Early Childhood, Elementary, and Multilingual Education

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• Early Childhood, Elementary, and Multilingual Education Programs
• Certification
• Other Departmental Information

Introduction

The Department of Early Childhood, Elementary, and Multilingual Education offers professional education programs that lead to recommendation to the Office of the Superintendent of Public Instruction for residency teacher certification in the state of Washington. Students are encouraged to visit the departmental offices in Miller Hall 300 for information on program offerings that meet their individual needs.

The Woodring College of Education vision fosters community relationships and a culture of learning that advances knowledge, embraces diversity, and promotes social justice. This vision establishes the educational values that guide the College and the Early Childhood, Elementary, and Multilingual Education programs. The programs in the department are designed to prepare thoughtful, knowledgeable, and effective educators for a diverse society. Consistent with national and state standards for what teachers should know and be able to do, the department’s curriculum offers carefully sequenced professional programs that are firmly backed by current research on effective teaching and learning.

Information

Individuals interested in teacher education can obtain information from the Website at wce.wwu.edu/admissions/contact. Inquiries should be directed to Woodring College Teacher Education Admissions, Student Services, phone 360-650-6161, e-mail address TeacherEd.Admission@wwu.edu. Written inquiries may be addressed to Teacher Education Admissions, Western Washington University, MS-9090, 516 High St., Bellingham, WA 98225-9090.

Information about all the undergraduate and certification programs offered through the Early Childhood, Elementary, and Multilingual Education Department may be obtained by visiting the department website at wce.wwu.edu/eled/elementary-education. Applicants who wish to speak with an advisor may request an appointment through the department office in Miller Hall 300, phone 360-650-3336.

Those persons interested in graduate programs should consult the Graduate School section of this catalog or contact the Graduate Advisor for the Master in Education: Language and Literacy, Dr. Tracy Coskie tracy.coskie@wwu.edu. The Graduate School can also be contacted directly for more general questions, phone 360-650-3170, e-mail gradschool@wwu.edu. Written inquiries may be addressed to the Graduate School, Old Main 530, MS-9037, Western Washington University, 516 High St., Bellingham, WA 98225-9037.

Faculty

MARIA TIMMONS FLORES (2008) Chair and Professor. BA, Western Washington University; MEd, Western Washington University; PhD, University of Colorado Boulder.
CAROLYN BRENNAN (2019) Assistant Professor. BA, University of Colorado; PhD, University of Washington.
TRACY COSKIE (2003) Professor. BA, University of Rochester; MEd, PhD, University of Washington.
PAULA DAGNON (2007) Professor. BA, Whitman College; MA, University of Connecticut; PhD, University of Connecticut.
BETH DILLARD (2016) Associate Professor. BA, Auburn University; Med, University of Oregon; PhD, University of Minnesota.
JESSICA FERRERAS-STONE (2016) Associate Professor. BS, Walla Walla University; MA, La Sierra University; PhD, University of Tennessee.
EMMANUELLE FINCHAM (2022) Assistant Professor. BA, Ball State University; MA, Ed.D., Columbia University.
KRISTEN FRENCH (2007) Professor. BA, Western Washington University; MA, University of Massachusetts-Amherst; EdD, University of Massachusetts-Amherst.
JENNIFER GREEN (2012) Professor. BA, Gustavus Adolphus College; MAT, School for International Training; PhD, University of Connecticut.
MARGARITA RUIZ GUERRERO (2019) Assistant Professor. BS, Universidad Veracruzana; MS, University of North Texas; PhD, New Mexico State University.
DEBORAH HANUSCIN (2017) Professor. BS, Florida State University; MS, Indiana University; PhD, Indiana University.
MEILAN JIN (2019) Assistant Professor. BA, Changchun Normal University; MEd, Wayne State University; PhD, The University of Tennessee
​TASHA LAMAN (2019) Professor, BS, University of Cincinnati; MS, PhD, Indiana University 
ANNA LEES (2015) Early Childhood Education Program Director and Associate Professor. BA, Spring Arbor University; MA, Marygrove College; EdD, Loyola University Chicago.
MATTHEW MILLER (2005) Professor. BA, St. Olaf College; MA, University of Arizona; MEd, University of Minnesota; PhD, University of Washington.
CHARLENE MONTAÑO NOLAN (2019) Assistant Professor. BA, Oberlin College; Med, PhD, University of Washington.
MARSHA RIDDLE BULY (1999) Professor. BA, Western Washington University; MA, California State University; PhD, University of Washington.
STEPHANIE STRACHAN (2016) Elementary Education Program Director and Associate Professor. BA, University of California at Berkeley; MA, San Diego State University; PhD, Michigan State University.
GEORGE ZHAO (2019) Assistant Professor. BA, University of California at Santa Barbara; MA, University of Houston; PhD, University of Houston.

Early Childhood, Elementary, and Multilingual Education Programs

The Early Childhood, Elementary, and Multilingual Education Department offers the following programs, majors, endorsements, and minors:

• Elementary Education (Undergraduate and Post-Baccalaureate)
  • This program centers an anti-bias, anti-racist, social justice philosophy and leads to a recommendation to the state of Washington for a teaching certificate with an Elementary Education endorsement. Requirements include completion of the Elementary Education Professional Program, a major in an approved area, and a one-year internship experience that includes one quarter of full-time teaching.
• Language, Literacy, and Cultural Studies Major (Undergraduate)
  • This departmental major is one of 15 approved academic majors that students may choose from to accompany the Elementary Education Professional Program. The Bachelor of Arts in Education: Language, Literacy, and Cultural Studies Major responds to the growing diversity in the state’s schools and supports the Woodring College of Education’s efforts to embrace diversity and promote social justice. The major focuses on research-based and experience-validated knowledge to help elementary school teachers reach all students. The LLC major includes preparation toward a Reading Endorsement and an ELL and/or Bilingual Endorsement program in addition to the K-8 endorsement.
• Early Childhood Education (Undergraduate)
  • The Early Childhood Education Program offers two options to students. All options are for candidates seeking a profession in early childhood education and specialization in working with young children and their families. Individuals will be prepared to teach children in diverse and inclusive environments such as birth to age three programs, preschools, elementary schools, and home or community settings. Our graduates become early childhood teachers, decision makers, and early education leaders. Candidates inquire into issues critical to the education and development of young children across settings. The Non-certification option is designed for individuals who want to work in positions specific to the birth to eight years age range in childcare, programs such as Head Start, with school-age children in after-school programs or as a family specialist or home-based education professional. The P-3 option is designed for students wanting to specialize in early childhood education (birth through third grade) and who also seek a pre-kindergarten to grade 3 teaching endorsement required in elementary schools.
• English Language Learners & Bilingual Education (Undergraduate)
  • The Bachelor of Arts in Education: ELL and Bilingual Education major responds to the growing diversity in the state’s schools and the state’s growing focus on dual language education. The major supports the Woodring College of Education’s efforts to embrace diversity and promote social justice through its community routes to certification. Currently the major is only offered through Western’s South Seattle site. The major focuses on research-based and experience validated knowledge to help elementary school teachers reach all students. This includes increasing teacher candidates’ cultural competency, capacity to teach English language learners, and knowledge to teach effectively in dual language settings. Graduates receive WWU’s recommendation for a Residency Teaching Certificate with endorsements in Elementary Education, and English Language Learners and/or Bilingual.
• MEd – Language and Literacy (Post-Baccalaureate)
  • The MEd – Language and Literacy has four main components: foundations, core study, independent research, and study in a concentration area. Candidates may work toward National Board Certification in a literacy-related area and/or Washington state additional endorsements in reading, ELL, or bilingual education. The program can be combined with the Media and Digital Literacy Certificate. The program includes a Thesis and Non-Thesis option. Candidates must meet the requirements of the Graduate School in addition to the following departmental requirements: submission of supporting materials (a resume, a statement of purpose, and an on-campus interview, if requested). Students’ applications are first reviewed by the Graduate School before consideration for admission to a specific program. 
• Reading Endorsement
  • This program leads to an additional endorsement in Reading K-12 when accompanied by a first endorsement in another content area. The Reading Endorsement is offered for students who wish to have the opportunity to further their knowledge and skills for literacy instruction. Students will deepen their knowledge of effective, evidence-based language and literacy assessment, instruction, and programming while building their capacity to support all students to move forward as readers, writers, and language users. A passing score on the NES Reading and demonstration of the state competencies for reading are required.
• Bilingual Education Endorsement
  • Teachers with the endorsement in Bilingual Education from Western Washington University possess in-depth understandings of the role of cultural and linguistic diversity in each student’s education and the demonstrated ability to use research-based instruction when teaching in English and also in a non-English target language. The numbers of bilingual schools continue to grow across the United States as research documents the benefits of quality programs.  This program leads to an additional endorsement in Bilingual Education when accompanied by a first endorsement in another content area. Also required is a cross-cultural experience (gained through a minimum of 3 credits of approved coursework), and the equivalent of two quarters of college-level foreign language study. Expected proficiency is equivalent to a major in the language other than English, and oral and written proficiency at the American Council on the Teaching of Foreign Languages (ACTFL) advanced-mid level. Each required course must be completed with a grade of C (2.0) or better. A passing score on the Bilingual Education WEST-E Bilingual Endorsement and the ACTFL tests are required by the state.
• English Language Learner (ELL) Endorsement
  • Teachers with the endorsement in English Language Learners possess in-depth understandings of the role of cultural and linguistic diversity in each student’s education. Our program focuses on developing the mainstream P-12 classroom teacher’s ability to shelter and support the instruction of language learners in mainstream classrooms, who are at all levels of fluency, as they work to achieve state expectations in subject matter content. This program leads to an additional endorsement in English Language Learner based on Washington State English Language Learner endorsement competencies, when accompanied by a first endorsement in another content area. Students must demonstrate study of another culture (gained through a minimum of 3 credits of approved course work) and the equivalent of two quarters of college-level foreign language study. A passing score on the WEST-E ELL Endorsement test is required by the state.
• Multilingual Education (MLE) Minor
  • The Multilingual Education minor is available to undergraduate students in the Multilingual Education program. This includes 25 credits of MLE coursework for students in teacher certification programs.  Students working toward an English Language Learner/Bilingual Education endorsement may choose to complete the 28-credit Multilingual Education minor. To declare the  Multilingual Education minor, students must also demonstrate study of another culture (gained through a minimum of 3 credits of approved course work) and the equivalent of two quarters of college-level foreign language study.
• Media and Digital Literacy Certificate
  • This certificate is for teachers and educators who want to learn how to implement new literacy practices in their school community, regardless of grade level or content area. Potential outcomes for participants include learning how to: prepare technology integrated lessons, produce a variety of digital media (e.g. videos, memes, podcasts, etc.), develop a line of inquiry, curate resources, and create a multimedia presentation, and develop a technology integrated advocacy project. Completion of the 16-credit sequence of courses results in a Media and Digital Literacy Certificate.  

The Department of Education Leadership and Inclusive Teaching offers the following integrated dual endorsement program:

• Special Education P-12 & Elementary Education (Dual Endorsement)
  • This program leads to a recommendation to the state of Washington for a teaching certificate endorsed in Special Education and Elementary Education. Requirements include completion of the professional studies core, major in special education, and elementary program curriculum and methods, and two internships, each one quarter in length. See the Special Education section of this catalog for further information.
• Early Childhood Special Education P-3 & Early Childhood Education P-3 (Dual Endorsement)
  • This program leads to a recommendation to the state of Washington for a teaching certificate endorsed in Early Childhood Special Education and Early Childhood Education. Requirements include completion of the professional studies core, major in early childhood special education and early childhood education curriculum and methods, and two internships, each one quarter in length. See the Special Education section of this catalog for further information.

Certification 

The Washington Administrative Code specifies the requirements for earning a Washington state teacher certificate. State-approved preparation programs and certification requirements align with Washington State K-12 Learning Standards and require candidates to demonstrate that they have made a positive impact on student learning. First-level residency certification programs are designed around the standards of foundational knowledge, effective teaching and professionalism. Teacher certificates are issued by the state, upon the recommendation of the regionally accredited college or university where the candidate completed a state-approved preparation program.

State requirements for teacher certification at the time of completion of a student’s program will supersede those outlined in this catalog. These changes may affect the time it takes for a student to complete the teacher education program.

Residency Teacher Certification

The first-level residency certificate is awarded to new teachers upon the completion of these generally stated requirements:

• A baccalaureate or higher-level degree from a regionally accredited college or university
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodology, and an internship
• Evidence of good moral character and personal fitness
• External assessments of content knowledge and teacher performance as required by Washington State

• Candidates for residency certification must pass a content knowledge test, and if applicable, ACTFL proficiency tests to earn an endorsement. 

  • According to WAC 181-78A-300, you may not begin your full-time student teaching before you have attempted at least one qualifying endorsement content test. Woodring teacher candidates must attempt a qualifying endorsement content test* prior to entering their full-time student teaching internship. If official scores are not available to us prior to the start of the full-time internship, candidates must provide evidence of attempting a content test in the form of an unofficial score report to CertOffice@wwu.edu.

• The first-issue residency certificate has no defined expiration date. It is valid until the teacher completes at least 1.5 years of successful teaching experience accumulated over a minimum of two years in a state-approved public, private or state-operated education program. A five-year reissuance certificate is then issued by the state.

Endorsements

An endorsement identifies the grade level and subject matter in which a teacher is prepared and authorized by the State to teach. One endorsement is required for residency certification. Courses required for a teaching endorsement and the professional education sequence must be completed with a grade of C (2.0) or better. Students may earn an additional endorsement in Bilingual Education, English Language Learner, or Reading through the Early Childhood, Elementary, and Multilingual Education Department or other endorsements through an academic department.

For information on additional endorsement programs offered throughout the University, contact the Woodring College of Education certification officer at 360-650-4630.

Choosing an Academic Major

Students who wish to earn a teacher certificate endorsed in Early Childhood Education must also complete the early childhood education major.

Students who wish to earn a teacher certificate endorsed in Elementary Education must also complete an approved academic major. The following majors are currently approved for elementary education; additional majors are possible under advisement: anthropology; art; environmental studies; foreign language (French, German, and Spanish); general science; general science-middle level; geography; geology (earth science); history; language, literacy, and cultural studies; mathematics; psychology (human development); sociology. While information on each of these majors is available throughout this catalog, it is important to seek advisement from faculty in the appropriate department before beginning work on an academic major. Other majors may be considered with department approval.

Program Length

While it is possible to earn a bachelor’s degree and initial teaching certificate with certain majors in four academic years, most students require slightly longer. Following acceptance by the Woodring College of Education, which requires at least sophomore status, the student should expect to take seven to eight quarters to complete the teacher certification program. During these remaining quarters, the student has time to work on the academic major and General University Requirements (GURs). Students who enter the Woodring College of Education as juniors (e.g., many transfer students) should have satisfied nearly all of the GURs and should have a good start on their academic major.

Admission Requirements and Application Criteria

See the following programs for more information:

Early Childhood Education P-3 Option, BAE  

Early Childhood Education P-3 with Elementary Education Option, BAE (In Moratorium)  

Early Childhood Education — Non Certification, BAE  

Elementary Education Professional Program   

English Language Learner/Bilingual Endorsement Program  

Multilingual Education Minor   

English Language Learners & Bilingual Education, BAE  

English to Speakers of Other Languages (ESOL) Endorsement for Teachers (In Moratorium)  

Language and Literacy, Non-Thesis, MEd  

Language and Literacy, Thesis, MEd  

Language, Literacy, and Cultural Studies, BAE  

Media and Digital Literacy Certificate  

Reading — P-12 Additional Endorsement  

Program Continuation

Students admitted to the Woodring College of Education must meet specified requirements throughout the course of their teacher education program in order to remain in the program.

Requirements upon Program Admission

• Fingerprinting & Pre-Residency Clearance Certificate as described below under Character and Fitness.
• Woodring College of Education Professionalism Orientation.
• Woodring College of Education Prevention of Sexual Harassment Training.
• Woodring College of Education Blood-Borne Pathogens Training.

Character and Fitness

The Washington Administrative Code requires applicants for teacher certification to give evidence of “good moral character and personal fitness.” Students provide evidence of character and fitness through two separate but related processes:

• A Pre-Residency Clearance through OSPI Instructions for completion of this application will be provided upon acceptance into the program. The application requires candidates to answer questions regarding professional fitness, criminal history and personal conduct. Students with “yes” responses must be cleared by OSPI before participating in any courses that include field experiences.
• Washington State Patrol and FBI background checks are completed through a fingerprinting process. Teacher candidates admitted to an Early Childhood Education endorsement program complete a background check through the DEL, and submit the results to OSPI. Procedures and fee information are provided to students upon acceptance into the program.

No student in a teacher education program may participate in a University-sponsored activity in the public schools until cleared by the DCY, Washington State Patrol, or in some cases, investigated and then cleared by the OSPI. Clearances are valid for two years. Students must maintain character and fitness clearance until they have been recommended for a residency teacher certificate following completion of the teacher education program.

In addition to the Washington State character and fitness requirements noted above, students must abide by the Woodring College of Education conduct policies acknowledged in the Student Conduct Requirements and Agreement, which is submitted with program application materials.

General Retention Requirements

• Students must maintain at least a 2.75 GPA, beginning with the quarter they are notified of admission to Early Childhood, Elementary, and Multilingual Education. This requirement applies even to quarters where no education courses are being taken. Students who fail to meet this standard will be asked to meet with the program director for advising and this may result in being dropped from the program. Grade point average for the academic major or minor may differ among academic departments.
• Students must earn a grade of C (2.0) or better in both the professional education sequence and in all courses required for the endorsement.
• Students must understand and demonstrate a high level of competence in the English language. Those who have difficulty in their verbal and/or written communications should expect to seek remediation.
• Students in a teaching preparation program must complete all non-internship related certification and endorsement course work prior to the internship. There is some certification and endorsement coursework that is completed as part of the internship.
• Students who interrupt enrollment in a teacher education program for more than two consecutive quarters (summer quarter not included) must meet all program admission, completion and certification requirements in place for the quarter in which they expect to return.

Program Completion

To qualify for program completion and recommendation for state of Washington Residency certification, students must complete the following requirements and assessments:

• A baccalaureate or higher-level degree from a regionally accredited college or university.
• Successful completion (grade of C or better) of all Woodring coursework and trainings, including preparation in an endorsable subject area and teaching methodologies.
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodologies, and an internship.
• Evidence of good moral character and personal fitness.
• Passing scores as set by the State of Washington on the content knowledge test(s) for each endorsement.
• Successful completion of the student teaching internship as shown by performance on the InTASC Student Teaching Observation Tool.

Other Departmental Information

Internship

An important experience for teacher certification candidates is the student teaching internship. Elementary students spend two quarters taking final classes in the program along with time in their assigned classroom preparing for quarter three when they are teaching full-time under the direct supervision of a certificated teacher in a school setting. Early Childhood P-3 students complete one quarter of full-time preschool internship, followed by one part-time and one full-time quarter of primary internship under direct supervisions of a certificated teacher in a school setting. These internships involve intensive practice in integrating methods, content area knowledge, and classroom organizational strategies.

Students will be able to work part time during the part-time internship quarters. It is our advice that candidates NOT work during the full-time internship so they may gain maximum benefit from the experience and perform at their highest ability.

Because the Elementary program internship should be completed in a single classroom for all three quarters, and the Early Childhood program primary internship should be completed in a single classroom for two quarters it is likely that these internship placements will be in a school site within Whatcom and Skagit counties where strong partnerships have been established. Interns participate in a cohort model, and this model does not support placing students in schools or districts outside of that cohort except in extreme cases.

Before starting an internship, passing scores on the applicable WEST-E or NES endorsement test must be submitted, all required non-internship education and endorsement course work and practica must be completed, and fingerprint/character and fitness clearance must be valid. 

OFE does not guarantee placements. Placement in a school is contingent upon:

• Fulfillment of all program requirements (satisfactory academic work, education and endorsement program course work and training, practica, and faculty recommendations).
• Submission of scores on the content knowledge test(s) for each endorsement (this must be done prior to starting the full-time quarter of internship).
• Availability of placements and supervision in specific subjects and grade levels.
• Acceptance by P-12 school personnel.
• Fingerprint/character and fitness clearance through the point of certification.

Students are required to interview with the public school teacher to whom they will be assigned, for final approval of placement. OFE will make every effort to arrange up to three initial interviews but does not guarantee an interview.

Any subsequent placement after a voluntary or non-voluntary withdrawal from an internship will be granted only by faculty recommendation following a case conference.

Candidates must submit an application for an internship placement to OFE prior to the internship. All out-of-area or special placement requests require a petition; however, out of area placements are accommodated only in rare circumstances. Applications, placement locations, petitions, and other information are available in the Office of Field Experiences, Student Services.

Instructional Technology

The Instructional Technology program offers instruction and research opportunities in the use of instructional technology in education and training, including effective use of emerging and mobile technologies. The program’s offerings are designed for those who wish to improve or develop their abilities to select, use, adapt, and create learning materials incorporating technology. This program provides teachers and trainers with background necessary to integrate instructional technology into their lessons.

For further information, contact the program office in Miller Hall 301D, phone 360-650-7948.

Graduate Study

The Early Childhood, Elementary, and Multilingual Education Department offers a Master of Education in Language and Literacy designed for educators who want to deepen their knowledge, practice, and leadership in language and literacy instruction. Contact the graduate advisor for more information, Dr. Tracy Coskie, tracy.coskie@wwu.edu.

Programs

• Early Childhood Education P-3 Option, BAE
• Early Childhood Education P-3 with Elementary Education Option, BAE (In Moratorium)
• Early Childhood Education — Non Certification, BAE
• English Language Learners & Bilingual Education, BAE
• Language, Literacy, and Cultural Studies, BAE

• Multilingual Education Minor
• Teaching English to Speakers of Other Languages Minor (Adult focus) (In Moratorium)

• Language and Literacy, Non-Thesis, MEd
• Language and Literacy, Thesis, MEd

• English Language Learner/Bilingual Endorsement Program
• English to Speakers of Other Languages (ESOL) Endorsement for Teachers (In Moratorium)
• Reading — P-12 Additional Endorsement

• Media and Digital Literacy Certificate
• TESOL Certificate (In Moratorium)

• Elementary Education Professional Program
• Elementary Education Professional Program — Outreach Program (In Moratorium)

Courses

Courses numbered X37; X97; 300, 400 are described in the University Academic Policies  section of this catalog.

• ECE 300 - Directed Independent Study
• ECE 380 - Foundations of Literacy for Early Childhood Education
• ECE 390 - Infant and Toddler Practicum and Seminar
• ECE 391 - Preschool Practicum and Seminar
• ECE 400 - Directed Independent Study
• ECE 430 - Creativity & Play in ECE
• ECE 431 - Fundamentals of Early Childhood Education
• ECE 434 - Environments for Early Learning
• ECE 435 - Child Abuse and Neglect
• ECE 436 - Child Guidance: Principles and Practices
• ECE 438 - Family and Community Relationships
• ECE 439 - Curriculum Planning in Early Childhood Education
• ECE 471 - Primary Internship Seminar
• ECE 495 - Internship - Preschool
• ECE 496 - Internship - Primary
• ECE 498 - Seminar in Early Childhood Education

Courses numbered X37; X97; 300, 400, 500 are described in the University Academic Policies  section of this catalog.

• ELED 300 - Directed Independent Study
• ELED 303 - Educational Psychology - Development and Learning
• ELED 305 - Development and Learning in a Diverse Classroom
• ELED 310 - Education, Culture, and Equity
• ELED 311 - Understanding Washington State Tribal History, Culture, and Government: Since Time Immemorial Curriculum
• ELED 370 - Introduction to Teaching
• ELED 372 - Introduction to Teaching Seminar
• ELED 380 - Literacy I: Foundations
• ELED 386 - Practical Assessment in the Elementary Classroom I
• ELED 387 - Practical Assessment in the Elementary Classroom II
• ELED 400 - Directed Independent Study
• ELED 401 - Writing Instruction in the Elementary Classroom
• ELED 405 - Culturally Relevant Materials for Diverse Learners
• ELED 412 - Seminar on Racial Justice Praxis
• ELED 424 - Language Arts in the Elementary Curriculum
• ELED 425 - Social Studies for the Elementary School
• ELED 426 - Social Studies Methods
• ELED 427 - Elementary Social Studies Through Counternarratives
• ELED 456 - Literacy Assessment and Instruction
• ELED 460 - Children’s Literature in the Classroom
• ELED 464 - Multicultural Education for Teachers
• ELED 470 - Developing Teaching
• ELED 471 - Documenting Teaching
• ELED 472 - Developing Teaching Seminar
• ELED 473 - Developing Teaching - Practicum
• ELED 474 - Documenting Teaching Seminar
• ELED 475 - Documenting Teaching - Practicum
• ELED 478 - Literacy: Fluent Communicators Seminar
• ELED 479 - Literacy: Fluent Communicators - Practicum
• ELED 480 - Literacy: Beginning Communicators
• ELED 481 - Literacy: Fluent Communicators
• ELED 483 - Literacy Workshop: Reading, Writing, and Language Learners
• ELED 486 - Supporting Struggling Readers in the K-12 Classroom
• ELED 490 - Teaching Laboratory
• ELED 490A - September Experience
• ELED 491 - September Experience
• ELED 492 - Practicum: Experience in Literacy Methods
• ELED 494 - Internship - Elementary
• ELED 496 - Elementary Intern Study Group
• ELED 500 - Directed Independent Study
• ELED 501 - Introduction to Educational Research
• ELED 505 - Books and Materials: Use and Evaluation
• ELED 518 - Current Issues in Education
• ELED 521 - Seminar in Elementary Curriculum
• ELED 530 - Play and the Child
• ELED 531 - Seminar in Early Childhood Education
• ELED 531A - Advanced Seminar in Early Childhood Education
• ELED 533 - Advanced Seminar in Elementary Education
• ELED 535 - Research Analysis of Current Issues in Elementary Education
• ELED 538 - Current Issues in Assessment and Evaluation in Elementary Literacy Education
• ELED 539 - Master’s Seminar
• ELED 555 - Middle School Curriculum Designs and Instructional Strategies
• ELED 569A - Issues in Inclusive Early Education
• ELED 569B - Assessment of Young Children (Birth-8 Years)
• ELED 569C - Inclusive Curriculum in Early Childhood
• ELED 583 - Literacy and Children’s Literature
• ELED 584 - Teaching the Integrated Language Arts
• ELED 585 - Seminar in Literacy Education
• ELED 586 - Seminar for Literacy Specialists
• ELED 587 - Improvement of Instruction in Literacy
• ELED 589 - Language Acquisition and Literacy Development
• ELED 594E - Practicum in Reading Diagnosis and Remediation
• ELED 594F - Practicum in Reading Diagnosis and Remediation
• ELED 690 - Thesis
• ELED 691 - Research Seminar

Courses numbered X37; X97; 300, 400, 500 are described in the University Academic Policies  section of this catalog.

• I T 300 - Directed Independent Study
• I T 344 - Foundations of Technology in Teaching and Learning
• I T 400 - Directed Independent Study
• I T 442 - Digital Decisions: Technology for Educators
• I T 443 - Digital Decisions: Technology for Educators
• I T 444 - Classroom Use of Instructional Technology (Secondary)
• I T 458 - Instructional Design
• I T 459 - Distance Education: Theory and Practice
• I T 461 - Multimedia Tools and Applications
• I T 463 - Techniques and Tools in Graphic Design
• I T 465 - Development of Web-Based Learning Environments
• I T 466 - Authoring for Multimedia Development
• I T 467 - Creating Modules for Electronic Delivery
• I T 468 - Interactive Multimedia Systems
• I T 470 - The Internet in Education
• I T 500 - Directed Independent Study
• I T 503 - Designing Instruction and Selecting Technologies for Learning
• I T 515 - Emerging Technologies and New Literacies
• I T 518 - Current Issues in Education
• I T 520 - Introduction to Emerging Technologies

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