Teacher Education (TE)
TE 800 – Education Research 3 credit hoursThis introductory web-based course in educational research focuses on evaluating and interpreting educational research and applying its findings to educational practice. The course will provide opportunities for students to (a) define and differentiate between and among basic, applied, and action research and explain how each contributes to practice; (b) conduct and interpret preliminary, primary, and secondary sources of research in both online and hard copy formats; (c) compare and contrast various research designs, and (d) analyze qualitative and quantitative research methodology. This will include the use of statistical techniques and conditions to describe educational phenomena and to determine the validity and reliability of research methods, case studies, critical-theory, historical, and ethnographical methodology.
TE 801 – Teachers in Classroom Research 3 credit hoursA survey of the systematic framework of teacher action research with emphasis on qualitative design applied in field-based inquiry. Through readings, guided experience in research, and fieldwork, students will develop competencies in conducting, evaluating, and interpreting educational research.
TE 802 – Techniques of Research 3 credit hoursA survey of the techniques of research with emphasis on educational applications. Students will develop competencies in conducting, evaluating and interpreting educational research.
TE 803 – Philosophy of Education 3 credit hoursSurvey of the philosophical foundations of western culture and their relation to the development of earlier and contemporary educational philosophies.
TE 804 – Curriculum Development in Multicultural Education 3 credit hoursStudents learn to evaluate, create, and implement multicultural lesson plans, unit plans, textbooks, curriculum guides, classroom rules and regulations, and school policies. In addition, students study diverse learning and teaching styles as well as explore the meaning and the reality of creating an environment that is conducive to and supportive of infused multicultural education.
TE 805P – Overview of Assistive Technology 3 credit hoursThis course examines the applications of assistive technology for individuals with disabilities as it relates to teaching and learning. Existing research with students with special needs will be reviewed and new applications of existing and developing technology will be explored.
TE 807P – Multiple Intelligences: Theories into Practice 3 credit hoursThis course is focused on practical application of the use of multiple intelligences and brain compatible approaches in the design and development of instructional activities and assessment strategies in the K-12 curriculum.
TE 808P – Human Relations 1-3 credit hoursThis course meets the Nebraska Department of Education Human Relations requirement for certificate renewal. Participants will develop skills in guiding student learning in an environment of respect for diversity, personal values, and heritage.
Total Credits Allowed: 3.00
TE 809P – Curriculum Implementation 3 credit hoursThis course addresses the curriculum implementation process, theoretical concepts associated with the implementation process, and related implementation issues, including the contested nature of the curriculum and the relationship between curriculum and equity issues. This information is used to critique current curriculum implementation efforts in the public school setting and to develop curriculum for use in the classroom. The course includes a writing component.
TE 810 – Design and Development of Instruction 3 credit hoursThis course focuses on the principles of instructional design and how to apply these principles in instructional development projects. The course utilizes a systems approach to the instructional design process by focusing on a series of interrelated procedures and techniques to design, develop, implement, and evaluate instruction for diverse learners. Formative and summative assessments aligned with content and technology standards and use of resulting data to inform learning and teaching will be emphasized.
TE 812P – Alternative Assessments of Student Performance: Theory into Practice 3 credit hoursThis course provides participants with an opportunity to learn about, create, and apply alternative (authentic) assessment strategies to the K-12 school setting. Key strategies to be explored include rubrics, portfolios, and the relationship/connections between alternative assessment and the Nebraska State Curriculum Standards.
TE 813P – TESA: Teacher Expectations and Student Achievement 3 credit hoursThis course is designed to develop specific teacher skills needed to enhance learning expectations. The skills are grouped into three strands: Response Opportunities, Feedback, and Personal Regard. Grouped into these strands are 15 specific teacher competencies.
TE 814P – Developing Capable People 3 credit hoursThis class will provide very useful and well researched strategies and concepts which will help educators assist children and teenagers to perceive themselves as more capable and significant as they improve their self-discipline, self-control, judgment, and their interpersonal skills. Improved results will be seen in classroom and/or family management, discipline, motivation, and achievement.
TE 815P – The Effective Teacher: Enhancing Classroom Instruction 3 credit hoursThis course is designed to provide participants with research and experience based information, strategies, techniques and hands-on activities they can use to improve and enrich the quality of their teaching and to increase the probability of learning and success of their students.
TE 816A – Practicum: Education 1-6 credit hoursThis practicum course requires, depending on the number of credit hours desired, between 40 and 240 clock hours of participation by the student in an educational setting. The specific experiences to be gained and the setting will be determined by the supervising professor and the student.
Total Credits Allowed: 6.00
TE 816B – Practicum: Reading 3 credit hoursStudents participate in supervised remedial tutoring of individual children or small groups of children having similar reading disabilities.
Prerequisite: TE 845 and TE 846 or department permission
TE 816C – Practicum: Reading-Primary K-3 1 credit hourThis course focuses on the application of the newest innovations in reading and language arts instruction. This involves supervised remedial tutoring of individual children or small groups of children having similar reading disabilities. The course also provides opportunities for the student to evaluate and assess the reading problems of primary school children (K-3) and to select materials for remediation.
Prerequisite: TE 845 and TE 846
TE 816D – Practicum: Reading-Intermediate 4-6 1 credit hourThis course focuses on the application of the newest innovations in reading and language arts instruction. This involves supervised remedial tutoring of individual children or small groups of children having similar reading disabilities. The course also provides opportunities for the student to evaluate and assess the reading problems of intermediate school children (4-6) and to select materials for remediation
Prerequisite: TE 845 and TE 846
TE 816E – Practicum: Reading-Middle/Secondary 7-12 1 credit hourThis course focuses on the application of the newest innovations in reading and language arts instruction. This involves supervised remedial tutoring of individual children or small groups of children having similar reading disabilities. The course also provides opportunities for the student to evaluate and assess the reading problems of middle school/secondary students and to select materials for remediation
Prerequisite: TE 845 and TE 846
TE 816G – Practicum: Curriculum & Instruction Graduate Practicum 3 credit hoursThis course focuses on the application of the knowledge and skills in the student's Curriculum and Instruction Graduate Program and Concentration Area. The course includes the development of an instructional project involving the collection and analysis of P-12 student learning data and also includes supervised teaching.
TE 817P – Foundations of Effective Instruction 2-3 credit hoursBased on the work of Dr. Madeline Hunter, this course translates instructional theory into action. It will assist teachers as they expand their competency in teaching to an objective, selecting objectives that are appropriate to individual students, monitoring learning, and adjusting instruction and teaching for retention and transfer.
Total Credits Allowed: 3.00
TE 818P – Teacher Development: Developing Independent Learners 3 credit hoursThis course builds on a basic knowledge of the Instructional Theory into Practice Program to develop additional teaching skills in teaching for independent learning. The skills developed are appropriate for elementary and secondary teachers.
Prerequisite: TE 817P
TE 819P – Teacher Development Training in Service Learning 3 credit hoursStudents enrolled in this online course will gain an in-depth understanding and appreciation for human service work and its importance as a teaching strategy by developing a service learning resource manual, designing curriculum instruction that integrates service learning, and by participating in online discussions about issues and topics related to service learning.
TE 820 – Teacher Leadership 3 credit hoursEffective leaders are needed in our communities, businesses, and schools, as well as in our government agencies and our social institutions if our democratic society is to meet the economic and social challenges generated from a constantly changing world. As schools continue to change and evolve to address a variety of learning, human, and community needs teachers have become instrumental in leading and managing changes in their classrooms, in their schools, and in their communities; consequently, the demands associated with teacher leadership will continue to change as well. Accordingly, the preparation of teacher leaders should focus on the development of a broadly applicable base of knowledge and skills for those serving in a variety of roles. This class is designed to assist graduate students in developing the knowledge and skills that will enable them to provide the teacher leadership our classrooms, our schools, and our communities need and deserve.
TE 824 – Language Development for English Language Learners 3 credit hoursThis course explores language development with a focus on phonology, dialects, multilingualism, and the connection between language and culture. It introduces the major domains of language with a focus on form (morphology), content (semantics), and use (pragmatics). Spoken and written language development will be covered with a focus on bilingual language development. This course requires careful reading and students are expected to develop clear analytical thinking and competence in written communication.
TE 825 – English Language Learners (ELL): Culture, Civil Rights, and Advocacy 3 credit hoursThe purpose of this course is to provide graduate students seeking the English as a Second Language Endorsement the opportunity to explore the changing demographics underlying the presence of language minority students in the public schools, the acculturation process, the terminology of second language education, immigration issues for English Language Learners students (ELLs), and the federal and state laws that impact ELLs and their families. Special attention is given to identifying the attitudes, skills, and behaviors which the teacher needs to develop a welcoming classroom and school climate in which ELLs can learn and become a part of the community. This course will hopefully transform graduate students to act as effective advocates for ELLs in K-12 schools.
TE 826 – Content Methods & Strategies for Teaching English As A Second Language 3 credit hoursThis course has been designed to present content methods and teaching strategies to promote inclusion of English Language Learners (ELLs) in regular K-12 classrooms. As a result of the No Child Left Behind Act (2001) and the school assessments which include English Language Learners, mainstream and ESL teachers face increasingly demanding accountability standards. In most cases, ELLs are tested on content areas after one year in school. In other words, ELLs can no longer be treated as invisible students. The issue of access to knowledge, one of the bedrocks in the renewed teacher education program at UNK, critical for schools facing these accountability standards. This course will also focus on the twin goals of helping ELLs learn social (BICS) and academic (CALPS) English while providing content instruction. These are daunting tasks and as any ESL teacher will tell you, these goals are not always achieved because of the many compromises forced upon students and teachers by an educational system that has traditionally not had to deal with linguistic diversity.
TE 827 – Teaching English to Speakers of Other Languages (TESOL) 3 credit hoursThis course addresses the foundations of Teaching English as a Second Language, including the historical origins, theories, professional practices, and current trends both in the United States and around the world.
TE 828 – Infusing STEM in the K-8 Classroom 3 credit hoursThe Infusing STEM in the K-8 Classroom course is designed to help graduate students develop their knowledge and ability to teach using STEM practices at the elementary or middle school level. The course will emphasize the rationale and techniques used to develop and implement STEM practices in grades K-8. Assignments will involve review of literature, evaluation of curricula, development of teaching activities and involvement in educational technology and its application to teaching and learning.
Prerequisite: TE 853D or TE 853F or TE 853G Recommended (one technology course) TE 886 or TE 866 or TE 878
TE 829 – Implementing Universal Design for Learning in School Settings 3 credit hoursFocus on understanding Universal Design for Learning (UDL) and how to implement it effectively in school settings to address needs associated with learner variability.
TE 831 – Professional Skills & Knowledge I 6 credit hoursThis is the first course in a sequence comprising a post-baccalaureate pathway to teacher certification. This course focuses on instructional planning and assessment, with special attention to the manner in which these are informed by equity, inclusion, technology, and diversity issues. This course requires a subject-specific field experience with instructional application in an approved secondary classroom.
Department Consent Required
TE 832 – Professional Skills and Knowledge II 6 credit hoursThis is the second course in a sequence comprising a post-baccalaureate pathway to teacher certification. This course focuses on instructional models, validated instructional practices, and issues related to exceptionality and diversity. This course requires a subject-specific field experience in an approved secondary classroom.
Department Consent Required
Prerequisite: TE 831 and permission
TE 833 – Context of Education 6 credit hoursThis is the third course in a sequence comprising a post-baccalaureate pathway to teacher certification. This course addresses the historical context of education in the U.S., including class/race/gender/access issues; key legal decisions and contemporary reform agendas; adolescent development, relationships, and culture in contemporary context. This course requires a school-based field experience in an approved secondary classroom.
Prerequisite: TE 832 and admission to Teacher Education Program
TE 834 – Clinical Practice 1: Introduction to Transitional Student Teaching 3 credit hoursTE834 is the first of two 3-hour student teaching experiences for transitional permit teachers which, together with TE835: Clinical Practice 2: Transitional Student Teaching, comprise the student teaching requirement for the completion of the professional education sequence in UNK's Teacher Education Program transitional pathway to teacher certification in Nebraska in selected endorsement areas. TE834 and TE835 students are teachers who work under a transitional permit in approved PreK-12 schools, and as such function as paid interns.
Department Consent Required
TE 835 – Clinical Practice 2: Transitional Student Teaching 3 credit hoursThis is the culminating student teaching experience for candidates who are enrolled in UNK's Transitional Certification Program and are teaching under a Transitional Permit in approved PreK-12 schools.
Prerequisite: TE 833 and TE 834 and admission to student teaching
TE 836 – Clinical Practice: Student Teaching 6 credit hoursTE836 is student teaching experience for Transitional Certification Program participants to complete the professional education sequence in UNK's Teacher Education Program transitional pathway to teacher certification in Nebraska in selected disciplines.
Prerequisite: TE 833 and admission to student teaching.
TE 845 – Contemporary Theory & Practice in Reading 3 credit hoursThis course will provide students with an opportunity to investigate the theoretical background of the reading process and analyze instructional practices in developmental reading at the elementary school level.
TE 846 – Literacy, Assessment, and Instructional Intervention 3 credit hoursThis course focuses on enhancing graduate student knowledge and understanding of a variety of literacy assessments in order to improve literacy abilities of educationally disabled readers and writers. Graduate students enrolled in this course will learn to administer, score, and interpret literacy assessments. They will utilize resulting assessment data to design appropriate instructional interventions. This course is a prerequisite for TE 816B, Reading Practicum.
TE 847P – History and Philosophy of the Middle School 3 credit hoursThis course addresses the social, political, and economic forces which accompanied the development of middle schools, along with middle school philosophy and its implications for instructional programs and practices.
TE 848 – Formative Assessment & Successful Acad Interventions for Elem School Math 3 credit hoursThis class will emphasize various formative assessment methods for math, diagnosis of common computational errors, and interventions for errors. Types of errors will be illustrated and suggested corrective procedures will be explored utilizing conceptual teaching with appropriate concrete models. Error patterns based on faulty learned mathematical concepts, the corrective procedures for developing or redeveloping those basic mathematical concepts and development of remediation materials will be illustrated. References to the National Council of Teachers of Mathematics will be discussed and emphasized throughout the course.
TE 849P – Problem Solving in the Elementary and Middle School Classroom 3 credit hoursTopics for curriculum development include activities with hand-held calculators, number theory, geometry, new looks at old geometry problems, problem solving as a process, probability, statistics, and mathematical systems.
TE 850 – Elementary School Curriculum 3 credit hoursThis class focuses on the principles and trends in elementary curriculum development and a study of the various types of curricula in the elementary school as related to organization patterns. Procedures for continuous evaluation and improvement of local elementary curricula are stressed, including administration and supervision factors and relationship to the affected areas of curriculum.
TE 851 – Principles of Early Childhood Education 3 credit hoursAcquaints students with the knowledge and skills required to develop, administer and supervise early education, childcare, and early intervention programs, serving children with and without disabilities, birth to age 8. Students will implement a strengths-based approach and apply cultural sensitivity to support families from diverse cultural, linguistic, and economic backgrounds and situations.
TE 852 – Issues and Trends in Early Childhood Education 3 credit hoursThis course is designed to provide graduate students with an understanding of the political and social issues facing the early childhood field, how these are effecting systemic change, and ways to respond to those changes. Students will also examine a number of historical and current early initiatives and their effect upon young children and families, and evaluate the strengths and weaknesses of various models of early childhood programs.
TE 853A – Improvement of Instruction in Early Childhood Education 3 credit hoursThis course is designed to present the most recent research literature and teaching strategies as they relate to the curriculum content advocated for young children, with and without exceptionalities, including those from low-income families or who are linguistically or culturally diverse. Students will learn to evaluate curriculum, and to design, adapt, and implement quality instruction for young children with diverse educational needs.
TE 853C – Improvement of Instruction in Elementary School Language Arts 3 credit hoursAttention is directed to the newest innovations in language arts instruction, (reading, writing, listening, speaking) and to the selection of materials for diagnostic and instructional programs. Students will evaluate the various teaching techniques through a comparative study of current programs in elementary language arts, (Reading, writing, listening, speaking).
TE 853D – Improvement of Instruction in Elementary School Science 3 credit hoursAn examination of current literature and practices is made relative to science content, methods, and materials in elementary school science.
TE 853E – Improvement of Instruction in Elementary School Social Studies 3 credit hoursStudents completing this course will have an opportunity to examine current literature and programs in elementary social studies and to reevaluate their teaching of the social studies.
TE 853F – Improvement of Instruction in Mathematics for Grades PK-3 3 credit hoursThis course will focus on improving classroom instruction beginning in the primary grades up to grade 3 as advocated by the National Council of the Teachers of Mathematics (NCTM). Students will be provided with the opportunity to become familiar with many of the resources available to mathematics teachers as they broaden their understanding of developmentally appropriate learning experiences for your students (which utilize the latest research-based teaching and assessment methods). Students will also examine and revise their personal philosophy of teaching mathematics in a classroom in this supportive, interactive and collaborative course.
TE 853G – Improvement of Mathematics Instruction for Grades 4-8 3 credit hoursThis course will focus on improving classroom instruction in the Intermediate and Middle School grades (4th-8th) as advocated by the National Council of the Teachers of Mathematics (NCTM). Students will be provided with the opportunity to become familiar with many of the resources available to intermediate and middle school mathematics teachers as they broaden their understanding of developmentally appropriate learning experiences for their students (which utilize the latest research-based teaching and assessment methods). Students will also examine and revise their personal philosophy of teaching mathematics in a Intermediate classroom in this supportive, interactive and collaborative course.
TE 854 – Reading in the Content Areas 3 credit hoursStudents completing this course will have an opportunity to examine the nature of the reading process and the kinds of particular problems teachers in content areas of middle and secondary school face daily. It will also provide the teacher with the ability to apply specific strategies in helping those students having difficulty reading the materials necessary for specific content areas.
TE 855P – Improving the Reading Program 3 credit hoursThe department will provide an inservice course upon the request of a school system for the purpose of assisting local staff in the evaluation and improvement of the school's reading program. The course is designed to develop an analytical approach to reading program evaluation and improvement. This course is not applicable to the program for endorsement as a special reading teacher.
TE 857 – Early Communication, Language and Literacy 3 credit hoursStudents will gain an understanding of early speech and language development and related emergent language and literacy skills, and how these may be influenced by cultural, linguistic, or exceptionality factors. Students will learn how to develop, evaluate, and implement early literacy materials and assessments for children with diverse educational needs ages 0-5 in program, school, and clinical settings.
TE 860 – Introduction to Gaming in Education 3 credit hoursThis course will introduce fundamental theories of game design and their application in education. Students will learn how to select and evaluate educational games for specific learning objectives and subject matters; design engaging educational games with appropriate goals, challenges, rewards, and feedback; rapidly prototype game ideas for testing and promotion; and create simple educational games/simulations that can be used in classroom.
TE 864 – Digital Storytelling 3 credit hoursThis course focuses on storytelling as a digital medium; as a powerful strategy for individual, library, and classroom instruction; and as a persuasive tool in educational settings. Students will design curriculum-based instruction using digital storytelling strategies for use with students in the school library or classroom setting, as well as learn to create personal and persuasive digital stories.
Prerequisite: Graduate status
TE 866 – Motivating the 21st Century Learner 3 credit hoursThis course focuses on exploring research-based principles for motivating PK-12 students with the aim of fostering in them a disposition of lifelong learning. Topics include: strategies for fostering intrinsic motivation, using technology to stimulate learning, strategies for motivating the reluctant learner, and maintaining your own motivation as an educator. The course emphasis is on the practical application of strategies customized to the graduate student¿s own field of educational interest.
Prerequisite: Graduate status
TE 867 – Traditional Storytelling 3 credit hoursThis course focuses on storytelling as an oral tradition and as a powerful tool for differentiating instruction. Students will design curriculum-based instruction using storytelling strategies for use with students in the school library or classroom setting, as well as with special needs audiences. Additionally, students will have the opportunity to learn traditional storytelling techniques in a friendly, low-key environment.
Prerequisite: Graduate status
TE 868 – Copyright, Fair Use, and Ethics 3 credit hoursThis course focuses on the ethical use of copyrighted material and Fair Use Guidelines as they relate to education and business training.
TE 869 – Introduction to School Library Program 3 credit hoursThis course is an overview of selected school library topics: current trends, genres, issues, and instructional and motivational strategies in children's and adolescent literature; school library and educational professional ethics including issues concerning the individual, society, and the profession; and an introduction to information literacy.
TE 870 – Developing Web-Based Portfolios 3 credit hoursThis course will focus on planning, revising, and developing web-based working and academic portfolios. Tools such as web editors and image editing software will be used. Student will create a working portfolio to use during their academic programs.
TE 871 – Collection Development and Management 3 credit hoursCollection Development and Management is designed to provide the student with the basic competencies needed for print and non-print collection selection, development and evaluation.
Prerequisite: TE 869
TE 872 – Organization of School Library and Technology Resources 3 credit hoursStudents will learn a variety of techniques for providing access to resources, including exploring the types and functions of automation systems and basic methods and procedures of cataloging and classification within a school library program.
Prerequisite: TE 869
TE 873 – Reference Services and Resources 3 credit hoursThis course will focus on the range of reference resources which support the school library media center, including the evaluation and use of print and electronic reference sources, reference procedures, and the instructional role of reference resources in the overall school curriculum.
Prerequisite: TE 869
TE 874 – Production of Instructional Resources 3 credit hoursThis course will focus on instructional design principles and will develop competencies in applying them to specific learning objectives within the overall production process. In addition, students will develop skills in integrating the technology products into the curriculum.
TE 875 – Administration of the School Library 3 credit hoursThis course will focus on the administration of the school library program's mission, budgeting, supervision of personnel, planning, resource needs, communication within the school and public communities, the role of the information specialist in the instructional process, and the interrelationships of information agencies.
Prerequisite: TE 869
TE 876 – Integration of Curriculum, Technology and Media Resources 3 credit hoursThis course will focus on the practical application of theories of instruction and technology integration; models of teaching; curriculum design; research paradigms; and, studies and findings related to curriculum integration of technology in teaching effectiveness for P-16 educators.
TE 877 – Developing Web-Based Educational Environments 3 credit hoursThis course is for teachers and instructional technologists who wish to design, implement and evaluate learner-centered instructional environments. Students will create, implement and evaluate nonlinear, student-centered interactive web-based projects, based upon their students' assessed learning needs.
TE 878 – Leadership in Instructional Technology 3 credit hoursThis course will provide students with the skills and tools necessary to be an effective, innovative instructional leader in the field of instructional technology. The constructivist perspective of building community leadership will be examined. Staff/faculty development, planning, using data-driven decision making, and funding in instructional technology will be emphasized.
TE 879 – Seminar in Instructional Technology 3 credit hoursThis is a variable content course which focuses on advanced topics in instructional technology. Students will critically analyze issues and problems in the discipline. Empirically testable research questions related to the topics will be identified. This course may be repeated, but only six hours may count towards a degree.
TE 880 – Management of Educational Technology 3 credit hoursThis course is an in-depth study of the administration and leadership of technology in P-16 educational settings. Management of school facilities and resources, modeling and promotion of the effective use of technology for learning, and use of educational technology research and best practices will be examined.
TE 881 – Online Teaching Instructional Design 3 credit hoursThis course will focus on preparing to and delivering online instruction, online instructional design, and related teaching strategies.
TE 882 – Teacher Development Training in Instructional Technology 3 credit hoursThis course will produce leaders who are able to provide professional development training in instructional technology for P-16 educators. Students will work with contemporary instructional technology in a transcurricular setting. Students will learn how to train classroom teachers to integrate technology into the teachers' disciplines. A variety of learning and teaching strategies will be examined. The course will emphasize modeling and promotion of the effective use of technology for learning, designing appropriate integration learning opportunities for staff, adult learning styles and techniques, and formative and summative assessments aligned with content and technology standards and use of resulting data to inform learning and teaching.
TE 884 – Online Teaching Methodology 3 credit hoursThis course will focus on online engagement, online course development, and online teaching strategies. Research-based structural, ethical, legal, and social issues of teaching online will be examined.
TE 885 – Instructional Video Production 3 credit hoursThis course will prepare the student to design, create, produce and edit instructional videos. The focus will be on using currently available classroom equipment for video production, editing, and related concepts.
TE 886P – Technology Tools for Teachers 3 credit hoursThis course will focus on using technologies in an instructional environment with an emphasis on ethical, human, legal and social issues, methods and skills appropriate to planning and designing learning environments, and instructional management methodologies using appropriate materials, methods, resources, and curricula for integrating technology.
TE 887 – Electronic Media Production 3 credit hoursThis course will focus on producing effective electronic presentations. Topics will include: computer graphics; the psychology of color usage; hypertext linkages; screen design and layout; and integrating video, sound, clip art and animation into presentations.
TE 888 – Enhancing Classroom Instruction Using Imaging Tools 3 credit hoursStudents will plan, design, develop and manage major instructional video projects for use in their classrooms or training environments.
TE 889 – Creating Instructional Videos to Enhance Classroom Instruction 3 credit hoursStudents will plan, design, develop and manage major instructional video projects for use in their classrooms or training environments.
TE 891 – Field Experiences in Instructional Technology 3 credit hoursThis course will provide field experiences for students pursuing the instructional technology program. Basis of the experience will be decided upon between the student and the advisor.
TE 892 – Internship in Instructional Technology 1-6 credit hoursThis course is intended to allow students to participate in various real-life experiences in IT settings. Projects and internships will be selected and conducted under the guidance of a supervising professor. Focus areas will range from interning in technology centers in school districts and businesses to creating innovative classroom and/or hypermedia projects. Students, with the consent of the professor, can take one, two or three hours. This course may be repeated, but only six hours will be counted towards the degree.
Total Credits Allowed: 6.00
TE 893 – Field Experiences in School LIbrary 3 credit hoursThis course is the capstone experience for students in the MSED-Instructional Technology (School Library) or School Library Endorsement programs. Students will gain experiences in school library settings.
Prerequisite: TE 869 and TE 871 and TE 872 and TE 873 and TE 875
TE 895 – Seminar in Student Teaching Supervision 3 credit hoursThis class is designed to aid present and prospective supervisory teachers. The student will review current literature, become acquainted with techniques, plans and procedures for supervising student teachers, analyze current practices in supervision, and develop materials for use with student teachers.
TE 896 – Thesis 3-6 credit hoursStudent investigates a research problem related to education, following APA style of reporting the research. The student enrolls with the faculty member directing the thesis. Three to 6 credit hours per semester, with a total of 6 hours.
Total Credits Allowed: 6.00
TE 897 – Seminar in Reading 3 credit hoursThis course is designed to specifically meet the content and program needs of a specific audience, institution, agency, or public school setting. The content is designed and developed to meet the in-depth needs of the participants involved in the area of reading and related fields.
TE 898 – Independent Study 1-3 credit hoursThe focus of this course is an independent investigation into a topic selected by the student and approved by the instructor.
Total Credits Allowed: 3.00
TE 899P – Special Topics 1-3 credit hoursThis course serves identified needs and interests of specific target groups. Content of the course, dates, and time arrangements are determined by the Department of Teacher Education.
Total Credits Allowed: 24.00