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ED 565 - School Principalship 2 credits
This course explores the principal’s role as an instructional leader, as well as successful, contemporary building-level practices. Models of leadership and an analysis of theory and research focus on instructional leadership, managing and resolving complex problems, communication, and developing self and others. Students will assess their knowledge, skills, dispositions, and cultural competence for effective school leadership through self-reflection, active class participation and discussion of important concepts, case studies, and simulations.
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ED 565A - Closing the Achievement Gap 2
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) Prerequisite(s): Prerequisite(s): ED527A, ED564A, ED567A, ED570A
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ED 566 - Special Project Defense 1 credit
This course is designed as the last step in the research course sequence leading to the completion of program requirements for the Master of Education graduate degrees. Students must have completed at a minimum a final approved draft of the Special Project. With the help and guidance of their Special Project Advisor, the student will design a strategy to share their original research to Heritage University Faculty and general community. Final outcomes for this course are the community sharing of the original research completed by the graduate student and submission to the HU Library for public access and reference. Descriptors for this course include: poster board presentation, audio-visual presentation, effective oral presentation of original research. Offered face-to-face/blended in Tri-Cities and Online.
Prerequisite(s): Approved , , and In-Progress/Completed
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ED 567 - Administrative Theory & Practice in Schools 2 credits
This course provides an introduction to classic and contemporary administrative theory as applied to educational organizations. Topics addressed include systems theory, school structure, decision-making, cultural competence, school climate, power, communication, motivation, and leadership. Students are challenged to apply relevant theories and research by solving contemporary school problems through analysis of authentic scenarios and in-basket activities.
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ED 567A - Data & Student Achievement 3
Learning to lead the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Planning
Assessment: Effective Management Part B Prerequisite(s): Approved Master’s Degree
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ED 568 - School Law 2 credits
The course examines the legal framework affecting governance and operation of public schools. Primary attention is focused on legal issues facing school personnel. Constitutional provisions, court decisions, federal laws, Washington statutes, and administrative codes and their influence on district/building policy and procedure are considered. Topics may include: legal issues involved in church-state relationships, rights and responsibilities of students and staff, individuals with disabilities, school personnel, cultural competence, accessing legal resources, and safe schools. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 569 - School Finance 2 credits
The course examines the organization and financing of public schools in Washington State. Topics/activities include: legal foundations of school finance; internal and external sources of funding; grant proposal writing; school budgeting, accounting, and expenditure evaluation; and, federal, state, local, and building-level issues. Students will complete simulations related to traditional and non-traditional sources of funding to support a school improvement plan. Cross-listed as
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ED 570 - School & Community Relations 2 credits
This course presents the multi-dimensional role of school-community relations and administrative communication. Development of positive and constructive 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. Cross-listed as
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ED 570A - Instruction and Evaluation Practices 3
Experience in monitoring, assisting and evaluating effective instruction and assessment practices implemented by teachers.
Also includes:
Resource Management Module
Cultural Competency Model
School Law Module
Socratic Seminar (Ethical Leadership)
Assessment: Instructional Improvement - Evaluation
Assessment: Effective Management Part D Prerequisite(s): Approved master’s degree of some kind, Creating a School Culture, and Data & Student Achievement.
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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, integrated, sequential field experience planned by the program candidate, college supervisor, and district mentor. The two semester (candidates register for four credits fall and four credits spring semester) internship provides opportunity to apply theory to the real life of the school while learning the leadership role and responsibilities of the principal. During the internship, interns assess their knowledge, skills, dispositions, and cultural competence related to the Washington Principal/Program Administrator Pre-Service Standards-Based Benchmarks and ISLLC Standards. The internship requires a minimum of 540 hours; a detailed activity log, reflection, and attendance at seminars. A professional portfolio will be developed to show performances and competencies meeting Washington State Standards for Residency Certification. Graded “Pass” (P) or “No Pass” (NP). This course meets the internship requirements outlined by the Washington State Professional Education Standards Board for candidates for principal certification. The internship spans two semesters, a full academic school year. Prerequisite(s): Admission to the Administrator Preparation Program, completion of an approved internship agreement and plan by the specified deadlines, completion of a minimum of 20 credits towards the master’s degree. Eight of the credits are administration specialization requirement courses with , a requisite. Certification only candidates must have completed four of the administration specialization courses with , a requisite.
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ED 582 - Issues in Education 2 credits
A survey of advanced theories and practice in education. Emphasis on current issues and materials not readily available to the educational practitioner. Student interests and concerns incorporated into the syllabus.
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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 584 - Measurement & Evaluation 2 credits
The course addresses planning, implementation, and evaluation needed to develop a comprehensive understanding of student or other assessment methods. Statistical concepts used in data evaluation are studied. For educators, the relationships between measurement and evaluation, and their connection to state, local and classroom assessment are emphasized. For non-educators, the relationship will connect to the assessment of other selected criteria. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual.
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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 595 - Special Project 3 credits
A course designed to permit qualified students to pursue a researched-based approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Graded P/NP.
Students will be expected to meet defined standards to receive a pass (P) grade. Course is designed to be completed in one semester. However, an option for an In Progress (IP) grade is available for students who need more time to complete the special project. An IP grade must be approved by both instructor and academic advisor.
Students will only be allowed one extension past the original enrollment date to complete the requirements. After the one semester extension, students will be required to re-register for the course at the full tuition rate. Prerequisite(s): ED 553 , ED 584 , permission of the department chair.
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ED 597 - Internship in Program Administration 4 credits (required 8 credits)
The internship is a mentored, integrated, sequential field experience planned by the program, candidate, college supervisor, and district mentor. The two semester (students register for four credits fall and four Credits spring semester) internship provides opportunity to apply theory while learning the leadership role and responsibilities of the program administrator. During the internship, interns assess their knowledge, skills, dispositions, and cultural competence related to the Washington Principal/Program Administrator Pre-Service Standards-Based Benchmarks and ISLLC Standards. The internship requires a minimum of 540 hours, a detailed activity log, reflection, and attendance at seminars. A professional portfolio will be developed to show performance that meets Washington State Standards for Residency Certification. Graded “Pass” (P) or “No Pass” (NP). This course meets the internship requirements outlined by the Washington State Board of Education for candidates for program administrator certification. The internship spans two semesters, a full academic year. Prerequisite(s): Admission to the Administrator Preparation Program, completion of an approved internship agreement and plan by the specified deadlines, completion of a minimum of 20 credits towards the master’s degree. Eight of the credits are administration specialization requirement courses with or , a requisite. Certification only candidates must have completed four of the administration specialization courses with or , a requisite.
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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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EDR 301 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 3 credits
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
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EDR 302 - Assessment 2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.
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EDR 305 - Classroom Managment 2 credits
Candidates will acquire and be able to implement classroom management strategies which result in well organized classroom environments which foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols as well as be able to individualize management strategies when necessary or desired.
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EDR 306 - English as a Second Language 2 credits
Candidates will be introduced to the factors influencing successful learning by K-8 students for whom English is a second langauage. Candidates will acquire initial competencies in how to design instruction which is most powerful for second language learners.
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EDR 307W - Professional Issues: Ethics, Responsibilities, and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities, (including a professional growth plan). Course culminates in the articulation of a code of professional conduct and professional expectations.
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EDR 308 - Social Studies Proficiency 3 credits
Candidates will learn and know how to design and delivery instruction for K-8 social studies instruction. Using the State standards for social studies, candidates will be able to identify appropriate annual targets for each student and work with colleagues to achieve learning targets in social studies.
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EDR 309 - Classroom Management & Planning 3 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating an energizing, dynamic classroom environment.
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EDR 310 - Reading 3 credits
Having acquired acquisition level knowledge and skills in reading, candidates will acquire and demonstarte the ability to teach effectively to more complex student needs in reading while boosting student performance.
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EDR 311 - Mathematics 3 credits
Having acquired acquisition level knowledge and skills in mathematics, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in math and will be able to boost performance in mathematics.
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EDR 312 - English as a Second Language Proficiency 2 credits
Candidates will continue to acquire a deeper knowledge of the impact and influence of language and culture on learning and will be able to successfully and continuously develop and deliver instruction which integrates cultural priorities and enhances language development.
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EDR 315 - Instruction Planning: Types, Individualization and Accountability–Acquisition 2
Candidates will learn and be able to apply knowledge and skills related to individualized and small group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.
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EDR 316 - Reading Instruction: State Standards, Planning, Delivery, and Accountability–Acquisition 2
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
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EDR 317 - Math Acquisition: State Standards, Planning, Delivery–Accountability 2
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and deliver math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is not learning at a pace necessary to achieve desired outcomes.
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EDR 318 - Professional Growth Plan–Acquisition 0-3
Candidates will begin creating a Professional Growth Plan. This plan will be revised and changed throughout the program.
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EDR 320 - Student Project–EdTPA Preparation 0-3
Candidates will complete EdTPA and submit portfolio to appropriate state assessment company.
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EDR 400W - Instructional Planning Proficiency with Emphasis on ELL/Role of Language and Culture 2 credits
Candidates will be able to demonstrate they have the ability to design and deliver instructional plans in all academic areas which include appropriate attention to the needs of learners for whom English is a second language.
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EDR 401W - Reading Proficiency 3 credits
Candidates will demonstrate mastery of reading assessment, goal setting, instructional design, instructional delivery, daily and weekly monitoring strategies with individuals and groups of children. Candidates will be able to discuss instructional needs and differences in reading across grades K-8 and will be able to use intervention strategies for special education and other at-risk students.
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EDR 402 - Assessment Strategies Proficiency 3 credits
Candidates will demonstrate proficiency in diagnostic, formative, and summative assessments for the areas of reading, writing, mathematics, social studies, and science. Demonstration of competencies will be with individual students, small group of students, and large group of students.
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EDR 404 - Math and Science Acquisition 3 credits
Candidates will continue to acquire advanced competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 math and science. Candidates will be able to demonstrate strategies which promote effective student learning in both math and science and which will lead to powerful student learning.
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EDR 405 - Classroom Management Proficiency 2 credits
Candidates will demonstrate mastery of classroom management protocols that are found to be especially effective with high risk students (high mobility, multiple languages, emotional needs, etc.).
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EDR 406 - Technology for Planning, Instruction, and Accountabiltity 2 credits
Candidates will be able to use technology to manage student records, their own development of competencies, and track communication between team members, families and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 407 - Theories of Development, Education History, and Philosophy of Learning 2 credits
Working within their teaching learning team and within their school-based professional learning community, candidates will be able to discuss in detail critical developments in educational theory, educational philosophies, and the history of education. Candidates will be able to discuss how such theories and history impact current viewpoints or professional dispositions.
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EDR 408 - Parent and Community Engagement Proficiency 1 credit
Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that the candidates found to be effective in supporting student growth.
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EDR 409 - Fitness and Wellness, Art and Music 2 credits
Having been introduced to general aspects of student fitness, wellness, art, and music, candidates will further develop knowledge and skills in each of these areas. Candidates will be able to demonstrate application of such knowledge and skills with individual and small group of learners.
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EDR 410W - Math and Science Proficiency 4 credits
Candidates will demonstrate mastery of the content and pedagogy associated with math and science instruction in K-8 environments. This mastery will include proficient behaviors in assessment, goal setting (annual, semi-annual, monthly, weekly, and daily), effective instructional design, delivery, and accountability. The ability to work successfully with high risk student populations.
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EDR 411 - Special Education Issues and Practices 4 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 412 - English as a Second Language 2 credits
Candidates will demonstrate that they can work effectively with students for whom English is a second language. This work will ensure that such students are not disadvantaged as a result of language skills.
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EDR 413 - Professional Growth Plan and Student Transition 0-3 credits
Candidates must update the professional growth plan while transitioning the learners to a new teaching learning team member.
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EDR 500 - Instructional Planning: Types, Individualization, and Accountability 2 credits
Candidates will learn and be able to apply knowledge and skills related to individualized and small group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.
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EDR 501 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will be introduced to K-8 state standard for reading and will learn a basic framework for the teaching of reading beginning with assessment and continuing through setting appropriate individual goals with targets that are yearly, semi-annual, monthly, weekly and daily for each student. Candidates will acquire and be able to apply knowledge about the major components of reading instruction and reading interventions.
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EDR 502 - Assessment 2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.
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EDR 504 - Math Acquisition: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and delivery of math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is or not learning at a pace necessary to achieve desired outcomes.
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EDR 505 - Classroom Management 2 credits
Candidates will acquire and be able to implement classroom management strategies which result in well organized classroom environments which foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols as well as be able to individualize management strategies when necessary or desired.
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EDR 506 - Language and Culture: Impact on Learning 2 credits
Candidtaes will be introduced to the factors influencing successful learning by K-8 students for whom English is a second language. Candidates will acquire initial competencies in how to design instruction which is most powerful for second language learners.
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EDR 507 - Professional Issues: Ethics, Responsibilities and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities (including professional growth plan). Candidates will be able to articulate a code of professional conduct and professional expectations.
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EDR 508 - Social Studies, Art, Music, and Wellness Proficiency 2 credits
Candidates will be introduced to social studies, general aspects of student fitness, art, and music. Candidates will demonstrate application of such knowledge and skills with individuals and small groups of learners.
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EDR 509 - Classroom Management and Planning–Advanced Acquisition 2 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating and energizing classroom environment.
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EDR 510 - Reading–Advanced Acquisition 2 credits
Having acquired acquisition-level knowledge and skills in reading, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in reading while boosting student performance.
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EDR 511 - Math and Science Acquistion 2 credits
Candidates will continue to acquire competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 science. Candidates will be able to demonstrate strategies that promote effective student learning in both math and science and that will lead to powerful student learning.
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EDR 512 - Special Education: Issues and Practices 2 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as a member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at a proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 513 - Theories of Development, Educational History, Philosophy of Learning, and Parent and Community Issues 1 credit
Working through teaching learning teams and school-based professional learning communities, candidates will be able to discuss and debate those events and developments in educational history, theory, or philosophy that have shaped their own disposition. Candidates will be able to identify those theories, philosophies, and historical events that helped and hindered student learning. Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that were found to be effective in supporting student growth.
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EDR 515 - Assessment Strategies 3 credits
Candidates will demonstrate proficiency on the selection, use, and analysis of diagnostic, formative, and summative assessments in all academic areas.
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EDR 516 - Instructional Planning with Emphasis on Role of Language and Culture 2 credits
Candidates will be able to demonstrate they can plan and deliver instruction successfully to learners for whom English is a second Language.
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EDR 517 - Math, Science, and Reading Proficiency 3 credits
Candidates will demonstrate proficiency in science, math, and reading competencies in grades K-8.
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EDR 518 - Classroom Management Proficiency 2 credits
Candidates will demonstrate proficiency of classroom management protocols that are found to be especially effective with high-risk-students(high mobility, multiple languages, emotional needs, etc.).
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EDR 519 - Technology for Planning, Instruction, and Accountability 2 credits
Candidates will be able to use technology to manage student records. Candidates will also use technology to track communications among team members, families, and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 520 - Professional Growth Plan and Student Transition 0 credits
Candidates will update professional growth plan while transitioning the learners in their care to a new teaching learning team member.
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MTED 500 - Reasoning with Numbers and Operations 3
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
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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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 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 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 203 - Special Topic 1-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s): Varies with level and subject matter.
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ENG 206A - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for children. Offered Fall semesters.
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ENG 206B - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for adults and young adults. Offered Spring semesters.
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ENG 221W - Comparative World Literature 3 credits
Survey of works of lasting appeal in world literature. Introduction to and comparison of literature from various ages, languages, and cultures (Western and non-Western) by writers of major literary and historical significance. Includes introduction to literary research and academic writing about literature. Offered Spring semesters. Prerequisite(s): ENG 101 .
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ENG 303 - Special Topic 0-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s):
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ENG 305 - Multicultural Dramatic Literature 3 credits
Studies in the literature and history of drama from various societies and cultures around the globe. Includes theater from 1500 CE to the present. Offered TBA. Prerequisite(s): ENG 101 .
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ENG 306 - Advanced Play Production 3 credits
Additional study of play production, including directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Offered Fall and Spring semesters. Prerequisite(s): ENG 206A or ENG 206B or permission of Program Chair.
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Eng 307 - Language Acquisition 3 credits
Exploration of current approaches, processes, and materials used to promote first and second language acquisition. Introduction of relationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Particular emphasis on generative models of syntax: analysis of important syntactic structures of English, exploration of the acquisition and internalization of those structures in first and second language learners through field observations of L1 and L2 English Language Learners, and hands-on experience of teaching methods (such as sentence combining) and assessment based on those conclusions. Prerequisite(s): or permission of Program Chair.
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ENG 310 - Poetry 3 credits
Study of the art of poetry through reading and discussion of selected poems from different periods and countries along with workshops on writing poetry. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 311 - Applied Drama 1 credit
Participation in the rehearsal and performance of a university drama production. Graded as P/NP. May not be used to meet GUCR’s. Offered Fall and Spring semesters.
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ENG 315AW - British Literature I: Origins to Romanticism 3 credits
Survey of works by representative writers from the major literary periods from the Celtic and Anglo-Saxon periods to 19th century Romanticism. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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