The Department of Teacher Education, Educational Leadership and Policy supports educators at all stages of their careers to become qualified, competent, and caring professionals in the diverse educational settings of New Mexico.
Aspiring teachers may seek initial teacher licensure in the Elementary Education or Secondary Education programs offered by the department. In addition to baccalaureate degrees with standard licensure, the department offers licensure to graduate students.
Teaching practitioners who desire to refine or expand their practice in a structured academic program may enroll in the Master of Arts (M.A.) in Elementary Education or Secondary Education program for licensed teachers. The department's graduate programs of studies help practicing teachers acquire or expand knowledge, skills and leadership capacities. A concentration in Mathematics, Science and Educational Technology (MSET) is available in the M.A. in Elementary Education and Secondary Education. We also offer an online M.A. in Elementary Education or Secondary Education.
Post-master’s degree candidates may pursue advanced studies in teaching, learning, and teacher development in the Doctor of Philosophy (Ph.D.) or Doctor of Education (Ed.D.) in Teaching, Learning, and Teacher Education. An Education Specialist (Ed.Spc.) certificate in Curriculum and Instruction is also available.
The M.A., Ed.D., and Ed. Spc. in Educational Leadership are designed to prepare individuals to assume leadership positions in complex educational organizations. All programs rely heavily on concepts drawn from the social sciences for insight into leadership behavior and the advancement of leadership skills and capacities.
Courses in the programs for Educational Leadership, Elementary Education, Secondary Education and Teaching, Learning, and Teacher Education use three course subject codes: EDUC (Education), LEAD (Educational Leadership) and MSET (Mathematics, Science and Educational Technology).
Courses
EDUC 1120.
Introduction to Education.
(3)
Introduction to the historical, philosophical, sociological foundations of education, current trends, and issues in education; especially as it relates to a multicultural environment. Students will use those foundations to develop effective strategies related to problems, issues and responsibilities in the field of education. A field component at an educational site is required.
EDUC 1996.
Topics.
(1-6, no limit Δ)
EDUC 291.
Problems.
(1-3 to a maximum of 3 Δ)
Restriction: permission of instructor.
EDUC 296.
Internship.
(3-6 to a maximum of 12 Δ)
EDUC 2996.
Topics.
(1-6, no limit Δ)
EDUC 321L.
Teaching Social Studies K-8.
(3)
Development of conceptual framework for study of community-based curriculum with emphasis on the diverse cultures of the southwest and value clarification. Supervised work with children allows for in-depth analysis of both content and process. Three lectures, 1 hr. lab.
EDUC 330L.
Teaching of Reading to Culturally and Linguistically Diverse Students I.
(3)
Study of reading process for emergent and intermediate readers focusing on: cueing systems, assessment, family and community contexts, language, culture and instruction in individual and small group settings. Lab includes supervised tutoring and discussion group.
EDUC 331L.
Teaching of Reading to Culturally and Linguistically Diverse Students II.
(3)
Establishing a theoretical framework for exploring various approaches to reading/language development, instruction and evaluation in multicultural classroom settings. Three lectures, 1 hr. lab.
EDUC 333L.
Teaching Language Arts K-8.
(3)
Study of oral and written forms of language. Background theory in language development and use in teacher-child interactions is presented and followed by carefully designed experiences with children. Three lectures, 1 hr. lab.
EDUC 353L.
Teaching Science K-8.
(3)
Methods, processes, content and management of children’s science observation, exploration, discovery and invention; attitudes of inquiry and wonderment. Science integrated with math and other areas of life. Three lectures, 1 hr. lab.
EDUC 361L.
Teaching Mathematics K-8.
(3)
Strategies and materials appropriate for traditional and innovative instructional programs in elementary school mathematics. Supervised work with children allows for in-depth analysis of both content and process.
Pre- or corequisite: MATH 1118 and MATH 112 and (MATH 1220 or MATH 2118).
EDUC 362.
Teaching Experience I.
(3)
An early experience working in the schools to develop familiarity with students and the school culture. Seminar with six hours of field work weekly.
EDUC 391 / 591.
Problems.
(1-3 to a maximum of 3 Δ)
(Also offered as MSET 391)
EDUC 400.
Student Teaching in the Elementary School.
(1-2-3-6-9-12-15 to a maximum of 15 Δ)
Additional requirements are listed in previous section entitled “Student Teaching.”
Offered on a CR/NC basis only.
Pre- or corequisite: 321L or 331L or 333L or 353L or 361L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 401L.
Creating Effective K-8 Learning Environments I.
(1)
This course is the discussion and analysis seminar for Elementary Education majors during their first semester of Field Experience.
Corequisite: 411L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 402L.
Creating Effective K-8 Learning Environments II.
(1)
This course is the discussion and analysis seminar for Elementary Education majors during their second semester of Field Experience.
Prerequisite: 401L and 411L.
Corequisite: 412L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 403L.
Using Assessment: Creating Effective K-8 Learning Environments III.
(1)
This course is the discussion and analysis seminar for Elementary Education majors during their third and final semester of Field Experience.
Prerequisite: 402L and 412L.
Corequisite: 413L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 411L.
K-8 Field Experience I.
(1)
This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their first semester of Field Experience.
Offered on a CR/NC basis only.
Prerequisite: 1120 and EDPY 310 and EDPY 472 and LLSS 443 and MSET 365.
Corequisite: 401L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 412L.
K-8 Field Experience II.
(2)
This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their second semester of Field Experience.
Offered on a CR/NC basis only.
Prerequisite: 401 and 411L.
Corequisite: 402L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC 413L.
K-8 Field Experience III-Student Teaching.
(6)
This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their third and final semester of Field Experience.
Offered on a CR/NC basis only.
Prerequisite: 402L and 412L.
Corequisite: 403L.
Restriction: admitted to B.S.Ed. in Elementary Education.
EDUC *421.
Teaching Social Studies K-8.
(1-3 to a maximum of 3 Δ)
Overview and development of the social studies curriculum within the contexts of the elementary school program and multicultural community settings.
EDUC *433.
Oral and Written Language Program in the Elementary School.
(2-3 to a maximum of 3 Δ)
The development extension/elaboration and analysis of the language arts in both home language and English language. Creative methods and materials.
EDUC *438.
Teaching Reading and Writing in the Content Field.
(3)
Course explores issues of literacy development (i.e. reading, writing, listening and speaking) across core content areas of school curriculum. Required in secondary teacher education for all content specialization areas.
Restriction: permission of department.
EDUC 450 / 550.
Issues in Secondary Education.
(3)
An exploration of issues that face secondary school teachers, including classroom management, school and community, learning needs of adolescent learners, and planning for diverse groups.
Restriction: permission of instructor.
EDUC *453.
Teaching Science K-8.
(1-3 to a maximum of 3 Δ)
EDUC *461.
Teaching Mathematics K-8.
(1-3 to a maximum of 3 Δ)
EDUC 462.
Student Teaching.
(3-6-9-12 to a maximum of 15 Δ)
Observation and teaching in secondary schools for one or more semesters. Weekly seminar meetings required with University supervisors.
Prerequisite: 362.
EDUC 464.
Student Teaching Seminar.
(3)
A seminar linked to student teaching to address issues of teaching as a profession.
Corequisite: 462.
EDUC 492.
Workshop.
(1-4 to a maximum of 9 Δ)
(Also offered as MSET 492)
EDUC 493 / 593.
Topics in Education.
(1-6, no limit Δ)
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
EDUC 497.
Reading and Research in Honors.
(3-6 to a maximum of 6 Δ)
Restriction: permission of major advisor.
EDUC 500.
Research Applications to Education.
(3)
An exploration of the forms of research in teaching and learning. Students have opportunities to identify types of research and determine the significance of the conclusions of research.
EDUC 501.
High School Curriculum.
(3)
Inquiry into high school curriculum with a focus on organization, models, goals setting, planning and evaluation.
EDUC 502.
Advanced Instructional Strategies.
(3)
Exploration of accomplished teaching through study, practice and inquiry. Subject matter pedagogy and the diversity of pathways for learning, assessment and special needs in instruction are addressed.
EDUC 505.
Experiential, Project-Based and Service Learning.
(3)
Explores experiential, project-based, and service learning for effective inquiry teaching. Students design lessons that engage learners in real-world activities. Students learn about research that supports the use of these methods.
EDUC 511.
Curriculum in the Elementary School.
(3)
A study in the design, structure, and implementation of curriculum in elementary classrooms. Other topics include historical perspectives of curriculum, influential factors on defining curriculum, and theoretical connections.
EDUC 513.
The Process of Reflection and Inquiry.
(3)
Engages experienced teachers in the study and analysis of their own teaching and learning events through reflection and inquiry. Case studies, journals and narratives of teachers are used as tools for developing understandings.
EDUC 516.
Integrating Curriculum and Inquiry in the Classroom.
(1-4 to a maximum of 8 Δ)
Inquiry and practice in integrating curriculum across disciplines of knowledge, children’s diverse understandings, habits of mind and community needs and projects. Explores organization, models, goals setting, planning and evaluation.
EDUC 520.
Effective Teaching and Student Learning.
(3)
Concepts of effective teaching and student learning are defined and compared to current trends in measuring teacher effectiveness and student achievement. Throughout the course, individuals examine their own teaching practices and their students' learning.
EDUC 531.
Teaching of Reading to Culturally and Linguistically Diverse Students II.
(1-3 to a maximum of 3 Δ)
Prerequisite: 330L.
EDUC 542.
Principles of Curriculum Development.
(3)
Focuses on issues of curriculum (K–12) from formal aspects of goals setting and planning to implicit issues of politics, culture and ideology.
EDUC 550 / 450.
Issues in Secondary Education.
(3)
An exploration of issues that face secondary school teachers, including classroom management, school and community, learning needs of adolescent learners, and planning for diverse groups.
Restriction: permission of instructor.
EDUC 552.
Social Justice in Education.
(3)
Exploration of complex social justice issues and pedagogical responses. Focuses on knowledge and skills teachers need to integrate principles of social justice fully into classroom curriculum and instruction.
EDUC 553.
Engaging Youth Literacy through Latin American Testimonio.
(3, may be repeated once Δ)
Presupposing interconnectedness between literacy and social justice, this course engages high school youth to design curriculum around diverse literacies through Testimonios unfolding within Latin American and Chicana/o literature, music, poetry, and visual and performative art.
EDUC 563.
Mentoring Educators for Professional Growth.
(1-3 to a maximum of 3 Δ)
This course is designed for active mentor teachers. Participants are reflective practitioners sharing experiences, issues, and suggestions with other mentor teachers.
EDUC 568.
The Art of Masterful Teaching.
(3)
Exploration of multiple perspectives on characteristics of master teachers and the qualities of highly effective teaching.
Restriction: permission of department.
EDUC 581.
Initial Field Experience K-8 Seminar.
(1)
This course is the discussion and analysis seminar for M.A. with Alternative Route to K-8 Licensure students during their first semester of Field Experience.
Corequisite: 594.
Restriction: admitted to M.A. Elementary Education.
EDUC 582.
K-8 Field Experience Seminar II.
(1)
This course is the discussion and analysis seminar for M.A. with Alternative Route to K-8 Licensure students during their second and final semester of Field Experience.
Restriction: admitted to M.A. Elementary Education.
EDUC 590.
Seminar.
(3)
For students in the Department of Teacher Education, this course synthesizes course work which has made up a master's degree program. Enhance and develop competence in professional communication, written and oral.
EDUC 591 / 391.
Problems.
(1-3 to a maximum of 6 Δ)
A problems course, EDUC 591, is an acceptable substitute for EDUC 502 for all students in a teaching field endorsement program.
EDUC 592.
Workshop.
(1-4 to a maximum of 5 Δ)
EDUC 593 / 493.
Topics in Education.
(1-3, no limit Δ)
EDUC 594.
Initial Field Experience.
(1)
This course is designed for planning and teaching in elementary schools for M.A. with Alternative Route to K-8 Licensure students during their first semester of Field Experience.
Offered on a CR/NC basis only.
Corequisite: 581.
Restriction: admitted to M.A. Elementary Education
EDUC 595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 595)
Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.
EDUC 596.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 596)
EDUC 597.
Directed Readings in Secondary and Adult Teacher Education.
(3-6 to a maximum of 6 Δ)
EDUC 598.
Directed Reading in Elementary Education.
(3-6 to a maximum of 6 Δ)
EDUC 599.
Master's Thesis.
(1-6, no limit Δ)
(Also offered as MSET 599)
Offered on a CR/NC basis only
EDUC 602.
Teacher Education Pedagogy.
(3)
This doctoral course examines theory, research, policy frameworks and best practices for instruction appropriate for each stage of teacher development within the field of teacher education.
EDUC 604.
Contexts of Teaching and Learning in Teacher Education.
(3)
This course is designed to examine teaching, learning, teacher education and teacher education reform using lenses from history, sociology, and philosophy; raising and addressing questions regarding teacher education.
EDUC 610.
Equity, Access and Learning Community.
(3)
Doctoral students use a critical lens to examine and build their theoretical framework and teaching practice in public education working with social justice community wealth, issues, advocates, leaders and organizations.
EDUC 643.
Curriculum Theory Seminar.
(3)
Doctoral level seminar examining curriculum theory.
Restriction: permission of instructor.
EDUC 652.
Teacher Education and Social Justice.
(3)
Doctoral investigation of social justice specifically related to three aspects of teacher education: teaching for social justice; higher education, hegemony, models of education; and teacher education for social justice.
EDUC 661.
Teacher Leadership in Teacher Education.
(3)
Focuses on instructional leadership as related to professional growth, staff development, and creation of learning organizations. Development of teacher leaders is the main focus.
Does not satisfy requirements for Educational Leadership licensure.
EDUC 663.
Instruction and Supervision in Teacher Education.
(3)
The study and design of instruction in teacher education programs and of clinical preparation and supervision of instruction. Addresses national and state standards in teacher education and clinically based programs.
EDUC 690.
Dissertation Seminar.
(3)
EDUC 691.
Problems.
(1-3 to a maximum of 6 Δ)
Restriction: admitted to Ed.D or Ph.D. Teaching, Learning, and Teacher Education.
EDUC 692.
Workshop.
(1-6, may be repeated twice Δ)
Co-constructed by students and faculty, workshops are responsive to the most current and pressing issues in teaching, learning, and teacher education.
Restriction: permission of department.
EDUC 693.
Topics in Teacher Education.
(1-3 to a maximum of 18 Δ)
EDUC 696.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 696)
EDUC 698.
Directed Readings in Elementary/Secondary Teacher Education.
(3-6 to a maximum of 12 Δ)
EDUC 699.
Dissertation.
(3-12, no limit Δ)
(Also offered as MSET 699)
Offered on a CR/NC basis only.
LEAD 501.
Educational Leadership in a Democratic Society.
(3)
Designed to help organizational leaders understand how schools have both limited and expanded educational opportunity and what leaders can do to organize educational institutions for democratic life.
LEAD 503.
Data-Informed Instructional Leadership.
(3)
Development of instructional programs, human resources, and organizational improvements should be grounded in data, both qualitative and quantitative. Explores conceptual and practical approaches to analyzing data to improve schooling.
LEAD 505.
Visionary Leadership for Learning.
(3)
This course explores in depth the idea that leadership is vision-based and that effective visions are developed jointly, communicated widely, support shared learning, and ultimately drive what gets done in the organization of community.
LEAD 509.
Leadership and Organizational Change.
(3)
This course, designed as an introduction to the concepts, theories and processes of organizational theory and organizational behavior, will provide prospective education leaders with a better understanding of the way organizations operate.
LEAD 510.
School-Community Relations.
(3)
Students will learn and practice communication skills; become familiar with mechanisms for school-community interactions; identify various groups within and outside the school that play a part in educational decision making and program implementation.
LEAD 512.
Public Education in New Mexico.
(3)
This course provides an overview of the economic, social, historical, political, legal and financial aspects of public education in New Mexico.
LEAD 517.
Communication for Education Leaders.
(3)
This course explores both internal and external communication issues experienced in educational organizations. Emphasis will be placed upon what makes successful and productive communication from both theoretical and practical perspectives.
LEAD 520.
The School Principalship.
(3)
This course focuses upon the school as a complex organization and the role of the principal within that organization. It examines the various roles played by the principal, with particular emphasis placed on school leadership.
LEAD 521.
School Finance and Resource Allocation.
(3)
This course is designed to provide future school leaders with basic understanding of the workings of the educational funding system and to provide a framework for effective fiscal and staffing decisions at the school level.
LEAD 529.
The Adult Learner.
(3)
(Also offered as OILS 541)
Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.
LEAD 530.
Leadership for Conflict Resolution in Schools and Organizations.
(3)
This course addresses current theories, strategies and practices in conflict resolution for educational and organizational leaders. Topics such as bullying, peer mediation programs, and restorative justice are covered.
LEAD 534.
Policy Issues in Education.
(3)
This course focuses on current research and debates on critical policy areas relating to PK-12 education. The class examines the role of key decision-makers, ideologies, and implementation constraints in policy conflict resolution.
LEAD 550.
Culturally Responsive Leadership for Equity and Social Justice.
(3)
This course will focus on the struggle for educational equity and social justice, how this struggle has been interpreted and understood, and how leaders can help educational institutions and communities promote equity and justice.
LEAD 560.
Instructional Leadership, Supervision, and Evaluation.
(3)
Focuses on supervision in terms of professional growth, staff development, and creating organizations in which learning, rather than power and control, is the center of attention. Supervision as evaluation is a relatively minor part of the course.
LEAD 561.
Legal Issues for School Leaders.
(3)
This course explores how laws, including constitutional and statutory requirements, affect educational leadership. Focusing on concepts behind legal cases, the course examines how leaders can improve educational provision to address underlying legal concerns.
LEAD 581.
Seminar in Educational Leadership.
(3, no limit Δ)
Topics vary from term to term, but are all critically important for educational administrators. They include but are not limited to: organizational development, leader behavior, teaching and learning, ethics, technology and educational policy.
Restriction: permission of instructor.
LEAD 591.
Problems.
(1-3 to a maximum of 6 Δ)
Problems study is offered on demand only and with the permission of the instructor. Check with the chairperson of the Department for details.
Restriction: permission of instructor.
LEAD 592.
Workshop in Educational Leadership.
(1 to a maximum of 5 Δ)
LEAD 593.
Topics.
(1-4, no limit Δ)
LEAD 594.
Practicum.
(1-6 to a maximum of 6 Δ)
A required field experience for students in Educational Leadership programs who are not seeking state administrative licensure. Arranged with advisor and program faculty.
LEAD 595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
Restriction: permission of instructor.
LEAD 596.
Administrative Internship.
(1-6 to a maximum of 12 Δ)
The administrative internship provides field-based experiences to develop the skills, knowledge, and practices identified in the New Mexico Administrator Competencies. Students must meet program requirements for entry into the internship.
LEAD 598.
Directed Readings in Educational Leadership.
(3-6 to a maximum of 6 Δ)
Restriction: permission of instructor.
LEAD 599.
Master's Thesis.
(1-6, no limit Δ)
Offered on a CR/NC basis only.
LEAD 601.
Perspectives on Leadership.
(3)
A doctoral seminar focusing on leading theories of educational, organizational, and community leadership, emphasizing transformational leadership and other forms of leadership that stress collaboration and shared decision making.
LEAD 602.
Indigenous Leadership in Education and Community Contexts.
(3)
This course will provide an in depth understanding of the lived and diverse perspectives within Indigenous leadership in education and community contexts including tribal, community, and diverse educational types inclusive of P-20.
Restriction: permission of instructor.
LEAD 603.
Introduction to Data Analysis for Organizational Leaders.
(3)
A doctoral seminar introducing quantitative inquiry with emphasis on methods that leaders can apply immediately to organizational issues. Content taught cooperatively to enhance opportunities for community building.
Restriction: admitted to Ed.D. cohort.
LEAD 605.
Qualitative Research in Education.
(3)
(Also offered as LLSS 605)
A doctoral seminar focusing on qualitative research methods, including problem definition, data collection and analysis and increasing the trustworthiness of one’s findings. A research study is required.
Prerequisite: LLSS 523 or EDPY 511.
Restriction: admitted to Ed.D. cohort.
LEAD 607.
Analyzing Qualitative Data.
(3)
This doctoral seminar helps students increase their understanding and skills in analyzing qualitative data. It is assumed that prior to entering this seminar, the students have collected data on which to focus their analyses.
Prerequisite: 605 or LLSS 605.
LEAD 609.
Quantitative Methods for Analyzing and Transforming Organizations.
(3)
A doctoral seminar focusing on how quantitative data can be used to understand organizational needs and to drive organizational decision making.
Restriction: admitted Ed.D. in Educational Leadership.
LEAD 610.
Organizational Change: Theory and Processes.
(3)
Designed to help students better understand the change processes by studying various change models. Focuses on the “what” and “how” surrounding change as well as the decision making processes that impact change in institutions.
LEAD 611.
Community Learning as Leadership.
(3)
A doctoral seminar focusing on what leaders can do to model learning, to jointly create the conditions to support individual and community learning, and to use what is learned to drive transformation.
LEAD 615.
Leadership and Group Dynamics.
(3)
Explores the workings of groups in various learning environments and what makes a well-functioning educational group, committee, or team. Focus on importance of group dynamics as an imperative part of adult learning and training.
LEAD 620.
Democracy, Ethics, and Social Justice in Transformational Leadership.
(3)
Using the work of leading theorists and activists on democracy, diversity, and dialogue, this seminar examines pressing educational issues. Focus on educational goals and purposes, including analysis and articulation of our own visions for education.
LEAD 629.
Seminar for Practicing School Administrators.
(1-6 to a maximum of 6 Δ)
Exploration of important issues facing practicing school leaders. Includes organizational analysis, facilities management, budgeting, educational assessment, evaluation of staff and strengthening ties to families and the local community.
LEAD 634.
Education, Politics, and Policy.
(3)
A doctoral seminar focusing on shaping educational policy, how leaders can influence the policy making process and how policies are applied to meet educational and community needs.
LEAD 635.
Legal and Fiscal Underpinnings of Educational Equity.
(3)
A doctoral seminar examining the intersections of law, finance, and social equity. Explores landmark cases, historical shifts in fiscal provision of education, and trends in the pursuit of educational equity.
LEAD 650.
Leader as Researcher.
(3)
A doctoral seminar synthesizing how leaders use inquiry to influence decisions. Papers framing a research problem and justifying the methods to be used in researching a problem are required.
Restriction: permission of instructor.
LEAD 692.
Workshop in Educational Leadership.
(1-6 to a maximum of 6 Δ)
Co-constructed by students and faculty, workshops are responsive to the most current and pressing educational issues facing educational leaders. May be repeated to a maximum of 6 credits for students enrolled in a doctoral program.
Restriction: permission of instructor.
LEAD 693.
Topics in Educational Leadership.
(1-4 to a maximum of 18 Δ)
Topics vary.
Restriction: doctoral students only.
LEAD 696.
Doctoral Internship.
(3-6 to a maximum of 12 Δ)
Doctoral students only.
Restriction: permission of instructor.
LEAD 698.
Directed Readings in Educational Leadership.
(3-6 to a maximum of 12 Δ)
Doctoral students only.
Restriction: permission of instructor.
LEAD 699.
Dissertation.
(3-12, no limit Δ)
Offered on a CR/NC basis only.
MSET 365.
Technology Integration for Effective Instruction.
(3)
Students explore constructivist learning theory as it applies to educational technology as a tool in the learning environment and examine the impact of technology in relation to the changing role of the teacher.
MSET 391 / 591.
Problems.
(1-3)
(Also offered as EDUC 391)
MSET *429.
Teaching of Secondary Mathematics.
(3)
Corequisite: EDUC 362.
Restriction: permission of instructor.
MSET 431.
Teaching of Secondary Sciences.
(3)
The methods, processes, content, assessment and management of inquiry-based learning for the secondary science classroom. (Grades 7–12).
MSET 492.
Workshop.
(1-4 to a maximum of 9 Δ)
(Also offered as EDUC 492)
MSET 493 / 593.
Topics.
(1-3, no limit Δ)
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
MSET 530.
Seminar in Science Teaching.
(3)
This course addresses current and historical issues in science teaching and learning. Course topics may vary and are grounded in relevant research, current practice, learning theories, supervision, standards in teaching and cognition.
MSET 570.
Digital Game-Based Learning.
(3)
Develop professional knowledge, skills, and dispositions for using technology, digital games, and interactive learning environments to promote learning and independent inquiry utilizing standardized K-12 curricula. Make curriculum accessible to students while strengthening digital citizenship through instructional approaches.
MSET 571.
Multimedia Literacy for Educators.
(3)
Prepares teachers and teacher educators to use the digital tools needed to create, deconstruct, share, and leverage multimodal forms of communication for teaching and learning. The class is an introduction to Media Literacy Education.
MSET 591 / 391.
Problems.
(1-3 to a maximum of 12 Δ)
MSET 593 / 493.
Topics.
(1-3, no limit Δ)
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
MSET 595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
(Also offered as EDUC 595)
Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.
MSET 596.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as EDUC 596)
MSET 599.
Master's Thesis.
(1-6, no limit Δ)
(Also offered as EDUC 599)
Offered on a CR/NC basis only.
MSET 690.
Dissertation Seminar.
(3)
(Also offered as EDUC 690)
MSET 696.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as EDUC 696)
MSET 699.
Dissertation.
(3-12, no limit Δ)
(Also offered as EDUC 699)
Offered on a CR/NC basis only.
