Master of Arts Degree in Education
*Students completing one of the single subjects education programs (secondary
education) may waive the CSET or the SSAT and Praxis assessments for entering
credential programs in those areas.
Department
of Education
Harry Griffith Hall 211
(707) 826-5873
(707) 826-5868 (fax)
www.humboldt.edu/~educ
Educational Credentialing Office
Harry Griffith Hall 202
(707) 826-5867 (Elementary & Secondary Ed)
(707) 826-3729 (Special Ed & Administrative Services, Masters)
Humboldt State University has a long tradition of teacher education dating back to 1914, when it first opened as a Normal School. Over the years, Humboldt has prepared many of the teachers of this region while developing a reputation for innovation and close cooperation with local school districts. One of every seven Humboldt students is involved in some phase of teacher education (including undergraduate preparatory programs).
Humboldt’s teacher education programs enjoy positive working relationships
with the local schools that accommodate credential candidates from year to
year. With the cooperative efforts of supportive school administrators, excellent
mentor teachers, university professors, and university supervisors, candidates
receive the individual attention that makes their credential-year experiences
most rewarding. Humboldt offers the following credentials/programs:
Advisor
Arianna Thobaben
Founders Hall 166B
(707) 826-3752
The minor in education provides an overview of the field and offers students opportunities to learn more about teaching and other education careers during their undergraduate years. Those who have already chosen teaching as a career find that the minor provides a strong background in many cutting-edge contemporary issues. The minor also provides excellent preparation for other careers where skills related to teaching, classroom management, and creation of learning communities are increasingly in demand (business, nursing, sociology, psychology, public administration, recreation, social work, coaching, community organizing). Those seeking a foundational understanding of educational issues for future roles as parents, citizens, and taxpayers may also find the minor helpful.
14 units required
Nine units:
EDUC
210 Current Issues In Schools
EDUC
310 Education for a Livable World
EDUC
311 How We Learn
Three units from the following:
AIE
330 History of Indian Education
AIE
335 Social & Cultural Considerations
AIE
340 Educational Experiences
AIE
435 Counseling Issues
CD
352 Parent/Child Relationships
CD
467 Working with Culturally Diverse Families
ES
308 Multicultural Perspectives in American Society
ES
314 Chicano Culture & Society in America
ES
322 African American Family
ES
324 Ethnic American History
ES
330 / WS 330 Ethnic Women in America
ES
341 The Asian American Family & Intermarriage
ES
352 Dynamics of African American Culture & Family in America
ES
354 Minorities, American Institutions, & Social Services
PSYC
303 Family Relations in Contemporary Society
SOC
306 The Changing Family
SOC
315 Social Class
SW
350 Human Behavior & the Social Environment
SW
431 Juvenile Delinquency
WS
309B / COMM 309B Gender & Communication
WS 316 / SOC
316 Gender & Society
Two-to-four units; two units required. Select one of the course
sequences below:
Coordinator
Diane Ryerson
Harry Griffith Hall 202B
(707) 826-5108
dar4@humboldt.edu
Program Leader
Patty Yancey
Harry Griffith Hall 209
(707) 826-5872
py4@humboldt.edu
Obtain a preliminary credential by taking a 40-unit professional education
program to qualify for teaching positions including teaching English language
learners. The credential program may be taken after graduation or as part of
an approved BA major, Liberal Studies Elementary Education Integrated. The
bachelor’s degree must be received from a regionally accredited institution
of higher learning.
Holders of a preliminary credential are eligible to complete requirements for
a professional clear credential within five years through an Induction Program
or approved clear credential courses.
The program begins each year in the fall semester. Since the application deadline is February 1, interested persons should begin the process a full year prior to the planned term of entry.
Admission requires a special application and a personal interview in addition to the normal postbaccalaureate application to Humboldt State. The credential program application and admission guide are available at www.humboldt.edu/~educ/credentials/eed/eed.html and at the Education & Credentialing Office. They are also distributed at orientation sessions offered each fall, beginning in September.
Following are some of the items applicants must document. The education office has more information.
February 1 is the deadline for submitting the application packet to the Education and Credentialing Office. The deadline for submitting a postbaccalaureate application to Enrollment Management is March 1.
All packets are reviewed by Department of Education faculty and/or screened by subject-matter faculty committees. Candidates interview with a faculty committee and with school district administrators and teachers before being admitted to professional education courses.
Note: Credential requirements are subject to change due to action by the state legislature, the California Commission on Teacher Credentialing, or the CSU chancellor's office. The elementary education coordinator has the most current information on changes and how they affect student programs.
Elementary education preliminary-credential courses and field experiences
ensure that all candidates completing the program will have been introduced
to concepts and strategies for working effectively with English language learners.
Preliminary credential courses are se-quential, beginning in the fall semester.
Candidates observe/participate at their field sites full time (M-F) the first
two weeks of fall semester. For the next seven weeks, they have courses two
afternoons and evenings per week (M/T or W/Th) and participate at their field
site a minimum of sixteen hours per week. The last seven weeks of the semester,
candidates student teach full time and complete a minimum of three days’ solo
teaching.
The spring semester follows a similar pattern: intersession (first week of January) full-time observation/participation in the second fieldwork placement; eight weeks of course work (M/T or W/Th) with a minimum of sixteen hours per week in the placement; and 13 weeks of full-time student teaching, culminating in a two-week (minimum) solo.
One of the fieldwork placements, either fall or spring, will be in primary grades (K-3); the other placement will be in upper elementary grades (4-8). Candidates enroll in the following courses both fall and spring semesters, except as noted.
EED
720 / EED 720B The School & the Student
EED
721 / EED 721B Multicultural Foundations
EED
722 / EED 722B English Language Skills & Reading
EED
723 / EED 723B Integrating Math/Science in Elementary School
EED
724 / EED 724B Fine Arts in the Integrated Elementary Curriculum
EED 726 / EED
726B Professional Development Seminar
EED
728 / EED 728B History/Social Science in the Integrated Elementary
Curriculum
EED 733 / EED 733B Teaching English Language Learners
EED 740 / EED 740B Special Populations in the General Education Classroom
EED 741 Health & Physical Education Curriculum in Elementary School (fall)
EED
751 Fieldwork in Elementary School (fall)
EED
752 Student Teaching in Elementary School (fall)
EED
753 Fieldwork in Elementary School (spring)
EED
755 Student Teaching in Elementary School (spring)
Note: Candidates can receive no grade lower than a “C-” in a preliminary credential course and must maintain a B average to remain in the program. For additional information, please read the Elementary Education Handbook, available in the education office, Harry Griffith Hall 202.
Supplementary and subject matter authorizations may be added to a credential through course work. A secondary education credential may be added to an elementary education credential by passing the CSET examination for that subject and taking three semester units of secondary education methodology. The department office has the specific requirements.
An induction program is the preferred route to clear an SB 2042 preliminary
credential. Locally, Humboldt State University collaborates with the North
Coast Beginning Teacher Project to support new teachers being inducted into
the profession.
Holders of the Ryan Preliminary Credential may clear it with a minimum of 30
units in an institution-approved fifth-year program of study and all of the
following:
HED
405 / HED
705 School Health Programs
KINS
475 Elementary School Physical Education
EDUC
719 Teacher Computer Competence
EED
776 Mainstreaming
Coordinator
Sheila Rocker Heppe
Harry Griffith Hall 202A
(707) 826-5870
srh@humboldt.edu
Program Leader
Ann Diver-Stamnes, Ph.D.
Harry Griffith Hall 207
(707) 826-5822
acd1@humboldt.edu
Humboldt meets subject-matter and professional requirements in preparing students to teach in secondary schools (middle school and senior high).
Obtain a preliminary credential by taking a 33-unit professional education program to qualify for teaching positions including teaching English language learners. This may be taken after graduation or, in exceptional cases, as part of an approved BA/BS subject-matter program. The bachelor’s degree must be received from a regionally accredited institution of higher learning. Holders of a preliminary credential must complete requirements for a professional clear credential within five years.
Use the application procedures described for Elementary Education (located in this section), with the following exceptions:
1) Secondary education applicants must submit two copies of all required information.
2) Secondary education applicants must complete an approved undergraduate subject-matter program or pass CSET) assessments in the appropriate subject matter area (rather than CSET Multiple Subjects).
Note: Credential requirements are subject to change due to action by the state legislature, the California Commission on Teacher Credentialing, or the CSU chancellor's office. The coordinator has current information on changes and how they affect programs.
Courses required for the single subjects (secondary education) preliminary credential are listed below. These two semesters must be taken in sequence.
SED
711 Nonviolent Crisis Intervention
SED
712 Teaching & Learning in Secondary Schools
SED 713 Classroom Management
SED
714 Educational Psychology
SED
715 Multicultural Education
SED 730 Bilingual/ELD Theory & Methods
SED
731-741 Secondary Curriculum Instruction (one
course from: SED 731 Art, SED 732 Business, SED 733 English, SED 734 Modern Language, SED 736 Industrial Technology, SED 737 Math, SED 738 Music, SED 739 Physical Education, SED 740 Science, SED 741 Social Studies)
SED
743 Content Area Literacy
SED
762 Supervised Fieldwork in Student Teaching
During the fall semester, each candidate will be evaluated by his/her mentor teacher, supervisor, and both discipline-specific and education faculty in terms of his/her academic abilities and suitability for entering the teaching profession.
SED
744-754 Secondary Seminar (one course from:
SED
744 Art, SED 745 Business, SED 746 English, SED 747 Modern Language, SED 749 Industrial Technology, SED 750 Math, SED 751 Music, SED 752 Physical Education, SED 753 Science, SED 754 Social Studies)
SED 755 Literacy Applications
SED 756 ELD Applications
SED
763 Intersession Participation & Student Teaching
SED
764 Student Teaching / Secondary Education
SED
765 Student Teaching / Secondary Education
SED
766 Intersession Student Teaching
SED 776 Teaching in Inclusive Classrooms
During the spring semester, candidates spend the entire day in the local school, as any other teacher would. Many candidates find it difficult to hold part time jobs or take substantial additional course work during full-time student teaching. SED candidates must maintain a “B” average (with no grade lower than a C-) to remain in the program.
A student may add additional subjects to his/her credential through course work (as supplementary/subject matter authorizations) or by passing CSET examinations in additional subject areas. The department office has the specific requirements.
PROFESSIONAL CLEAR CREDENTIAL
An induction program is the preferred route to clear an SB 2042 preliminary
credential. Locally, Humboldt State University collaborates with the North
Coast Beginning Teacher Project to support new teachers being inducted into
the profession.
Holders of the Ryan Preliminary Credential may clear it with a minimum of 30
units in an institution-approved fifth-year program of study and all of the
following:
HED 405/705 School Health Programs
EDUC 719 Teacher Computer Competency
SED 776 Teaching in Inclusive Classrooms
Program Leader
David Ellerd, Ph.D.
Harry Griffith Hall 205
(707) 826-5851
dae11@humboldt.edu
Coordinator
Peggy Kirkpatrick
Harry Griffith Hall 201A
(707) 826-5795
mmk6@humboldt.edu
Humboldt meets subject-matter and professional requirements in preparing students to teach in special education classrooms in elementary and secondary (junior and senior high) schools.
Please refer to www.humboldt.edu for new special education programs and updates.
Obtain a preliminary credential by taking a 36-unit professional education program to qualify for teaching positions. This may be taken after graduation or, in exceptional cases, as part of an approved BA/BS subject-matter program. The bachelor’s degree must be received from a regionally accredited institution of higher learning. Holders of a Preliminary Level I credential must complete requirements for a Professional Level II credential within five years.
Obtain a Professional Level II credential by taking a 24-unit professional development program at Humboldt State. Under certain circumstances, a total of six units may be earned through nonuniversity professional development activities. To enter this program, students must have at least one year of full-time teaching experience in special education and be employed as a special education teacher.
Preliminary Level I Credential:
Applications are accepted throughout the year for admission the following fall. Apply early as space is limited.
Admission requires a special application and a personal interview in addition to the normal postbaccalaureate application to Humboldt State. Contact Education and Credentialing office to request an admission guide or (beginning in September) a complete application packet.
Professional Clear Level II Credential:
Contact the coordinator for information on applying. Applications are accepted throughout the year for admission the following fall semester.
A California Education Specialist Credential permits teaching grades K-12, including adults. This credential authorizes teaching individuals with specific learning disabilities, mental retardation, other health impairments, and serious emotional disturbances.
Upon completing all required tests, all assessments and observations, the US Constitution requirement, an accredited bachelor’s degree, and the special education course sequence, candidates apply for a Preliminary Level I Education Specialist Credential in Mild to Moderate Disabilities. This preliminary credential authorizes teaching for five years, during which time candidates must acquire a Professional Level II Education Specialist Credential in Mild to Moderate Disabilities.
This program is offered on a flexible schedule, including weekend and evening
classes, to accommodate credential candidates who are currently employed or
are at great distances from campus.
Students must maintain a B average with no grade lower than a C- to remain
in the program.
Students must complete 36 units of approved courses in Special Education, including
EDUC 377, Introduction to Exceptional Individuals. The Special Education Program
Leader must approve the program of study. Contact the department office for
details.
Foundation Courses:
EDUC 377
Introduction to Exceptional Individuals
SPED 702 Foundations of General & Special Education
SPED 703 Foundations
of Assessment & Program Planning
SPED 704 Fieldwork Assessment
SPED 705 Multicultural Special Education
SPED 706 Applied Behavior Analysis for Teachers
Methods Courses:
SPED 707 Curriculum & Instruction — Reading & Language Arts
SPED
708 Practicum: Reading Instruction
SPED 709 Curriculum & Instruction — Math
SPED
710 Practicum: Math Instruction
SED
711 Curriculum & Instruction — Science,
History & Social Sci.
SPED 731 Classroom Management
SPED 732 Practicum: Classroom
Mgmt.
SPED 733 Special Education Policies & Procedures
SPED 734 Student Teaching — Elementary
Special Education
SPED 735 Student Teaching — Secondary Special Education
SPED 736 Curricular & Instructional Skills Seminar
SPED 737 Non-violent Crisis Intervention
SPED 651 Professional Development in Special Education
SPED
652 Advanced Studies in Assessment & Instruction
SPED
653 Advanced Studies in Consultation, Collaboration, &
Transition
SPED
654 Advanced Behavioral, Emotional, & Environmental Supports
SPED 661 The
Reflective Special Education Practitioner
Emphasis Courses (six units electives):
Candidates complete at least one of the following:
SPED
655 Advanced Studies in Learning Disabilities
SPED
756 Advanced Study: Severe Disability
SPED
757 Advanced Studies in Secondary Special Education
Candidates may complete two of the above courses, or they may select one course
from the following:
EDUC 624 Theories & Models of Reading & Writing
EDUC 625 Knowledge of Print: Decoding & Encoding
EDUC 626 Literary Assessment & Evaluation
KINS 535 Motor Assessment
PSYCH 518 Social & Emotional
Problems in Children
PSYCH 545 Psychological Testing
PSYCH 565 Psychology of Vocational/ Career Development
PSYCH 668 Assessment & Treatment of Child Abuse & Neglect
SPED 799 Directed Study
Note: In accordance with the California Commission
on Teacher Credentialing requirements, the HSU Professional Level II Credential
program will allow candidates
to substitute non-university activities (e.g., district-sponsored trainings,
institutes, workshops) for up to six units of emphasis courses. The non-university
activities may be taken for university credit, but they need not be. Candidates
should consult with their HSU Level II advisor for prior approval of any substitutions.
Additional State Requirements:
HED 705 School Health Programs
EDUC 719 Teacher Computer Competency
Program Leader/Coordinator
Louis Bucher
Harry Griffith Hall 218
(707) 826-5886
lboucher@humboldt.edu
Humboldt State’s administrative services program prepares educators for administrative leadership roles in K-12 schools. Many of the courses are taught by local administrators who strive to create a unique blend of theory and practice.
Those seeking admission to the Level I Preliminary Administrative Service Credential program must submit the following documents to the program leader / coordinator:
All students must:
AS 742 Curriculum: Development & Governance
AS 745 Personnel Administration & Supervision
AS 746 The Principal: Leader & Administrator
AS 747 Practicum: Diversity Issues & School Administration
AS 748 Legal & Fiscal Aspects of School Administration
AS 749 Ethics & School Administration
AS 760 Technology & School Management
AS 794 Elementary School Administration Fieldwork
AS 795 Secondary School Administration Fieldwork
AS 796 Fieldwork & Final Evaluation Seminar
AS
761 Professional DevelopmentInduction
AS
762 Leadership, Management, & Policy Development in a
Multicultural Setting
AS 763 Strategic
Issues Management
AS
764 School & Community Relations
AS
765 Ethical & Reflective Leadership
AS
766 Information Systems & Human & Fiscal Resources
AS
767 Candidate Assessment & Evaluation
Graduate Program Coordinator
Eric Van Duzer
Harry Griffith Hall 104
(707) 826-3726
evv1@humboldt.edu
Our program helps educators assume an enhanced and more focused leadership
role in their schools. The education faculty believes in an ethic of teaching
that fosters passion for learning, persistence in seeking insights, and creativity.
This ethic depends on communities of educators who reflect collaboratively
on their professional experiences. Within such a community, educators broaden
their understanding of the theoretical and methodological aspects of pedagogy
by articulating what they know, asking meaningful questions about their practice,
and providing opportunities for assessment. Collaborative inquiry is an effective
means of practicing the profession with greater ingenuity, vitality, and joy.
Through collaboration with departments across the university, we integrate
ideas across disciplines, identify generative topics as the basis for curricula,
and explore connections between our students’ interests across disciplines.
We hold as a central tenet that social betterment is engendered by democratic
and rigorous educational processes. Thus, we fulfill our program’s public
mission by strengthening the role of educators in our society so that they
better meet the inherent challenges.
Within the program, candidates explore the intellectual rigor inherent in the
discipline and the possibilities for their students’ learning and development.
They make strong connections between learning, social concerns, and students’ lives.
Deadline for applying (fall semester entry): February 1. Following faculty review, applicants will be notified of their admission status by March 15.
Candidates must show satisfactory preparation for the proposed course of study and meet general requirements for admission outlined in the HSU Handbook for Master's Students. Candidates must:
Submit a complete application, including a statement of purpose which considers the following:
Faculty will rate each applicant's statement of purpose and recommendation letters based on evidence of:
Applicants may be admitted in one of two categories: graduate conditionally classified (with deficiencies that can be remedied through additional academic preparation) or graduate classified (meet all professional, personal, scholastic, or other standards).
Applicants without a professional credential—e.g., multiple subjects, single subjects, administrative services, special education level I—may still be accepted into the program. Note, however, that the MA in education is geared toward professionals in the field and is designed to use the strengths and knowledge base acquired while working with students in a school setting.
Those with no degree objective who still desire to take graduate-level courses for professional or personal growth (postbaccalaureate unclassified students) may be admitted to courses subject to availability and instructor approval. Such admission, however, does not constitute admission to the graduate degree program. Students in this classification must seek approval from the depart-ment’s Graduate coordinator as well as the course instructor.
Upon acceptance into the program, work with your advisor to create a plan of study.
Contact Financial Aid for general financial aid information, Research and Graduate Studies for information on grants and fellowships, and the department’s graduate coordinator for education-related assistance.
To summarize the admission procedures:
First contact the Office of Admissions (707/826-4402) to request the graduate application for admission.
By February 1, submit the following to the Office of Admissions:
By that same deadline, submit to the coordinator's assistant in the Department of Education:
Curriculum & Instruction Emphasis or Special Studies Emphasis
Curriculum & Instruction Emphasis: After completing the core
courses, choose among other relevant upper division and graduate courses focusing
on curricular
and methodological issues (e.g., students interested in science education
take curriculum courses and courses within the sciences). The thesis/project
committee
consists of one faculty member from the emphasis area and members of the
education faculty.
Special Studies Emphasis: This is a unique opportunity to work on issues
of pedagogy within specific disciplines that do not offer an MA degree
or to
tailor a degree program to your individual academic interests. Examples include
environ-mental education, educational technology, child development, behavior
analysis, and early childhood education. The thesis/project committee may
include one faculty member in your area of interest from outside the department.
Students accepted into the Master’s Degree in Education program with
an emphasis in Curriculum and Instruction or Special
Studies must complete
all of the following:
Core courses: 19 units
Area of emphasis: 12-14 units
Thesis preparation: 3 units
Total: 34-36 units
Core Courses
EDUC 604 Education
in Society
EDUC 633 Pedagogy:
Practice & Research
EDUC 634 Academic
Writing in Education
EDUC 650 Educational
Psychology
EDUC 660 Assessment
EDUC 679 Qualitative
Methods in Educational Research
EDUC 681 Quantitative
Educational Methods
EDUC
698 Educational Research
Plus 12-14 units of electives taken in consultation with your advisor and three units of thesis or project preparation (EDUC 690 or EDUC 692).
Educators enrolled in the level I administrative services credential program may earn both a level I credential and an MA. Students must have completed three years of successful full-time teaching.
Core courses: 10-11 units
Area of emphasis: 24 units
Thesis preparation: 3 units
Total: 37-38 units
For students earning a combined Master’s Degree in Education and an
Administrative Services Credential, the following courses must be completed
in addition to all credential coursework (see Administrative Services Credential).
EDUC 634 Academic Writing in Educaton
EDUC
698 Educational Research
One of the following:
EDUC 679 Qualitative Methods in Educational Research
EDUC 681 Quantitative Educational Methods
And one of the folliwing selected in consultation with your advisor.
EDUC 604 Education in Society
EDUC 633 Pedagogy: Practice & Research
EDUC 650 Educational Psychology
EDUC 660 Assessment
Plus three units of thesis or project preparation (EDUC 690 or EDUC 692).
Those enrolled in the Level II Mild to Moderate Special Education credential may also earn an MA. Students must have completed the level I credential program plus two years as a special education teacher in a US public school.
Core courses: 12-13 units
Area of emphasis: 24 units
Thesis preparation: 3 units
Total: 39-41 units
For students earning a combined Master’s Degree in Education and Special
Education Level II Credential, the following courses must be completed in addition
to all credential coursework (see Special Education Credential).
SPED 799 Single-subject Research Methods
EDUC 634 Academic Writing in Educaton
EDUC
698 Educational Research
One of the following:
EDUC 679 Qualitative Methods in Educational Research
EDUC 681 Quantitative Educational Methods
And one of the folliwing selected in consultation with your advisor.
EDUC 604 Education in Society
EDUC 633 Pedagogy: Practice & Research
EDUC 650 Educational Psychology
EDUC 660 Assessment
Plus three units of thesis or project preparation (EDUC 690 or EDUC 692).
Additional Requirements
Students must maintain an overall GPA of 3.0 in the program. Candidates who do not maintain either the overall or the programmatic GPA for one semester or who are not making satisfactory progress toward completing the degree may be placed on probation. Students whose overall or programmatic GPA remains below 3.0 for a second semester will be disqualified. In the case of extenuating circumstances, such as a medical or family emergency, disqualified students may apply for reinstatement. The Handbook for Master's Students provides more detailed information.
During the first year, students can advance to candidacy using the form available in the Office for Research and Graduate Studies.
As a culminating experience, students have two options: thesis or bound project, defined in the Handbook for Master's Students. The department uses the Publication Manual of the American Psychological Association (5th edition) as the required style manual.
Obtain a major professor and committee members. Have them approve an abstract of the thesis or project. Meet with them early in the research process to ensure that all individuals are well informed and in agreement.
Committees must have a minimum of three faculty members. Major professors must be probationary or tenured professors from the Department of Education or adjunct/temporary professors in education who hold earned doctorates. Other committee members are either faculty in the Department of Education or in other disciplines relevant to theses or projects. Consult with the major professor in selecting committee members.
For additional questions, consult with your advisor, major professor, graduate
coordinator, or the staff in Research and Graduate Studies.
A graduate Certificate in College Teaching: Education
This discipline-specific program is designed to better prepare the graduate student interested in a teaching career at the community college or university level. Participation requires completion of, or current enrollment in, the education master's program.
The certificate consists of
five components (13 units), described below. After consulting with your graduate
advisor, and under the advisement of the college Faculty Preparation Program
coordinator, develop a plan of study tailored to meet your goals. The CFPP
coordinator and the dean for Research and Graduate Studies must approve each
plan of study.
Notation of certificate completion will appear on your university transcript.
1) Discipline-Specific Teaching Methods
Introduces undergraduate education teaching through a practical presentation of the processes and issues involved in teaching education. Four units, taken first or second semester of the MA program:
EDUC 604 Education in Society and
EDUC 633 Pedagogy: Practice
and Research
2) Higher Education Teaching methods
Guidance in the skills and knowledge relevant to teaching in higher education. Three units, taken first or second semester of the MA program:
EDUC 583 Teaching in Higher Education
Certificate requirements #3 & #4 come after completion of #1(Descipline-Specific Teaching Methods) and after or concurrent with #2 (Higher Education Teaching Methods).
3) Professional Development Seminar
Explore the nature and philosophy of post-secondary institutions and their roles and functions in higher education. One unit, concurrent with the fourth requirement, which follows:
SP 684 Orientation to Higher Education
4) Mentored Teaching Internship Experience
One of the following tracks:
OR
5) Capstone Experience
Guidance in developing a professional teaching portfolio and job-search support materials. Two units, taken after all previous components have been completed.
SP 685 Instructional Resources for Higher Education