical student organization (CTSOs). Students assist in the administration and supervision of secondary regional and/or state CTSO conferences, and involve themselves with content area post-secondary CTSO competitive events program. Students are responsible for arranging and financing travel to appropriate CTSO events.

CTE 447 Diverse Populations and Individual Differences (2-3 credits)

Examines the impact of individual differences on teaching and learning.

CTE 460 Desktop Publishing (3 credits)

Advanced desktop publication techniques, concepts, and applications through use of computer technology; planning, layout, and design of publications are highlighted. Recommended Preparation: CTE 415.

CTE 462 Communication Technology (3 credits)

Investigation and laboratory activities associated with a variety of communication technologies, including interpersonal, human to machine and machine to machine, through contemporary devices and materials. Recommended Preparation: CTE 415.

CTE 464 Career Guidance and Transitioning to Work (3 credits)

Designed for career development counselors and facilitators; establishment of the three pillars of career guidance and how to implement the steps for developing a comprehensive individualized career plan.

CTE 470 Technical Competence (1-32 credits, max 32)

Technical competence is gained from occupational credentials or passing of competency exams related to the bachelor of science degree in PTE education or technology. Grades for successful completion of CTE 470 will be transcripted as P (pass) normally during the student's last semester and completion of all degree requirements.

CTE 472 Teaching and Learning in Organizations (3 credits)

Students examine research-based approaches to facilitate learning outcomes for occupational educators in post-secondary, secondary and private sector contexts; Instructional strategies and materials will be considered and developed to facilitate learning in technical skills, related applied academics, and workplace readiness knowledge and dispositions.

CTE 484 (s) Internship in Career and Technical Education Teaching (3-14 credits, max 28)

Guided observation, supervised instruction, and comprehensive team and independent teaching in school settings.

Prereqs: Admission to teacher education program

Coreqs: EDCI 401

CTE 492 Business and Marketing Education Methods (3 credits)

Teaching pedagogy, instructional materials and student evaluation strategies in Business and Marketing Education.

Prereqs: Permission

CTE 494 Senior Project (3 credits)

In the last year of study, students select an individual design project related to their area of specialization within technology education. Some students may have the option of joining a Senior Design Team in the College of Engineering. Project must be approved by instructor.

CTE 495 Administrative Technology Management and Procedures (3 credits)

Administrative office procedures and management techniques, advanced business document preparation, intermediate/advanced keyboarding skills, and ARMA filing rules. Recommended Preparation: CTE 415 and keyboarding proficiency.

CTE 498 (s) Internship (1-16 credits)

Credit arranged

CTE 499 (s) Directed Study (1-16 credits)

Credit arranged

CTE 500 Master's Res & Thesis (1-16 credits)

Credit arranged

CTE 501 (s) Seminar (1-16 credits)

Credit arranged

CTE 502 (s) Directed Study (1-16 credits)

Credit arranged

CTE 503 (s) Workshop (1-16 credits)

Credit arranged

CTE 504 (s) Special Topics (1-16 credits)

Credit arranged

CTE 505 (s) Professional Development (1-16 credits, max arranged)

Joint-listed with CTE 405

Credit arranged. Credits earned in this course will not be accepted toward graduate degree programs. Professional development and enrichment. Additional projects/assignments required for graduate credit.

CTE 519 Database Applications and Information Management (3 credits)

Joint-listed with CTE 419

Teaching and training strategies for database applications. Includes database management principles and methods of information retrieval, processing, storage and distribution. Advanced project required for graduate credit.

CTE 544 Idaho Leadership Institute (1-12 credits, max 12)

Institute for the preparation of the next generation of Idaho's leaders in professional-technical education.

Prereqs: Accepted into the Idaho Leadership Institute.

CTE 551 Principles and Philosophy of Career and Technical Education (3 credits)

Joint-listed with CTE 351

Overview and interpretation of history, aims, and purposes of public education and professional-technical education; issues and programs comprising professional-technical education in Idaho and in the nation. Additional projects/assignments required for graduate credit.

CTE 597 (s) Practicum (1-16 credits)

Credit arranged. Application of theories and techniques; supervised field experiences in selected settings.

CTE 598 (s) Internship (1-16 credits)

Credit arranged. Supervised experience in teacher education, administration, supervision, or ancillary services in professional-technical education.

CTE 599 (s) Non-thesis Master's Research (1-16 credits)

Credit arranged. Research not directly related to a thesis or dissertation.

Prereqs: Permission

CTE 600 Doctoral Research & Dissertation (1-45 credits)

Credit arranged

EDCI 111 Employment Foundations (1 credit)

In this course, students complete activities to better understand their personal strengths and needs while also exploring workplace preferences. Students also engage in career exploration activities to develop understanding of careers that may be a good fit for them. This course includes a required workplace internship and is designed for first-semester Vandal QUEST students. Graded Pass/Fail. Typically Offered: Fall.

EDCI 112 Finding & Maintaining Employment (1 credit, max 3)

This course focuses on skills necessary to gain and be successful in a job. To achieve this, students learn how to prepare for job interviews and have opportunities to practice interview skills. Students also work to understand common employer expectations. This course includes a required workplace internship. Graded Pass/Fail. Typically Offered: Spring.

Prereqs: EDCI 111

EDCI 113 Healthy Workplace Relationships (1 credit, max 3)

This course is designed to help students better understand their personal circles of support, including an increased understanding of personal and workplace relationships, and includes a required workplace internship. Graded Pass/Fail. Typically Offered: Fall.

Prereqs: EDCI 111, EDCI 112

EDCI 114 Employment Capstone (1 credit, max 3)

Students prepare and publicly deliver a presentation that expands upon each of their previous semester courses. This course includes a required workplace internship and is to be taken by Vandal QUEST students in their final semester. Graded Pass/Fail. Typically Offered: Spring.

Prereqs: EDCI 111, EDCI 112, EDCI 113

EDCI 200 (s) Seminar (1-16 credits)

Credit arranged

EDCI 201 Contexts of Education (3 credits)

General Education: Social and Behavioral Ways of Knowing

Joint-listed with EDCI 550

Introduction to the philosophical, social, cultural, historical, legal and political contexts of schooling. Develops an understanding of the sources of curriculum, standards, and assessments. Explores what it means to become a successful teacher committed to student success through the development of observation and analysis skills. Requires additional 20 hours of service learning. Typically Offered: Fall and Spring.

EDCI 203 (s) Workshop (1-16 credits)

Credit arranged

EDCI 204 (s) Special Topics (1-16 credits)

Credit arranged

EDCI 241 Introduction to the Study of Language (3 credits)

Cross-listed with ANTH 241, ENGL 241

Surveys of sound patterns, morphological processes and syntactic structures; questions of language acquisition, variation, and history; exercises from a variety of languages, with emphasis on American English. Typically Offered: Spring.

EDCI 298 (s) Internship (1-16 credits)

Credit arranged

EDCI 299 (s) Directed Study (1-16 credits)

Credit arranged.

EDCI 301 Learning, Development, and Assessment (3 credits)

General Education: Social and Behavioral Ways of Knowing

Joint-listed with EDCI 543

This course is an exploration of theories of learning and human development and the use of this knowledge to support student success in classroom settings. It provides a practical understanding of motivation as a classroom management tool and develops a fundamental understanding of assessment terminology, the uses of assessment and its relationship to student success. Typically Offered: Fall, Spring and Summer.

EDCI 302 Teaching Culturally Diverse Learners (3 credits)

General Education: American Diversity

Joint-listed with EDCI 544

An examination of cultural and linguistic diversity in classrooms. Explores strategies for creating the culturally inclusive classroom that values diversity and supports student success. Examines the use of instructional planning as a tool for motivation and classroom management. Includes required field experiences. Typically Offered: Fall, Spring and Summer.

Prereqs: EDCI 301 or ECDE 234; and admission to teacher education program

EDCI 320 Teaching Reading and Literacy (3 credits)

Foundations of literacy and the methods and strategies involved in the teaching of reading. Topics include: phonological awareness, phonemic awareness, and phonics; vocabulary; fluency; comprehension. Typically Offered: Fall and Spring.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 322, EDCI 325, EDCI 409 and DAN 360; or Permission

EDCI 321 Literature for Children (3 credits)

Specific methods, research, curricula, and technology in teaching Children's Literature for diverse populations. This course facilitates understanding of content, curriculum, methods, and assessment in an integrated setting. Typically Offered: Fall and Spring.

EDCI 322 Teaching Writing/Language Arts (3 credits)

Teaching communication, including listening and speaking, and the teaching and evaluation of writing. Topics include principles, problems, methods, and strategies for promoting the ability to communicate with an emphasis on the development of the writer. Other topics include vocabulary; spelling; grammar; fluency. Typically Offered: Fall and Spring.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 320, EDCI 325, EDCI 409, and DAN 360; or Permission

EDCI 325 Elementary Art Education (3 credits)

Specific methods, research, curricula, and technology in teaching elementary art for diverse populations. Facilitation of understanding content, curriculum, methods and assessment in an integrated setting. Typically Offered: Fall, Spring and Varies.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 320, EDCI 322, EDCI 409, and DAN 360; or Permission

EDCI 327 Elementary Math Education (3 credits)

Specific methods, research, curricula, and technology in teaching elementary mathematics for diverse populations. Facilitation of understanding content, curriculum, methods and assessment in an integrated setting. Typically Offered: Fall, Spring and Varies.

Prereqs: EDCI 302 and MTHE 235 and MTHE 236; or Permission

Coreqs: EDCI 328, EDCI 329, and EDCI 408; or Permission

EDCI 328 Elementary Social Studies Education (3 credits)

Specific methods, research, curricula, and technology in teaching elementary social studies for diverse populations. Facilitation of understanding content, curriculum, methods and assessment in an integrated setting. Typically Offered: Fall, Spring and Varies.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 327, EDCI 329, and EDCI 408; or Permission

EDCI 329 Elementary Science Education (3 credits)

Specific methods, research, curricula, and technology in teaching elementary science for diverse populations. Facilitation of understanding content, curriculum, methods and assessment in an integrated setting. Typically Offered: Fall, Spring and Varies.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 327, EDCI 328, and EDCI 408; or Permission

EDCI 375 Secondary Classroom Management (3 credits)

Lesson planning and classroom management methods for secondary grades (6-12). Methods for student engagement and development of high quality lessons for diverse populations. Typically Offered: Spring.

Prereqs: EDCI 302

EDCI 400 (s) Seminar (1-16 credits)

Credit arranged

EDCI 401 Internship Seminar (1 credit)

General Education: Senior Experience

A review of the professional commitments and responsibilities and the interactions and partnerships that support student learning and well-being.

Coreqs: EDCI 483, EDCI 485, CTE 484, AGED 460, MUST 432, or ESHS 484; or Permission

EDCI 402 Practicum (1-16 credits)

Credit arranged

EDCI 403 (s) Workshop (1-16 credits)

Credit arranged

EDCI 404 (s) Special Topics (1-16 credits)

Credit arranged

EDCI 405 (s) Professional Development (1-16 credits, max arranged)

Joint-listed with EDCI 505

Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.

EDCI 408 Integrated Elementary Methods Practicum I (3 credits)

Implementation of elementary content methods, research, curricula, and technology in K-8 classrooms with specific focus on culturally responsive management of a classroom and social-emotional learning, including recognition of early warning signs in students. Course will include 30 hours in K-8 classrooms. Typically Offered: Varies.

Prereqs: EDCI 302

Coreqs: EDCI 327, EDCI 328, and EDCI 329

EDCI 409 Integrated Elementary Methods Practicum II (1 credit)

Implementation of elementary content methods, research, curricula, and technology in K-8 classrooms. Course will include 30 hours in K-8 classrooms and 15 hours of associated scheduled activities. Typically Offered: Fall and Spring.

Prereqs: EDCI 408

Coreqs: EDCI 320, EDCI 322, EDCI 325, and DAN 360

EDCI 410 Technology, Teaching and Learning (2 credits)

Joint-listed with EDCI 545

Specific methods, research, and strategies providing proficiency in relevant technology skills and practices to enhance classroom management and instruction.

EDCI 411 Geometry, Measurement, and Trigonometry (3 credits)

Examines topics in measurement, geometry, and trigonometry and the way that grade 5-10 students develop an understanding of these ideas. Emphasis will be placed on recent and seminal research on learning and teaching geometry to develop mathematical practice as described in CCSS-M, especially for topics such as symmetry, congruence and similarity, right triangle trigonometry, transformations, unit, and partitioning of space. Particular emphasis will be placed on extended tasks that expose learners to investigation, conjecture, argumentation, and incorporating dynamic software. Does not count toward mathematics MAT or MS graduate programs. Preq: MTHE 236 and admission to Teacher Education; or instructor permission

EDCI 413 Data Analysis and Probability (3 credits)

Examines the understandings that are foundational to probability and data analysis, and how grade 5-10 students develop these ideas. Topics include experimental and theoretical probability, sample space, independent and dependent events, measures of central tendency and spread, and data representations. Emphasis will be on proof and argumentation and modeling with mathematics to draw conclusions, on the specialized mathematics knowledge for teaching, and how engagement in this content exemplifies the mathematical practices expressed in CCSS-M.

EDCI 416 Proportional and Algebraic Reasoning (3 credits)

This course examines topics related to the development and application of reasoning with proportional quantities, and how students develop an understanding of these, application of rational number and operations, and how grade 5-10 students develop algebraic reasoning from arithmetic thinking, by abstracting from computation and working with generalized numbers. Topics include comparison, ratio, proportion, rate, equality and relational thinking, generalizing, patterns, and modeling. Emphasis will be on modeling with mathematics to analyze problems, reasoning abstractly and quantitatively, looking for and making sense of structure, proof and argumentation, the specialized mathematics knowledge needed for teaching these topics, and on how engagement in this content exemplifies the mathematical practices expressed in CCSS-M.

EDCI 418 Culturally Responsive Pedagogy (1 credit)

This course provides a general introduction to the principles of Culturally Relevant Pedagogy. In particular, this module will help students attain a high level of cultural competence, social justice, and diversity such that they can apply this knowledge to lesson planning, pedagogy, and engagement with diverse learners. It will also equip future instructors to work with parents, families, and communities from diverse cultural and linguistic backgrounds.

EDCI 420 Gender and Sexual Diversity in Schools (1 credit)

This course provides future instructors with the skills needed to critically and sensitively work with gender non-conforming, gay, lesbian, and bisexual students in schools. It will provide those enrolled with a basic understanding of the ways that such students have been and continue to be marginalized within traditional education, the rights of students and communities re: schools, and best practices for working with and empowering gender non-conforming, gay, lesbian, and bisexual students in schools.

EDCI 421 Racial and Ethnic Diversity in Schools (1 credit)

This course provides future instructors with the skills needed to critically and sensitively work with students of color in schools. It will provide those enrolled with a basic understanding of the ways that students of color have been and continue to be marginalized within traditional education, the rights of students and communities re: schools, and best practices for working with and empowering students of color in schools.

EDCI 422 Socio-Economic Diversity in Rural Schools (1 credit)

This course provides future instructors with the skills needed to critically and sensitively work with low-income students from rural communities. It will provide those enrolled with a basic understanding of the ways that such students have been and continue to be marginalized within traditional education, the rights of students and communities re: schools, and best practices for working with and empowering low-income students from rural communities.

EDCI 424 Universal Design in Learning (1 credit)

This course provides a general introduction to the principles of Universal Design in Learning. It will introduce the principles, guidelines, and checkpoints that are included in the framework. It will focus on the importance of intentional, systematic and flexible design of instruction in which all students are included and making progress in learning.

EDCI 426 Working with Native American Students and Communities (1 credit)

This course provides future instructors with the skills needed to critically and sensitively work with Native American students and communities. It will provide those enrolled with a basic understanding of the ways that Native students have been marginalized within traditional education, the rights of Native students and communities re: schools, and best practices for working with and empowering Native students in schools.

EDCI 431 Secondary English Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary English Methods. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 441

EDCI 432 Secondary Social Studies Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary Social Studies Methods. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 442

EDCI 433 Secondary Science Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary Science Methods. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 443

EDCI 434 Secondary Mathematics Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary Mathematics Methods. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 454

EDCI 436 Secondary Art Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary Art Methods. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 446

EDCI 437 Secondary Foreign Language Methods (3 credits)

Specific methods, research, curricula, and media in teaching Secondary Foreign Language.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 447

EDCI 441 Secondary English Practicum (1 credit)

Implementation of Secondary English methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 431

EDCI 442 Secondary Social Studies Methods Practicum (1 credit)

Implementation of secondary social studies methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 432

EDCI 443 Secondary Science Methods Practicum (1 credit)

Implementation of secondary science language methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 433

EDCI 445 Young Adult Literature (3 credits)

Major trends and traditions in Young Adult (YA) Literature. Course concentration will vary by semester and may focus on the research, theory, and practice of literature study in secondary schools and sociohistorical, sociocultural, and literary contexts.

Prereqs: ENGL 102

EDCI 446 Secondary Art Methods Practicum (1 credit)

Implementation of secondary art methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 436

EDCI 447 Second Language Teaching Methods Practicum (1 credit)

Implementation of secondary foreign language methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. Typically Offered: Spring and Varies.

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 449

EDCI 448 Introduction to ENL (3 credits)

Joint-listed with EDCI 548

In this course, students will be introduced to the evolution, research, and current federal and state legal mandates of ENL education, the processes of language acquisition and development, and the role that culture plays in students' educational experiences. The students will begin to apply Language Acquisition Theory to their lesson planning, aligning their instruction to ELD and CCSSI.

EDCI 449 Second Language Teaching Methods (3 credits)

Joint-listed with EDCI 549

In this course, students will learn how to incorporate students' diverse cultural backgrounds and language proficiency levels into instructional planning that aligns with Second Language Development Standards. Students will learn how to measure the level of Language Proficiency, become familiar with the state English Language Proficiency assessment, and learn how to interpret data and explain the results of standardized assessments to students, the students' families, and to colleagues.

EDCI 454 Secondary Mathematics Methods Practicum (1 credit)

Implementation of secondary mathematics methods, research, curricula and technology in secondary classrooms. Course will include 30 hours in grade 6-12 classrooms and 15 hours of associated scheduled activities. (Fall only)

Prereqs: EDCI 302 or Permission

Coreqs: EDCI 434

EDCI 463 Literacy Methods for Content Learning (3 credits)

Joint-listed with EDCI 563

Theory of and practical strategies for extending and reinforcing student learning of subject matter through reading and writing. Additional projects/assignments required for graduate credit. Prereqs or

Coreqs: EDCI 302 or MUST 283

EDCI 466 Literacy Assessment and Intervention (3 credits)

Various assessment issues and procedures appropriate for monitoring student progress in reading and writing in the classroom; instructional methods for assisting readers at-risk. Recommended Preparation: EDCI 320 or EDCI 463 Typically Offered: Fall and Spring.

EDCI 483 Elementary Internship I (7-14 credits)

Guided observation, supervised instruction and comprehensive team and independent teaching in school settings with a discipline-specific and integrated pedagogical focus. Graded P/F.

EDCI 485 (s) Secondary Internship (15 credits)

General Education: Senior Experience

Guided observation, supervised instruction, and comprehensive team and independent teaching in school settings. Graded P/F. Recommended Preparation: integrated course work. Graded Pass/Fail.

Coreqs: EDCI 401 and Permission of Department

EDCI 490 Computer Science Methods (3 credits)

Joint-listed with EDCI 590

This course is designed to provide pedagogical and content knowledge and experiences to be effective computer science teachers. The course will focus on helping students meet the Idaho Standards for Computer Science Teachers.

EDCI 491 Computer Science Methods Practicum (1 credit)

Joint-listed with EDCI 591

This course is designed to provide pedagogical and content knowledge and practical experiences to be effective computer science teachers. The course will focus on helping students meet the Idaho Standards for Computer Science Teachers.

EDCI 497 Decolonizing Methodology Applied (3 credits)

The course is designed to prepare scholars for culturally mindful research and the McNair Summer Research Institute. In this course, McNair scholars will further refine their research proposals and develop their faculty mentor relationships in preparation for the Summer Research Institute. Scholars will be challenged to analyze knowledge production through an Indigenous framework and examine the roles power and perspective play in research questions and design. Scholars will explore Native Hawaiian history, culture, and the challenges faced in maintaining sovereignty through research, dialogue, and reflection. Typically Offered: Spring.

Prereqs: Permission

EDCI 498 (s) Internship (1-16 credits)

Credit arranged

EDCI 499 (s) Directed Study (1-16 credits)

Credit arranged

EDCI 500 Master's Res & Thesis (1-16 credits)

Credit arranged

EDCI 501 (s) Seminar (1-16 credits)

Credit arranged

EDCI 502 (s) Directed Study (1-16 credits)

Credit arranged

EDCI 503 (s) Workshop (1-16 credits)

Credit arranged

EDCI 504 (s) Special Topics (1-16 credits)

Credit arranged

EDCI 505 (s) Professional Development (1-16 credits, max arranged)

Joint-listed with EDCI 405

Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.

EDCI 509 Math Education Seminar (1 credit, max 6)

This weekly seminar will examine current research and theory in mathematics education. Participants will read, analyze, and discuss current research and theory articles. Participants will take an active role in discussions, including leadership of seminar discussions. Pass/Fail grading only.

EDCI 511 Planning and Administering the Curriculum (3 credits)

Management skills, concepts, and information needed to administer a district-wide curriculum; audits and other evaluations as part of the curriculum or program development cycle; duties and responsibilities of curriculum developers from a standpoint of several possible roles and assignments; criteria and basic concepts for an audit, including essential curriculum management components, alignment, quality control, standards, and data sources.

EDCI 513 History of Educational Thought (3 credits)

Writings that have influenced educational theory and practice.

EDCI 519 Foundations of Gifted/Talented Education (3 credits)

This course is designed to develop knowledge of the philosophy, rationale, and historical perspectives of Gifted/Talented education.

EDCI 524 Models of Teaching (3 credits)

Examination of information processing, social interaction, personal, and behavioral models of teaching; emphasis on practical implementation of these models in teaching situations.

EDCI 531 Mathematics Education (3 credits)

Students will examine relevant research and practical knowledge shared by the mathematics education community. Includes the examination of history, theoretical perspectives, student learning, and pedagogy. (Summer Only)

EDCI 535 NBPTS Certification I (1-3 credits, max arranged)

An overview of the National Board for Professional Teaching Standards (NBPTS) certification process and a framework for completion of requirements for National Board certification; gaining an understanding of the purpose of NBPTS certification by reviewing the history of the NBPTS certification process; students examine NBPTS standards and portfolio guidelines for their area of certification and receive guidance and consultation in gathering, organizing, and writing documentation required for the NBPTS portfolio.

EDCI 536 NBPTS Certification II (1-3 credits, max arranged)

Continuation of EDCI 535. Students will complete the requirements for National Board certification, submit a complete portfolio, and prepare to take the assessment center exercises.

Prereqs: EDCI 535

EDCI 543 Learning, Development, and Assessment (3 credits)

General Education: Social and Behavioral Ways of Knowing

Joint-listed with EDCI 301

This course is an exploration of theories of learning and human development and the use of this knowledge to support student success in classroom settings. It provides a practical understanding of motivation as a classroom management tool and develops a fundamental understanding of assessment terminology, the uses of assessment and its relationship to student success. Typically Offered: Fall, Spring and Summer.

EDCI 544 Teaching Culturally Diverse Learners (3 credits)

General Education: American Diversity

Joint-listed with EDCI 302

An examination of cultural and linguistic diversity in classrooms. Explores strategies for creating the culturally inclusive classroom that values diversity and supports student success. Examines the use of instructional planning as a tool for motivation and classroom management. Includes required field experiences. Typically Offered: Fall, Spring and Summer.

EDCI 545 Technology, Teaching and Learning (2 credits)

Joint-listed with EDCI 410

Specific methods, research, and strategies providing proficiency in relevant technology skills and practices to enhance classroom management and instruction.

EDCI 546 Language, Culture, and Power in Education (3 credits)

Examines language use within a broader sociocultural and political context, with a particular focus on the ways that language policies, language ideologies, and power issues permeate school structures and teaching practices. We will study contemporary theoretical and ethnographic approaches to the comparative study of language in its cultural context. We will interrogate “mismatch” hypothesis, which sought to explain schools’ role in social reproduction as a result of incongruence in linguistic and cultural styles, in light of more contemporary studies of language, power, and the intersection of language and social process. Further, in order to understand current educational contexts and theories relevant to teaching linguistically and culturally minoritized students in U. S. public schools, we will look closely at the language resources of racially, socially, and culturally minoritized populations, specifically Latinx, African American, Native American communities in the U. S. Typically Offered: Summer.

EDCI 547 Indigenous Pedagogies (3 credits)

Introduction to Indigenous epistemologies and pedagogies for the preparation of teachers who contribute to the communal, familial and cultural vitality of Indigenous children and their families. Develops understanding of Indigenous ways of knowing and explores how Indigenous ways of knowing can inform, shape, and transform school learning. Relevant research and practitioner examples will form the basis of examining the potential and tensions for Indigenous pedagogies in schooling. The variety of vantage points presented in the readings through which Indigenous pedagogies invites the nuanced exploration of how Indigenous pedagogies are situated, and negotiated in different content areas, places/spaces, and community/school settings. Typically Offered: Summer.

EDCI 548 Introduction to ENL (3 credits)

Joint-listed with EDCI 448

In this course, students will be introduced to the evolution, research, and current federal and state legal mandates of ENL education, the processes of language acquisition and development, and the role that culture plays in students' educational experiences. The students will begin to apply Language Acquisition Theory to their lesson planning, aligning their instruction to ELD and CCSSI.

EDCI 549 Second Language Teaching Methods (3 credits)

Joint-listed with EDCI 449

In this course, students will learn how to incorporate students' diverse cultural backgrounds and language proficiency levels into instructional planning that aligns with Second Language Development Standards. Students will learn how to measure the level of Language Proficiency, become familiar with the state English Language Proficiency assessment, and learn how to interpret data and explain the results of standardized assessments to students, the students' families, and to colleagues.

EDCI 550 Contexts of Education (3 credits)

General Education: Social and Behavioral Ways of Knowing

Joint-listed with EDCI 201

Introduction to the philosophical, social, cultural, historical, legal and political contexts of schooling. Develops an understanding of the sources of curriculum, standards, and assessments. Explores what it means to become a successful teacher committed to student success through the development of observation and analysis skills. Requires additional 20 hours of service learning. Typically Offered: Fall and Spring.

EDCI 556 Role of a Technology Integration Specialist (1 credit)

This is the required foundational course for those seeking a Technology Integration Specialist Certificate. The course will include the BDA coaching model and application of the International Society for Technology in Education (ISTE) Standards for Coaches, Educators, and Students.

EDCI 557 Create Instructional Videos with Screencasting (1 credit)

Learn how to record your screen and/or web cam with audio narration to create instructional videos to support learners. You will also learn to convert to YouTube so that videos are closed captioned to meet accessibility needs. Screencasts save time for teachers by enabling students to revisit content outside of class as needed and can simplify complex tasks to better support all learners.

EDCI 559 Digital Citizenship (1 credit)

Include tips for promoting and modeling digital citizenship and responsibility. You will explore multiple online resources for teaching digital citizenship skills in the classroom and assess your own digital well-being.

EDCI 561 G Suite Tools in the Classroom (1 credit)

G Suite Tools provide a way for educators to easily share content, enhance learning through collaboration and easy access to content beyond the classroom, and streamline organization. Content includes a close look at Google Docs, Forms, Sheets, and Presentations that covers collaborative uses, Google Drive, tools within each app, etc.

EDCI 563 Literacy Methods for Content Learning (3 credits)

Joint-listed with EDCI 463

Theory of and practical strategies for extending and reinforcing student learning of subject matter through reading and writing. Additional projects/assignments required for graduate credit.

Prereqs or Coreqs: EDCI 302 or MUST 283

EDCI 570 Introduction to Research in Curriculum and Instruction (3 credits)

Explorations of research foundations focused on developing skills in consuming, synthesizing and conduction research from contemporary and diverse perspectives.

EDCI 571 Google Classroom (1 credit)

Many teachers are embracing Google Classroom in an effort to increase productivity, ease sharing of digital work, and move toward a paperless classroom. Content includes everything you need to know about Google Classroom including grading and managing content within Classroom as well as creating announcements, assignments, quizzes, and assessments.

EDCI 572 Measurement and Evaluation (3 credits)

Improvement of testing, examination, and evaluation in schools; practice in making, giving, scoring, and interpreting tests; use of results in counseling.

EDCI 574 Improving the Use of Video in the Classroom (1 credit)

We all use videos as resources for sharing information on important content. This course will focus on tools that can help you to make videos more meaningful to students by embedding questions, using the video to create a lesson plan, etc.

EDCI 576 Interactives and Simulations (1 credit)

The exploration of web-based simulations and interactives across the content areas and for specific content areas to enhance the learning experience and help increase understanding of difficult concepts. This course is especially helpful for STEM teachers.

EDCI 577 Open Educational Resources (OER) (1 credit)

Open educational resources offer a wealth of freely accessible and openly licensed quality resources for educators available in digital and text formats. We will dive into copyright, copyleft, fair use, creative commons, public domain, and the 5 Rs of openness to discover why OER is so important in today’s society. You will also explore multiple online sites for finding OER to support your content area(s).

EDCI 578 Tools for Digital Assessment (1 credit)

Explore a variety of tools for assessing students in a more engaging manner inside and outside of class including Google Forms, Kahoot!, Answer Garden, Plickers, Quizlet, and Socrative.

EDCI 579 Tools to Support Collaboration In and Out of the Classroom (1 credit)

We will explore the possibilities of making collaboration more successful with Flipgrid, Padlet, and Zoom. This course includes an overview on successfully integrating each of the tools and ideas for collaborating with other classrooms or industry professionals at a distance.

EDCI 580 Tools to Support Literacy (1 credit)

There are a wide array of digital tools available to support literacy across the curriculum which offer visual aids to content, address grammar concerns, and offer ways to read text with needed support for understanding. Content will include an exploration of tools to support literacy well beyond reading skills with text simplification tools, visual dictionaries, assistive technologies, and extensions.

EDCI 581 Theoretical Foundations of Online Learning (3 credits)

This course provides an overview of theoretical issues surrounding online learning, including considerations of new technologies, socio-cultural diversity, learning theories, pedagogical approaches, and emerging trends.

Prereqs: Senior-status in teacher preparation program with sufficient GPA or Graduate-status in an education-related field

EDCI 582 Online Course Design (3 credits)

This course teaches students the course design process and provides them with opportunities to design, develop, and evaluate online course modules.

Prereqs: EDCI 581; and Senior status in teacher preparation program with sufficient GPA or Graduate status in an education-related field

EDCI 590 Computer Science Methods (3 credits)

Joint-listed with EDCI 490

This course is designed to provide pedagogical and content knowledge and experiences to be effective computer science teachers. The course will focus on helping students meet the Idaho Standards for Computer Science Teachers.

EDCI 591 Computer Science Methods Practicum (1 credit)

Joint-listed with EDCI 491

This course is designed to provide pedagogical and content knowledge and practical experiences to be effective computer science teachers. The course will focus on helping students meet the Idaho Standards for Computer Science Teachers.

EDCI 595 Practicum in Online Learning (3 credits)

This practicum is taught in conjunction with Idaho Distance Learning Academy (IDLA) and provides students with opportunities to teach and assess K12 students in an authentic online setting.

Prereqs: EDCI 582 and Senior status in teacher preparation program with sufficient GPA or Graduate status in an education-related field

EDCI 597 (s) Practicum (1-16 credits)

Credit arranged.

EDCI 598 (s) Internship (1-16 credits)

Currently offered in public school teaching and college teaching. Graded Pass/Fail. Typically Offered: Spring.

Prereqs: Permission

EDCI 599 (s) Non-thesis Master's Research (1-16 credits)

Credit arranged. Research not directly related to a thesis or dissertation.

Prereqs: Permission

EDCI 600 Doctoral Res & Disser (1-45 credits)

Credit arranged

EDCI 601 (s) Seminar (1-16 credits)

Credit arranged

EDCI 602 (s) Directed Study (1-16 credits)

Credit arranged

EDCI 604 (s) Special Topics (1-16 credits)

Credit arranged

EDSP 200 (s) Seminar (1-16 credits)

Credit arranged

EDSP 204 (s) Special Topics (1-16 credits)

Credit arranged

EDSP 299 (s) Directed Study (1-16 credits)

Credit arranged

EDSP 300 Educating for Exceptionalities (3 credits)

Joint-listed with EDSP 520

Introduction to the education of people with disabilities, primarily in the school setting. History and foundation of special education, areas of exceptionality, instructional practices, issues and trends, and law and legislation as it applies to persons with disabilities. Graduate and undergraduate students will use the same textbook but graduate students will be required to complete an additional assignment.

EDSP 325 Supporting Student Behaviors in the Classroom (3 credits)

Emphasis on behavioral principles and their relationship to instructional strategies. Recommended Preparation: EDCI 201. Typically Offered: Summer.

EDSP 350 Language and Communication Development and Disorders (3 credits)

Overview of language, communication, and socio/emotional development and their interaction with cognitive and learning disabilities; legal and cultural issues; informal assessments and teaching strategies; models for collaboration with speech and language professionals. (Summer only)

Prereqs: EDCI 201 or ECDE 210

EDSP 390 (s) Special Education Field Experience (1-3 credits, max 3)

Supervised observation and/or instruction with students with disabilities; group discussion sessions. Graded P/F.

EDSP 400 (s) Seminar (1-16 credits)

Credit arranged

EDSP 403 (s) Workshop (1-16 credits)

Credit arranged

EDSP 404 (s) Special Topics (1-16 credits)

Credit arranged

EDSP 405 (s) Professional Development (1-16 credits)

Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.

EDSP 423 Collaboration (3 credits)

Strategies for developing and facilitating collaboration with schools, families and community partners including methods to increase successful collaboration and inclusion, interpersonal and intrapersonal dynamics that facilitate the collaboration process, problem solving teams, and effective models of collaboration. (Spring only)

Prereqs: EDSP 300, EDSP 325, and EDSP 350

EDSP 425 Evaluation of Children and Youth (3 credits)

Assessment procedures for determining eligibility and identifying educational needs of students with disabilities, legal issues including Response to Intervention and Alternative Assessment, and current trends. (Spring only)

Prereqs: EDSP 300, EDSP 325, and EDSP 350

EDSP 426 Developing Instructional Programs (3 credits)

Overview of assumptions, current trends, legal and cultural issues; application of learning principles and strategies for curriculum development; collaborative development of Individual Education, Instruction, and Transition Plans; methods for evaluating student progress and instructional effectiveness. (Spring only)

Prereqs: EDSP 300, EDSP 325, and EDSP 350

EDSP 430 Assistive Technology and Universal Design for Learning for PreK-12 (2 credits)

Joint-listed with EDSP 530

This course is designed to introduce students to assistive technology (AT), instructional technology, and universal design for learning (UDL). Together, they provide a foundational environment in which all students, including those with disabilities, can survive and thrive in the general education setting. This course will increase participants’ understanding of the relationship between instructional design and technology and prepare for successful implementation. The course will move from individualized consideration of assistive technology to a naturally supported least restrictive environment. Prereq for 430: EDSP 300, EDSP 325, and EDSP 350

EDSP 448 Special Education Curriculum (3 credits)

Joint-listed with EDSP 548

This course is designed to enable professional educators to assume leadership roles in the development and implementation of instructional programs and services for students with disabilities. Attention will be given to theoretical models, curriculum approaches, practices in developing curricula, the use of technology and assistive technology in instruction, techniques for delivering instruction in a variety of educational settings, and trends and issues in special education instruction. Prereq for 448: EDSP 300, EDSP 325, and EDSP 350

EDSP 484 (s) Special Education Internship II (1-15 credits)

Guided observation, supervised instruction, and comprehensive team and independent teaching in school settings.

Prereqs: Permission of division

Coreqs: Integrated course work and EDCI 401

EDSP 498 (s) Internship (1-16 credits)

Credit arranged

EDSP 499 (s) Directed Study (1-16 credits)

Credit arranged

EDSP 500 Master's Research and Thesis (1-16 credits)

Credit arranged

EDSP 501 (s) Seminar (1-16 credits)

Credit arranged

EDSP 502 (s) Directed Study (1-16 credits)

Credit arranged

EDSP 503 (s) Workshop (1-16 credits)

Credit arranged

EDSP 504 (s) Special Topics (1-16 credits)

Credit arranged

EDSP 505 (s) Professional Development (1-16 credits)

Credit arranged. Professional development and enrichment of certificated school personnel. Credit earned will not be accepted toward graduate degree programs, but may be used in a fifth-year program. Additional projects/assignments required for graduate credit.

EDSP 519 Orientation to Autism Spectrum Disorder (3 credits)

As the number of students with Autism Spectrum Disorders (ASD) continues to rise, all teachers need to be prepared to work with students with ASD diagnosis. This class will assist teachers in identifying students with ASD and implementing evidence based practices to foster their academic and social successes. The course will address characteristics, placement alternatives, instructional methods, curricular models, and issues applicable to the education of students with ASD. Students will also become familiarized with challenges faced by the families of people with ASD and life-span challenges. The course will also explain what ASD is and how it is defined in the Diagnostic and Statistical Manual V for the medical community. This course expands on the College of Education, Health and Human Sciences’ other special education courses focusing specifically on ASD.

EDSP 520 Educating for Exceptionalities (3 credits)

Joint-listed with EDSP 300

Introduction to the education of people with disabilities, primarily in the school setting. History and foundation of special education, areas of exceptionality, instructional practices, issues and trends, and law and legislation as it applies to persons with disabilities. Graduate and undergraduate students will use the same textbook but graduate students will be required to complete an additional assignment.

EDSP 530 Assistive Technology and Universal Design for Learning for Pre-K12 (2 credits)

Joint-listed with EDSP 430

This course is designed to introduce students to assistive technology (AT), instructional technology, and universal design for learning (UDL). Together, they provide a foundational environment in which all students, including those with disabilities, can survive and thrive in the general education setting. This course will increase participants’ understanding of the relationship between instructional design and technology and prepare for successful implementation. The course will move from individualized consideration of assistive technology to a naturally supported least restrictive environment. Prereq for 430: EDSP 300, EDSP 325, and EDSP 350

EDSP 531 Single Subject Design Research (3 credits)

Prepares graduate students with knowledge and experience using single subject designs. Single subject designs are quantitative approaches that use specific design features to demonstrate experimental control and internal validity of observable and quantifiable behavior most often displayed and interpreted through line graphs and charts. External validity is demonstrated through replication.

Prereqs: EDSP 540 or equivalent

EDSP 540 Behavioral Analysis for Children and Youth (3 credits)

Application of learning theory to instruction; principles of behavior analysis with application to teaching; applied research techniques, ethical, legal, and cultural issues. Completion of field work in applied setting required. (Fall only)

EDSP 548 Special Education Curriculum (3 credits)

Joint-listed with EDSP 448

This course is designed to enable professional educators to assume leadership roles in the development and implementation of instructional programs and services for students with disabilities. Attention will be given to theoretical models, curriculum approaches, practices in developing curricula, the use of technology and assistive technology in instruction, techniques for delivering instruction in a variety of educational settings, and trends and issues in special education instruction. Prereq for 448: EDSP 300, EDSP 325, and EDSP 350

EDSP 549 Language, Communication, and Social/Emotional Enhancement (3 credits)

Overview of theory and research findings; discussion of current issues, rationale, and intervention programs and strategies with an emphasis on social relations and interactions, legal mandates, and cultural issues. Includes a field component and project. (Spring only)

EDSP 552 Principles of Leadership in Neurodevelopmental Disorders (3 credits)

Students are trained to move beyond discipline boundaries to provide optimal services to child and adolescents with special health care needs. Enhance skills in evidence based practice via evaluating the validity of published research, understanding the role of outcomes-based information in decision making, and conduct meaningful, scientifically grounded research to improve systems of care to children with special healthcare needs.

EDSP 553 Principles of Leadership in Neurodevelopmental Disorders 2 (3 credits)

Students are trained to move beyond discipline boundaries to provide optimal services to child and adolescents with special health care needs. Enhance skills in evidence based practice via evaluating the validity of published research, understanding the role of outcomes-based information in decision making, and conduct meaningful, scientifically grounded research to improve systems of care to children with special healthcare needs.

EDSP 554 Principles of Leadership in Neurodevelopmental Disorders Autism Enhanced 1 (2 credits)

This course is part of the proposed doctoral course work in Special Education. This course is offered with the assistance/support of the Utah Regional Leadership in Neurodevelopmental Disabilities program (URLEND) and the University of Utah Medical School who offer some of the trainings / clinics that students enrolled in this course participate in. This course is taught in-load by faculty at the Center on Disabilities and Human Development and does not burden the college or department.

EDSP 555 Principles of Leadership in Neurodevelopmental Disorders Autism Enhanced 2 (2 credits)

Students are trained to move beyond discipline boundaries to provide optimal services to children and adolescents with special autism spectrum disorders. Students will increase their knowledge of issues related to the definition, epidemiology, and prognosis of ASD, enhance their knowledge of screening and diagnostic measures for ASD, enhance their knowledge of interventions for ASD, engage in research related to ASD, enhance their leadership skills in the area of ASD.

EDSP 597 (s) Practicum (1-16 credits)

Credit arranged

EDSP 598 (s) Internship (1-16 credits)

Credit arranged. Supervised field experience in an appropriate public or private agency.

EDSP 599 (s) Non-thesis Master's Research (1-16 credits)

Credit arranged. Research not directly related to a thesis or dissertation.

Prereqs: Permission

EDSP 600 Doctoral Research and Dissertation (1-45 credits)

Credit arranged

LIBS 404 (s) Special Topics (1-16 credits)

Credit arranged

LIBS 504 (s) Special Topics (1-16 credits)

Credit arranged

LIBS 510 Libraries and their Collection: Materials Selection (3 credits)

Joint-listed with LIBS 410

Introduction to library science theory and practice with emphasis on material selection and evaluation. Research project and paper required for graduate credit. Graded Pass/Fail.

LIBS 525 School Library Administration, Leadership, and Management (3 credits)

Joint-listed with LIBS 425

This course explores the organization of school libraries with an emphasis on effective management and leadership. Research project and paper required for graduate credit. Graded Pass/Fail. Prereqs or

Coreqs: LIBS 433