Undergraduate Catalog 1998-99

Office of Clinical Experiences and Student Services
Office of Standards and Assessment
Office of Professional Development for Schools
Teacher Education Program
Senior Practicum/Student Teaching
Early Childhood Teacher Education
Elementary Teacher Education
Secondary Teacher Education
Music Education
Education Courses
Special Education
Vocational Teacher Education/Corporate Training/Occupational Training Management
Business Education
Family and Consumer Sciences
Physical Education and Dance

The College of Education prepares students who are interested in the profession of teaching and who are seeking a comprehensive understanding of the complex processes associated with learning and teaching. Students pursuing teaching or administrative careers in schools, agencies, or the corporate world will find an assortment of integrated programs organized to meet their professional aspirations. All programs of the College are experiential, collaborative, problem centered, standards based, research guided, and technologically supported. The College is organized into nine program areas: 1) Business Education; 2) Child and Family, which includes a preschool laboratory; 3) Educational Administration; 4) Elementary Education; 5) Physical Education and Dance; 6) School Psychology; 7) Secondary and Technology Education; 8) Special Education; and 9) Career, Technical, and Adult Education.

Accreditations

The professional degrees offered by the College of Education comply with State of Idaho and the National Association of State Directors of Teacher Education and Certification (NASDTEC) standards for certification and licensure and with reciprocity standards of many other states.

The College of Education is fully accredited by the National Council for the Accreditation of Teacher Education (NCATE). The preschool laboratory is accredited by the National Academy of Early Childhood Programs. The Bachelor of Music Education is accredited by the National Association of Schools of Music in the Department of Music, which is in the College of Arts and Sciences. The School Psychology program is accredited by the National Association of School Psychologists.

The College of Education shares responsibility with the College of Arts and Sciences and the College of Health Professions for many of the secondary level teacher education degrees.

Organization of the College of Education

To facilitate student access to advising and other academic support services, the College of Education is organized into two divisions with program areas reflecting the degree programs offered in the College.

Division I
Peter Denner, Ph.D., Director

Professors: Coffland, Denner, Gates, Harris, Pehrsson, Sagness, Salzman, Spadafore, Stenson, A. Strickland
Associate Professors: Klug, Nunn, Pearson, Peña, Yates
Assistant Professors: Bliss, Hedeen, Luckey
Instructors: Bary, Farmer, Jones, J. Strickland

Division I is comprised of the following program areas and program area leaders:

1) Elementary Education
    Richard Pearson, Ed.D.
    (Elementary Teacher Education, Minority Education)

2) Secondary and Technology Education
    Bill Yates, Ph.D.
    (Secondary Teacher Education)
 
3) School Psychology
    Gerald Spadafore, Ed.D.
    (Graduate only)

4) Special Education
    Carol M. Stenson, Ph.D.
    (Special Education Teacher Education, Human Exceptionality, Regional Special Education)

Division II

T. C. Mattocks, Ed.D., Director

Professors: Bobell, Johnson, Lloyd, Myers, Rankin
Associate Professors: Croker, Daley, Davis, Humphrey, Jenkins, Lester, Mattocks, Peña, Rowe, Wilkins, Winter
Assistant Professors: Bale, Creighton, Noakes
Instructors: Chilson, Haskell, Larsen, Newsome

Division II contains the following program areas and program area leaders:
 
1) Business Education
    Roger Rankin, Ph.D.
    (Business Education Teacher Education)

2) Career, Technical, and Adult Education
    John Bobell, Ed.D.
    (Corporate Training, Vocational Teacher Education, Distance Learning); (Occupational Training
    Management—Graduate only)

3) Child and Family Studies
    Steven Daley, Ph.D.
    (Family and Consumer Sciences, Family and Consumer Sciences Teacher Education, Early Childhood Teacher
    Education, Early Childhood Special Education, Lab Preschool)

4) Educational Administration
    Gene Davis, Ed.D.
    (Graduate only)

5) Physical Education and Dance
    Timothy Winter, Ph.D.
    (Physical Education, Dance, Coaching, Physical Education Teacher Education)

Degrees Offered

Graduate degrees include Master of Education, Master of Physical Education, Educational Specialist, and Doctor of Educational Leadership.

Programs at the master's level include early childhood special education, school psychological examiner, special education, curriculum and instruction, literacy, educational administration, family and consumer sciences (home economics), occupational training management, and physical education.

A sixth year certificate is offered in educational administration.

A planned fifth-year option is available in teacher education.

Sixth year specialist degrees (Ed.S.) are offered in special education, school psychology, and educational administration.

A Doctor of Education (Ed.D.) degree is offered in Educational Leadership with concentration areas in Educational Administration, Educational Technology, Educational Training and Development, and Higher Education Administration.

Please consult the Idaho State University Graduate Bulletin for further information on advanced degrees. 

Office of Clinical Experiences and Student Services

The Office of Clinical Experiences and Students Services supports student teaching and other clinical experiences, and assists students with academic service needs. Services include admission to teacher education, undergraduate advisor assignments, transfer student course evaluations, petitions, academic appeals, and certification recommendations. Applications for clinical placements are processed and placements are made through this office.

General Education Requirements

All students who have declared a major in the College of Education and plan to acquire a Bachelor of Arts degree must complete all goals of the university general education requirements; i.e., Goals 1, 2, 3, 4, 5, 6, 7, 8, 9, 10A or 10B, 11, and 12. Students pursuing a Bachelor of Music Education degree must complete Goals 1, 2, 3, 4, 5, 6, 7, 8, 9, 10A or 10B, 11, and 12. Students pursuing a Bachelor of Science degree must complete Goals 1, 2, 3, 4, 5, two of Goals 6, 7, and 8; and three of Goals 9, 10A or 10B, 11 and 12. A checklist available in the College of Education main office provides goal selection guidance for students in the elementary and early childhood education programs.

Students transferring to Idaho State University from a junior college that is part of the statewide articulation agreement should refer to the section entitled "Statewide Articulation and Associate Degree Policy" in the General Information section of this catalogue to determine fulfillment of the university general education requirements; however, all students who plan to enter teacher education and who plan to student teach must fulfill, or have fulfilled, Goals 1 and 2.

Students who possess a bachelor's degree in a discipline other than education and desire to complete requirements for a teaching certificate in any area, must complete, or have completed, Goals 1 and 2 or their equivalents.

Specific general education requirements unique to individual programs in the College of Education are listed with the program in this section of the catalogue.

Declaration of Major

When a student has completed a minimum of 24 semester credits of coursework, application should be made to the Office of Clinical Experiences and Student Services in the College of Education for admission to status as a declared major. Declaration of major must be accomplished by the time a student has completed 56 credits of coursework.

Advising System

Advisors are appointed for each student who applies for admission to teacher education or files an intent to become a declared major in the College of Education. Advisors are assigned by the Office of Clinical Experiences and Student Services. Division Directors and Program Area Leaders are also available for consultation.

Reasonable Accommodation for Students with Disabilities:

If you have a diagnosed disability or believe that you have a disability that might require "reasonable accommodation" on the part of the instructor, please call the Director of the Center of Services for Students with Disabilities (236-3912). As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation.

Petitions

Petitions from students concerning College of Education and/or teacher education requirements are initiated with the advisor on forms which are available in the Office of Clinical Experiences and Student Services. The advisor will review the petition for form and content and provide a recommendation. The student next seeks the signature and recommendation of his/her Division Director, then files it with the Director of Clinical Experiences and Student Services for review and/or action. Petitions concerning general education requirements of the university must also have the signature of the Assistant Dean, College of Arts and Sciences.

Certification Procedures

Students who successfully complete the teacher education program at Idaho State University are eligible to receive the Idaho State University recommendation for the Standard K-3 certificate, the Standard Elementary certificate, the Standard Secondary certificate, or the Standard Exceptional Child certificate. Students who anticipate teaching (certifying) in a state other than Idaho are advised to consult with the Office of Clinical Experiences and Student Services in the College of Education as to reciprocity agreement and possible additional requirements related to the states in question.

The student will initiate the certification process by obtaining an application for certification from the Office of Clinical Experiences and Student Services. The application must be completed by the student and returned with the transcript order and check or money order for the certificate attached. After the end of the semester, the necessary paperwork will be processed and signed by the Director of Clinical Experiences and Student Services and forwarded to the State Department of Education Certification Office. The College of Education maintains a record of all individuals recommended for certification. The Director of Clinical Experiences and Student Services is the official certification officer for the College of Education; all requests for certification must be processed and signed by the certification officer before the papers can be processed by any state Office of Certification.

Office of Standards and Assessment

The functions of the Office of Standards and Assessment include maintenance of student databases, direction of
accreditation and program evaluation, and development of College reports to outside agencies as required. Through the generation and maintenance of databases and coordination of assessment activities, the Office of Standards and Assessment supports ongoing evaluation of the purposes, goals, and outcomes of College of Education programs and assists administration, faculty, and students in making decisions relative to the planning, design, and analysis of academic programs and student services.

Office of Professional Development for Schools

Susan Jenkins, Ph.D., Director, Center for Economic Education

The Office of Professional Development for Schools (OPDS) coordinates professional education programs and coursework, agency/school development, business and community partnerships, and research with its related services.

These functions will be performed in cooperation with the following agencies within this office:

• Center for Economic Education

• League of Schools

• Magic Valley Partnership

• Collaborative partnerships with schools and businesses

Teacher Education Program

The objectives of the Idaho State University Teacher Education Program are designed to insure that graduates in teacher education meet the following Core Standards for Beginning Teachers:

• Subject Matter Knowledge

The teacher understands the central processes of inquiry of the subject matter he or she teaches and creates learning experiences that make subject matter meaningful to students.

The teacher uses alternative theoretical perspectives and research to guide instructional decisionmaking and reflection on practice.

The teacher uses knowledge about student individual differences to plan, deliver, and analyze instruction.

The teacher plans meaningful learning experiences that promote student achievement and active involvement in learning.

The teacher uses a variety of instructional strategies to promote student achievement and active engagement in learning.

The teacher uses a variety of formal and informal assessments to evaluate learning and teaching.

The teacher creates and maintains a safe and effective learning environment.

The teacher uses technology in the planning, delivery, analysis, and assessment of learning and instruction.

The teacher supports and expands student literacy skills and models effective communication.

The teacher understands the central philosophical principles and processes of the school-to-work concept and creates learning experiences that enable student career awareness, exploration, and decision making.

The teacher fosters relationships with the family, school, and community to support student learning and well being.

The teacher displays beliefs, values, and behaviors that guide the ethical dimensions of professional practice.

Review procedures have been established for admission and retention of students in teacher education. These procedures also call for a review of each individual prior to a recommendation for certification. Copies of these standards and procedures are available from the Idaho State Department of Education and can be obtained from the College of Education Office of Standards and Assessment.

Because of the responsibility of a member of the teaching profession to the total development of young people, and notwithstanding a student's enrollment in or graduation from the College of Education, the Dean and the faculty of the College of Education reserve the right to refuse to recommend a student for a standard teaching certificate, or to admit a student to a teaching program, if such recommendation or assignment, in the discretion of the Dean and faculty of the College of Education, would appear to be contrary to or in violation of Sections 33-1202 and/or 33-1208, Idaho Code.

Full Admission to Teacher Education Program

Students in teacher education are under the same general probationary policy as the rest of Idaho State University as far as probation and dismissal from the institution are concerned. However, to obtain recommendation for admission to teacher education and to remain in the program, certain broader criteria apply in respect to the applicant's general fitness for the teaching profession. These include (1) ability to work with and to understand children; (2) proficiency in citizenship and leadership qualities; (3) proficiency in English and other academic and professional subject matter; and (4) adequate mental and physical health. Students with deficiencies in scholarship or in any of the criteria may be withdrawn from the program.

Application for admission to teacher education is made on forms provided in the administrative offices of the College of Education following the completion of at least 24 credits hours of college work. Students may not register for core courses numbered 300 and above until full admittance to teacher education is achieved. Students who have been denied admittance to teacher education may reapply when deficiencies have been met. Criteria for admission include the following:
 

1. A 2.75 overall grade point average including all transfer credits or credits earned in a previous degree program.
2. A grade of "B" or higher in at least two of the following areas with a grade of no lower than "C" in any of the three areas:

• ENGL 101 (English Composition) or College of Education approved equivalent.

• COMM 101 (Principles of Speech) or College of Education approved equivalent.

• MATH: Any of the following, or College of Education approved equivalent:
123 (Mathematics in Modern Society), or 127 (Language of Math), or 130 (Finite Math), or 157 (Structure of Arithmetic for Elementary School Teachers), or 160 (Brief Calculus), or 170 (Calculus I), or 253 (Introduction to Statistics)

3. A grade of "C" or higher in CIS 120 or College of Education approved equivalent.
4. Presentation of minimum scores achieved on the Pre Professional Skills Test (PPST): Reading = 172; Writing = 174; Mathematics = 169.
5. Submission of Professional Portfolio entries completed as course requirements for EDUC 201.
6. Letter of recommendation from major advisor.
7. Submission of signed form indicating awareness of Idaho teacher certification requirements.
8. Successful completion of the Teacher Education Program Admission Interview.

Denial of Admission to Teacher Education

Senior Practicum/ Student Teaching

Richard L. Sagness, Ph.D., Director, Office of Clinical Experiences and Student Services

The senior practicum, or student teaching, is designed to be the culminating professional laboratory experience for students in teacher education. This is a professional development experience during which the student or associate teacher reconstructs and tests theory, applies it, and further develops a personal teaching style. It provides an opportunity for the associate teacher to assume major responsibility for the full range of teaching in an approved school situation under the guidance of qualified personnel from Idaho State University and the cooperating elementary and secondary schools.

Student teaching is scheduled for a full semester; students should not plan to enroll in any additional course work during the student teaching semester.

Admission to Student Teaching

Application for student teaching must be filed and an interview completed with the Director of the Office of Clinical Experiences and Student Services between October 1 and November 15 for fall semester of the following year, and between February 1 and March 15 for spring semester of the following year. There is a $50 charge for late applications and interviews, a $25 charge for change of placement, and a $25 charge for reapplication. Applications for all student teaching may be obtained from the Office of Clinical Experiences and Student Services in the administrative offices of the College of Education.

The application must be signed by the advisor(s) and the Director of the Office of Clinical Experiences and Student Services.

Eligibility Criteria

No student will be permitted to enter student teaching courses (EDUC 492, 493, 494, 495, 496, H E 495, P E 495, LIBR 495, SPED 495, FCS 495) until the following are completed or achieved:

1. Completion of at least 96 credits.
2. Completion of at least 67% of the professional education core credits from Idaho State University.
3. A 2.75 grade point average overall including all transfer credits or credits earned in a previous degree program.
4. A 2.75 grade point average in the professional education core including all transfer credits or credits earned in a previous degree program with a grade of "C" or higher in all courses used for the professional education core.
5. A 2.50 grade point average in the teaching major and/or minor (secondary) or components (elementary) including all transfer credits or credits earned in a previous degree program.
6. A grade of "C" or higher in ENGL 201 (Critical Reading and Writing) or College of Education approved equivalent course.
7. Must be fully admitted to the teacher education program.
8. Letters of recommendation from major advisor, one instructor in major or minor, and one cooperating teacher during field experiences.
9. Submission of Professional Portfolio with required entries completed in conjunction with teacher education program courses.

No student is permitted to enroll in a correspondence course during the semester in which he/she is student teaching without written permission from the Director of the Office of Clinical Experiences and Student Services.

Reasonable Accommodation for Students with Disabilities

If you have a diagnosed disability or believe that you have a disability that might require "reasonable accommodation" on the part of the instructor, please call the Director of the Center of Services for Students with Disabilities (236-3912). As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation.

Bachelor's Degree in Teacher Education

Teacher Education General Requirements

Transfer policy, alternate means to satisfy general education requirements, and general education and major field requirements as listed in the graduation requirements section of this bulletin also apply to College of Education majors.

Majors

The Bachelor of Arts in Early Childhood Education degree program is designed to provide training of teachers in the field of early childhood education. In addition, the program provides a means of upgrading the professional educator's knowledge and skills in the early childhood education area. The degree program is competency/field-based and allows students the opportunity to apply course work instruction to practical experiences in approved early childhood education centers at each level of preparation. Students interested in pursuing Early Childhood Education, either as a major field of endeavor or as a support component area, are advised to contact the Program Area Leader for Child & Family Studies for general information and program advisement.

Summary of Requirements for a Bachelor of Arts degree in Early Childhood Education

A minimum of 128 semester credit hours to include:

1. Completion of General Education requirements of the University.*

*The state of Idaho requires individuals who apply for a Standard Elementary or Standard K-3 teaching certificate to have completed the following general course work; 12 credits of English to include both composition and literature; 12 credits of social science to include a course in U.S. History and/or U.S. Government (Psychology will not count); 8 credits in two or more areas of natural science (must include a physical and a biological science); 3 credits of fine arts (any art or music appreciation course); 6 credits in fundamental mathematics; 3 credits in content or methods of physical education and/or health education, exclusive of activity classes. Therefore, to help meet some of these certification requirements, it is recommended that Early Childhood and Elementary Education majors take one of the art or music courses listed to satisfy Goal 6 (fine arts); any of the English courses listed to satisfy Goal 7; either HIST 111 or 112 to satisfy Goal 9; an ANTH or HIST course to satisfy Goal 10; and an ANTH or SOC course to satisfy Goal 12. Goal 3 is satisfied by MATH 257 Structure of Geometry and Probability for Elementary School Teachers 3 cr.

1. a component in either elementary education or an interdisciplinary block of course work approved by the student's Early Childhood Education advisor, and
2. the professional education core.

Professional Education Core

Early Childhood Education Required Courses

Elementary Education component
(may be selected to expand certification through upper elementary levels)

Elementary Teacher Education

Summary of Requirements for a Bachelor of Arts or a Bachelor of Science degree in Elementary Education

A minimum of 128 semester credit hours to include:

1. Completion of General Education requirements of the University. *

*The state of Idaho requires individuals who apply for a Standard Elementary or Standard K-3 teaching certificate to have completed the following general course work; 12 credits of English to include both composition and literature; 12 credits of social science to include a course in U.S. History and/or U.S. Government (Psychology will not count); 8 credits in two or more areas of natural science (must include a physical and a biological science); 3 credits of fine arts (any art or music appreciation course); 6 credits of fundamental mathematics; 3 credits in content or methods of physical education and/or health education, exclusive of activity classes. Therefore, to help meet some of these certification requirements, it is recommended that Early Childhood and Elementary Education majors take one of the art or music courses listed to satisfy Goal 6 (fine arts); any of the English courses listed to satisfy Goal 7; either HIST 111 or 112 to satisfy Goal 9; an ANTH or HIST course to satisfy Goal 10; and an ANTH or SOC course to satisfy Goal 12. Goal 3 is satisfied by MATH 257 Structure of Geometry and Probability for Elementary School Teachers 3 cr.

a. one component of 30 semester credit hours or two components of 18 semester credit hours each, chosen from the fields listed under Elementary Education component fields, and
b. the professional education core.

Professional Education Core

Elementary Education Required Courses

Elementary Education Components

Art (20 cr)

Art (38 cr)

Biological Science (18 cr)

Biological Science (30 cr)

Early Childhood Education (18 cr)

Earth Sciences (18 cr and 30 cr)

Education of Hearing Impaired (18 cr) (Non-certification program)

English (18 cr)

English (30 cr)

Family and Consumer Sciences (19 cr)

Foreign Language— French, German, Spanish (19 cr)

Foreign Language— French, German, Spanish (31 cr)

General Science (18 and 30 cr)

Health Education (18 cr)

Health Education (30 cr)

History (18 cr)

History (30 cr)

Humanities (18 cr)

American Studies (literature);

Art;
 

ART 100	Survey of Art	3 cr
ART 101	History of Western Art I	3 cr
ART 102	History of Western Art II	3 cr
ART 210	History and Appreciation of Photography	3 cr

 
Foreign Languages;

Literature;

Music;
 

MUSC 100	Introduction to Music	3 cr
MUSC 106	American Music	3 cr
MUSC 303	Music History I	3 cr
MUSC 304	Music History II	3 cr
MUSC 305	Music History III	3 cr
MUSC 306	Music History IV	3 cr

 
Philosophy (other than logic);

Physical Education;
 

P E 201

Survey of Dance

3 cr

 
Speech;
 

COMM 101

Principles of Speech

2 cr

 
Theatre;
 

THEA 101	Appreciation of Drama	3 cr
THEA 126	Art of the Film I	3 cr
THEA 305	Art of the Film II	3 cr
THEA g313	Theatre Background I	3 cr
THEA g314	Theatre Background II	3 cr
THEA g323	Stage Costume History and Design	3 cr
THEA g328	Stage Costume History and Design	3 cr
THEA g419	Modern European Theatre	3 cr
THEA g420	American Theatre	3 cr

 

Humanities (30 cr)

American Studies (literature);

Art;
 

ART 100	Survey of Art	3 cr
ART 210	History and Appreciation of Photography	3 cr
ART 101	History of Western Art I	3 cr
ART 102	History of Western Art II	3 cr

Foreign Languages;

Literature;

Music;
 

MUSC 100	Introduction to Music	3 cr
MUSC 106	American Music	3 cr
MUSC 303	Music History I	3 cr
MUSC 304	Music History II	3 cr
MUSC 305	Music History III	3 cr
MUSC 306	Music History IV	3 cr

 
Philosophy (other than logic);

Physical Education;
 

P E 201

Survey of Dance

3 cr

 
Speech;
 

COMM 101

Principles of Speech

2 cr

 
Theatre;
 

THEA 101	Appreciation of Drama	3 cr
THEA 126	Art of Film I	3 cr
THEA 305	Art of Film II	3 cr
THEA g313	Theatre Background I	3 cr
THEA g314	Theatre Background II	3 cr
THEA g323	Stage Costume History and Design	3 cr
THEA g328	Stage Costume History and Design	3 cr
THEA g419	Modern European Theatre	3 cr
THEA g420	American Theatre	3 cr

 

Library Science (20 cr)

Mainstreaming (20 cr)

Mathematics (20 cr)

Mathematics (30 cr)

Multicultural Studies (18 cr)

Music (18 cr)

Music (30 cr)

Physical Education (18 cr)

Physical Education and Health Education (30 cr)

Political Science (21 cr)

Psychology (18 cr)

Literacy (20 cr)

Social Science (18 cr)

Social Science (30 cr)

Sociology (18 cr)

Special Education (30 cr)

Speech Communication/Theatre (30 cr)

Secondary Teacher Education

A minimum of 128 semester credit hours to include:
 

1. Completion of general university requirements (see Academic Regulations and Graduation Requirements of the university).
2. Completion of a subject teaching major of at least 30 semester credit hours as recommended by the subject department and approved by the College of Education, and completion of a subject teaching minor of at least 20 semester credit hours as recommended by the subject department and approved by the College of Education, OR completion of a single subject teaching major of at least 45 semester credit hours as recommended by the subject department and approved by the College of Education.
3. Completion of the professional education core.

Professional Education Core

Secondary Education Teaching Majors and Minors

Art Minor

Biological Science Major

Biological Science Minor
 

BIOL 202	General Zoology	3 cr
BIOL 202L	General Zoology Laboratory	1 cr
BIOL 203	General Botany	3 cr
BIOL 203L	General Botany Laboratory	1 cr
BIOS 221	Introductory Microbiology	3 cr
BIOS 223	Introductory Microbiology Laboratory	1 cr
BIOS g413	Biology Teaching Methods	3 cr

 

Electives (must include a minimum of 2 credits of Botany)

5 cr

 
 

Business Education Major

Business Education Minor

Business Education/Basic Business Major

Business Education/Basic Business Minor

Chemistry Major

Chemistry Minor

Consumer Economics Minor

Economics Major

Economics Minor

Education of Hearing Impaired Minor

English Major

English Minor

Family and Consumer Sciences (Home Economics) Minor

French Major

French Minor

Geology Major

German Major

German Minor

French Minor

Health Education Major

Health Education Minor

History Major

History Minor

Library Science Minor (required for media generalist's certification)

Mass Communication Minor

Mathematics Major

Mathematics Minor

Music Education

Physical Education Major

Physical Education Minor

Physical Science Major

Physics Major

Physics Minor

Political Science Major

Political Science Minor

Psychology Minor

Literacy Minor

Russian Minor

Social Science Major

Social Science Minor

Sociology Major

Sociology Minor

Spanish Major

Spanish Minor

Special Education Major

Special Education Minor

Speech Communication Major

Speech Communication Minor

Speech Communication—Theatre Major

Theatre Major

Theatre Minor

Single Subject Teaching Majors

American Studies (History emphasis)

Art

Biological Sciences

Business Education

Business Education/Basic Business

Chemistry

English

Family and Consumer Sciences

Recommended Electives:
 
 

ECON 202	Principles of Microeconomics	3 cr
FCS g471	Advanced Consumer Economics	3 cr
FCS g472	Teaching Consumer Economics	1-3 cr
VED g444	Guidance and Special Needs Concepts in Vocational Education	3 cr

 

General Science

History

Mathematics

Mathematics/Computer Science Emphasis

Music Education

Physical Education

Social Sciences

Speech Communication

Theatre

Bachelor of Music Education

Students must complete requirements and be fully admitted to teacher education before they can take courses in professional education numbered 300 and above.

Students seeking the Bachelor of Music Education degree must complete Goals 1, 2, 3, 4, 5, 6, 7, 8, 9, 10A or 10B, 11, and 12 of the University General Education requirements.

Professional Education Requirement

Music Requirements

Education Courses

Students are advised to consult with their education advisors regarding course sequencing. Concurrent enrollment in some methodology courses is restricted. Admission to teacher education is required for enrollment in all EDUC courses numbered 300level and above.

EDUC 101 Study Skills for Student Success 1 credit. Covers learning strategies and study techniques (notetaking), textbook study, test preparation, memory, time management, etc. which promote academic success. Especially recommended for new students and re-entry students. F, S, Su

EDUC 103 Study Skills for Mathematics 1 credit. Covers math anxiety, notetaking, homework, textbook study, learning styles, test preparation and problem solving. Concurrent registration in a mathematics course is recommended. F, S

EDUC 110 First Year Seminar 1 credit. Provides an extended orientation to the university for new students. Utilizes presenters from various campus support systems, collaborative learning activities, and written assignments which involve students in resources and activities on campus. F, S

EDUC 142 Teacher Education Competencies 1 credit. Elective course to provide prospective teachers with the library, educational media, and computer skills necessary to theteacher education program. Graded S/U. F, S,Su

EDUC 199 Special Topics in Education variable up to 32 credits. Positive functioning of children and adults in group learning environment. Safety, health, physical and intellectual competence, self-concept. Supplementary responsibilities-children's program. PREREQ: APPROVED ENROLLMENT IN THE CHILD DEVELOPMENT ASSOCIATE PROGRAM. D

EDUC 201 Development and Individual Differences 3 credits. Examination of human development/individual differences as a basis for reflecting on learning. PREREQ: 26 CREDITS COMPLETED; "C" OR HIGHER IN ENGL 101; CIS 120 OR CONCURRENT ENROLLMENT OR EQUIVALENT COMPETENCY. F, S

EDUC 202 Field Experience Internship variable up to 32 credits. Working field internship; innovative approaches in preparation of CDA trainees. Experiences in a curriculum center, library, local settings, resource and day care centers, head start programs, nursery schools (public and private), and child development centers. Experience with educational and creative supplies and materials. PREREQ: APPROVED ENROLLMENT IN CHILD DEVELOPMENT ASSOCIATE PROGRAM. D

EDUC 204 Families, Communities, Culture 3 credits. Examination of interactions among school, family, community, and culture as a basis for reflecting on the social contexts of learning. PREREQ: EDUC 201 OR CONCURRENT ENROLLMENT. F, S

EDUC 210 Peer Tutor Training 1 credit. Introduction to individual and small group tutoring with adult students. Emphasis on teaching strategies, communication skills, ethics, learning styles, and Graded S/U. F, S

EDUC 235 Introduction to Elementary Art Methods and Materials 1 credit. Exploration of media, methods, and materials useful in the integration of art with the elementary curriculum. COREQ: MUSC 233 AND P E 211 SUGGESTED. F, S, Su

EDUC 301 Inquiring, Thinking, Knowing 3 credits. Examination of multiple perspectives on inquiring, thinking, and knowing as a basis for reflecting on educational practice. PREREQ: ADMISSION TO THE TEACHER EDUCATION PROGRAM; EDUC 201 AND 202. F, S

EDUC 302 Motivation and Management 3 credits. Examination of multiple perspectives on student motivation/management of learning environments as bases for reflecting on educational practice. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM; EDUC 201, 202; EDUC 301 OR CONCURRENT ENROLLMENT. F, S

EDUC 304 Concepts and Practices in Early Childhood Education 3 credits. Study of relevant theories and developmental stages related to developing programs for young children. COREQ: EDUC 305. PREREQ: FCS 200 PERMISSION OF INSTRUCTOR AND ADMISSION TO TEACHER EDUCATION PROGRAM. F

EDUC 305 Early Childhood Education Laboratory I 3 credits. A supervised early childhood education practicum in the preschool and kindergarten. Six hours per week required for the practicum. COREQ: EDUC 304. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F

EDUC 306 Advanced Concepts and Practices in Early Childhood Education 3 credits. Design and analysis of methodology, materials, equipment, activities in early childhood education curriculum and instruction. COREQ: EDUC 307. PREREQ: EDUC 304 AND ADMISSION TO TEACHER EDUCATION PROGRAM. S

EDUC 307 Early Childhood Education Laboratory II 3 credits. A supervised early childhood education practicum. Six hours per week required for the practicum. COREQ: EDUC 306. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. S

EDUC 309 Instructional Planning, Delivery, and Assessment 6 credits. Analysis of multiple planning models, teaching methods, assessment approaches as bases for instructional decision making, delivery, and the assessment of learning. PREREQ: EDUC 301, EDUC 302; CONCURRENT ENROLLMENT IN EDUC 311. F, S

EDUC 310 Efficient Reading 1 credit. Emphasis on developing flexibility and acceleration of reading speed and refinement of comprehension skills through intensive practice of rapid reading and comprehension building techniques applied to fiction and textbook reading. PREREQ: PERMISSION OF INSTRUCTOR. Graded S/U. D

EDUC 311 Instructional Technology 3 credits. Analysis of content, strategies, and evaluation for integrating technology into school curricula. Includes word processing, spread sheets, databases, communication, and presentation software. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM; CONCURRENT ENROLLMENT IN EDUC 309. F, S

EDUC 316 Educational Laboratory 1 credit. Experience practicum to acquaint students with programs for children and youth in various societal and educational agencies. May be repeated upto4credits. PREREQ: CONCURRENT ENROLLMENT IN THE DEPARTMENT OF EDUCATION AND PERMISSION OF THE INSTRUCTOR. F, S, Su

EDUC 321 Integrated Language Arts Methods 3 credits. Theory and application of teaching methods for the language arts as integrated skills in elementary schools. Thirty hour laboratory in public or private school required. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S

EDUC 322 Literature for Children 2 credits. Study of different types of children's literature, authors, and poets. Emphasis on strategies for implementing literature in grades K-8. Twenty-five hour lab required. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S

EDUC 330 Elementary Math Methods 2 credits. Study of the subject matter of elementary math programs. Emphasis on teaching methods and materials. Field experience required. PREREQ: MATH 157, MATH 257, AND ADMISSION TO TEACHER EDUCATION PROGRAM. F, S

EDUC 331 Elementary Science Methods 2 credits. Study of the subject matter of elementary science programs. Emphasis on teaching methods and materials. Field experience required. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S

EDUC 334 Secondary School Art: Methods and Materials 2 credits. Demonstrations and practical methods and problems involved in teaching art. Practical work in all art media used at the secondary school level. Cross-listed as ART 334.D

EDUC 335 Elementary School Art: Methods and Materials 2 credits. Demonstrations and practical methods and problems involved in teaching art. Practical work in all art media used at the elementary school level. Some craft work.Su

EDUC 336 Social Science Methods 2 credits. Study of subject content of the social studies program with emphasis on methods and materials used by the teacher, K-12. Field experience required. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F, S

EDUC 340 Methodology/Diagnosis in ECE 1-5 credits. Supervised practice in an approved nursery, day care center, and/or kindergarten based upon the results of diagnostic/prescriptive procedures utilized during prior coursework which indicates the student's progression and needs. PREREQ: PERMISSION OF EARLY CHILDHOOD COORDINATOR AND ADMISSION TO TEACHER EDUCATION PROGRAM. D

EDUC 397 Professional Education Development 1-3 credits. A course for the practicing educator aimed at the development and improvement of educational skills. Various sections will have different subtitles. A maximum of 10 credits may be applied to fifth year programs. Graded S U. D

EDUC 401 Language and Literacy 3 credits. Synthesis of principles of language and literacy as a basis for teaching across all curriculum areas. PREREQ: ADMISSION TO THE TEACHER EDUCATION PROGRAM; EDUC 309. F, S

EDUC 402 Adaptations for Diversity 3 credits. Creation of classroom environments, curricula, and educational experiences that enable all students to learn. PREREQ: CONCURRENT ENROLLMENT IN EDUC 492, 493, 494, 495, OR 496. F, S

EDUC 403 Classroom Instruction Laboratory/Early Childhood 3 credits. Analysis of methodology of various early childhood programs. Use of materials, technology, and activities appropriate to early childhood education. Emphasis on classroom management techniques. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM. F

EDUC g419 Foundations of Literacy 3 credits. An examination of multiple perspectives of philosophical, historical, and sociological studies in literacy across time, gender, and cultures. Impact upon current trends in the field. PREREQ: PERMISSION OF INSTRUCTOR. F, S, Su

EDUC g420 Advanced and Compensatory Reading in the Content Areas 3 credits. Advanced training in developmental, remedial reading emphasizing independent strategies in study skills, critical/creative reading, metacognition. Content area application. PREREQ: TEACHING EXPERIENCE OR PERMISSION OF INSTRUCTOR. D

EDUC g424 Assessing Literacy Abilities 3 credits. Methods of assessment in literacy. Introduction to case study, formal and authentic measures of comprehension, vocabulary, study strategies, and writing. PREREQ: EDUC g419 OR PERMISSION OF INSTRUCTOR. F, Su

EDUC 425 The Curriculum of the Public Schools 2 credits. Integrated course for elementary and secondary teachers. Emphasis given to the curriculum development movement in American education. Consideration given to the philosophy and purpose undergirding the organization and patterns of the curriculum. D

EDUC g426 Remediation of Literacy Problems 3 credits. Teaching strategies for remediating problems in literacy. Emphasis on planning, implementing, and evaluating approaches and materials. PREREQ: EDUC g424. S, Su

EDUC g427 Mainstreaming 2 credits. An introduction to the philosophy and requirements of mainstreaming including identification, assessment, staffing, organization and planning procedures. Designed for undergraduate and graduate regular and special education students and ancillary personnel. Cross-listed as SPED g427. D

EDUC g470 Manipulative Mathematics 3 credits. Study of methods for teaching mathematics through the modern math approach stressing manipulations. Consideration is given to diagnostic and remedial procedures for exceptional children. D

EDUC g471 Interpersonal Communications 2 credits. Examination of basic concepts, principles, models, and theories of interpersonal communications and their application to educational settings. D

EDUC g472 Dynamics of Instructional Groups 2 credits. Theory, practice, and research associated with dynamics of instructional groups are presented in an experiential format with emphasis on formation, structure, and process. D

EDUC g481-g482 Contemporary Issues in Education 1-3 credits. Examination and analysis of contemporary issues and trends in theories and practices in education. D

EDUC g483 Instructional Improvement for Teachers 1-3 credits. Study of ways by which teachers can improve instruction in their own classrooms with emphasis on the findings of research and experiences. D

EDUC g485 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. PREREQ: PERMISSION OF INSTRUCTOR. F, S, Su

EDUC g491 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Limited enrollment. PREREQ: PERMISSION OF INSTRUCTOR. F, S, Su

EDUC 492 Secondary Music Education: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in a supervised secondary school music setting. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM, MUSC 336, AND/OR APPROVED APPLICATION. Graded
S/U. F, S

EDUC 493 Early Childhood Education: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in supervised early childhood/primary setting. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM, EDUC 403, AND/OR APPROVED APPLICATION. Graded S/U. F, S

EDUC 494 Elementary Education: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in supervised primary/elementary setting. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM AND/OR APPROVED APPLICATION. Graded S/U. F, S

EDUC 495 Junior High/Middle School: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in supervised middle/junior high school setting. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM AND/OR APPROVED APPLICATION. Graded S/U. F, S

EDUC 496 Secondary Education: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in supervised high school setting. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM AND/OR APPROVED APPLICATION. Graded S/U. F, S

Library Science Courses

LIBR 221 Bibliography and Reference 3 credits. Survey of reference works and bibliographies, basic and specialized, with practical application to research problems. Su

LIBR 257 Cataloging and Classification 3 credits. Theory and practice in the cataloging and classification of both book and non-book materials. Su

LIBR 259 AudioVisual Materials and Computers in the Classroom 3 credits. Development and use of audiovisual materials and computer technology in the classroom, library, and school. Su

LIBR g355 Media Center Administration 3 credits. General administration of media centers, including the implementation of state and national media standards. The philosophy and scope of services and the relationship of center activities to school curriculum. Su

LIBR g356 Automation, Selection, and Evaluation of Library Materials 3 credits. Addresses automation as it relates to library services and collections as well as the selection and evaluation of library materials. Su

LIBR g440 Practicum 1-4 credits. Practicum in a library and/or media center under the supervision of professional personnel. PREREQ: APPROVAL OF LIBRARY COORDINATOR. S

LIBR g441 Independent Study in Library Science 1-2 credits. Individual work understaff guidance. Field and/or library research on specific problems in librarianship. PREREQ: PERMISSION OF LIBRARY COORDINATOR. S

LIBR 495 Library Science: Student Teaching 7 credits. Students assume instructional and management responsibilities in a supervised junior/senior high library/media center. PREREQ: ADMISSION TO TEACHER EDUCATION PROGRAM AND/OR APPROVED APPLICATION. Graded S/U. F, S

Certification Only

Requirements for Early Childhood (Standard K-3) Certification

1. The state of Idaho requires individuals who apply for a Standard Elementary or Standard K-3 teaching certificate to have completed the following general course work: 12 credits of English to include both composition and literature; 12 credits of social science to include a course in U.S. History and/or U.S. Government (psychology will not satisfy this requirement), 8 credits in two or more areas of natural science, 3 credits of fine arts (any art or  music course), 6 credits of fundamental mathematics, and 3 credits in content or methods of physical education and/or health education, exclusive of activity classes.
2. Completion of the Professional Education Core:

3. Completion of the Early Childhood Professional Courses:
 

EDUC 304	Concepts and Practices of Early Childhood Education	3 cr
EDUC 305	Early Childhood Education Laboratory I	3 cr
EDUC 306	Advanced Concepts and Practices in Early Childhood Education	3 cr
EDUC 307	Early Childhood Education Laboratory II	3 cr
EDUC 321	Integrated Language Arts Methods	3 cr
EDUC g419	Foundations of Literacy	3 cr
EDUC 494	Early Childhood Education: Student Teaching	7-14 cr
FCS g401	Foundations of Early Childhood Education	3 cr
H E 200	Promoting Wellness	2 cr
H E 211	Health Education Methods/Elementary	1 cr
	OR
P E 211	Physical Education Methods/Elementary	1 cr
MATH 157	Structure of Arithmetic for Elementary School Teachers	3 cr
MATH 257	Structure of Geometry and Probability for Elementary School Teachers	3 cr

 

Requirements for Elementary Education Standard Certification

1. The state of Idaho requires individuals who apply for a Standard Elementary or Standard K-3 teaching certificate to have completed the following general course work: 12 credits of English to include both composition and literature; 12 credits of social science to include a course in U.S. History and/or U.S. Government (psychology will not satisfy this requirement), 8 credits in two or more areas of natural science, 3 credits of fine arts (any art or music course), 6  credits of fundamental mathematics, and 3 credits in content or methods of physical education and/or health education, exclusive of activity classes.
2. Completion of the Professional Education Core:

Requirements for Secondary Education Certification

1. Completion of a subject teaching major of at least 30 semester credit hours as recommended by the subject department and approved by the College of Education, and completion of a subject teaching minor of at least 20 semester credit hours as recommended by the subject department and approved by the College of Education OR completion of a single subject teaching major of at least 45 semester credit hours as recommended by the subject department and approved by the College of Education.
2. Completion of the Professional Education Core:

Special Education

The special education major prepares students for professional certification in special education and/or the bachelor's degree in human exceptionality. For information on the master's degree offering, please refer to the Graduate Catalog.

Admission Requirements

Bachelor of Arts or Bachelor of Science in Human Exceptionality

Prerequisite for admission to the major: See Admission Requirements above.

Core Courses:
 

SPED 270	Field Work in Special Education	2 cr
SPED g330	The Exceptional Child	3 cr
SPED g334	Classroom Behavior Management	3 cr
SPED g424	Assessment Procedures in Special Education	3 cr
SPED g425	Diagnostic Procedures	3 cr
SPED g427	Precision Teaching	1 cr
SPED g432	Direct Instruction Systems	3 cr
SPED g437	Families and Disability	3 cr
SPED g438	Policies and Procedures in Special Education	3 cr

 
Emphasis Areas

Core courses shall be complemented by specialization in either Behavior Disorders or Severe Disabilities and appropriate electives.

Behavior Disorders
 

PSYC 225	Child Psychology(elementary emphasis)	3 cr
	OR
PSYC 332	Psychology of Adolescence(secondary emphasis)	3 cr
SPED g433	The Emotionally Disturbed Child	2 cr
SPED g462	Seminar: Behavior Disorders	1 cr
SPED g481	Advanced Issues in Behavior Disorders	2 cr

In addition, students must complete additional credits from the following to total a minimum of 40 credits:
 

PSYC 301	Abnormal Psychology I	3 cr
PSYC 302	Abnormal Psychology II	3 cr
PSYC g445	Psychology of Learning	3 cr
SOC 231	Juvenile Delinquency	3 cr
SPED g445	Vocational and Career Guidance for Exceptional Children	3 cr
SPED g446	Secondary Special Education	2 cr

 
Severe Disabilities
 

PSYC 225	Child Psychology(elementary emphasis)	3 cr
	OR
PSYC 332	Psychology of Adolescence(secondary emphasis)	3 cr
SPED g426	Assessment: Severe Disabilities	3 cr
SPED g429	Strategies: Severe Disabilities	3 cr
SPED g440	Biomedical Aspects of Physical Disability	2 cr
SPED g442	Survey of Mental Retardation	2 cr

In addition, all students must complete elective credits from the following to total a minimum of 40 credits:
 

SPA 327	Sign Language I	2 cr
SPED g400	Foundations of Early Childhood Special Education	3 cr
SPED g445	Vocational and Career Guidance for Exceptional Children	3 cr
SPED g446	Secondary Special Education	2 cr
SPED g448	Pre-Practicum, Moderately Handicapped	1-3 cr
SPED g480	Seminar in Special Education	1 cr
SPED g498	Advanced Field Work	3 cr

 
Special Education Courses

SPED 270 Field Work in Special Education 2 credits. Teaching and observation experiences in clinics, classrooms, and child development centers which provide services for children who are emotionally disturbed, mentally retarded, or who have learning disabilities. F, S

SPED g330 The Exceptional Child 3 credits. Covers eight essential areas of exceptionality, with detailed involvement in appraising stated nomenclatures for each area. Each area is studied on the dimensions of etiology, identification and labeling, characteristics, educational treatment, and prognosis for adjustment. Consideration also given toward structuring suitable educational programs applicable for each area. F, Su

SPED g334 Classroom Behavior Management 3 credits. Emphasizes the practical application of reinforcement learning models and theory to classroom and other settings. PREREQ OR COREQ: SPED g330. F, S

SPED g400 Foundations of Early Childhood Special Education 3 credits. Survey of the history, philosophy, relevant legislation, and interdisciplinary aspects of the field. Major focus on typical and atypical development from birth through five years, integrating all areas of development. F

SPED g424 Assessment Procedures in Special Education 3 credits. Introductory study of diagnostic assessment techniques and the writing of individual educational and behavioral prescriptions and instructional objectives which are required to provide interventions suitable for remediating the learning problems in basic school curricula. PREREQ OR CONCURRENT: SPED g330 AND SPED g334 OR PERMISSION OF INSTRUCTOR. F

SPED g425 Diagnostic Procedures 3 credits. Informal diagnostic procedures in the areas of reading, written language, and math. Emphasis on practical application of diagnostic findings. PREREQ: PERMISSION OF INSTRUCTOR. F

SPED g426 Assessment: Severe Disabilities 3 credits. Selection, administration, and interpretation of criterion-referenced tools employed with severely disable d students. Emphasizes functional approach to assessment and evaluation of behavioral and instructional domains. PREREQ: PERMISSION OF INSTRUCTOR. AF

SPED g427 Precision Teaching 1 credit. Techniques of data collection, charting, and decision making in the educational programs of children with disabilities. PREREQ: PERMISSION OF INSTRUCTOR. S

SPED g429 Strategies: Severe Disabilities 3 credits. Consideration and evaluation of curriculum materials from behavioral, developmental, and ecological perspectives. Emphasizes functional approach to development and implementation of individualized intervention plans. PREREQ: PERMISSION OF INSTRUCTOR. AS

SPED g432 Direct Instruction Systems 3 credits. Provides mastery level skills training in direct instruction systems for reading, math, and written language. Includes field work, adaptation of curricula to direct instruction model and evaluation. PREREQ: PERMISSION OF INSTRUCTOR. F, S

SPED g433 The Emotionally Disturbed Child 2 credits. Survey of the causes of emotional disturbance in children and the effects upon the child's school performance and achievement. School programs and treatment considerations will be reviewed. F

SPED g436 Art for the Handicapped 2 credits. Adaptation of traditional art methods to meet the unique needs of handicapped children. Emphasis on hands-on work with mentally and physically handicapped children. D

SPED g437 Families and Disability 3 credits. Perspectives on supporting family involvement in special education programs. Emphasizes communication skills, development of family and professional partnerships, and community resources. PREREQ: PERMISSION OF INSTRUCTOR. F

SPED g438 Policies and Procedures in Special Education 3 credits. Consideration of legal background, current court rulings, professional responsibilities, and models for consultation and collaboration in a variety of educational settings. Includes the IEP process. PREREQ: PERMISSION OF INSTRUCTOR. S

SPED g440 Biomedical Aspects of Physical Disability 2 credits. Study of the causes, treatments, and educational implications of physical and neurological disorders of genetically and orthopedically disabled children. PREREQ: PERMISSION OF INSTRUCTOR. S

SPED g442 Survey of Mental Retardation 2 credits. Causes, treatment, and educational implications of mental retardation. Emphasis on biological and environmental contributions to developmental disabilities. PREREQ: PERMISSION OF INSTRUCTOR. AF

SPED g445 Vocational and Career Guidance for Exceptional Children 3 credits. Survey of vocational theories, decision-making techniques, career guidance tools and methods, design development and implementation of work-study programs, vocational education tests, and research concerned with exceptional children. Field practice is required. PREREQ OR COREQ: SPED g330, SPED g334, SPED g424, ANDSPED g438 OR PERMISSION OF INSTRUCTOR. S

SPED g446 Secondary Special Education 2 credits. Teaching methodology focusing on needs of secondary and adult special education students. Topics include functional academics, transition, independent living, social skills, vocational training, employment options, and accessing community resources. PREREQ: PERMISSION OF INSTRUCTOR. AS

SPED g448 Pre-Practicum, Moderately Handicapped 1-3 credits. Supervised practical work with moderately handicapped children in a clinical setting. PREREQ: PERMISSION OF INSTRUCTOR. F, S

SPED g462 Seminar: Behavior Disorders 1 credits. Topical issues related to the education of children with behavior disorders in a variety of educational and therapeutic settings. PREREQ: PERMISSION OF INSTRUCTOR. D

SPED g480 Seminar in Special Education 1 credit. Current topics in the field of special education presented by departmental faculty and guest lecturers. May be repeated for a total of 2 credits. Graded S/U. F, S

SPED g481 Advanced Issues in Behavior Disorders 2 credits. Educational organization, collaboration and consultation skills necessary to provide cooperation between the schools and other community agencies that provide integrated service for this exceptionality. PREREQ: PERMISSION OF INSTRUCTOR. AF

SPED g485 Independent Problems 1-2 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. PREREQ: PERMISSION OF INSTRUCTOR. D

SPED g491 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Limited enrollment. PREREQ: PERMISSION OF INSTRUCTOR. May be graded S/U. F, S, S

SPED 495 Special Education: Student Teaching 7-14 credits. Students assume instructional and management responsibilities in a supervised K-12 resource room or special education setting. Full semester for 14 credits; half semester 7 credits. PREREQ: SPECIAL EDUCATION METHODS CORE AND APPROVED APPLICATION. F, S