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ED 516A - Facilitating Learning in Math: K-4 Grade Emphasis 2 credits
Methods for pre-service teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State Grade Level Expectations.
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ED 516B - Facilitating Learning in Math: 5-8 Grade Emphasis 2 credits
Methods for preservice teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State Grade Level Expectations for 5-8 grade levels.
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ED 517A - Facilitating Learning in the Sciences 2
Survey of curriculum, methods, materials, and assessment techniques that support learning of science concepts and processes in grade K-8.
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ED 518 - Facilitating Learning in the Arts 1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in the arts for grades K-8. Includes related EALR’s and national standards.
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ED 519 - Facilitating Learning in Health/P.E. 1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in health and physical education for grades K-8. Includes related EALR’s and national standards.
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ED 521T - Technology for Instruction and Assessment 2
This course is intended for the teacher leader to learn and be able to share with colleagues and others how to use a variety of technology for instruction, student learning, and assessment. Students will be encouraged to bring their own devices to share/model usage in their work settings and to use while learning new applications for the device. Course expectation: report which specifies available and needed technology in school settings and prepares a detailed plan for obtaining needed technology, teacher/staff/student trainings, assessment to determine impact on student learning.
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ED 524A - Literacy Foundations 2
Using research-based rationales, teacher candidates will evaluate and create instructional materials and methods necessary for student mastery of foundational reading skills, to include: print concepts, phonological awareness, phonics, word recognition and fluency. Teacher candidates will understand and apply data-decision making strategies within assessment frameworks such as response to intervention and identify appropriate intervention strategies based on this information.
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ED 524B - Developing Literacy 2
Teacher candidates will analyze the Common Core State Standards vertical progressions for reading, writing, language, listening and speaking by examining the constituent parts of the standards and evaluating how these parts relate to one another. Candidates will demonstrate understanding of the basic principles of instructional design and digital literacy by applying these elements to lesson plan development.
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ED 524C - Advanced Literacy 2
Teacher candidates will extend understanding of Common Core State Standards in reading, writing, language, listening and speaking by creating an interdisciplinary unit of instruction that addresses a guiding question and incorporates appropriate use of digital literacy in the design. Candidates will create rubrics to evaluate student performance and corresponding differentiated instruction for students with special needs.
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ED 525A - Facilitating Learning in Social Studies and Literature for Children 2
Survey of curriculum, methods, materials, and assessment techniques that support learning of social studies in grades K-8. This class includes concepts of history, geography, civics, economics and related EALR’s and national standards. This course includes an examination of books that form a part of the imaginative experience of children or adolescents, as well as part of the larger literary heritage, viewed in the light of social, psychological, political, and moral implications.
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ED 527A - Curriculum Alignment 3 credits
This course explores the critical role of the principal or program administrator as lead learner and instructional leader. Concepts and strategies emphasize the alignment of state and district learning goals – including Common Core State Standards and Smarter Balanced Assessments – with effective instructional and assessment practices and the empowerment of teachers to work collaboratively in designing a rigorous and meaningful curriculum for all students. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching and learning and consider the curriculum alignment necessary to support it. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement – Professional Development
Assessment: Effective Management, Part C Prerequisite(s): ED564A, ED567A
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ED 527T - Curriculum and Assessment in the P-12 Classroom 2
This course addresses the changing curriculum in the American public schools (grades P-12). Course is intended for practitioners in the P-12 educational system interested in the development of knowledge and skills to design curriculum and assessments it pertains to the selection of appropriate instructional resources, development of curricula/assessments for a specific grade level while considering the diverse needs of all students.
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ED 549 - Child Safety Issues and Co-teaching Internship Seminar 1 credit
This class examines the social, cultural, political, and other issues which threaten children’s physical, psychological, and psychic safety, including the associated legal implications and resources available.
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ED 550S - Special Education Program Development 2
This is one of two new classes being offered as part of a hybrid WA State Program Administrator and Principal Certification program focusing on the need to train and certify K-12 District Special Education Directors. It will focus on all aspects of Special Education Program Development at the district, site, and individual student levels. In addition to examining best practices in Special Education Program Development, candidates will closely examine their own district/school context and create plans to take the work to the next level of effectiveness, compliance, and innovation.
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ED 553R - Fundamental Understanding of Behavioral Research 2
This course addresses planning, implementation, and evaluation needed to develop a comprehensive understanding of behavioral research as applied to the graduate student’s research context. Statistical concepts used in data evaluation are studied. Students will review the relationships between measurement and evaluation, and their connection to state, local and classroom assessments used in their practice. Students will prepare a preliminary proposal for the Institutional Review Board (IRB). Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Course Projects include CITI Training Certificate, IRB Proposal, and draft of Chapter One for Graduate Thesis/Special Project.
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ED 556 - Differentiated Instruction: Multicultural Education: Building Inclusive Communities 2 credits
This course considers the multicultural aspects of American society, including cooperative pluralism and diversity and their significance in terms of children, parents, and educators in the school community. Concepts and issues addressed include race, culture, prejudice, equity, marginalization, assimilation, pluralism and interdependence, and changing demographics. Focus is on developing the knowledge, skills, and attitudes needed to effect positive multicultural change in the classroom, school, and community.
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ED 557A - Curriculum, Instruction, Management, and Assessment I 3 credits
This class is an introduction to building learning communities and the interrelatedness of curriculum, instructional methods, and assessment. Candidates develop a variety of instructional plans and instructional units/themes. Assessment design is introduced and aligned to instruction. Instructional strategies are developed in areas of direct instruction, inquiry teaching, and cooperative learning. State Essential Learning Requirements and Grade Level Expectations are emphasized in planning and assessment. Classroom observations and involvement with learners are required in this class.
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ED 557B - Curriculum, Instruction, Management, and Assessment II 2 credits
Candidates develop classroom management strategies based on best practices research. Implications of federal and state legislation to instructional delivery are analyzed. Adaptations and modifications to instruction to meet the diverse student learning needs in the classroom are developed. Also, this class introduces and models strategies for diverse students including: multiple intelligences, strategies for linguistic differences, learning styles, and technology. Practicum in an educational setting is required.
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ED 557D - Curriculum, Instruction, Management and Assessment II 3
Candidates develop classroom management strategies based on best practices research. Implications of federal and state legislation to instructional delivery are analyzed. Adaptations and modifications to instruction to meet the diverse student learning needs in the classroom are developed. Also, this class introduces and models strategies for diverse students including multiple intelligences, strategies for linguistic differences, learning styles, and technology. Practicum in an educational setting is required. Candidates will continue to work on Teacher Preparation Assessment (edTPA).
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ED 560R - Application of Behavioral Research 2
An introduction to research methods: types, characteristics of effective research, formulating hypotheses, research design, preparing questionnaires, and research writing. Course considers the leader’s role in developing an ethically responsible original research project with the guidance and support of a faculty member. The student will write the research proposal using the current American Psychological Association (APA) manual for reference citations, tables and figures. Students in the M.Ed. Teacher Leadership program should address some aspect of teacher leadership and its effects on student learning in the research proposal. Course Capstone project: Thesis/Special Project chapters 1 Introduction, 2 Review of Literature, & 3 Methodology and Treatment of Data. Prerequisite(s): Fundamental Understanding of Behavioral Research.
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ED 564A - Creating School Culture 3 credits
This course examines the critical role of the principal or program administrator in creating a culture that fosters mutual accountability and promotes the ongoing improvement of learning and teaching for students and staff. Emphasis is on effective strategies for building a community of learners focused on equity and student achievement. Experienced educators who are interested in becoming school principals or program administrators will explore effective strategies for creating a community of learners and will consider how decisions made about resources can result in improved teaching and learning and encourage staff empowerment. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Visionary Leadership
Assessment: Effective Management, Part A
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ED 565A - Closing the Achievement Gap 2 credits
This course explores the critical role of the principal or program administrator in identifying and responding to achievement gaps that may be present within a school. Concepts and strategies include the use of multiple sources of data/evidence to communicate a sense of urgency and support the achievement of all students, particularly those historically disadvantaged by issues of race, class, language and disability. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching as well as the knowledge and skills to improve educational effectiveness. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Inclusive Practice
Assessment: Effective Management, Part E Prerequisite(s): ED527A, ED564A, ED567A, ED570A
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ED 566R - Data Analysis & Project Outcomes 2
Students will analyze the data collected in their action research; write the remaining chapters of their thesis; submit for approval from Course Instructor and Program Advisor; Finally students will share their original research with their peers and community. Course considers the leader’s role sharing original research that may impact the organization. Students will be expected to meet defined standards to receive a pass (P) grade. Course is designed to be completed in one semester. Graded P/NP.
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ED 567A - Data and Student Achievement 3 credits
This course explores the critical role of the principal or program administrator in leading the development, implementation and evaluation of a data-driven plan for continuous improvement of instruction and students achievement. Included are key concepts and strategies for the effective and collaborative design, implementation, alignment and monitoring of plans for continuous school improvement and related budgets. Experienced educators who are interested in becoming school principals or program administrators will explore effective strategies for using a variety of forms of student data to promote improvement across multiple areas. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Planning
Assessment: Effective Management, Part B
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ED 568T - Teacher Leader Legal & Ethical Responsibilities 2
This course addresses legal, ethical, professional responsibilities of the teacher leader with particular focus on how a teacher’s actions influence the teaching and learning process at multiple levels. Students will analyze teacher standards and teacher evaluation tools to compare with leadership formal/informal roles and how the overt/covert expectations affect teacher rights and responsibilities.
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ED 570A - Instruction and Evaluation Practices 3 credits
This course explores the critical role of the principal or program administrator as instructional leader in the design and implementation of the instructional program and teacher evaluation. Concepts and strategies include effective observation of instruction, providing feedback, conducting critical conversations with teachers, and designing appropriate and effective intervention strategies and professional development/coaching for teachers. The TPEP (Teacher and Principal Evaluation Program) requirements and effective teaching practices will be a central focus of the course. Experienced educators who are interested in becoming school principals or program administrators will further develop a vision for powerful teaching as well as the knowledge and skills to improve educational effectiveness. To meet the requirements for principal and program administrator certification, students will work extensively with the AWSP Leadership Framework and other professional resources to design projects and gather artifacts relevant to their current and emerging professional practice.
Also includes:
Resource Management Module
Cultural Competency Module
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Evaluation
Assessment: Effective Management, Part D Prerequisite(s): ED564A and ED567A
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ED 570T - School, Home, & Community Collaborations 2
This course presents the multi-dimensional role of school-community relations and effective communication between the teacher/school-home-community-student. Development of positive and constructive collaborative relationships between educational institutions, families, and diverse stakeholders; specific methods and techniques in public relations are explored to ensure school support, family involvement, and student success. Major emphasis is placed on contemporary issues facing schools, e.g. cultural competence & gun violence.
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ED 571 - Scholarly Research & Writing 3 credits
This course is designed as a first step in the research course sequence leading to the culminating/capstone Special Project of the Master of Education graduate degrees. Extensive reading and writing are at the heart of this course. Students will learn the characteristics of valid and credible research in their field of interest; the characteristics of effective communication of research findings including the use of APA formatting; and they will identify/select a possible topic for their graduate degree capstone project. Descriptors of this course include: ability to distinguish opinion versus research-based references, communication of credible information, and identification of research problem/question. Offered in Fall and Spring semesters. Offered face-to-face/blended in Tri-Cities and Online.
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ED 573 - Internship in School Administration 4 credits (required 8 credits)
The internship is a mentored, year-long practicum within a school and district setting. Field experiences are planned collaboratively by the program, candidate, university supervisor, and district mentor to develop candidates’ knowledge, skills, dispositions, and cultural competence related to the Washington State Standards for Residency Certification, ISLLC Standards, and the Leadership Framework. The internship is graded “Pass” (P) or “No Pass” (NP) and spans two semesters, a full academic year (students register for four credits fall semester and four credits spring semester). Expectations include: a minimum of 540 internship hours, a detailed log, attendance at all Intern Seminars, evidence of learning, a professional portfolio and the implementation of all of the Assessment Plans developed during the program coursework. This course meets the internship requirements outlined by the Washington State Board of Education for principal and program administrator certification.
Seminars: Providing for School Safety and Community Engagement
Assessment: Socio-Political Context
Assessment: Portfolio and PGP as evidence of plan implementation, personal growth, and plan for continued growth
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ED 575T - Facilitating Learning in STEM Methodology 2
This course focuses on sharing, modeling and practicing strategies of science, technology, engineering and mathematics (STEM) methodology in the elementary classroom. A strong foundation for teaching the STEM disciplines through a problems-based and project-based approach within the elementary curriculum will be developed by providing candidates with theoretical frameworks, research, resources, and methods related to appropriate and effective classroom instruction, planning and assessment. Emphasis on the 5E learning cycle is included. May be offered in a hybrid format.
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ED 582E - Elementary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in an elementary classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
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ED 582M - Middle Level Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in a middle level classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
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ED 582S - Secondary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in a secondary classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
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ED 585S - Special Education Finance 2
This is one of two new classes being offered as part of the Principal Certification program focusing on the need to train and certify K-12 District Special Education Directors. It will focus on all aspects of Special Education Finance at the federal, state, local, and site levels. In addition to examining current law and regulation, candidates will closely examine their own district/school context and create plans to take the work to the next level of effectiveness, compliance, and innovation.
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ED 585T - Facilitating Learning in STEM Methodology and Practicum 3
This advanced course is designed to expand the knowledge and skills necessary to teach candidates in grades K-8 science, technology, engineering, and mathematics. This includes developing rigorous, standards-based lessons that are engaging, enjoyable, and meaningful to students. Candidates further develop, apply and evaluate STEM challenges using project-based and inquiry-based learning. Opportunities will also be provided to explore, analyze, and incorporate digital resources for teaching STEM methods. May be offered in a hybrid format. This course contains a 30-hour field experience. Prerequisite: ED 5xx Facilitating Learning in STEM Methodology I
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ED 587T - Facilitating Learning through Integrated Teaching and Learning Methods 3
This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across the arts, social studies, ESL, health and physical education utilizing the academic content standards is emphasized. This course includes the integration of reading, writing, listening and speaking across content areas. It also includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners.
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ED 588A - Secondary Teaching Methods 2 credits
Class will formulate objectives, select and organize content, and discuss various methods of instruction for teaching English Language Arts in grades 5-12. Candidate will discuss teaching procedures, evaluation, and different instructional materials needed for English teachers. Cross-listed as and
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ED 590 - Theories of Learning 2 credits
This course is a survey of the development of psychological theories of learning and comparing and critiquing them. It will include implications and applications of each theory and how these affect teaching and/or leadership. This course will include discussion of purists versus eclectics in areas such as skills learning, cognitive learning, affective learning and the development of ones own personal learning theory.
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ED 590T - Teacher-Scholar Seminar 1
This seminar is taken concurrently with the Elementary or Middle Level Teacher-Scholar Practicum. It provides teacher candidates with the opportunity to complete certification requirements and prepare for the teaching profession. This seminar also prepares teacher candidates for the Teacher Performance Assessment (edTPA) that must be passed before they can earn a teaching certificate in Washington State.
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ED 592T - Innovation by Design: Education Technology in the Elementary STEM Classroom 3
This course prepares candidates to teach with technology found in today’s classrooms. They will learn how to gain access to information and how to communicate using current technology, including approaches to adaptive and personalized learning organized around the different ways students learn. Candidates will also develop technological strategies and trends, including coding, flipped classrooms, connected learning and gaming, teaching aids and statistical analysis packages, that can be applied to the elementary classroom. May be offered in a hybrid format.
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ED 594R - Research and Assessment: Data Analysis and Symposium 2
This course builds on the knowledge and skills gained in previous research and specialization courses to support candidates as they engage in a graduate action research project appropriate to their area of specialization and classroom needs. Analysis of classroom-based assessment data gathered from the action research project to determine impact on student learning. Candidates are required to present projects at a professional symposium held annually on campus.
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ED 595R - Data Collection/Field Work 2
A course designed to permit qualified students to conduct an original research approved by the course instructor and a second faculty in the area of specialization of the research focus. Expectations for this course include implementation of strategies or innovative procedures and collection of data as outlined in the research proposal prepared and approved in ED560R Application of Behavioral Research. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Graded P/NP.
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ED 596R - Research and Assessment: Action Research 1
This action research course provides an opportunity in developing and internalizing the essential knowledge, skills, and dispositions to conduct basic action research that transforms their teaching and significantly impact student learning in their own classrooms on a daily basis. Candidates start to finalize project ideas and illustrate their learning through multiple forms of evidence. Final projects are analyzed, prepared and presented in Research and Assessment: Data analysis and Symposium.
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ED 597 - Internship in Program Administration 4 credits (required 8 credits)
The internship is a mentored, year-long practicum within a school and district setting. Field experiences are planned collaboratively by the program, candidate, university supervisor, and district mentor to develop candidates’ knowledge, skills, dispositions, and cultural competence related to the Washington State Standards for Residency Certification, ISLLC Standards, and the Leadership Framework. The internship is graded “Pass” (P) or “No Pass” (NP) and spans two semesters, a full academic year (students register for four credits fall semester and four credits spring semester). Expectations include: a minimum of 540 internship hours, a detailed log, attendance at all Intern Seminars, evidence of learning, a professional portfolio and the implementation of all of the Assessment Plans developed during the program coursework. This course meets the internship requirements outlined by the Washington State Board of Education for principal and program administrator certification.
Seminars: Providing for School Safety and Community Engagement
Assessment: Socio-Political Context
Assessment: Portfolio and PGP as evidence of plan implementation, personal growth, and plan for continued growth
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ED 597E - Elementary Co-teaching Internship 4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary classrooms. Limited to department approved subject area(s). Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state required WEST-B test and have passed the WEST-E to register for course. Graded P/NP.
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ED 597M - Middle Level Co-teaching Internship 4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in middle-level classrooms. Limited to department approved subject area(s). Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state required WEST-B test and have passed the WEST-E to register for course. Graded P/NP.
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ED 597S - Secontary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Candidates will complete the required State Teacher Performance Assessment (TPA). Graded P/NP Prerequisite(s): Approval based upon satisfactory completion of co-teaching internship application process. Also, candidates must have passed the WEST-E tests to be placed in a school district for the co-teaching internship.
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ED 598 - Thesis 3 credits
Student identifies a topic in an area of interest approved by the advisor. A committee appointed by the program chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student must defend and submit in duplicate copy.
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ED 611 - Pathway 2 3 credits
This course is for students that want to add an additional endorsement to their valid Washington State teaching certificate. Eligibility will be determined at the time of application. The procedure for obtaining an additional endorsement is to pass the WEST-E in the endorsement area desired to be added. Students prepare the products related to the endorsement using the pedagogy assessment instrument protocol and participate in observations conducted by an individual assigned by the University for a minimum of two times and a maximum of four times. Following are the different pathways that can be earned from Heritage: PW2: Elementary Ed, PW2: Eng/Language Arts, PW2: Mathematics, PW2: Middle Level Math, PW2: Middle Level Science, and PW2: Reading.
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ED 621 - Perf Task: ESL Mnstrm Stdnts & WA St Essntl Lrnngs 2-3 credits
The workshop is designed to increase the capacity of mainstream teachers to deliver instruction in their content area classrooms that will help limited English proficient children meet essential learnings. Emphasis is placed on the development of performance tasks that apply the framework to the State’s Essential Learning Tool Kit to the classroom.
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ED 624 - Building Bias Free Classrooms 2 credits
Explores theory, design, and implementation of learning communities that are proactive, productive, interdependent, and self-renewing. Focus on organizational patterns of learning which encourage cooperative decision making, multiple intelligences orientation, tolerance for diversity, peer sponsorship, anti bullying, and group success commitment. Also, explores the concepts of courageous teaching and ethical congruence messages and behavior.
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ED 634 - Critical Thinking Skills 2-3 credits
Empowerment of students is an important factor in schools today. The critical thinking skills give students the power of choice and allows a teacher flexibility in his/her techniques. This course provides a teaching professional a variety of ideas to help a student gain empowerment.
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ED 640 - Grant Writing 2 credits
Grant writing is offered to graduate students who will write an individual grant proposal. Students are encouraged to bring realistic proposal ideas to the class. The course will cover the components of writing a grant proposal including the background preparation of a needs assessment, formulating a program, conducting a feasibility study, searching for potential resources, reviewing requests for proposals, the actual writing of a proposal, and evaluating a proposal.
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ED 644 - Native American Family Relations 2 credits
Focus will be on the younger Native American families to ascertain their values and traditional perceptions. Emphasis is on identifying and communicating what is being lost of traditional values by younger families.
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MTED 320 - Discrete Math for Educators 3
Discrete mathematical techniques and structures including finite set theory, graph theory, propositional calculus, combinatorics, and discrete probability. Students will focus on standards-based applications of discrete mathematics to the middle school settings. Prerequisite(s): MATH 140 and MATH 221 or equivalent Cross-listed as MATH 305
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MTED 325 - Functions and Modeling 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of functions and modeling, in the context of real world problems. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivlanet Cross-listed as MATH 376
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MTED 330 - Geometry and Measurement 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of geometry and measurement. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MATH 384
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MTED 340 - Methods of Teaching Middle Level Mathematics I 3
This class addresses the development and practice in teaching techniques in mathematics for middle-level teachers. This course emphasizes learning theories, mathematical mindsets, and brain research to help students better understand how to develop lessons for middle school mathematics classes. Coursework addresses the integration of multiple representations, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MTED 540
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MTED 350 - Methods of Teaching Middle Level Mathematics II 3
This class addresses the development and practice in teaching techniques in mathematics for secondary and middle-level teachers. This course emphasizes learning theories and brain research to help candidates develop lessons and assessments for middle school mathematics classes. Prerequisite(s): MATH 140 and MATH 221 or equivalent Cross-listed as MTED 550
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MTED 360 - Numbers and Number Theory 4
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of number and operations, in the context of real numbers. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MTED 560 and MATH 371
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MTED 371 - Algebraic and Proportional Reasoning 3
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of algebraic and proportional reasoning. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Prerequisite(s): MATH 140 or equivalent and MATH 221 or equivalent Cross-listed as MATH 387 and MTED 571
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MTED 500 - Reasoning with Numbers and Operations 3 credits
In-depth study of research of children’s understanding of counting and cardinality, number and operations in base ten, number and operations with fractions and decimals, and multiple representations of these concepts. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-5 students and educators.
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MTED 501 - Data Analysis and Probability 2 credits
In-depth study of data analysis and probability using technology. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions related to univariate and bivariate data collection and representation, and probability. Along with being able to teach students and educators these concepts, candidates will be expected to show how they would use data analysis as they work with other educators to analyze and interpret classroom, school wide, and district wide assessment data.
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MTED 502 - Proportional Reasoning and Algebraic Thinking 3 credits
In-depth study of research of fundamental concepts, processes and misconceptions about proportional reasoning and algebraic thinking. Topics include variables, equality, pattern recognition, modeling, and basic functions (linear functions, exponential functions and quadratic functions). Coursework addresses the integration of technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the K-8 classroom and educator professional development.
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MTED 504 - Analyzing Calculus Models 2 credits
Survey of modeling advanced functions and fundamental calculus concepts using technology. Topics include application of limits and modeling with logarithmic, rational and trigonometric functions.
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MTED 505 - Measurement and Geometric Thinking 3 credits
In-depth study of research of children’s understanding of measurement, Euclidean geometry, transformations, congruence, similarity, Van Hiele levels, and role of proofs in the middle school classroom. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-8 students and educators.
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MTED 510 - Initial Practicum 1 credit
Building a bridge between teaching children and teaching educators, candidates will be expected to
- choose a problem of practice for research conducted in the fall
- practice working with other educators in professional development or coaching settings with the assistance of supervising professor
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MTED 515 - Advanced Practicum 2 credits
In tandem with school administration and department chair, candidate will design strategies to positively impact student learning of mathematics. Candidates will be expected to improve or expand the knowledge of colleagues through
- developing a professional development module for educators which targets the problem of practice from their research
- applying research-based pedagogical content knowledge to improve the teaching and learning of mathematics in their building
- becoming increasingly autonomous as they work with other educators in professional development or coaching settings
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MTED 520 - Discrete Math for Educators 2
Discrete mathematical techniques and structures including finite set theory, graph theory, propositional calculus, combinatorics, and discrete probability. Students will focus on standards-based applications of discrete mathematics to the middle school settings. Cross-listed as MTED 320 and MATH 305
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MTED 525 - Functions and Modeling
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of functions and modeling, in the context of real world problems. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 376 and MTED 325
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MTED 530 - Geometry and Measurement 2
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of geometry and measurement. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 384 and MTED 330
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MTED 540 - Methods of Teaching Middle Level Mathematics I 2
This class addresses the development and practice in teaching techniques in mathematics for middle-level teachers. This course emphasizes learning theories, mathematical mindsets, and brain research to help students better understand how to develop lessons for middle school mathematics classes. Coursework addresses the integration of multiple representations, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MTED 340
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MTED 550 - Methods of Teaching Middle Level Mathematics II 2
This class addresses the development and practice in teaching techniques in mathematics for secondary and middle-level teachers. This course emphasizes learning theories and brain research to help candidates develop lessons and assessments for middle school mathematics classes. Cross-listed as MTED 350
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MTED 560 - Numbers and Number Theory 4
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of number and operations, in the context of real numbers. Coursework addresses the integration of multiple representations, modeling, learning progressions, appropriate technology, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 371 and MTED 360
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MTED 571 - Algebraic and Proportional Reasoning 2
Students in this course explore the fundamental concepts, processes, and misconceptions regarding children’s understanding of algebraic and proportional reasoning. Coursework addresses the integration of appropriate technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the middle school mathematics classroom. Cross-listed as MATH 387 and MTED 371
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Engineering |
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ENGR 120 - Innovation in Design 2 credits
Introduction to engineering disciplines, problem solving, design teamwork and ethics.
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ENGR 125 - Introduction to CAD 3
Students are introduced to basic graphic techniques with traditional drawing with CAD graphics for engineering applications. Additionally, students learn the required skills to create and interpret drawings in 3-D and solid models and are introduced to analysis techniques for geometry and meshing.
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ENGR 200 - Internship 0-5 credits
The student will perform an internship lasting at least three weeks related to an engineering project at a local business. The project must include some aspects of the engineering discipline that the student is taking (namely, mechanical, civil, or electrical pre-engineering path) .
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ENGR 211 - Statics 3 credits
Engineering mechanics concepts; force systems; static equilibrium; centroids, centers of gravity; shear and moment diagrams; friction; moments of inertia. Prerequisite(s): MATH 212 or concurrrent enrollment; PHYS 211 or concurrent enrollment.
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ENGR 212 - Dynamics 3 credits
Kinermatics and kinetics of particles and rigid bodies; introduction to mechanical vibration. Prerequisite(s): MATH 212 with a grade of C or better; ENGR 211 with a grade C or better.
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ENGR 214 - Design of Logic Circuits 4 credits
design and application of combinational logic circuits with exposure to modern methods and design tolls; introduction to sequential logic circuits. Recommended preparation: Prior programming class.
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ENGR 215 - Mechanics of Materials 3 credits
Concepts of stress, strain , and their relationships; axial loads torsion and bending; combined stress; properties of materials; columns, repeated loadings. Prerequisite(s): ENGR 211 with a C or better.
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ENGR 234 - Microprocessor Systems 4 credits
Microprocessor system architecture, instruction sets, and interfacing; assembly language programming. Prerequisite(s): CPSC 105 with a C or better; ENGR 214 with a C or better.
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ENGR 261 - Electrical Circuits I 3 credits
Application of fundamental concepts of electrical science in linear circuit analysis; mathematical models of electric components and circuits. Prerequisite(s): MATH 335 with a C or better or concurrent enrollment; PHYS 212 with a C or better.
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ENGR 262 - Electrical Circuits Laboratory I 1-3
Electrical Instruments; laboratory applications of electric laws; transient and steady- state responses of electrical circuits. Prerequisite(s): ENGR 261 with a C or better or concurrent enrollment.
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English |
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ENG 095 - Academic Eng Lang Prof Writing 4 credits (maximum 8 credits)
(For ESL students placed at the 95 level on the Heritage University Assessment Test) Focuses on grammar and academic vocabulary needs of nonnative speakers and prepares them to either enter the ENG 099A /ENG 099B sequence or, perferably, test into ENG 101 . Writing assignments and tasks parallel those in the ENG 099A / ENG 099B sequence: the skills needed to compose various types of coherent paragraphs and short essays, including practice in reading, paraphrasing, and summarizing expository essays. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring Semester.
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ENG 097 - Academic Eng Lang Prof Reading 4 credits (maximum 8 credits)
Intended for students whose first language is not English. Small group, individualized and/or computer-assisted instruction with emphasis on the comprehension and critical reading of academic texts, improvement of reading speed and flexibility, and especially strengthening of vocabulary skills. Students read, analyze, discuss and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semester.
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ENG 098 - College Reading 3 credits
Small-group, and/or computer-assisted instruction, with emphasis on the critical reading of academic texts, improvement of reading speed and flexibility, and strengthening of vocabulary skills. Students read, analyze, and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. may be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semesters.
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ENG 099A - Pre-College Writing Skills I 4 credits
Emphasizes the skills needed to compose various types of coherent paragraphs. Basic grammar, punctuation, and usage will be reviewed. Also includes practice in reading, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 099B - Pre-College Writing Skills II 4 credits (maximum 396 credits)
Emphasizes the skills needed to compose short essays employing a variety of expository writing strategies and techniques. Basic grammar, punctuation, and usage will be reviewed as necessary. Also includes practice in locating, reading, paraphrasing, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 101 - English Composition I 3 credits
An intensive introduction to critical reading and expository writing as encountered in the academic setting. Includes practice in reading, paraphrasing, summarizing, responding to, and synthesizing academic prose and introduces library and documentation techniques. Emphasizes the use of correct, coherent English prose, orderly development of ideas, and precise exposition through explanations and examples. Offered Fall and Spring semesters. Prerequisite(s): Heritage University Assessment Test or successful completion of ENG 099B or an equivalent course.
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ENG 101L - English Composition Lab 1
Students receive a structured review of composition concepts that are requred for success in ENG 101, including foundational skills of critical reading and academic writing. Concurrent enrollment in ENG 101 is required. Co-requisite(s): ENG 101 Cross-listed as ENG 102L
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ENG 102 - English Composition II 3 credits
Extensive practice in the skills of academic reading, writing, and research across the disciplines: writing summaries, paraphrases, syntheses, and critiques; critically reading academic prose; using library resources effectively; properly documenting papers using MLA/APA parenthetical reference styles as well as the documentation techniques appropriate to a student’s discipline. Offered Fall and Spring semesters. Prerequisite(s): ENG 101 .
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ENG 102L - English Composition II Lab 1
Students receive a structured review of composition concepts that are required for success in ENG 102, including foundational skills of critical reading and academic writing. Concurrent enrollment in ENG102 is required. Co-requisite(s): ENG 102 Cross-listed as ENG 101L
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ENG 199A - Composition Review: Grammar & Mechanics 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on grammar and mechanics. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 199B - Composition Review: Documentation 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on documentation. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 200 - Introduction to Ethnic Literature 3
Techniques and practice in reading and knowing literature from multiple cultures. Examines representative works from recognized ethnic and traditional authors. Considers such features of literary meaning as characterization, narration, imagery, and patterning in sound and sense. Emphasis on literature as human communication and as a course of understanding about the human experience.
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