In the Division of Teacher Education, graduate majors are offered in education, elementary education (including reading and early childhood emphases), and secondary education. The major in secondary education permits concentrations in one or more academic disciplines normally taught in secondary schools. At the specialist level, the student may emphasize learning theory and supervision; at the doctoral level, the focus is normally on teacher education and instructional leadership.
Research is not necessarily the primary emphasis in the master's programs; however, students choosing research-based programs have access to modern facilities for such programs. The Computer Laboratory, Kiva, Early Childhood Center, Mathematics Education Laboratory, Science Laboratory, Reading Laboratory, Social Studies Laboratory, and Instructional Media Center all facilitate research in the field of education.
Admission to graduate study in the Division of Teacher Education requires an undergraduate degree and academic preparation indicating probable success in graduate work.
Persons interested in doctoral work should apply to the College of Education. Admission requirements for the doctoral program include: (a) a minimum grade point average of 2.80 in undergraduate preparation, (b) a minimum grade point average of 3.50 at the master's degree level or its equivalent, (c) a composite verbal and quantitative Graduate Record Examination score of at least 1050, and (d) acceptable letters of recommendation. Exceptions to the criteria may be made when documented by the Graduate Review Committee.
A person who holds a bachelor's degree and wishes to earn an elementary or secondary teaching certificate should talk to the director of the Division of Teacher Education about entry into the certification program and obtaining a transcript analysis for the projected teaching majors/minors. At the completion of the certification program, the student may enter the Advanced Certification (Fifth Year) program or, with a cumulative GPA or at least 2.80, may be accepted into the elementary or secondary master's degree program.
The Advanced Certification (Fifth Year) Program is an opportunity for further strengthening of teaching competence and specialized study relative to the teaching profession. It consists of a planned program of 30 credits designed in light of the teacher's initial teaching experience and/or professional goals. After admission, courses in both academic and professional fields are selected in consultation with an adviser.
Candidates must fulfill the requirements of the Graduate College and of the Division of Teacher Education. See part 2 for the general requirements applicable to each degree. Applicants for the M.S. or M.Ed. degree are expected to meet the requirements for the teaching certificate.
Master of Science. General M.S. requirements apply.
Master of Education. General M.Ed. requirements apply.
Professional Degrees in Education. These post-master's programs are designed to give additional graduate preparation to those who wish to continue in teaching or enter into supervisory positions in the public schools. The education major is available in the Division of Teacher Education, with emphases in elementary education and secondary education. It is expected that these students will have had a minimum of two years of experience in public schools of which one was classroom teaching. A knowledge of basic statistics is highly recommended for beginning graduate work and essential to professional literacy. Professional degree programs require 60 hours of graduate work beyond the baccalaureate degree.
Doctor of Education. The Ed.D. and Ph.D. programs are designed for those persons who show promise in theory development and research, and who appear likely to provide instructional and/or administrative leadership. The programs aim to develop a comprehensive understanding of the field of education and the ability to identify and resolve pertinent problems in education. Divisional requirements for the Ed.D. degree are: 9 credits in research competency, including statistics, research design, and competency in computer usage; 6 credits in practicum and field experience; 15 to 20 credits in dissertation; 18 to 20 credits in a cognate area; 30 credits in a major area of competency. The credits indicated in each area are minimums.
Doctor of Philosophy. See general statement about the doctoral programs with the Ed.D. degree above. Divisional requirements for the Ph.D. degree are: 15 credits in research competency, including computer competency and at least one course each in statistics and research design, and a reading competency in one foreign language or 9 to 12 credits in a related research area; 20 to 30 credits in dissertation; 20 credits in a major area of competency.
PREREQUISITE: For registration in upper-division courses in education, students must have been admitted to the teacher-education program and have a minimum GPA of 2.50, unless a higher average is stated as prerequisite in the course description.
EDTE C302 The Child and Society (3 cr).
EDTE 312 Educational Psychology (2 cr).
EDTE 313 Educational Measurement (1 cr).
EDTE 314 Strategies for Teaching (2-3 cr).
EDTE 326 Elementary School Mathematics Education (3 cr).
EDTE 328 (s) Introduction to Educational Technology (2 cr).
EDTE 334 Children's Literature (3 cr).
EDTE 336 Reading in the Elementary School (4 cr).
EDTE 375 Elementary School Art Methods (3 cr).
EDTE 381 Elementary School Music Methods I (3 cr).
EDTE 400 (s) Seminar (cr arr).
EDTE 402 Practicum: Field Experience in Public School Settings (1 cr, max 2).
EDTE 403 (s) Workshop (cr arr).
EDTE 404 (s) Special Topics (cr arr).
EDTE 418 Identifying and Correcting Mathematics Deficiencies (3 cr).
EDTE 420 Language, Learning, and Literacy Development (3 cr).
EDTE 421 Elementary School Social Studies Methods (2-3 cr).
EDTE 430 Practicum: Elementary School Teaching (7 or 14 cr).
EDTE 431 Practicum: Secondary School Teaching (7 or 14 cr).
EDTE 435 Practicum: Elementary School Teaching (Special) (3 cr).
EDTE 444 Elementary School Science Methods (2-3 cr).
EDTE 445 Proseminar in Teaching (3 cr).
EDTE 468 Historical and Philosophical Foundations of Education (3 cr).
EDTE 473 International Education Scene (1-9 cr, max 9).
EDTE ID&WS474 Secondary School Foreign Language Methods (3 cr).
EDTE 475 Secondary School English Methods (3 cr).
EDTE 476 Secondary School Social Studies Methods (3 cr).
EDTE 477 Secondary School Science Methods (3 cr).
EDTE 478 Secondary School Mathematics Methods (3 cr).
EDTE 479 Secondary School Art Methods (3 cr).
EDTE 499 (s) Directed Study (cr arr).
EDTE 500 Master's Research and Thesis (cr arr).
EDTE 501 (s) Seminar (cr arr). Prereq: perm.
EDTE 502 (s) Directed Study (cr arr). Prereq: perm.
EDTE 503 (s) Workshop (cr arr). Prereq: perm.
EDTE 504 (s) Special Topics (cr arr). Prereq: perm.
EDTE J505/J405 (s) Professional Development (cr arr). Professional development and enrichment of certificated school personnel. Cr earned will not be accepted toward grad degree programs, but may be used in a fifth-yr program. Additional projects/assignments reqd for grad cr.
EDTE 507 Supervision of Instruction (3 cr). Preparation of supervisors to aid teachers in the improvement of instruction.
EDTE 510 Philosophy of Education (3 cr). Analysis of educational objectives, concepts, and theories.
EDTE 511 Planning and Administering the Curriculum (3 cr). Management skills, concepts, and information needed to administer a district-wide curriculum; audits and other evaluations as part of the curriculum or program development cycle; duties and responsibilities of curriculum developers form a standpoint of several possible roles and assignments; criteria and basic concepts for an audit, including essential curriculum management components, alignment, quality control, standards, and data sources.
EDTE 512 Program Development and Evaluation (3 cr). Types of instructional systems, systematic educational program development; evaluation methods, issues in measurement and evaluation design.
EDTE 513 History of Educational Thought (3 cr). Writings that have influenced educational theory and practice.
EDTE 514 The Logic of Teaching (3 cr). Different kinds of statements (e.g., synthetic, analytic, and value) and different logical operations (e.g., defining, describing, evaluating, and justifying, comparing and contrasting, conditional inferring and explaining), particularly as these occur in classroom situations in a teaching context.
EDTE J516/J416 (s) College Teaching (1-2 cr, max 2). Techniques for effective teaching at college level. Additional projects/assignments reqd for grad cr.
EDTE 517 Advanced Elementary School Mathematics Education (3 cr). Recently developed methods and materials in elementary school mathematics. Prereq: qualified for a standard elementary certificate.
EDTE 521 Advanced Language Arts (3 cr). Current research in instruction of the language arts, the reading/writing/listening/speaking connection, and teaching/learning; integrated language arts curriculum; assessment/evaluation strategies. Prereq: EDTE 420 or equiv or perm.
EDTE J522/J422 Early Childhood and Kindergarten Education (3 cr). Historical development, theoretical and practical applications in early childhood and kindergarten education. Additional projects/assignments reqd for grad cr. Two lec and 3-6 hrs of lab a wk.
EDTE 524 Models of Teaching (3 cr). Examination of information processing, social interaction, personal, and behavioral models of teaching; emphasis on practical implementation of these models in teaching situations.
EDTE 526 Advanced Educational Psychology (3 cr). Selected psychological theories and their application to instruction, classroom management, reading, testing, and related educational research.
EDTE 527 Instructional Theory into Practice (3 cr). Applications of instructional theory to the areas: teaching to an objective; diagnostic and prescriptive teaching; teaching to enhance motivation; reinforcement, transfer, retention, and rate and degree of learning; enhancement of pupil self-concept; and critical decisions underlying such techniques.
EDTE 530 Ethical Leadership and Law in Education (3 cr). Ethical and legal principles undergirding schools in the U.S.; statutory and case laws focusing on Idaho and surrounding states.
EDTE 551 Children' Literature and the Curriculum (3 cr). How all phases of literature fit into and become a part of the curriculum; developing various areas of the curriculum based on literature; evaluation of literature, authors, and illustrators.
EDTE ID&WS558 Writing Institute: NW Inland Writing Project (6 cr). WSU Engl 592-592. Theory, research, and practice of kindergarten through college writing instruction including prewriting, drafting, revising, editing, publishing, grammar, mechanics, writing across the curriculum, error analysis, writing to learn; focus on writing for a variety of audiences and purposes (transactional, poetic, expressive); develops participant's own writing ability and ability to present in-service workshops for school districts. Four lec and four hrs of lab a wk. Prereq: Eng 401 or EDTE 420 or equiv or perm.
EDTE 561 ssues in Literacy (3 cr). Current issues in literacy and their impact on classroom instructional practice.
EDTE 562 Advanced Reading >Techniques (3 cr). Consideration of the research basis for current instructional practices in reading and development of more effective techniques for teaching reading. Prereq: EDTE 336 or perm.
EDTE J563/J463 Literacy Methods for Content Learning (3 cr). Theory of and practical strategies for extending and reinforcing student learning of subject matter through reading and writing. Additional projects/assignments reqd for grad cr. Prereq: EDTE 314 or perm.
EDTE 564 Advanced Children's Literature (3 cr). Contemporary issues in children's literature; theoretical and research bases for current practice; reading children's literature; advanced study of genres, resources, and strategies for using children's books to better understand our multi-cultural society. Prereq: EDTE 334 or equiv, or perm.
EDTE 565 Psycholinguistics and Reading (3 cr). Examining reading as a socio-psycholinguistic process; analyzing this process using miscue analysis; exploring ways to relate theory to practice. Prereq: EDTE 336, 436 or equiv or perm.
EDTE 566 Corrective Reading (3 cr). Nature, causes, and diagnosis of moderate reading difficulties; translation of diagnostic information into instructional practice. Prereq: EDTE 336, 562, or equivalent.
EDTE 567 Clinical Practicum in Reading (3 cr). Exercise of diagnostic procedures and individual instructional techniques with small groups of children who have moderate reading difficulties. Prereq: EDTE 566.
EDTE 568 Seminar: Research in Reading (3 cr). Examination of significant research problems in reading and the procedures used to study such problems. Prereq: doctoral standing or perm.
EDTE 569 Teaching of Reading Methods (3 cr). Examination of content, instructional methodologies, and evaluation techniques employed in teacher education in reading. Prereq: doctoral standing or perm.
EDTE 572 Measurement and Evaluation (3 cr). Improvement of testing, examination, and evaluation in schools; practice in making, giving, scoring, and interpreting tests; use of results in counseling.
EDTE 581 Systematic and Objective Analysis of Instruction (4 cr). Supervision as a process and analysis of supervisory cycle; application of supervisory cycle in K-12 classroom situations; designed to improve individual skill in analysis of instruction and to relate theory to practice. Graded P/F. Preregistration reqd; enrollment limited to 14 per section.
EDTE 582 Introduction to Research Methods (3 cr). Overview of research techniques including experimental, descriptive, analytical, single subject, and qualitative research; special emphasis on reading and understanding, interpreting and critically evaluating research articles; basic principles in planning, analyzing, and writing quantitative research studies. Prereq: graduate standing.
EDTE 585 Computer Systems for Educational Research (3 cr). Educational applications of microcomputer and mainframe data analysis. Two lec and 2 hrs of lab a wk.
EDTE 586 Advanced Planning and Design of Quantitative Educational Research (3 cr). Planning, analyzing, writing, and evaluating research studies appropriate for the dissertation; formulation of conceptual framework relative to analytical process; research designs and control of variables, and interpretation of data; preparation of research presentations and writing for publication. Prereq: EDTE 582, EDTE 585, Stat 401, or equiv.
EDTE 597 (s) Practicum (cr arr). Graded P/F. Prereq: perm.
EDTE 598 (s) Internship (cr arr). Currently offered in public school teaching and college teaching. Graded P/F. Prereq: perm.
EDTE 599 (s) Research (cr arr). Research not directly related to a thesis or dissertation. Prereq: perm.
EDTE 600 Doctoral Research and Dissertation (cr arr).
LibSc 400 (s) Seminar (cr arr).
LibSc 404 (s) Special Topics (cr arr).
LibSc C419 Computer Applications in Libraries (3 cr).
LibSc C420 Classification and Cataloging (4 cr).
LibSc C421 Acquisitions and Collection Development in Libraries (3 cr).
LibSc C422 Use of he School Library (2 cr).
LibSc C423 Introduction to Reference Work (3 cr).
LibSc C425 Organization and Management of Small Libraries (4 cr).
LibSc C427 Library and Media Center Practicum (1-3 cr).
LibSc 499 (s) Directed Study (cr arr).
Graduate programs can lead to certification for the elementary principalship and the secondary principalship. Both of these programs require a master's degree.
A program leading to certification as a superintendent of schools is also available. A specialist degree is required for certification in Idaho.
At the doctoral level, the Ed.D. and the Ph.D. are offered. These degrees are also offered in higher education.
Candidates must fulfill the requirements of the Graduate College and of the Department of Educational Administration. See part 2 for the general requirements applicable to each degree. Certification as an administrator in Idaho requires three years of classroom teaching experience.
Master of Science. General M.S. requirements apply.
Master of Education. General M.Ed. requirements apply.
Specialist in Educational Administration. This sixth-year program is designed to prepare students for administrative positions up to and including the superintendency. Candidates with master's degrees in fields other than administration may acquire a specialist degree while completing requirements for certification as a principal.
Doctor of Education and Doctor of Philosophy. The Ed.D. and Ph.D. programs are designed for persons who show promise in theory development and research, and who appear likely to provide instructional and/or administrative leadership. The programs aim to develop a comprehensive understanding of the field of education and the ability to identify and resolve pertinent problems in education. Persons interested in either degree with a concentration in educational administration or higher education are urged to confer with a member of the departmental faculty to discuss specific program options and requirements.
EdAd 500 Master's Research and Thesis (cr arr).
EdAd 501 (s) Seminar (cr arr). Prereq: perm.
EdAd 502 (s) Directed Study (cr arr). Prereq: perm.
EdAd 504 (s) Special Topics (cr arr). Prereq: perm.
EdAd 505 (s) Professional Development (cr arr). Professional development and enrichment of certificated school personnel. Cr earned will not be accepted toward grad degree programs, but may be used in a fifth-yr program.
EdAd WS507 Educational Statistics (4 cr). WSU EdPsych 508.
EdAd ID&WS509 Educational Administration (2-3 cr). WSU Ed Ad 580. Principles and problems of organization and administration of American education, including local, regional, and state systems.
EdAd 510 Strategic Planning for Educational Practitioners (3 cr). Specifics included in both the discipline and process of strategic planning: team building, internal and external scanning, vision development, generating belief statements and exit outcomes, writing the mission statement, developing strategies to achieve organizational objectives, and establishing action plans.
EdAd 511 Planning and Administering the Curriculum (3 cr). Management skills, concepts, and information needed to administer a district-wide curriculum; audits and other evaluations as part of the curriculum or program development cycle; duties and responsibilities of curriculum developers from a standpoint of several possible roles and assignments; criteria and basic concepts for an audit, including essential curriculum management components, alignment, quality control, standards, and data sources.
EdAd 521 Higher Education Administration and Governance (3 cr) (EdAd 595). Administration in colleges and universities; history, basic systems of governance in different states, internal organizational structure, finance, student services, faculty, academic programs, affirmative action, and university relations.
EdAd 522 Higher Education Community College Function, Philosophy, and Organization (3 cr). Overview of development of the community college in the U.S.; mission, role, philosophy, and organization of community colleges including comparative differences of junior colleges, universities, and other higher education institutions; exploration of curriculum and clientele of community colleges from historical, contemporary, and futures perspectives; emphasis on roles of community college administrators.
EdAd 523 Contemporary Issues in Higher Education (3 cr). Analysis of leading current issues in postsecondary education, including but not restricted to tenure, research/teaching, extended learning-outreach programs, admission, retention, graduation requirements, and student-faculty evaluations.
EdAd 524 History and Philosophy of Higher Education in the U.S. (3 cr). Exploration of history and philosophy of higher education from its origins to the present day; emphasis on trends and issues that have impacted higher education and contributed to its evolution.
EdAd 526 Student Services in Higher Education (3 cr). Overview of administration of, and issues within, student affairs divisions of colleges and universities; includes organizational structures, philosophical underpinnings, history, relationship to missions of universities and colleges, and relationship to other divisions within universities and colleges.
EdAd 527 Ethics and Law in Higher Education (3 cr). Comprehensive overview of salient legal issues that have a direct impact on postsecondary education; topics include judicial review process, agency/authority, labor relations/collective bargaining, Affirmative Action, Americans' Disability Act (ADA), accreditation, and the Land Grant university system.
EdAd 534 The Principalship (3 cr). Prepare students for assuming the role of elementary or secondary school principal; emphasis on skills reqd for confidence in the role of principal.
EdAd ID&WS535 School Finance (3 cr). WSU Ed Ad 585. Theory and application of financing schools; application to Idaho schools. Prereq: EdAd 509.
EdAd 540 Middle School Curriculum and Program Management (3 cr). Knowledge base about middle level educational programs, organizational patterns, instructional structures and practices; middle school and its essential characteristics; leadership roles of administrators, teachers, and counselors in middle school; future trends in middle level education.
EdAd 541 School Administrative Technology Applications (2-3 cr). Potential and practicing school administrators will evaluate and analyze the increased efficiency and effectiveness of utilizing school administrative and instructional technology; knowledge of appropriate and efficient applications of the following: student scheduling; transportation scheduling and routing; school financial, personnel, payroll, accounting, and student records; curriculum management; student assessment analysis; electronic mail for both building and district systems; networking; evaluation of educational software; media center, electronic systems, and other technological applications to administrative functions.
EdAd 586 Advanced School Finance (3 cr). Economic principles to provide insights into practical matters relating to school finance for principals, teachers, business managers, and other school officials; issues of educational productivity, allocation of resources, efficiency, equity, and liberty; review of basic accounting principles and requirements applying to both district and building levels. Prereq: EdAd 535.
EdAd 587 The Superintendency (3 cr). Prepare students for assuming the role of superintendent of schools; emphasis on research-based role expectation and practical guidelines for superintendent behavior.
EdAd 588 Critique of Research (2 cr). Research design and methods applicable to the dissertation; dissertation content, format, and style; primarily for educational administration doctoral students who have completed most of their course work; emphasis on review of educational administration doctoral dissertations and peer-reviewed literature. Prereq: Stat 251 or equiv, Ed 582 or equiv, enrollment in a doctoral preparation program, or perm.
EdAd 589 Critical Thinking (2 cr). Same as AdEd 589. For individuals curious about the thinking process; a variety of ways to learn about Vertical Thinking and Lateral Thinking; emphasis on practice using Lateral Thinking skills.
EdAd 590 Personnel Supervision and Evaluation (3 cr). Designed to prepare administrators and others charged with employee supervision and evaluation to help improve school programs through effective supervision and evaluation of non-certificated and certificated personnel; total school improvement through effective hiring practices, staff development, coaching, teaming, providing employee performance feedback, and shared decision making practices; a variety of interpersonal, observational, and evaluative techniques are studied and practiced; emphasis on ongoing quality improvement for all personnel as well as intervention strategies for dealing with low performing staff members.
EdAd 591 Administration of Personnel (3 cr). Selection, placement, and evaluation of teachers and administrators; salary schedules; school policies; teacher organizations and related matters.
EdAd 592 School-Community Relations (3 cr). Interpreting the schools to the public, two-way flow of ideas between school and community.
EdAd 593 School Facilities Planning and Maintenance (3 cr). Planning new school facilities; facility maintenance; legal provisions involving financing; preliminary surveys of need; relationships with architects and contractors.
EdAd 594 Theory in Educational Administration (3 cr). Theories from psychology, sociology, and cultural points of view applied to school administration; problem solving/decision making; case study approach. Prereq: EdAd 509.
EdAd 596 Collective Negotiations for Teachers (3 cr). Collective negotiations in public education; recognition of bargaining agent; appropriate unit; unit determination; representation and recognition procedures; scope and process of negotiations; bargaining and impasse procedures; collective agreements; impact of collective negotiations.
EdAd 598 (s) Internship (cr arr). Interns assigned for two semesters to practicing administrators in elementary or secondary schools or in district offices or in appropriate offices in higher education. Graded P/F. Prereq: substantial completion of certification program.
EdAd 599 (s) Research (cr arr). Research not directly related to a thesis or dissertation. Prereq: perm.
EdAd 600 Doctoral Research and Dissertation (cr arr).
Candidates must fulfill the requirements of the Graduate College and of the Department of Special Education. See part 2 for the general requirements applicable to each degree.
Master of Science. General M.S. requirements apply.
Master of Education. General M.Ed. requirements apply.
Specialist. See the requirements for professional certificates under the Division of Teacher Education in this catalog section.
Doctor of Education and Doctor of Philosophy. The Ed.D. and Ph.D. program in education is offered in special education. Students interested in doctoral study should apply to the College of Education and contact the department for specific program information and requirements.
EDSP 377 Curriculum Development for Students with Disabilities (3 cr).
EDSP 378 Provision of Special Education (3 cr).
EDSP 390 (s) Special Education/Field Experience (1-3 cr, max 3).
EDSP 400 (s) Seminar (cr arr).
EDSP 403 (s) Workshop (cr arr).
EDSP 404 (s) Special Topics (cr arr).
EDSP 410 Classrooms for Educating All Students (2 cr).
EDSP 421 Family and Community Involvement in Education of Exceptional Individuals (3 cr).
EDSP 425 Evaluation of Children and Youth (3 cr).
EDSP 450 Students with Behavior Disorders (3 cr).
EDSP 477 Generating Curricula: Inclusive Classrooms (3 cr).
EDSP 480 Practicum (7 or 14 cr).
EDSP 487 Language and Communication Theory and Practice (3 cr).
EDSP 499 (s) Directed Study (cr arr).
EDSP 500 Master's Research and Thesis (cr arr).
EDSP 501 (s) Seminar (cr arr). Prereq: perm.
EDSP 502 (s) Directed Study (cr arr). Prereq: perm.
EDSP 503 (s) Workshop (cr arr). Prereq: perm.
EDSP 504 (s) Special Topics (cr arr). Prereq: perm.
EDSP J505/J405 (s) Professional Development (cr arr). Professional development and enrichment of certificated school personnel. Cr earned will not be accepted toward grad degree programs, but may be used in a fifth-yr program. Additional projects/assignments reqd for grad cr.
EDSP 522 Advanced Evaluation Techniques (3 cr). Models and trends in assessment for early childhood, elementary, and adolescent students who have disabilities; legal and cultural issues.
EDSP 540 Behavioral Analysis for Children and Youth (3 cr). Relationship between learning theory and instruction; principles of behavior analysis; procedures for teaching academic, social, and occupational skills; applied research techniques; ethical, legal, and cultural issues.
EDSP 541 Special Education Trends and Issues (3 cr). Current problems and issues in education of exceptional individuals; alternative solutions to those problems; research bearing on problems and solutions; may include broader social issues in addition to education.
EDSP 542 Families: Issues of Disability and Culture (3 cr). Issues of families and individuals with disabilities; theories and strategies for forming partnerships with families across curricula, assessment, vocational, residential, and related areas; strategies for working with various cultural perspectives; legal issues.
EDSP 543 Physical and Medical Issues (3 cr). Legal and other issues; implications of physical and medical conditions; models for coordination of services provided in instructional settings; includes field component.
EDSP 548 Special Education Curriculum (3 cr). Theories of curriculum; models of teaching, instructional strategies, evaluation of student progress and service delivery; issues and trends in special education.
EDSP 549 Language, Communication, and Social/Emotional Enhancement (3 cr). Review of theory and research findings, discussion of current issues, intervention programs and strategies, legal mandates and cultural factors; includes a field component.
EDSP 550 Alternative and Augmentative Communication Strategies for Persons with Moderate or Severe Disabilities (3 cr). A process for decision making, models for assessment, assessment strategies, and implementation steps for designing an alternative or augmentative communication system.
EDSP 560 Early Childhood Development and Assessment (3 cr). Overview of development of young children; emphasis on a review of ethical/legal issues and methods and tools for evaluation and assessment, including process of developing an IFSP or IEP with functional goals.
EDSP 561 Early Childhood Special Education Instruction (3 cr). Overview of instructional strategies and methods for teaching young children with disabilities in natural settings with age appropriate peers; emphasis on strategies for adapting the environment, schedule, and teaching methods to promote inclusion for young children; the link between curriculum and assessment is reviewed and expanded.
EDSP 562 Collaboration and Teaming (3 cr). Overview and specific application of teaming practices that promote collaboration among disciplines and across agencies and settings serving persons with disabilities; interagency agreements, strategic planning for system change to promote collaboration, and methods for evaluating success.
EDSP 577 Generating Curricula: Issues and Strategies for Inclusive Classrooms (3 cr). Philosophic issues, reform agendas and legal precedents guiding curriculum, ecological model for assessment, instructional strategies, and curricula integrated with developmental and academic perspectives; staffing strategies, family-school partnerships, administrative issues. Coreq: EDSP 597 (Practicum: Low Incidence).
EDSP 580 Consulting Teacher (3 cr). Emphasis on models of consultation; role and responsibility of positions; skills necessary to establish productive, collaborative relationships with school personnel; systems change theory.
EDSP 582 Administration of Special Education (3 cr). Overview of administration of special education including legal issues, leadership skills, systems change theory, management of personnel, budget, and effective use of human and fiscal resources.
EDSP 597 (s) Practicum (cr arr). Prereq: perm.
EDSP 598 (s) Internship (cr arr). Supervised field experience in an appropriate public or private agency. Graded P/F. Prereq: perm.
EDSP 599 (s) Research (cr arr). Research not directly related to a thesis or dissertation. Prereq: perm.
EDSP 600 Doctoral Research and Dissertation (cr arr).
The Department of Theatre Arts offers professional graduate training in both performance and production areas. Normal admission requirements include a 3.0 GPA, a statement of goals or intent, three letters of recommendation, and a portfolio of design work or a four-six minute audition tape. Opportunities to design, perform, and direct departmental productions are ample and are considered to be an integral part of students' theatre training.
The Master of Fine Arts degree at the University of Idaho is a rigorous three-year, 60-72 hour degree designed for talented students wishing to prepare themselves for a career in the professional theatre. Degree tracks in areas of design, directing, performance and technical production are built around specific curriculum categories and individual courses are selected by the candidate in consultation with his or her major professor. Student progress in monitored by portfolio review or performance jury each semester. Exit procedures from the program include a creative project and comprehensive exam.
Candidates must fulfill the general requirements of the Graduate College and a minimum of 60 credits from the course groupings listed below:
STUDIO AREA--12-16 credits. A minimum of 12 credits are taken in course work directly related to an area of specialization. The studio area of study is individualized to the candidate's specific needs and areas of weakness. Candidates will enroll in M.F.A. Studio each semester of residence excluding summers.
RELATED STUDIO AREA--9-12 credits. A minimum of 9 credits are taken in a related studio area which generally pertains directly to the candidate's area of specialization.
CRAFT AREA--8-12 credits. A minimum of 8 credits are taken in courses to develop specific skills associated with the studio area.
HISTORY/LITERATURE/CRITICISM--9-12 credits. A minimum of 9 credits are taken in history or literature courses which relate directly to the studio area. Courses taken to fulfill this requirement might include dramatic literature, social history, art history, architectural history, and theatre history.
INTERNSHIP--12 credits. A maximum of 12 credits of ThA 598, Internship, are taken to augment course work with professional experiences with professional regional theatres in the area.
MFA JURY/PORTFOLIO REVIEW--6 credits. A minimum of 6 credits of ThA 515, MFA Jury/Portfolio Review, must be completed with a grade of B or better before the awarding of the degree. A maximum of 1 credit of ThA 515 may be taken each semester.
M.F.A. EXIT PROCEDURES--3 credits. Exit procedures vary with the area of specialization. In each case the exit procedure revolves around a thesis project or exam completed sometime in the last two semesters of residence. Projects are designed in consultation with the candidate's graduate committee. Candidates must enroll in ThA 596, M.F.A. Exit Project, during the semester the project is undertaken.
ThA 305 Methods in Characterization (3-4 cr).
ThA 306 Advanced Acting (3-4 cr).
ThA 320 Theatre Management (2 cr).
ThA 350 Performance Lab III (2 cr, max arr).
ThA 361 Technical Production (3 cr).
ThA 362 Costume Design I (3 cr).
ThA 371 Play Analysis (3 cr).
ThA 373 Stage Lighting (3 cr).
ThA 390 (s) Theatre Practice II (cr arr).
ThA 395 Summer Theatre II (2-8 cr, max 8).
ThA 400 (s) Seminar (cr arr).
ThA 403 (s) Workshop (cr arr).
ThA 404 (s) Special Topics (cr arr).
ThA 405 Individual Instruction in Performance (cr arr).
ThA 406 Individual Instruction in Production (cr arr).
ThA 463 Costume Construction (3 cr).
ThA 464 Scenographic Techniques (3 cr).
ThA 465 Advanced Scene Design (3 cr).
ThA 498 (s) Internship (cr arr).
ThA 499 (s) Directed Study (cr arr).
ThA 500 Master's Research and Thesis (cr arr).
ThA 501 (s) Seminar (cr arr). Prereq: perm.
ThA 502 (s) Directed Study (cr arr). Prereq: perm.
ThA 503 (s) Workshop (cr arr). Prereq: perm.
ThA 504 (s) Special Topics (cr arr). Prereq: perm.
ThA J507/J407 Acting Shakespeare (3-4 cr). Alt/yrs. Shakespearean texts; emphasis on interpreting and performing conventions of his prose and verse plays, as well as a study of the world view of Elizabethan England. Additional projects/assignments reqd for grad cr. Includes one lab a wk when taken for 4 cr.
ThA J508/J408 Styles of Acting (3-4 cr). Alt/yrs. Study and performance of acting styles based on cultural backgrounds, manners, and customs of a period; selected historical and 20th century styles; continued work in acting Shakespeare. Additional projects/assignments reqd for grad cr. Includes one lab a wk when taken for 4 cr.
ThA 509 Summer Theatre III (2-8 cr, max 8). Theatre production, including public presentation of several plays; emphasis on responsibilities of the grad student including assisting the director, serving as crewhead, and acting. Prereq: 20 cr in the theatre arts and perm of dept.
ThA J510/J410 Costume Design II (3 cr, max 12). Emphasis on developing characterization, stylization, and fabric choice; explore advanced rendering techniques; continuation of portfolio development. Additional projects/assignments reqd for grad cr. Prereq: ThA 362 or perm.
ThA 511 (s) MFA Acting Studio (2 cr, max 18). Advanced individual study in performance.
ThA 512 (s) MFA Directing Studio (2 cr, max 18). Advanced individual study in directing, including work in staging, styles, and interpretation.
ThA 513 (s) MFA Design Studio (2 cr, max 18). Advanced individual study in all areas of theatrical design with emphasis on portfolio development. One lec and 2 hrs of lab a wk.
ThA 514 (s) MFA Production Studio (2 cr, max 18). Advanced individual study in all areas of technical theatre production and management with emphasis on portfolio development. One lec and 2 hrs of lab a wk.
ThA 515 MFA Jury/Portfolio Review (1 cr, max arr). Preparation and evaluation of performance monologues and design portfolios. Coreq: MFA studio courses.
ThA 520 Advanced Directing (3 cr). Techniques and styles of major 20th-century directors; work in directing genres of tragedy, drama, melodrama, comedy, and the absurd.
ThA 522 Directing the Period Play (3 cr). Interpretation and staging of classical texts in major dramatic periods; social and cultural view of each period.
ThA 535 Production Design (3 cr, max 12). Design responsibility for a mainstage production. Prereq: perm of dept.
ThA J567-J568/J467-J468 The Theatre (3 cr). Alt/yrs. Survey of European and American theatres, dramatists, and actors from the Greeks to Ibsen. Additional projects/assignments reqd for grad cr.
ThA J569/J469 Modern Theatre (3 cr). History of the movements, personalities, and representative plays of the modern theatre from Ibsen, Strindberg, and Chekhov through Pirandello to 1930. Additional projects/assignments reqd for grad cr.
ThA J571-J572/J471-J472 Directing (3 cr). ThA J471/J571: preparation of a play from casting to performance. ThA J472/J572: staging and interpretation of a play; developing a production concept; coaching actors. Additional projects/assignments reqd for grad cr. Prereq: ThA 371 or perm of dept.
ThA J584/J484 Advanced Stage Lighting (3 cr). Advanced lighting design theories and practice through design of assorted productions in realistic drama, dance, arena, thrust, and mystical theatre. Additional projects/assignments reqd for grad cr. Prereq: ThA 373 or perm.
ThA 596 MFA Exit Project (3 cr). Culminating creative project for MFA candidates. Prereq: perm of dept.
ThA 597 (s) Practicum (cr arr). Prereq: perm.
ThA 598 (s) Internship (cr arr). Prereq: perm.
ThA 599 (s) Research (cr arr). Research not directly related to a thesis or dissertation. Prereq: perm.