2017-2018 Graduate Bulletin

Teaching and Learning Sciences

Office: Katherine A. Ruffatto Hall, 110
Mail Code: 1999 E. Evans Avenue, Denver, CO 80208
Phone: 303-871-2509
Email: mce@du.edu
Web Site: morgridge.du.edu/programs/

Doctor of Philosophy in Child, Family, and School Psychology

The CFSP PhD degree – School Psychology (PhD-SP) prepares professionals in all aspects of doctoral-level school psychology services. All graduates are eligible for a Colorado Department of Education license in School Psychology and the National Association of School Psychologist’s National Certification (NCSP) after the successful completion of all coursework and passing the Praxis II/National Association of School Psychology licensing exam. PhD-SP students are required to pass comprehensive examinations and to complete a dissertation.

Program Accreditation

This degree is fully approved by the National Association of School Psychologists (NASP).

Doctor of Philosophy in Child, Family, and School Psychology - Pathway for EDS Professionals

The CFSP PhD - Pathway for EdS Professionals is a unique PhD program designed for EdS professionals who wish to deepen their expertise in the dynamic field of education and school psychology. This degree program meets the needs of experienced professionals and recent graduates with an Educational Specialist (EdS) from a National Association of School Psychologists (NASP) approved program interested in enhancing their careers through the development of applied research and leadership skills. It is intended to link professional knowledge and research with the world of practice in a chosen specialty area of study. Students take a flexible array of advanced courses in child and family studies, family and systems service delivery, organizational management, research and program evaluation and policy development that are designed to develop expertise matched to individual interests and proficiency.

Doctor of Philosophy in Curriculum and Instruction

PhD students take a wide range of courses in the areas of curriculum, instruction, foundations, diversity and research. The PhD is particularly well suited for students interested in becoming higher education faculty in schools and colleges of education. Dissertation topics cover a broad assortment of theoretical and practical topics in schools or associated institutions or community groups. Additionally, students are encouraged to consider enrolling in courses in other academic units in the Morgridge College of Education and throughout the University in order to enhance or expand their educational experience. There are specializations in three areas: Curriculum Studies, Gifted Education, Mathematics Education, and Special Education.

Doctor of Education in Curriculum and Instruction 

The EdD in Curriculum and Instruction is designed to prepare educational practitioners as experts of curriculum and instruction, capable of engaging in problems and challenges in a variety of education institutions and contexts particularly at the school or district level. The aim of this program is to produce graduates who are leaders and innovators in education (broadly defined), equipped with cutting-edge applied research skills, creative educational visions based on established academic disciplines, moral imagination, curricular expertise and commitments to issues of equity and social responsibility. There are specializations in three areas: Curriculum Studies, Gifted Education, Mathematics Education, and Special Education.

Educational Specialist Degree in Child, Family and School Psychology with a Concentration in School Psychology

The CFSP Educational Specialist degree – School Psychology Generalist (EdS-G) prepares professionals in all aspects of School Psychology services to work with children and families from birth to age 21 in school or community settings. All graduates of the EdS program are eligible for a Colorado Department of Education license in School Psychology and the National Association of School Psychologist’s National Certification (NCSP) after the successful completion of all coursework and passing the Praxis II/National Association of School Psychology licensing exam.

Program Accreditation

The Ed.S. degree is fully approved by the National Association of School Psychologists (NASP).

Educational Specialist Degree in Child, Family, and School Psychology with a Concentration in Early Childhood School Psychology

The CFSP Educational Specialist degree – School Psychology with Early Childhood Concentration (EdS-EC) prepares professionals in all aspects of School Psychology services to work with children and families from birth to age 21. This degree requires an additional 12 hours of integrated core and practical coursework, beyond that required for the EdS- Generalist degree. All graduates of the EdS program are eligible for a Colorado Department of Education license in School Psychology and the National Association of School Psychologist’s National Certification (NCSP) after the successful completion of all coursework and passing the Praxis II/National Association of School Psychology licensing exam.

Program Accreditation

The Ed.S. degree is fully approved by the National Association of School Psychologists (NASP).

Master of Arts in Child, Family, and School Psychology

The CFSP Master’s (MA) degree prepares students interested in working in community agencies or educational settings that emphasize policy as it relates to direct service to young children and families. Licensure as a school psychologist is not available with the MA in CFSP degree. The MA courses are aligned with the CFSP School Psychology Doctoral degree and prepare students for further study.

Master of Arts in Curriculum and Instruction

This degree program is designed with the individual student’s background and career goals in mind. Most students prepare for traditional and non-traditional positions in education that require planning, consulting, research, curriculum development, evaluation and policy-making. Instructional coaching is established in a profession that is increasingly gaining national attention. Many school districts across the US, including several in Colorado, are implementing instructional coaching as a component of transformative school reform.

Master of Arts in Curriculum and Instruction with a Concentration in Teacher Education Program-Elementary/Secondary/K-12

The Teacher Education Program concentrations offer an intensive, integrated, professional preparation experience. The program is structured similar to clinical preparation models where course work and field experiences are purposeful, connected, gradual, and cumulative. Program features such as small class sizes, built-in peer support, high academic standards, and a year-long residency in closely supervised field experiences in linguistically and culturally diverse settings promote student success in mastering the competencies of an effective teacher. Apprentice teachers can complete this program in one year (52 credits), earning both a teaching licensure and a master's degree.

Apprentice teachers are required to complete 840 hours of field experience in diverse public school classrooms. Apprentice teachers are required to be at their fieldwork site three days a week during fall and winter quarters and four-five days a week in the spring quarter. A gradual release of responsibility leads to solo teaching throughout the year-long residency.

The mission of the University of Denver Morgridge College of Education (MCE) Teacher Education Program (TEP) concentrations is to provide an extensive, integrated, professional experience that supports apprentice teachers in developing the dispositions, knowledge, and skills of an effective teacher of diverse learners in under-served K-12 schools. Ultimately, effective teachers engage, plan, teach, and lead to promote the growth and development of all learners, and they take an active role in their own professional development.

Dual Undergraduate-Graduate Program in Teacher Education

The Dual Undergraduate-Graduate Degree program in Teacher Education concentration is an approved program in which a University of Denver undergraduate student begins taking classes toward a teaching license and a graduate degree program prior to earning a baccalaureate degree. Both degrees must be earned within five years of matriculation into the undergraduate degree program. Dual degree students in the program take nine hours of graduate course work in their senior year (all nine hours double-count as undergraduate and graduate level course work). The nine hours of MCE course work can be spread across the fall, winter, or spring quarter; or stacked into one or two quarters. Dual degree students should initiate the admissions process in the winter of their junior year. 

Program Authorization and Accreditation

The program is authorized by the Colorado Department of Education (CDE) and currently a candidate for initial accreditation review by the Council for Accreditation of Education Preparation (CAEP).

Master of Arts in Curriculum and Instruction with a Concentration in Urban Education

The Master of Arts in Curriculum and Instruction with a concentration in Urban Education, Denver Teacher Residency (DTR) is an innovative, hands-on teacher preparation program designed to cultivate and support exceptional teachers in high-needs schools within Denver Public Schools (DPS). DTR leads DPS efforts to recruit, prepare and retain high-quality urban educators to effectively meet the diverse needs of each student, improve academic achievement, and serve as leaders in Denver’s schools, district and community.

The Denver Teacher Residency’s progressive approach to recruitment and training reflects the diverse ethnic, racial, socioeconomic and linguistic needs of DPS’ learning community. DTR residents are paired with mentor teachers in classrooms serving a variety of high needs, including Elementary English Language Acquisition (English and Spanish), Special Education, Secondary Mathematics or Secondary Science. This hands-on approach to teacher training and certification prepares you to meet the linguistic, communication and special learning needs found in any DPS classroom.

Graduation Requirements: The 52 quarter credit hour program includes a residency requirement in Denver Public Schools in elementary or secondary contexts. Upon successful completion of coursework, you will be eligible to apply for an initial Colorado teaching license (you must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE).

Approximate Completion Time: 12 months or four quarters (begins in the summer quarter with completion in the following spring quarter). At the end of the program, you will become eligible to apply for an initial Colorado teaching license (students must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE).

Master of Arts in Early Childhood Special Education

The master’s degree in Early Childhood Special Education (EC SPED) is a four quarter (one to two year) program that focuses on expanding opportunities for specialized work with young children, youth, and families in school and community settings. It also is a pipeline to licensure and non-licensure degrees including a doctoral degree. Students in the M.A. in EC SPED degree program develop the knowledge and practical skills needed to work successfully within the early childhood school and community agencies that serve the birth to eight-years-old age group.

Our goal is to prepare highly competent, collaborative, ethical, and self-reflective Early Childhood Special Education Specialists who will serve young children with special needs and their families in schools, districts, and in community organizations. This program will facilitate your training and development as a scientist-practitioner who can solve problems and share decision-making with others to optimize social-emotional, cognitive, academic, and behavioral outcomes for children from birth to age eight with special needs, and their families.

Certificate in Curriculum and Instruction with a Concentration in the Teacher Education Program - Elementary/Secondary/K-12

The Teacher Education Program concentrations offer an intensive, integrated, professional preparation experience. The program is structured similar to clinical preparation models where course work and field experiences are purposeful, connected, gradual, and cumulative. Program features such as small class sizes, built-in peer support, high academic standards, and a year-long residency in closely supervised field experiences in linguistically and culturally diverse settings promote student success in mastering the competencies of an effective teacher. Upon completion of the certificate program (43 credits, four quarters) the student will be eligible to apply for teacher licensure through the Colorado Department of Education.

Apprentice teachers are required to complete 840 hours of field experience in diverse public school classrooms. Apprentice teachers are required to be at their fieldwork site three days a week during fall and winter quarters and four-five days a week in the spring quarter. A gradual release of responsibility leads to solo teaching throughout the year-long residency.

The mission of the University of Denver Morgridge College of Education (MCE) Teacher Education Program (TEP) concentrations is to provide an extensive, integrated, professional experience that supports apprentice teachers in developing the dispositions, knowledge, and skills of an effective teacher of diverse learners in under-served K-12 schools. Ultimately, effective teachers engage, plan, teach, and lead to promote the growth and development of all learners, and they take an active role in their own professional development.

Program Authorization and Accreditation

The program is authorized by the Colorado Department of Education (CDE) and currently a candidate for initial accreditation review by the Council for Accreditation of Education Preparation (CAEP).

Certificate in Early Childhood Special Education

The Early Childhood Special Education Certificate is a 24-credit hour program that is aligned with the Masters of Arts in Early Childhood Special Education. As with the MA ECSE program, the candidates in the ECSE Certificate program are required to complete 600 hours of practicum over three age-levels (infant-toddler, preschool, school-age), pass the PLACE ECSE test or Praxis II, and apply to the state for the Early Childhood Special Education Specialist Endorsement. 

Certificate in Gifted Core Education

The Certificate in Gifted Core Education seeks to prepare students to become gifted education educators and be eligible for the Colorado Department of Education endorsement, Core Gifted Education.

Certificate For Special Education Generalist

The Certificate for Special Education Generalist focuses on expanded learning opportunities for students interested in specialized work with children (5-21 years) with developmental delays and disabilities. Students in the SEG certificate program will develop knowledge and practical skills needed to work successfully with special education programs in public schools, private schools, and community agencies that serve families with children with developmental delays, disabilities, or have at-risk characteristics and qualities.

Doctor of Philosophy in Child, Family, and School Psychology WITH A CONCENTRATION IN School Psychology

 Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
    • ​Program Minimum GPA Requirements: The minimum undergraduate GPA for admission consideration for the Child, Family, and School Psychology program is a cumulative 2.7 on a 4.0 scale.
  • Transcripts: One official transcript from each post-secondary institution.
  • Master's degree
  • GRE: The Graduate Record Examination (GRE) is required. Scores must be received directly from the appropriate testing agency by the deadline. The institution code for the University of Denver is 4842. 
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: 1.) Personal, educational, research and employment experiences that have shaped your desire to pursue a career in school psychology. 2.) Professional goals and rationale for pursuing this degree. 3.) Research interests and specific alignment with faculty who share similar interests.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

DOCTOR OF PHILOSOPHY IN CHILD, FAMILY, AND SCHOOL PSYCHOLOGY WITH A CONCENTRATION IN SCHOOL PSYCHOLOGY (PATHWAY FOR EDS PROFESSIONALS PROGRAM)

 Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
    • Program Minimum GPA Requirements: The minimum undergraduate GPA for admission consideration for the Child, Family, and School Psychology program is a cumulative 2.7 on a 4.0 scale.
  • Transcripts: One official transcript from each post-secondary institution.
  • Master's degree
  • GRE: The Graduate Record Examination (GRE) is required. Scores must be received directly from the appropriate testing agency by the deadline. The institution code for the University of Denver is 4842. 
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: 1.) Personal, educational, research and employment experiences that have shaped your desire to pursue a career in school psychology. 2.) Professional goals and rationale for pursuing this degree. 3.) Research interests and specific alignment with faculty who share similar interests.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.
  • Prerequisites: Applicants must have the following minimum qualifications to be considered for admission: (1) Current NCSP or Colorado license in School Psychology, and (2) an EdS degree earned from NASP-approved program.
  • Other Requirements: Other requirements for the PhD for EdS professionals program are: (1) an employer/supervisor evaluation, (2) an in-service or training presentation and (3) a case study in NASP format.
  • Please Note: Please note that the employer/supervisor evaluation must be submitted directly to the University of Denver from the evaluator.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

DOCTOR OF PHILOSOPHY IN CURRICULUM AND INSTRUCTION

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements:
    • Applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.
    • The minimum undergraduate GPA for admission consideration for graduate study at the University of Denver is a cumulative 2.5 on a 4.0 scale or a 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree. An earned master’s degree or higher from a regionally accredited institution supersedes the minimum standards for the baccalaureate. For applicants with graduate coursework but who have not earned a master’s degree or higher, the GPA from the graduate work may be used to meet the requirement. The minimum GPA is a cumulative 3.0 on a 4.0 scale for all graduate coursework undertaken.
  • Transcripts: One official transcript from each post-secondary institution.
  • Master's degree
  • GRE: The Graduate Record Examination (GRE) is required. Scores must be received directly from the appropriate testing agency by the deadline. The institution code for the University of Denver is 4842.
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: (1) Personal, educational, and employment experiences that have shaped your desire for advanced study. (2) Professional objectives and how you arrived at them. (3) What you hope to obtain from your chosen area of focus and how you intend to apply it professionally. (4) Please cite a faculty member you would be interested in working with and why.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

DOCTOR OF EDUCATION IN CURRICULUM & INSTRUCTION

 Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Master's degree
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: (1) Personal, educational, and employment experiences that have shaped your desire for advanced study. (2) Professional objectives and how you arrived at them. (3) What you hope to obtain from your chosen area of focus and how you intend to apply it professionally. 4.) A practical problem of practice that you are interested in exploring in greater detail.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

EDUCATION SPECIALIST DEGREE IN CHILD, FAMILY, AND SCHOOL PSYCHOLOGY with a Concentration in School Psychology or Early Childhood School Psychology

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
    • Program Minimum GPA Requirements: The minimum undergraduate GPA for admission consideration for the Child, Family, and School Psychology program is a cumulative 2.7 on a 4.0 scale.
  • Transcripts: One official transcript from each post-secondary institution.
  • GRE: The Graduate Record Examination (GRE) is required. Scores must be received directly from the appropriate testing agency by the deadline. The institution code for the University of Denver is 4842. 
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: 1.) Personal, educational, and employment experiences that have shaped your desire to pursue a career in school psychology. 2.) Professional goals and rationale for pursuing this degree.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

 MASTERS OF ARTS IN CHILD, FAMILY, AND SCHOOL PSYCHOLOGY

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
    • Program Minimum GPA Requirements: The minimum undergraduate GPA for admission consideration for the Child, Family, and School Psychology program is a cumulative 2.7 on a 4.0 scale.
  • Transcripts: One official transcript from each post-secondary institution.
  • GRE: The Graduate Record Examination (GRE) is required. Scores must be received directly from the appropriate testing agency by the deadline. The institution code for the University of Denver is 4842. 
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: 1.) Personal, educational, research and employment experiences that have shaped your desire to pursue a career in school psychology. 2.) Professional goals and rationale for pursuing this degree. 3.) Research interests and specific alignment with faculty who share similar interests.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

MASTER OF ARTS IN CURRICULUM AND INSTRUCTION 

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: (1) Personal, educational, and employment experiences that have shaped your desire for advanced study. (2) Professional objectives and how you arrived at them. (3) What you hope to obtain from your chosen area of focus and how you intend to apply it professionally.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

MASTER OF ARTS and CERTIFICATE IN CURRICULUM, INSTRUCTION, & TEACHING WITH CONCENTRATION IN TEACHER EDUCATION PROGRAM - Elementary, K-12, and SECONDARY

Application Deadlines

  • Summer 2017 Priority Submission Deadline 1: January 16, 2017
  • Summer 2017 Priority Submission Deadline 2: March 15, 2017
  • Summer 2017 Final Submission Deadline: June 23, 2017
  • Summer 2017 Deadline for Applicants Educated Outside the U.S.: May 8, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: One (1) letter of recommendation is required. Letters should be submitted by recommenders through the online application.
  • Essay: Four (4) essay questions are provided on the online application. Please answer the questions in the text box provided.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.
  • Please Note: Please see the Morgridge College of Education's application checklist (http://morgridge.du.edu/wp-content/uploads/2016/07/TEP-MA.pdf) for additional materials that are submitted separately from the application prior to beginning the program.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

MASTER OF ARTS IN CURRICULUM, INSTRUCTION , & TEACHING WITH CONCENTRATION IN DENVER TEACHER RESIDENCY - URBAN EDUCATION

Application Deadlines

  • Summer 2017 Priority Submission Deadline 1: October 3, 2016
  • Summer 2017 Priority Submission Deadline 2: January 25, 2017
  • Summer 2017 Priority Submission Deadline 3: March 19, 2017
  • Summer 2017 Final Submission Deadline: June 23, 2017
  • Summer 2017 Deadline for Applicants Educated Outside the U.S.: May 8, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: One (1) letter of recommendation is required. Letters should be submitted by recommenders through the online application.
  • Essay: Three (3) essay questions are provided on the online application. Please answer the questions in the text box provided.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.
  • Please Note: Please see the Morgridge College of Education's application checklist (http://morgridge.du.edu/wp-content/uploads/2016/07/DTR-MA.pdf) for additional materials that are submitted separately from the application prior to beginning the program.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

MASTER OF ARTS IN EARLY CHILDHOOD SPECIAL EDUCATION 

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 15, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximately 2-3 pages, typed and double-spaced. Please discuss the following in your statement: (1) Personal, educational, and employment experiences that have shaped your desire for advanced study. (2) Professional objectives and how you arrived at them. (3) What you hope to obtain from your chosen area of focus and how you intend to apply it professionally.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

CERTIFICATE IN CURRICULUM AND INSTRUCTION WITH A CONCENTRATION IN TEACHER EDUCATION PROGRAM - ELEMENTARY, K-12, AND SECONDARY

Application Deadlines

  • Summer 2017 Priority Submission Deadline 1: January 16, 2017
  • Summer 2017 Priority Submission Deadline 2: March 15, 2017
  • Summer 2017 Final Submission Deadline: June 23, 2017
  • Summer 2017 Deadline for Applicants Educated Outside the U.S.: May 8, 2017

Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: One (1) letter of recommendation is required. Letters should be submitted by recommenders through the online application.
  • Essay: Four (4) essay questions are provided on the online application. Please answer the questions in the text box provided.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.
  • Please Note: Please see the Morgridge College of Education's application checklist (http://morgridge.du.edu/wp-content/uploads/2016/07/TEP-MA.pdf) for additional materials that are submitted separately from the application prior to beginning the program.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

CERTIFICATE IN EARLY CHILDHOOD SPECIAL EDUCATION 

Application Deadlines

  • Fall 2017 Priority Submission Deadline 1: December 1, 2016
  • Fall 2017 Priority Submission Deadline 2: January 16, 2017
  • Fall 2017 Final Submission Deadline: September 1, 2017
  • Fall 2017 Deadline for Applicants Educated Outside the U.S.: July 31, 2017

 Admission Requirements

  • Online admission application
  • $65.00 Application Fee
  • University Minimum Degree and GPA Requirements
  • Transcripts: One official transcript from each post-secondary institution.
  • Letters of Recommendation: Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
  • Personal Statement: Each applicant must submit a statement of professional goals; the statement should be approximatesly 2-3 pages, typed and double-spaced.
  • Résumé: The résumé (or C.V.) should include work experience, research, and/or volunteer work.
  • Prerequisites: Applicants must have Colorado Teaching Licensure prior to beginning the program.

Additional Standards for Non-Native English Speakers

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) or Cambridge English: Advanced (CAE) are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. The minimum TOEFL/IELTS/CAE test score requirements for the degree program are:

  • Minimum TOEFL Score (paper-based test): 550
  • Minimum TOEFL Score (internet-based test): 80
  • Minimum IELTS Score: 6.0
  • Minimum CAE Score: 169
  • English Conditional Admission Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the English Conditional Admission (ECA) policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Additional Standards for International Applicants

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Financial Aid

There are many different options available to finance your education. Most University of Denver graduate students are granted some type of financial support. Our Office of Financial Aid is committed to helping you explore your options.

Doctor of Philosophy in Child, Family, and School Psychology with a Concentration in School Psychology

Degree Requirements

Coursework Requirements

Developmental and Psychological Foundations17 credits
CFSP 4310Early Childhood Development3
CFSP 4304Diversity in School and Community Settings3
CFSP 4312Learning Theories & Behavioral Analysis 3
CFSP 4311Child and Adolescent Development3
CNP 4645Lifespan Development (Lifespan Development)5
Research, Measurement, Program Evaluation and Technology26 credits minimum
RMS 4951Mixed Method Research Design4
RMS 4930Empirical Research Methods3
RMS 4910Introductory Statistics5
Research Courses: Intermediate Level9 credits
Choose at least 9 credits from the approved list of Intermediate Level RMS courses.
RMS 4911Correlation and Regression4
RMS 4912Analysis of Variance5
RMS 4922Item Response Theory3
RMS 4932Meta-Analysis Social Science Research3
RMS 4942Qualitative Data Collection and Analysis4
RMS 4944Action Research3
RMS 4961Program Development & Evaluation3
Research Courses: Advanced level5 credits
Choose at least 5 credits from the following courses:
RMS 4913Multivariate Analysis5
RMS 4914Structural Equation Modeling5
RMS 4915Hierarchical Linear Modeling4
RMS 4916Latent Growth Curve Modeling4
RMS 4919Topics in Statistics1-5
RMS 4929Topics in Psychometrics1-3
RMS 4939Topics in Quantitative Research Methods1-5
RMS 4945Community-Based Research4
RMS 4946Advanced Qualitative Research4
RMS 4947Arts-Based Research3
RMS 4949Topics in Qualitative Research1-5
RMS 4959Topics in Research Design1-5
RMS 4969Topics in Program Evaluation1-5
Dissertation10 credits
CFSP 5995Dissertation Research 110
Learning Theory, Educational Foundations, and Special Education Leadership16 credits
CFSP 4303Psychopathology: Prevention, Diagnosis, Treatment3
CFSP 4305Exceptionalities in Education: High Incidence Disabilities 3
CFSP 4308Early Academic Competencies and Interventions3
CFSP 4338Exceptionalities in Education: Low Incidence Disabilities3
CFSP 4342Crisis Intervention: Risk, Prevention, and Resilience4
Legal, Ethical and Professional Foundations4 credits
CFSP 4301Professional, Legal and Ethical Issues in School Psychology4
Evaluation and Assessment
CFSP 4363Child, Family, School Psychlogy Program Development and Evaluation3
CFSP 4322Psycho-Educational Assessment I4
CFSP 4323Psycho-Educational Assessment II4
CFSP 4324Assessment III4
Collaborative Consultation with Families and Schools17 credits
CFSP 4330Family-School Partnering and Consultation3
CFSP 4332School Psychology Consultation and Collaboration 4
CFSP 4340Counseling Children and Adolescent4
CFSP 4337School Age Academic Competencies and Interventions 3
CFSP 4343School Mental Health Counseling II4
Applied Coursework18 credits
CFSP 4351School Psychology Practicum: Clinic Assignment3
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4354School Psychology Advanced Practicum2
CFSP 4361Supervision in School Psychology (take during one quarter)2
CFSP 4355School Psychology Internship - Specialist Level (1 yr full-time or 2 yrs half-time; 1500 hours (taken three times consecutively)1
CFSP 4349School Psychology Practicum I2
Cognate Courses15 credits
Approved OptionsMinimum of five courses in a defined advanced specialization selected in consultation with advisor15
Total Credits135
1

In order to maintain degree candidacy, MCE doctoral students who have finished all requested coursework will register for one dissertation or doctoral research credit or other credit for consecutive terms fall through spring (summers not required) until the student graduates.

The 135 minimum credit requirement is from the baccalaureate degree.

Non-coursework Requirements

  • Passing of Praxis Exam
  • Comprehensive Examination
  • Dissertation
  • Oral defense of Dissertation

Doctor of Philosophy in Child, Family, and School Psychology with a Concentration in School Psychology  (Pathway for EDS Professionals)

Degree Requirements

Coursework Requirements

Research, Measurement, Program Evaluation24 credits minimum
Student must complete the following three coursess :
CFSP 4363Child, Family, School Psychlogy Program Development and Evaluation3
RMS 4930Empirical Research Methods3
Research Courses: Intermediate level11 credits min.
RMS 4941Introduction to Qualitative Research4
Select minimum of 7 credits from the following intermediate level courses:
RMS 4911Correlation and Regression4
RMS 4912Analysis of Variance5
RMS 4921Psychometric Theory3
RMS 4931Survey and Design Analysis3
RMS 4932Meta-Analysis Social Science Research3
RMS 4942Qualitative Data Collection and Analysis4
RMS 4959Topics in Research Design1-5
SOWK 5405Qualitative Data Analysis4
STAT 4810Nonparametric Statistics4
Research Courses: Advanced level7 credits min.
Select 7 credits from the following list of courses:
RMS 4913Multivariate Analysis5
RMS 4914Structural Equation Modeling5
RMS 4915Hierarchical Linear Modeling4
RMS 4916Latent Growth Curve Modeling4
RMS 4919Topics in Statistics1-5
RMS 4922Item Response Theory3
RMS 4929Topics in Psychometrics1-3
RMS 4945Community-Based Research4
RMS 4946Advanced Qualitative Research4
RMS 4947Arts-Based Research3
RMS 4951Mixed Method Research Design4
Dissertation10 credits
CFSP 5995Dissertation Research 110
Applied Coursework3 credits
CFSP 4361Supervision in School Psychology2
CFSP 4351School Psychology Practicum: Clinic Assignment1
CFSP 4355School Psychology Internship - Specialist Level (OPTIONAL, not required - 1 yr internship - must be taken for further PhD licensing)Optional
Cognate Courses15 credits min.
Possible concentrations include: Data-based Decision Making, Assessment and Evaluation Prevention, Intervention, and Consultation Advanced Developmental Theory Advocacy, Policy and Leadership15
Total Credits52
1

In order to maintain degree candidacy, MCE doctoral students who have finished all requested coursework will register for one dissertation or doctoral research credit or other credit for consecutive terms fall through spring (summers not required) until the student graduates.

A minimum of 52 credit hours is required beyond the earned EdS degree.  No credit hours from the earned EdS can be transferred into the PhD.

Non-coursework Requirements

  • Comprehensive Exam
  • Dissertation
  • Oral Defense of Dissertation

Doctor of Philosophy in Curriculum and Instruction

Degree Requirements

Coursework requirements

A. Required Courses15 credits
CUI 4020Introduction to Curriculum (Required)3
CUI 4039Transformational Teaching and Learning3
CUI 4160Race, Class and Gender in Education3
CUI 4035Critical Perspectives: Democracy, Power, and Privilege3
CUI 4022Curriculum Theory into Practice3
B. Foundations6 credits
Select two of the following courses:
CUI 4180History of Education in the United States3
CUI 4130Philosophy of Education3
CUI 4155Special Topics3
C. Specialization18 credits minimum
See advisor for courses
D. Electives12 credits minimum
See advisor for courses
E. Research39 credits minimum
Introductory Research12 credits
RMS 4941Introduction to Qualitative Research4
RMS 4930Empirical Research Methods3
RMS 4910Introductory Statistics5
Intermediate Research8 credits minimum
Select from the following courses for a minimum total of 8 credits:
RMS 4911Correlation and Regression4
RMS 4912Analysis of Variance5
RMS 4922Item Response Theory3
RMS 4932Meta-Analysis Social Science Research3
RMS 4942Qualitative Data Collection and Analysis4
RMS 4944Action Research3
RMS 4961Program Development & Evaluation3
Advanced Research3 credits minimum
Select from the following courses for a minimum total of 3 credits:
RMS 4913Multivariate Analysis5
RMS 4914Structural Equation Modeling5
RMS 4915Hierarchical Linear Modeling4
RMS 4916Latent Growth Curve Modeling4
RMS 4919Topics in Statistics1-5
RMS 4929Topics in Psychometrics1-3
RMS 4939Topics in Quantitative Research Methods1-5
RMS 4945Community-Based Research4
RMS 4946Advanced Qualitative Research4
RMS 4947Arts-Based Research3
RMS 4949Topics in Qualitative Research1-5
RMS 4951Mixed Method Research Design4
RMS 4959Topics in Research Design1-5
RMS 4969Topics in Program Evaluation1-5
Dissertation Research16 credits minimum
CUI 4050Curriculum & Instr Rsrch Sem3
CUI 4051Seminar in Dissertation Organization and Design3
CUI 5995Dissertation Research 110
Minimum Total Number of Credits Required90
1

In order to maintain degree candidacy, MCE doctoral students who have finished all requested coursework will register for one dissertation or doctoral research credit or other credit for consecutive terms fall through spring (summers not required) until the student graduates.

A minimum of 90 credit hours is required beyond the earned master's degree.  No credit hours from the earned master's degree can be transferred into the PhD.

Non-coursework Requirements

  • Portfolio

  • Doctoral Comprehensive Examination

  • Dissertation

  • Oral Defense of Dissertation

Doctor of Education in Curriculum and Instruction

Degree Requirements

Coursework requirements

A. Required Courses12 credits
CUI 4020Introduction to Curriculum (Required)3
CUI 4039Transformational Teaching and Learning3
CUI 4160Race, Class and Gender in Education3
CUI 4035Critical Perspectives: Democracy, Power, and Privilege3
B. Foundations3
Choose from the following courses for 3 credits:
CUI 4180History of Education in the United States3
CUI 4130Philosophy of Education3
CUI 4155Special Topics3
C. Specialization24 minimum
See advisor for courses
D. Research24 minimum
Required Research Coursework*6 credits minimum*
RMS 4940Structural Foundations of Research in Social Sciences3
RMS 4930Empirical Research Methods3
Research Sequences (Choose only one of the two options):8-9 credits minimum
OPTION 1 (8 credits):
RMS 4941Introduction to Qualitative Research4
RMS 4942Qualitative Data Collection and Analysis4
OPTION 2 (8-9 credits):
RMS 4910Introductory Statistics5
and one of the following courses:
RMS 4911Correlation and Regression4 or 3 hours
or RMS 4931 Survey and Design Analysis
Doctoral Research Courses (10 credits) 110 credits
CUI 5980Research as Problem Analysis3
CUI 5981Research as Intervention3
CUI 5982Applied Research3
CUI 5983Defense of Research1
Minimum Total Number of Credits Required**65**
1

In order to maintain degree candidacy, MCE doctoral students who have finished all requested coursework will register for one dissertation or doctoral research credit or other credit for consecutive terms fall through spring (summers not required) until the student graduates.

Please note: the numbers in each category above are either a minimum or range of credit hours required. The 65 minimum credit requirement is only for students with an earned master's degree. No credit hours from the earned Master's degree can be transferred into the EdD.

*As part of Required Research Coursework, a recommended prerequisite is RMS 4920 Educational Measurement.

Non-coursework Requirements

  • Online Portfolio

  • Doctoral Comprehensive Exam

  • Doctoral Research Paper

  • Oral Defense of Dissertation

Education Specialist in Child, Family, and School Psychology with a Concentration in School Psychology

Degree Requirements

Coursework Requirements

Developmental and Psychological Foundations9 credits
CFSP 4304Diversity in School and Community Settings3
CFSP 4310Early Childhood Development3
CFSP 4311Child and Adolescent Development3
Learning Theory, Educational Foundations, and Special Education9 credits
CFSP 4305Exceptionalities in Education: High Incidence Disabilities 3
CFSP 4312Learning Theories & Behavioral Analysis 3
CFSP 4338Exceptionalities in Education: Low Incidence Disabilities3
Legal, Ethical, and Professional Foundations4 credits
CFSP 4301Professional, Legal and Ethical Issues in School Psychology4
Research, Measurement, and Program Evaluation11 credits
RMS 4910Introductory Statistics5
CFSP 4363Child, Family, School Psychlogy Program Development and Evaluation3
RMS 4920Educational Measurement3
Individual Evaluation and Assessment12 credits
CFSP 4322Psycho-Educational Assessment I4
CFSP 4323Psycho-Educational Assessment II4
CFSP 4324Assessment III4
Prevention, Wellness Promotion, Counseling and Crisis Intervention21 credits
CFSP 4303Psychopathology: Prevention, Diagnosis, Treatment3
CFSP 4308Early Academic Competencies and Interventions3
CFSP 4337School Age Academic Competencies and Interventions 3
CFSP 4340Counseling Children and Adolescent4
CFSP 4342Crisis Intervention: Risk, Prevention, and Resilience4
CFSP 4343School Mental Health Counseling II4
Collaborative Consultation with Families and Schools6 credits
CFSP 4330Family-School Partnering and Consultation3
CFSP 4332School Psychology Consultation and Collaboration 4
Applied Courses15 credits minimum
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4351School Psychology Practicum: Clinic Assignment3
Culminating Field Experience3 credits
CFSP 4355School Psychology Internship - Specialist Level (1200 hours one year full-time OR two years half-time (taken three times consecutively)1
Final Assessment
Praxis II/NASP Exam (score of 165 or greater)PASS
Minimum Credits Required90

Minimum number of credits required for degree: 90

Non-coursework Requirements

  • Passing score on PRAXIS exam

Education Specialist in Child, Family, and School Psychology with a Concentration in Early Childhood School Psychology

Degree Requirements

Coursework Requirements

Developmental and Psychological Foundations12 credits
CFSP 4304Diversity in School and Community Settings3
CFSP 4310Early Childhood Development (Early Childhood Development)3
CFSP 4302Legal Issues in Special Education3
CFSP 4311Child and Adolescent Development3
Learning Theory, Educational Foundations, and Special Education9 credits
CFSP 4305Exceptionalities in Education: High Incidence Disabilities 3
CFSP 4312Learning Theories & Behavioral Analysis 3
CFSP 4338Exceptionalities in Education: Low Incidence Disabilities3
Legal, Ethical, and Professional Foundations4 credits
CFSP 4301Professional, Legal and Ethical Issues in School Psychology4
Research, Measurement, and Program Evaluation11 credits
RMS 4910Introductory Statistics5
CFSP 4363Child, Family, School Psychlogy Program Development and Evaluation3
RMS 4920Educational Measurement3
Individual Evaluation and Assessment12 credits
CFSP 4322Psycho-Educational Assessment I4
CFSP 4323Psycho-Educational Assessment II4
CFSP 4324Assessment III4
Prevention, Wellness Promotion, Counseling and Crisis Intervention21 credits
CFSP 4303Psychopathology: Prevention, Diagnosis, Treatment3
CFSP 4308Early Academic Competencies and Interventions3
CFSP 4337School Age Academic Competencies and Interventions 3
CFSP 4340Counseling Children and Adolescent4
CFSP 4342Crisis Intervention: Risk, Prevention, and Resilience4
CFSP 4343School Mental Health Counseling II4
Collaborative Consultation with Families and Schools6 credits
CFSP 4330Family-School Partnering and Consultation3
CFSP 4332School Psychology Consultation and Collaboration 4
Applied Courses15 credits minimum
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4353School Psychology Practicum II2
CFSP 4351School Psychology Practicum: Clinic Assignment3
Culminating Field Experience3 credits
CFSP 4355School Psychology Internship - Specialist Level (1200 hours one year full-time OR two years half-time (taken three times consecutively)1
Final Assessment
Praxis II/NASP Exam (score of 165 or greater)PASS
Concentration in Early Childhood Special Education12 credits
CFSP 4315Professional, Leadership and Ethical Issues in Special Education: Birth to 213
CFSP 4320Early Childhood Assessment: Formal & Standardized3
CFSP 4326Early Childhood Assessment: Informal & Play-Based3
CFSP 4336Preschool Interventions3
Minimum Credits Required102

Minimum number of credits required for degree: 102

Non-coursework Requirements

  • Passing score on PRAXIS exam

Master of Arts in Child, Family, and School Psychology

Degree Requirements

Coursework Requirements

Developmental and Psychological Foundations6 credits
CFSP 4304Diversity in School and Community Settings3
CFSP 4312Learning Theories & Behavioral Analysis 3
Legal, Ethical, and Professional Foundations4 credits
CFSP 4301Professional, Legal and Ethical Issues in School Psychology4
Evaluation and Assessment20 credits
CFSP 4322Psycho-Educational Assessment I4
CFSP 4323Psycho-Educational Assessment II4
CFSP 4324Assessment III4
RMS 4910Introductory Statistics5
RMS 4920Educational Measurement3
Collaborative Consultation with Families and Schools11 credits
CFSP 4337School Age Academic Competencies and Interventions 3
CFSP 4340Counseling Children and Adolescent4
CFSP 4343School Mental Health Counseling II4
Applied Coursework6 credits
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
CFSP 4349School Psychology Practicum I2
Applied Project/Capstone (S)PASS

Minimum number of credits required for degree: 47

Non-coursework Requirements

  • Capstone

Master of Arts in Curriculum and Instruction

Degree Requirements

Coursework Requirements

A. Required18 credits
CUI 4020Introduction to Curriculum3
CUI 4039Transformational Teaching and Learning3
CUI 4160Race, Class and Gender in Education3
CUI 4035Critical Perspectives: Democracy, Power, and Privilege3
CUI 4022Curriculum Theory into Practice3
B. Foundations6
Select two of the following courses:
CUI 4180History of Education in the United States3
CUI 4130Philosophy of Education3
CUI 4155Special Topics3
C. Specialization12 credits minimum
See advisor for courses
D. Research9 credits minimum
CUI 4058Teacher as Researcher3
RMS 4930Empirical Research Methods3
RMS 4940Structural Foundations of Research in Social Sciences3
And choose one of the following courses:
RMS 4900Education Research and Measurement4
RMS 4920Educational Measurement3
RMS 4910Introductory Statistics5
Minimum Total Number of Credits Required45

Minimum number of credits required for degree: 45

Non-coursework Requirements

  • Comprehensive Paper

Master of Arts in Curriculum and Instruction with A Concentration in Teacher Education Program-Elementary

Degree Requirements

Coursework Requirements

TEP Field Experience9 credits
TEP 4690Field Experience2
TEP 4690Field Experience3
TEP 4690Field Experience4
TEP Coursework, Curriculum & Assessment34 credits
CUI 4031Teaching and Learning3
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4502Elementary Science and Social Studies Methods for Cultural Linguistic Diversity4
CUI 4503Elementary Math Methods for Cultural Linguistic Diversity3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
CUI 4506Mathematics for Elementary School Teachers I2
Cognate Requirement9 credits
Complete 3 courses from one of the approved TEP cognates listed below. Choose courses in consultation with your advisor.
Elementary Mathematics
Aesthetics
Gifted Education
Special Education
Culturally and Linguistically Diverse
Total Credits52

Minimum number of credits required for degree: 52

Non-coursework Requirements

  • Comprehensive Paper for M.A. degree
  • 840 hours of field experience in diverse public school classrooms

 Master of Arts in Curriculum and Instruction with a Concentration in Teacher Education Program-Secondary

Degree Requirements

Coursework Requirements 

TEP Field Experience9 credits
TEP 4690Field Experience (Three quarters)2
TEP 4690Field Experience3
TEP 4690Field Experience4
TEP Coursework, Curriculum & Assessment34 credits
CUI 4031Teaching and Learning3
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4505Mathematics for Secondary Teachers2
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
TEP 4600Introduction to Secondary Methods3
TEP 4610English in Secondary School4
or TEP 4620 Social Science in Secondary School
or TEP 4630 Science in Secondary School
or TEP 4640 Math in Secondary School
Cognate Requirement9 credits
Complete 3 courses from one of the approved TEP cognates listed below. Choose courses in consultation with your advisor.
Elementary Mathematics
Aesthetics
Gifted Education
Special Education
Culturally and Linguistically Diverse
Total Credits52

Minimum number of credits required for degree: 52

Non-coursework Requirements

  • Comprehensive Paper for M.A. degree
  • 840 hours of field experience in diverse public school classrooms

 Master of Arts in Curriculum and Instruction with a Concentration in Teacher Education Program-K-12 Art-Music-Spanish

Degree Requirements

Coursework Requirements 

TEP Field Experience9 credits
TEP 4690Field Experience2
TEP 4690Field Experience3
TEP 4690Field Experience4
TEP Coursework, Curriculum & Assessment34 credits
CUI 4031Teaching and Learning3
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4505Mathematics for Secondary Teachers2
or CUI 4506 Mathematics for Elementary School Teachers I
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
TEP 4781Elementary Art Methods3
or TEP 4581 Elementary Music Methods
or TEP 4600 Introduction to Secondary Methods
TEP 4782Secondary Art Methods4
or TEP 4582 Secondary Music Methods
or TEP 4650 Foreign Language Methods in K-12 Schools
Cognate Requirement9 credits
Complete 3 courses from one of the approved TEP cognates listed below. Choose courses in consultation with your advisor.
Elementary Mathematics
Aesthetics
Gifted Education
Special Education
Culturally and Linguistically Diverse
Total Credits52

Minimum number of credits required for degree: 52

Non-coursework Requirements

  • Comprehensive Paper for M.A. degree
  • 840 hours of field experience in diverse public school classrooms

 Master of Arts in Curriculum and Instruction with a Concentration in Urban Education

Degree Plan: Master of Arts in Curriculum and Instruction with a concentration in Urban Education

Eligible for State Elementary Certificate

CUI 4521Urban Education II: School, Student, Family and Community Influences on Student Learning3
CUI 4450Education and Psychology of Exceptional Children3
CUI 4031Teaching and Learning3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4536Linguistic and Cultural Issues in Linking Assessment and Instruction3
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4457Behavior Intervention3
CUI 4500Elementary Literacy: Theory and Practice I3
CUI 4504Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity I3
CUI 4530Second Language Acquisition3
TEP 4691Field Experience I1
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II2
CUI 4501Elementary Literacy: Theroy and Practice II3
CUI 4532Culturally Responsive Pedagogy3
CUI 4513Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity II3
TEP 4692Field Experience II1
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4527Supporting English Language Learners and Students with Special Needs Across Content Areas3
CUI 4538Language, Literacy & Culture3
TEP 4693Field Experience III1
Total Credits52

Degree Plan: Master of Arts in Curriculum and Instruction with a concentration in Urban Education

Eligible for State Special Education Generalist Certificate

Summer Quarter
CUI 4521Urban Education II: School, Student, Family and Community Influences on Student Learning3
CUI 4450Education and Psychology of Exceptional Children3
CUI 4031Teaching and Learning3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4536Linguistic and Cultural Issues in Linking Assessment and Instruction3
Fall Quarter
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4457Behavior Intervention3
CUI 4500Elementary Literacy: Theory and Practice I3
CUI 4504Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity I3
CUI 4530Second Language Acquisition3
TEP 4691Field Experience I1
CFSP 4330Family-School Partnering and Consultation3
Winter Quarter
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II2
CUI 4501Elementary Literacy: Theroy and Practice II3
CUI 4532Culturally Responsive Pedagogy3
CUI 4513Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity II3
TEP 4692Field Experience II1
CUI 4455Assessment of Students with Special Needs3
Spring Quarter
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4527Supporting English Language Learners and Students with Special Needs Across Content Areas3
CUI 4538Language, Literacy & Culture3
TEP 4693Field Experience III1
CUI 4459Curriculum, Collaboration, and Transitions in K-12 Schools3
Total Credits61

Degree Plan: Master of Arts in Curriculum and Instruction with a concentration in Urban Education

Eligible for State Secondary Mathematics Certificate 

CUI 4521Urban Education II: School, Student, Family and Community Influences on Student Learning3
CUI 4450Education and Psychology of Exceptional Children3
CUI 4031Teaching and Learning3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4536Linguistic and Cultural Issues in Linking Assessment and Instruction3
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4457Behavior Intervention3
CUI 4511Secondary Literacy: Reading and Writing Across Content Areas I3
TEP 4600Introduction to Secondary Methods3
CUI 4530Second Language Acquisition3
TEP 4691Field Experience I1
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II2
TEP 4640Math in Secondary School3
CUI 4532Culturally Responsive Pedagogy3
CUI 4514Secondary Literacy: Reading and Writing Across Content Areas II3
TEP 4692Field Experience II1
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4527Supporting English Language Learners and Students with Special Needs Across Content Areas3
CUI 4538Language, Literacy & Culture3
TEP 4693Field Experience III1
Total Credits52

Degree Plan: Master of Arts in Curriculum and Instruction with a concentration in Urban Education

Eligible for State Secondary Science Certificate 

CUI 4521Urban Education II: School, Student, Family and Community Influences on Student Learning3
CUI 4450Education and Psychology of Exceptional Children3
CUI 4031Teaching and Learning3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4536Linguistic and Cultural Issues in Linking Assessment and Instruction3
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4457Behavior Intervention3
CUI 4511Secondary Literacy: Reading and Writing Across Content Areas I3
TEP 4600Introduction to Secondary Methods3
CUI 4530Second Language Acquisition3
TEP 4691Field Experience I1
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II2
TEP 4630Science in Secondary School3
CUI 4532Culturally Responsive Pedagogy3
CUI 4514Secondary Literacy: Reading and Writing Across Content Areas II3
TEP 4692Field Experience II1
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4527Supporting English Language Learners and Students with Special Needs Across Content Areas3
CUI 4538Language, Literacy & Culture3
TEP 4693Field Experience III1
Total Credits52

Master of Arts in Early Childhood Special Education

Degree Requirements

Coursework Requirements

The M.A. in Early Childhood Special Education program requires a minimum of 55 quarter hours depending on prior individual experiences and coursework.

Developmental and Psychological Foundations18 credits
CFSP 4304Diversity in School and Community Settings3
CFSP 4305Exceptionalities in Education: High Incidence Disabilities 3
CFSP 4310Early Childhood Development (Early Childhood Development)3
CFSP 4311Child and Adolescent Development3
CFSP 4312Learning Theories & Behavioral Analysis 3
CFSP 4338Exceptionalities in Education: Low Incidence Disabilities3
Legal, Ethical and Professional Foundations6 credits
CFSP 4302Legal Issues in Special Education3
CFSP 4315Professional, Leadership and Ethical Issues in Special Education: Birth to 213
Evaluation and Assessment13 credits
CFSP 4320Early Childhood Assessment: Formal & Standardized3
CFSP 4326Early Childhood Assessment: Informal & Play-Based3
CFSP 4308Early Academic Competencies and Interventions3
RMS 4900Education Research and Measurement4
Collaborative Consultation with Families and Schools12 credits
CFSP 4330Family-School Partnering and Consultation3
CFSP 4335Infant & Family Interventions3
CFSP 4336Preschool Interventions3
CFSP 4337School Age Academic Competencies and Interventions 3
Applied Courses6 credits
CFSP 4357Early Childhood Practicum (600 minimum hours taken over three quarters covering infant, toddler, preschool, and/or kindergarten-3rd grade ; 2 credit hours each)2
CFSP 4357Early Childhood Practicum2
CFSP 4357Early Childhood Practicum2
Praxis ECSE ExamPASS
Total Credits55

Minimum number of credits required for degree: 55

Non-coursework Requirements

  • Pass PRAXIS Elementary PLACE Exam.

Certificate in Curriculum and Instruction with a Concentration in Teacher Education Program-Elementary

Program Requirements

TEP 4690Field Experience (Three quarters)9
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4031Teaching and Learning3
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
CUI 4503Elementary Math Methods for Cultural Linguistic Diversity3
CUI 4502Elementary Science and Social Studies Methods for Cultural Linguistic Diversity4
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4506Mathematics for Elementary School Teachers I2
Total Credits43

Minimum number of credits required for degree:  43

Certificate in Curriculum and Instruction with a Concentration in Teacher Education Program-Secondary

Program Requirements

TEP 4690Field Experience (Three quarters)9
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4031Teaching and Learning3
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
TEP 4600Introduction to Secondary Methods3
TEP 4610English in Secondary School4
or TEP 4620 Social Science in Secondary School
or TEP 4630 Science in Secondary School
or TEP 4640 Math in Secondary School
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4505Mathematics for Secondary Teachers2
Total Credits43

Minimum number of credits required for degree:  43

Certificate in Curriculum and Instruction with a Concentration in Teacher Education Program-K-12

Program Requirements

TEP 4690Field Experience (Three quarters)9
CUI 4540Curriculum, Instruction and Assessment: Theroy and Practice I3
CUI 4541Curriculum, Instruction, and Assessment: Theory and Practice II3
CUI 4542Curriculum, Instruction, and Assessment: Theory and Practice III2
CUI 4031Teaching and Learning3
TEP 4010Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities 3
TEP 4590Literacy Instruction I3
TEP 4591Literacy Instruction II3
CUI 4529Foundations of Education for Linguistically Diverse Learners3
TEP 4781Elementary Art Methods3
or TEP 4581 Elementary Music Methods
or TEP 4600 Introduction to Secondary Methods
TEP 4782Secondary Art Methods4
or TEP 4582 Secondary Music Methods
or TEP 4650 Foreign Language Methods in K-12 Schools
CUI 4411Wkshp: Gifted & Talented Educ2
CUI 4505Mathematics for Secondary Teachers2
or CUI 4506 Mathematics for Elementary School Teachers I
Total Credits43

Minimum number of credits required for degree:  43

Certificate in Early Childhood Special Education 

Program Requirements

Developmental and Psychological Foundations6 credits
CFSP 4305Exceptionalities in Education: High Incidence Disabilities 3
CFSP 4338Exceptionalities in Education: Low Incidence Disabilities3
Legal, Ethical and Professional Foundations3 credits
CFSP 4315Professional, Leadership and Ethical Issues in Special Education: Birth to 213
Evaluation and Assessment9 credits
CFSP 4320Early Childhood Assessment: Formal & Standardized3
CFSP 4326Early Childhood Assessment: Informal & Play-Based3
CFSP 4308Early Academic Competencies and Interventions3
Collaborative Consultation with Families and Schools3 credits
(Choose one of the following courses)
CFSP 4335Infant & Family Interventions 13
or CFSP 4336 Preschool Interventions
Applied Coursework3 credits
CFSP 4357Early Childhood Practicum (300 minimum hours taken over three quarters covering infant, toddler, preschool, and/or kindergarten-3rd grade ; 1 credit hour each ) 23
ECSE Praxis exam (comprehensive exam)PASS
Total Credits24
1

Students have a choice of taking either of these courses to meet Colorado Department of Education competencies depending on their previous coursework. This is subject to faculty approval.

2

The ECSE Practicum has flexibility based on student needs and should be distributed between infant (200 hours), toddler (200 hours), and preschool (200 hours) ages across a number of quarters.

Certificate in Gifted Core Education

CUI 4160Race, Class and Gender in Education3
CUI 4401Psychological Aspects of Giftedness3
CUI 4402Curriculum for Gifted Learners3
CUI 4403Instructional Strategies for Gifted Learners3
CUI 4404Twice-Exceptional Students3
CUI 4407Current Issues in Gifted Education: Identification3
CUI 4408Creativity: Theory & Practice3
CUI 4410Prog Dev/Ldrshp/Comm Gifted Ed3
Total Credits24

Certificate in Special Education Generalist

Program Requirements

Overview of Special Education3
Choose one course from the following:
Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities
Exceptionalities in Education: High Incidence Disabilities
Teaching the Exceptional Child
Assessment & Identification of Students with Disabilities3
Curriculum Adaptations and Assessments for Children with Disabilities
Understanding Behavior & Affective Needs3
Learning Theories & Behavioral Analysis
Reading, Oral & Written Language6
Literacy Instruction I
Special Topics (Teaching Oral & Written Language)
Math3
Mathematics for Middle School Teachers
Improving Elementary Math Instruction
Transition & Secondary Services 3
CFSP 4XXX Transition & Secondary Services in Special Education
Differentiating Instruction for Learner with Diverse Needs3
Learning Differences in P-3
Total Credits24

Minimum number of credits required: 24

Child, Family & School Psych Courses

CFSP 3900 Child Guidance (5 Credits)

Students in this class explore effective child guidance theories and factors that impact their classroom application with young children from birth to age 8. Empirically-based positive guidance techniques and strategies are reviewed and applied to everyday practice, especially as they relate to establishing prosocial environments, classroom management, and meeting the needs of children and families from diverse backgrounds.

CFSP 3910 Early Childhood Nutrition (3 Credits)

Young children have specific nutritional and physical needs. This course covers the nutritional needs of children, such as how to ensure that they get all the nutrients they need to stay healthy. The course explores what consists of safe foods at various stages in childhood, especially when not all foods can be eaten by infants and toddlers. Learn about the best practices in the field of early education regarding what foods to serve young children that promote positive health, hygiene and physical development.

CFSP 3991 Independent Study (1-10 Credits)

CFSP 3992 Directed Study (1-10 Credits)

CFSP 4000 Assessment for Non-Psychologists (2 Credits)

Foundation and methodology of assessment are considered in the context of informing practices of professionals who construct a variety of test formats including assessment of cognitive abilities, achievement testing, vocational assessment, and assessment of personality.

CFSP 4301 Professional, Legal and Ethical Issues in School Psychology (4 Credits)

This course examines professional, legal, and ethical issues pertinent to working with birth to age 21 populations in school and community settings. Attention is focused on federal and state education legislation, special and regular education case law, and psychological practice case law. Professional issues and contemporary service models are reviewed, including an introduction to ethical issues, federal mandates, professional training, and roles and responsibilities. Students engage in casework discussion regarding delivery of assessment, intervention, and consultation services. Special emphasis is given to current mental health and education regulations and reforms. Differential issues facing school psychology professionals in urban and rural settings are discussed, and students become acquainted with a variety of legal and ethical issues affecting practice in public schools, private settings, and higher education. Students learn about ethical standards, reasoning processes, and conduct in applied settings.

CFSP 4302 Legal Issues in Special Education (3 Credits)

This course is designed to provide students with foundational knowledge regarding the legal issues affecting early childhood and K-12 special education. Attention is focused on federal and state education legislation, special education case law. Consideration also is given to the interaction of ethical standards of practice as they relate to legal mandates and court decisions to meet the educational and psychological needs of all students, especially those with disabilities. Students will be exposed to legal issues affecting practice in the public schools. This course will help prepare students for eventual professional employment in applied settings where legal issues and potential ethical-legal dilemmas will likely arise.

CFSP 4303 Psychopathology: Prevention, Diagnosis, Treatment (3 Credits)

This course is designed to provide students with knowledge of mental health disorders, the diagnostic criteria as well as culturally-relevant prevention and intervention strategies. Participants obtain practical information regarding the assessment, identification, amelioration, facilitative responses, and intervention in school and community settings. Using a strengths-based approach, prevention principles, curriculum, and policy agendas are discussed. Additionally, this course explores implications for school psychologists and other school-based practitioners working with those at risk for or suffering from mental health disorders.

CFSP 4304 Diversity in School and Community Settings (3 Credits)

This course explores diversity in children and families, and the impact of culture on personal and family development. Emphasis is placed on the intersection of school and community settings' cultures and those of children and families, and how this affects learning and development for individuals and groups of children. Attention is given to students' cultures and cultural experiences, and how these affect the work they do with children and families in school and community settings.

CFSP 4305 Exceptional Child: Biomedical & Psycho-Social Aspects (3 Credits)

This course provides a broad survey of the field of exceptionality and special education. Included are discussions of current issues and controversies in the field, characteristics, classification, diagnosis, and educational interventions for early childhood and school-aged children with high-incidence and low-incidence disabilities who have exceptional educational needs. Biomedical and psychosocial etiologies are reviewed. Implications for child and family interventions and supports also are addressed.

CFSP 4308 Early Academic Competencies and Interventions (3 Credits)

This course provides an overview of early language and literacy development across diverse settings and stakeholders, such as families, teachers/providers, programs, and communities. A comparative analysis of evidence-based early literacy strategies, environments, curriculum, and a review of current evaluation and instructional language and literacy practices for working with teachers, families, and young children are undertaken. Play-based and other informal methods of assessment and intervention are covered, including the integration of technology and strategies to promote early language and literacy with infants, toddlers and preschoolers in natural environments.

CFSP 4310 Early Childhood Development (3 Credits)

This course focuses on early childhood development during, from the prenatal period to approximately five years of age. Major theories of early childhood development and research methods for studying infant and early childhood behavior will be discussed. Emphasis will be on the physical, cognitive, communicative, social, and emotional aspects of development, for children who are typically developing, at risk or with special needs. All-inclusive issues, as well as health, risk and protective factors will be addressed. The importance of investing in early childhood programs, fostering nurturing relationships during the early years, and addressing the diverse needs of families will be emphasized.

CFSP 4311 Child and Adolescent Development (3 Credits)

This course provides an overview of growth and development from age five through 21 years of age. We will explore theories and research in developmental psychology to provide a context for typical child development. Attention will be given to the social, emotional, cognitive, and biological development of the child, with a particular focus on attachment as a framework for healthy development in these domains. Case studies will allow for the application and integration of child development theory and counseling practice.

CFSP 4312 Learning Theories & Behavioral Analysis (3 Credits)

This course examines learning theories and applied behavioral principles. Students learn to apply theories to case studies and fieldwork relating to children along the developmental spectrum and across cultural contexts. Students work to investigate and analyze concepts relating to learning and behavior at home and school, and to develop positive behavioral support and effective learning plans.

CFSP 4315 Professional, Leadership and Ethical Issues in Special Education: Birth to 21 (3 Credits)

This course provides students with an understanding of the roles & responsibilities of an Early Childhood Special Education Specialist and Special Education Generalist. This course serves as the foundation for students who are interested in pursuing a profession in special education and working with children with disabilities from birth to 21 years. This course includes the ethical and professional practice standards and understanding of the multiple roles and complex situations across wide age and developmental ranges. This course also briefly covers the historical laws and legal issues associated with the profession. The course also highlights why special educators engage in professional activities and learning communities that benefit individuals with developmental disabilities and their families, colleagues, and their own professional growth. This course promotes the idea that special educators are lifelong learners and regularly reflect on and adjust their practice.

CFSP 4317 Learning Differences in P-3 (3 Credits)

This course reviews the challenges that arise in early childhood classrooms (preschool- 3 grade) related to children who exhibit academic and behavioral differences and delays. Academic and behavioral interventions and differentiation strategies will be addressed. Additionally, the course will cover the approaches for addressing children who require additional academic and behavioral support in the classroom.

CFSP 4320 Early Childhood Assessment: Formal & Standardized (3 Credits)

This course is designed to teach students how to assess young children (birth to 5 years) using a variety of formal and standardized methods. Assessment will focus on normed-referenced, standardized measures of cognitive, communication, emotional, social, sensory and physical motor development. Students will gain experience in administering assessments to young children, interpreting assessment results, writing assessment reports, and reporting the results to families and professionals. A variety of assessment tools will be studied for their appropriate use with young children and their families.

CFSP 4322 Psycho-Educational Assessment I (4 Credits)

This course is one of two required courses designed to provide students in School Psychology with expertise in individual intelligence and achievement test administration, scoring, interpretation, and report writing. Each student has an opportunity to administer various cognitive and achievement measures, with particular emphasis on the Wechsler Scales. Contemporary issues pertinent to the assessment of intelligence are covered. Emphasis is placed synthesizing and integrating information from cognitive and achievement assessment with other sources to produce effective educational recommendations. In addition, the role of these tools in the special education qualification process is highlighted. Important issues regarding the use of such tests are discussed, as well as the use of tests in schools and clinical practice. The focus of the class is primarily on the assessment of school-aged children. Lab fee required.

CFSP 4323 Psycho-Educational Assessment II (4 Credits)

This course is the second of two required courses designed to provide students in School Psychology with expertise in individual intelligence and achievement test administration, scoring, interpretation, and report writing. Each student has an opportunity to administer various cognitive and achievement measures, with particular emphasis on the Woodcock Johnson Scales. Nontraditional forms of assessment, as well as adaptive behavior measures, are also covered. Integrating results of assessments with other data to provide effective educational recommendations continues to be an emphasis. The focus of the class is on the assessment of school-aged children. Lab fee required.

CFSP 4324 Assessment III (4 Credits)

This course is designed to provide students with knowledge of the major approaches to assess a school-aged student's social and emotional status. Instruction includes underlying theories, use and interpretation of interviewing techniques, observation methods, objective behavior ratings, self-report measures, sociometric procedures and selected projectives. Emphasis is placed on the integration and interpretation of multimethod, multisource and multisetting data to improve diagnostic accuracy, and the use of assessment results in developing effective intervention strategies. Students learn to incorporate such assessment information using case studies. In addition, students develop skills in writing case reports and in making effective presentations of social-emotional assessment results. Consideration is given to contemporary issues in the assessment of children's social emotional functioning. Lab fee required.

CFSP 4326 Early Childhood Assessment: Informal & Play-Based (3 Credits)

This course is designed for students to learn informal and play-based assessment processes for young children (birth-6 years) using a variety of non-standardized, informal and play-based assessment methods. The entire assessment process, including screening, evaluation, interpreting results, writing an integrated report, and providing feedback to families and professionals, will be the focus. Assessment measures will be examined with consideration for when and why specific instruments should be used, in addition to the benefits and disadvantages of the instruments. Students will be trained in-depth in the administration and interpretation of a variety of instruments for assessment of the whole child including the cognitive, language, social-emotional, and sensorimotor developmental domains.

CFSP 4330 Family-School Partnering and Consultation (3 Credits)

This course is designed to familiarize educational, mental health, and early childhood service providers with essential attitudes, approaches, and actions necessary to form successful family-school-community partnerships that can foster development and learning, especially for children with disabilities. Ecological, family systems, and family-centered theory and principles serve as the foundation for working collaboratively with families from diverse cultural and social backgrounds within school and community settings. Students gain skills in family interviewing; consultation to identify family strengths, needs, and resources; collaborative problem-solving; and multi-systemic learning. Evidence-based family involvement, education, and intervention strategies contribute to positive family-school partnering relationships are reviewed within a multi-tiered, school-based service delivery framework.

CFSP 4332 School Psychology Consultation and Collaboration (4 Credits)

This course is designed to acquaint students with current directions in classroom management and school-based consultation. Covered are issues related to consultant and consultee characteristics, consultation practices and processes, models and stages of consultation, facilitating desired outcomes in consultation, and evaluation of consultation outcomes. Special emphasis is also given to problems of classroom management and collaboration with parents, teachers and other educational and community personnel. Case analysis and practice are required.

CFSP 4335 Infant & Family Interventions (3 Credits)

This course will describe various models for intervention with infants and toddlers with disabilities, emphasizing intervention within natural environments. Working with children and families in home, childcare, and other community settings will be emphasized and contrasted with intervention in more clinical settings. Students learn how to consult with parents and community professionals in providing coordinated transdisciplinary services when working with children in home and community settings. All areas of development will be addressed. Field experiences with children and families are expected to practice the skills addressed in class. Families will be asked to share their experiences to enable students to gain the "human" side of theory and practice.

CFSP 4336 Preschool Interventions (3 Credits)

This course covers early childhood interventions applicable within community, preschool and home environments. A hierarchy of intervention strategies is addressed including universal, targeted, and intensive approaches. There is a focus on building supportive networks, routine-based intervention strategies, and collaboration to enhance family resources. Students review empirically validated early interventions and curriculum for young children exhibiting both normal and delayed development.

CFSP 4337 School Age Academic Competencies and Interventions (3 Credits)

The purpose of this course is to review current theories of learning disability and practices that can support the diverse learning needs of school-aged students with and without disabilities. An integrated response to intervention model will be reviewed to identify difficulties, delays, and disabilities in the domains of literacy (oral, writing, speaking, listening), mathematics, and self-regulation. Students will learn to: a) evaluate differentiated instructional environments and adaptations that can support learning; b) employ focused assessments to identify academic strengths and weaknesses; c) formulate instructional hypotheses and learning goals; and d) link assessment results to evidence-based intervention approaches or instructional strategies designed to address phonemic awareness, decoding/phonics, reading fluency, listening/reading comprehension, spelling, written expression, vocabulary, mathematical calculation, mathematical problem-solving, and study/organization/test-taking skills. Effective practices will be reviewed to reduce learning barriers and increase learning supports across school, home, and community settings. Students will collaborate on the development of instructional hypotheses and learning goals that respect cultural diversity and language differences and will develop plans to monitor instructional fidelity and students’ progress over time. These goals are accomplished through critical readings, classroom discussion, homework assignments, demonstrations, modeling, video analysis, and practice with hypothetical and authentic cases referred for learning and academic issues.

CFSP 4338 Exceptionalities in Education: Low Incidence Disabilities (3 Credits)

This course reviews a wide range of neurodevelopmental disorders and low incidence disabilities such as blindness/visual impairment, deafness/hearing impairment, deaf blindness, traumatic brain injury, Fragile X syndrome, Fetal Alcohol Syndrome, traumatic brain injury, and syndromes associated with chromosomal deletions. Implications for assessment and intervention will be outlined including diagnostic criteria, prevalence and treatment. Research on identification and treatment including state of the art interventions and assistive technology will be addressed. Community experts on specific disabilities will be used as guest lecturers.

CFSP 4339 Introduction to Play Therapy (3 Credits)

This course examines the history and theoretical bases of major theories of play to enhance children's social-emotional and adaptive functioning. Child-centered, interpretive, and structured play therapy models are reviewed. Information is covered regarding preparation, selection of materials and toys, playroom characteristics, facilitative responses, and how to adapt play therapy in school, home and clinical settings. The play therapy process is illustrated from the initial referral and contact through termination, including observing and responding during sessions, facilitation and interpretation, therapeutic limit setting, and group play therapy strategies. Case studies, role play, video and script analysis are incorporated as is brief play therapy and applications with special populations. Efficacy, evaluation and future areas for professional development are reviewed. This course is designed as an introductory experience to prepare students for further supervised practica in play therapy.

CFSP 4340 Counseling Children and Adolescent (4 Credits)

School Mental Health Counseling I is designed to provide in-depth knowledge of major theories behind contemporary school-based mental health counseling approaches for children and adolescents. Students will learn developmentally informed and empirically driven individual and group counseling strategies to enhance interpersonal, emotional, and social functioning within a multi-tiered system of support. Guidelines and ethical principles are reviewed to guide school-based practice and to help build collaborative partnerships between school, home, and community settings. These goals are accomplished through self and peer reflection, critical analysis of therapy research, evaluation of case studies, video modeling, and in-vivo practice and feedback. This course and its contents are a prerequisite to prepare students for School Mental Health Counseling II, an advanced class that incorporates supervised counseling experience.

CFSP 4342 Crisis Intervention: Risk, Prevention, and Resilience (4 Credits)

This course provides knowledge about crisis prevention and intervention theory and effective strategies for use in direct and indirect services for children and staff in schools and in practice with children. Emphasis is on application to child-centered and school-based crises such as bullying, child abuse, death, loss and grief, trauma, community and school-based violence, threats, and suicide. The course provides students with basic knowledge and skills for crisis intervention in school settings.

CFSP 4343 School Mental Health Counseling II (4 Credits)

School Mental Heath Counseling II is designed as an advanced counseling class that incorporates supervised counseling experiences to improve interpersonal, emotional and social functioning in young children to adolescents. Students learn to design, deliver and evaluate evidence-based prevention and intervention approaches and consultative mental health services. By working alongside a field site supervisor, students engage in case review, analysis, and delivery of counseling services designed to mirror expectations placed on mental health professionals in school and community settings. Self-reflection, transcript analysis, and peer, instructor, and supervisor feedback are employed to develop professional and personal individual and group counseling skills within a multi-tiered system of support.

CFSP 4349 Community Practicum (2 Credits)

Taken during the first year of entry, the Practica is a supervised initial year field experience designed to expose students to a variety of home-, community- and school-based settings that serve families with children who have developmental and special needs, and in the CFSP Clinic. Each week for up to four hours, students are expected to attend, observe, and participate in a range of site-specific team meetings and services offered to families and children. For the MA in Educational Psychology degree, students, during the fall or winter quarter, identify, develop and initiate a research project with input from the faculty. The MA project culminates during the fourth quarter (summer) and serves as the final project in lieu of a comprehensive exam.

CFSP 4351 School Psychology Practicum: Clinic Assignment (1 Credit)

CFSP Clinic is a supervised field experience in the Morgridge College of Education’s Counseling and Educational Services Clinic. Through all experiences, Clinic students will work with students and families within the zero to college age range. Casework may include: interview, assessment, data analysis, report writing for different audiences, diagnostics, data presentation, intervention, and consultation for a variety of psychoeducational and developmental concerns of children and families.

CFSP 4353 School Psychology Practicum II (2 Credits)

This is a 500 hour supervised field experience taken after the successful completion of core courses and Practica I experience. Practica is considered a critical professional transition year to help consolidate learning and professional competencies in preparation for a subsequent Internship. Students work throughout the year with Clinic Faculty and a licensed Field Supervisor within the University of Denver psycho-educational clinic and infant, preschool, elementary, middle or high school settings and also attend weekly Practicum seminars or individual supervision sessions with a University Faculty member. Supervision is designed to provide ongoing professional feedback, case analysis, peer consultation, continued professional development pertinent to the successful practice of School Psychology in urban and rural settings.

CFSP 4354 School Psychology Advanced Practicum (2 Credits)

This is a supervised field placement in public and/or private school, clinical, or community mental health settings or related child agency for the purpose of psychoeducational evaluation and concomitant consultation with service components in the area of school psychology. Advanced Practicum may extend beyond one term. (Repeatable).

CFSP 4355 School Psychology Internship - Specialist Level (1 Credit)

This course is designed to provide the student with their final supervised experience prior to graduation. The student will complete 1200 clock hours of supervised field experience across an academic year. The student will be closely supervised by a licensed school psychologist in the field based setting. The student will participate in all aspects of the role of a school psychologist including assessment of cognitive, social-emotional, academic, and behavioral traits of a student in need; consultation with teachers on interventions to meet student needs; presentation of information at case conferences; consultation with parents regarding ways to assist their children’s learning; developing programs to address school-wide needs, including crisis intervention; and sharing of new ideas with educational staff.

CFSP 4356 School Psychology Pre-Doctoral Internship (4-8 Credits)

Meets 12-month internship requirement in school psychology. Prerequisites: completion of comprehensive examination and dissertation proposal.

CFSP 4357 Early Childhood Practicum (1-4 Credits)

This course provides students with a field experience in an Early Childhood environment for students who are interested in pursuing a profession in Early Childhood Special Education. Field Practicum in Early Childhood Special Education is an off-campus, 600-hour minimum supervised experience taken throughout your coursework. Field Practicum is designed to broaden one’s professional skills and is considered a critical transition of substantial growth. Each student is required to successfully complete 3 practica; an infant/toddler, (Birth to 3 years) a preschool (3-5 years) and an early elementary focused (Kindergarten through 3rd grade). Practicum seminar is designed to facilitate case analysis, ongoing self-reflection, and to provide peer consultation and professional feedback relevant to best practice. The field practicum is considered a critical professional transition to help consolidate learning and professional competencies in preparation for employment. All students work with a licensed Field Supervisor. Students will be placed in infant, preschool, elementary school settings. During practicum, students provide direct and indirect services that support children and/or families in a variety of settings. All students attend weekly practicum seminars facilitated by a University Supervisor. Supervision is designed to provide ongoing professional feedback, case analysis, peer consultation, and continued professional development and experiences pertinent to successful practice. This course promotes the idea that special educators are lifelong learners and regularly reflect on and adjust their practice.

CFSP 4361 Supervision in School Psychology (2 Credits)

This is a supervised field placement in public and/or private school, clinical, or community mental health settings or related child agency for the purpose of psychoeducational evaluation and concomitant consultation with service components in the area of school psychology. Advanced Practicum may extend beyond one term. (Repeatable).

CFSP 4363 Child, Family, School Psychlogy Program Development and Evaluation (3 Credits)

This course focuses on theory and practice of program development and evaluation in school and community agency settings. Both qualitative and quantitative methods of program evaluation are discussed. Students have the opportunity to collaborate on a comprehensive evaluation of a specific educational, health, or mental health program.

CFSP 4991 MA Independent Study (1-10 Credits)

This course allows MA or EdS Child, Family, and School Psychology students to study a specific topic area in detail in conjunction with a cooperating faculty member.

CFSP 4992 Directed Study (1-10 Credits)

CFSP 4995 Research - M.A. Thesis (1-10 Credits)

This course is for students whose program requires completion of a masters level thesis.

CFSP 5991 PhD Independent Study (1-10 Credits)

This course allows PhD Child, Family, and School Psychology students to study a specific topic area in detail in conjunction with a cooperating faculty member.

CFSP 5992 Directed Study (1-10 Credits)

CFSP 5995 Dissertation Research (1-20 Credits)

This course is for PhD Child, Family, and School Psychology students engaged in completing their doctoral dissertation.

Curriculum and Instruction Courses

CUI 3055 Human Rights & Education (3 Credits)

Emphasis on human rights, both domestic and international, for the field of education; study of writings and research of leading educators encompassing concepts of human rights; focus on educational issues involving human rights, the Right of the Child, work of UNICEF, and implications of human rights for educational practice. Cross listed with CUI 4055.

CUI 3801 Current Issues in K-12 Education (3 Credits)

This course introduces prospective K-12 educators to the contemporary social, political, pedagogical and curricular context of schooling. Major areas of analysis and discussion will include: gender, social class, cultural competency, linguistically diverse education, funding, sexual orientation, educational policy, and diversity. The course will attempt a critical, reflective, and balanced view of schooling for the purpose of helping students develop the ability to interpret and respond to the challenges associated with teaching in modern schools. Coursework will be paired with a service-learning field experience in an urban educational setting characterized as linguistically and culturally diverse.

CUI 3802 Teacher Identity (3 Credits)

The most effective teachers combine the outer technical aspects of teaching (lesson plans, differentiated instruction, culturally responsive pedagogy, and content knowledge) with the inner non-technical elements (passion, heart, beliefs, and calling). In this course we examine the "inner-life" of the teacher with an emphasis on how understanding the themes of teacher selfhood impact the technical aspects of teaching. Key questions to examine include the following: How do the gifts, talents, and inner capacities of the teacher impact and influence communication and learning in the classroom; why do I teach; what will continue to fuel my passion for teaching; and what vision of the future do I hold for schools? Students should expect to complete 10-20 hours per week of service learning in area education settings.

CUI 3990 Service Learning in Community (1-4 Credits)

This course provides students with the opportunity to serve in the community and to reflect on their service experiences in a classroom setting through structured and meaningful reflection sessions. Students will examine a variety of topics, including the nature and significance of service-learning, motives for service, community action as a means for positive social change, and the relationship between service-learning, social justice, and civic responsibility. Cross-listed with AH 3580, SS 3580.

CUI 3991 Independent Study (1-10 Credits)

CUI 3992 Directed Study (1-10 Credits)

CUI 3995 Urban Education (5 Credits)

Historical, political and sociological influences that shape and socially construct urban schools. Characteristics, opportunities, and needs of students in urban schools and examples of current effective practice.

CUI 3996 Urban Youth Development (5 Credits)

This course examines urban youth development from several perspectives, including the social-psychological, the cognitive/creative, the physical and health-related, and the philosophical. Cross listed with CUI 3996.

CUI 4020 Introduction to Curriculum (3 Credits)

Introduces curriculum theory and curriculum as a field of study; includes study of issues such as standards, cognition, diversity, ecology, and social justice, among others.

CUI 4021 Models of Curriculum (3 Credits)

Reflects on ways various curriculum orientations may resolve modern issues or problems, with students' independent pursuit of one or two orientations in depth; orientations examined include cognitive pluralism, developmentalism, rational humanism and reconceptualism, among others. Recommended prerequisite: CUI 4020.

CUI 4022 Curriculum Theory into Practice (3 Credits)

Helps students move from theoretical concepts and decisions involved in curriculum development to actual construction of curricula; survey of potential components encompassed in a variety of curricula followed by participation in designing a curriculum as a member of a student team; final facet requires students to develop a curriculum. Prerequisites: CUI 4020 and 4021 or instructor's permission.

CUI 4027 Implementing Curriiculum: A Practicum (3 Credits)

Opportunity to experience authentic role of curriculum on site; work at the Denver Zoo, the Denver Museum of Nature and Science, other museums and school sites; to develop and implement curriculum.

CUI 4028 Literacy Instruction and Assessment (3 Credits)

Organized around a developmental continuum for literacy acquisition. Addresses best research-based practices that allow teachers to assess students' abilities and to select appropriate instructional strategies leading to communicative competence for all children.

CUI 4029 Issues in Literacy (3 Credits)

Prepares educators to participate thoughtfully and critically in often-contentious discourse about literacy. Examines the research base that supports sound policy and practice regarding literacy instruction for all children.

CUI 4031 Teaching and Learning (3 Credits)

Takes a disciplinary approach (e.g., sociological, historical, philosophical, and anthropological) to the analysis of teaching and learning environments in response to broad questions such as: What are effective teaching and learning environments? For whom and under what circumstances? How can we create such environments?.

CUI 4032 Analysis of Teaching (3 Credits)

Provides a systematic introduction to the research base that characterizes effective practice and to the array of research methods that can be employed to study teaching and teacher development.

CUI 4033 The Practice of Teaching (3 Credits)

Course explores personal, conceptual, and empirical understandings of "teaching practice." Topics addressed have included: metaphors for teaching practice, best practices for equity and social justice, professional development practices.

CUI 4034 Curriculum & Cultural Context (3 Credits)

This course will address the influence of cultural, political, sociological, and economic factors on curriculum at the instructional, situational, societal, and ideological levels. Students should be interested and willing to explore these issues through readings and discussion. We will be exploring various perspectives, including our own, which inform the discussion on this critical area of education.

CUI 4035 Critical Perspectives: Democracy, Power, and Privilege (3 Credits)

In this course, students will examine issues related to democracy, power, and privilege in public education. Specifically, students will learn about how anti-democratic groups are working to undermine public education in the U.S. Students will explore White privilege, racism, classism (and other "isms") and the impact they have had and continue to have in public school settings, particularly at schools that serve historically marginalized and oppressed students. Theoretical frameworks such as Critically Relevant Teaching and Critical Race Theory will be introduced in this class as well.

CUI 4038 Urban Youth Development (3 Credits)

This course examines urban youth development from several perspectives, including the social-psychological, the cognitive/creative, the physical and health-related, and the philosophical. We will explore the emerging field of youth development in an urban context, integrate theory and practice, and analyze youth policies and their implications. Cross listed with CUI 3996.

CUI 4039 Transformational Teaching and Learning (3 Credits)

This course takes an exploratory approach to the analysis of transformation teaching and learning. It asks questions such as "What are effective teaching and learning environments?" "For whom and under what circumstances?" "How can we create such environments?" We will explore how patterns of activities in the classroom can be designed to achieve simultaneously all of the major goals of educational reform. The term classroom is not restricted to the physical classroom space but "classroom" in the sense of the organized instructional activities that can extend outside of the school building into the community.

CUI 4041 School and Curricular Reform (3 Credits)

A look into school reform movements, why most fail and only a few succeed.

CUI 4042 Instructional Design & Web Development for Educators (3 Credits)

Introduces presentation software, basic HTML, and web page development software. Focuses on various Learning, Instructional Design, and Learning Style Theories and how they relate to the development of technology supported pedagogy. Students will create individualized instructional web pages for use in practice.

CUI 4043 Development of Technology Enhanced Educational Environments (3 Credits)

Utilizing emerging Learning Theories and complex Instructional Design Theories, students will move into advanced educational web page development including designing with style sheets and layers. Several customized technology mediated lessons or professional projects will be created for use in practice. Various tools, designed to enhance learning environments, will be explored.

CUI 4045 Technology Practicum (2 Credits)

Under the supervision of the professor, students will generate technological applications relevant to their own work settings using ideas and concepts learned in CUI 4040.

CUI 4046 Technology Leadership (3 Credits)

Explores the role of ethics, values, social, legal, and power issues associated with technology in education. Analyzes how technology is transforming learning, equitable distribution of information, and the implications for providing optimal education to diverse learning populations.

CUI 4050 Curriculum & Instr Rsrch Sem (0-3 Credits)

Students write proposals and learn about current relevant research in curriculum. Students learn about the proposal and dissertation process as well as current research in curriculum.

CUI 4051 Seminar in Dissertation Organization and Design (1-5 Credits)

Individualized assistance in developing the dissertation topic, issue, problem; guidance in preparation for proposal orals and application to the Institution Review Board (IRB), direction for dissertation chapter organization, writing and completion. This seminar is targeted for the student who needs support in completing the dissertation.

CUI 4055 Human Rights & Education (3 Credits)

Emphasis on human rights, both domestic and international, for the field of education; study of writings and research of leading educators encompassing concepts of human rights; focus on educational issues involving human rights, the Rights of the Child, work of UNICEF, and implications of human rights for educational practice. Cross listed with CUI 3055.

CUI 4058 Teacher as Researcher (3 Credits)

Emerging philosophical and methodological issues that arise when school practitioners undertake research within their own sites; range of research traditions including quantitative, statistical research and qualitative methodologies; mastering relevant skills and accessing resources for students to be better prepared to conduct their own inquiries and understand and solve problems.

CUI 4070 Clinical Internship (1-9 Credits)

CUI 4100 Sociocultural Foundation of Education (3 Credits)

Examination of the expanded conceptions of diversity to include difference based on ethnicity, biethnicity, and multiethnic identity; social class, differently-abled, age, gender, and sexual orientation; implications of terrorism on America for ethnically diverse populations in our schools and on educational establishments around the world; attention to the interactions of ethnicity with social class and gender identifications in the school setting; implications of the learning of another language as well as the impact of language diversity in our schools; consideration of new conceptual frameworks for multicultural and diversity education for educators for the 21st century.

CUI 4130 Philosophy of Education (3 Credits)

Focuses on 3-4 philosophers and examines the contributions their philosophical ideas have on education. Philosophers studied have included John Dewey, Cornel West, Nel Noddings and Maxine Greene.

CUI 4131 Spirituality in Education (3 Credits)

This course will explore the role of spirituality in education from both the student and educator point of view through an examination of the big questions that are held close to the heart; the ones that guide us toward meaning making in the world. The primary goal of the course is to plumb the depths of spirituality, a deep sense of inner meaning making, that calls us toward a particular profession. The course will focus on the interface between spirituality in education through the lenses of curriculum and instruction.

CUI 4150 Sociology of Education (3 Credits)

Sociology of education emphasizes the importance of the process of socialization on education, the interactions of ethnicity, gender, and social class in education, the formal roles and statuses within the bureaucracy of the school, the informal or "hidden" curriculum, the system of higher education and comparative views of educational systems around the world, and the impact on teaching and schools in an era of terrorism. Objectives of this course: to apply major concepts and theories in sociology to the institution of education; to interpret the applications of sociological theory to the school and the broader educational enterprise; and for personal expansion of philosophy and worldview through humanistic and social science perspectives.

CUI 4153 Practicum: Curriculum and Instruction (1-5 Credits)

Designed to fit the educational needs of the individual student who may choose from a wide variety of practicum (internship) experiences, including teaching, curriculum development, museum internships or research projects in curriculum and instruction.

CUI 4155 Special Topics (1-10 Credits)

Special topics in the field of education.

CUI 4159 Educating Multiethnic Populations (3 Credits)

Emphasizing a worldwide view in considering how education should be delivered to children and youth for life in the 21st century, especially since the World Trade Center Disaster of September, 2001. It is incumbent on those in teaching to find creative policies for working together with those in government and business, strategies that acknowledge our human diversity within and overall context of equality and peacefulness. This begins with raising social justice issues in the classroom in ways that encourage students to openly examine difficult and personally challenging materials, facilitating communication and understanding between members of diverse and unequal social groups.

CUI 4160 Race, Class and Gender in Education (3 Credits)

Ethnicity, Class & Gender in Education applies the concepts and theories of social science disciplines - sociology, social psychology, anthropology, historical perspectives and philosophical orientations - to the inclusive examination of the issues of racism, classism, sexism, and homophobia in education. This course seeks to conceptualize ethnicity, gender and social class as interactive systems, not as separate and independent variables, that impact students, teachers, school systems and the educational enterprise. We examine educational systems and practices that historically have disadvantaged women and peoples of color and discuss strategies and techniques for empowerment of the members of these groups.

CUI 4161 Ethnicity, Gender & Diversity in the Curriculum (3 Credits)

The focus of this course is to examine and explore the complexities of teaching in contemporary educational settings in which the forces of sexism, racism and classism are found. In our society where wide diversity characterizes our student population, it has become an imperative to recognize difference and relate effective teaching to these conditions. Major trends and influences that are impacting the school curriculum are explored.

CUI 4170 Engaging Learners through the Arts (3-5 Credits)

This seven day institute is designed to engage participants in a challenging exploration of the creative process through workshops with professional artists in the disciplines of dance, visual arts, creative writing, music, and theatre, and to provide a greater understanding of the theory and practical applications of school reform.

CUI 4171 The Arts in Education:Stage II (3-5 Credits)

CUI 4172 Aesthetic Foundation in Education (3 Credits)

Educational enterprise from aesthetic viewpoints; examination of a number of aesthetic theories and exploration of implications for curriculum, teaching, and evaluation.

CUI 4180 History of Education in the United States (3 Credits)

Traces historical context and development of K-12 schools in the United States from initial discovery of North and South America by Europeans to the present; understanding through examination of central issues that strongly influenced our current educational systems - evolution of schools, religion, social and political reform, women's issues, nationalism and ethnicity, industrialization of the nation and world.

CUI 4400 Nature and Needs of Gifted Learners (3 Credits)

This course is designed to provide participants with an understanding of 1) conceptual foundations and definitions of giftedness, 2) how intelligence, creativity, and non-intelligence factors are related to giftedness, 3) the nature, development, types, and needs of gifted individuals, 4) principles and issues in the identification of gifted individuals, and 5) the major issues and tensions in the education of gifted and talented individuals. Lectures, discussions, and other class activities and assigned readings and projects will include topics such as the history and nature of the giftedness construct; theories of intelligence and creativity and their relationship to conceptions of giftedness; types of giftedness; the diversity of gifted individuals and their personal and educational needs; the role of identification in the education and development of gifted children and youth; and purposes and perspectives in gifted education.

CUI 4401 Psychological Aspects of Giftedness (3 Credits)

The psychological development of gifted children is examined through a study of current theories, models, research, and case histories. Understanding of psychological development creates a foundation for applications and practices that nurture the psycho-social-emotional development of gifted individuals. Specific topics include the psychological nature and needs of the gifted; perfectionism, stress, and underachievement; special issues for gifted boys and gifted girls; highly gifted; and pertinent theories of psychological development. Emphasis is placed on synthesis of theories and application to specific situations.

CUI 4402 Curriculum for Gifted Learners (3 Credits)

This course is designed to provide participants with an understanding of the conceptual foundations in the design and development of curriculum for gifted and talented students. Includes theories, models and processes for curriculum modification and curriculum design; strategies for adapting educational content, process, product, and learning environment based on the educational characteristics and needs of gifted learners; and curriculum design and development approaches that are effective in the intellectual and personal growth of gifted and talented learners. Content in this course is aligned with appropriate instructional strategies and techniques recommended for use with gifted and talented learners. Lectures, discussions, class activities, assigned reading and projects include topics such as a general overview of curricular principles and perspectives; critical analysis of general curriculum; issues of diversity in curriculum development and modification including cultural congruence; recommended models of curriculum development for gifted and talented learners; and national trends in gifted education.

CUI 4403 Instructional Strategies for Gifted Learners (3 Credits)

This course provides a basic understanding of how to adapt curriculum for gifted learners through various instructional strategies. Strategies studied include: acceleration, enrichment, differentiation, compacting, grouping, independent study, and service learning. By selecting instructional strategies based on assessed learner needs, educators can reach many types of gifted learners in their classrooms including gifted students of poverty and gifted learners of cultural and ethnic diversity. The objectives of this class are that participants: know about and be able to define instructional strategies that meet assessed academic and affective needs of gifted learners and be able to adapt curriculum for gifted learners using learned instructional strategies.

CUI 4404 Twice-Exceptional Students (3 Credits)

The purpose of this course is to acquaint the student with the various areas of exceptionalities typically encountered with gifted students and to provide classroom related techniques to assist the teacher in identifying and working with twice-exceptional children in an effective manner. Environmental, behavioral, motivational, emotional and educational needs are addressed. Legal responsibilities, parent communication and staff development will be emphasized.

CUI 4405 Practicum in Gifted Education (1-3 Credits)

Students wishing to earn credit for the Practicum in Gifted Education must complete an experience in three of the five areas (Teaching, Assessment, Administration, Research, or Policy). Students must submit a Practicum Proposal outlining the intended practicum experiences. This Proposal must be approved by the practicum faculty supervisor when the practicum experiences are begun.

CUI 4407 Current Issues in Gifted Education: Identification (3 Credits)

This course focuses on the screening and selecting of gifted and talented students. It is designed for practicing professionals - teachers, counselors, psychologists, and administrators - who must make decisions about the identification and serving of gifted and talented students. Course uses multiple assessments, both quantitative and qualitative, to identify gifted students within an increasingly diverse population (including culturally- and ethically-diverse, high-potential, linguistically-different students with unique affective needs as well as high-potential economically-disadvantaged students). Students will use data to diagnose educational needs, prescribe appropriate educational strategies and to incorporate appropriate identification strategies for identifying gifted and talented students. Legal responsibilities and parent communication as well as staff development are emphasized. Students are required to develop an identification model based on relevant theory and current practices to be used in their particular setting. Enforced Prerequisites: CUI 4400 with a minimum grade of C- OR CUI 4401 with a minimum grade of C-.

CUI 4408 Creativity: Theory & Practice (3 Credits)

The essence of innovation is creativity, in thought, process and outcome. Classic and current theories provide a foundation for analysis of the concept of creativity. This course is designed to provide participants with an understanding of 1) the conceptual foundations and definitions of creativity; 2) how intelligence, creativity, and non-intellective factors are related to the constructs of giftedness; 3) documented brain research underlying exceptional cognition and/or creativity; 4) principles and issues in the identification and appropriate programming for creative individuals; and 5) the multiple perspectives and manifestations of creativity. Salon discussion groups, lectures, class activities and assigned readings and projects focu on the history and nature of the construct of creativity, theories of creativity, the role of innovation and transformation, assessment and measurement tools, environmental support of the creative process and creativity, and teaching and learning applications.

CUI 4410 Prog Dev/Ldrshp/Comm Gifted Ed (3 Credits)

This course emphasizes the concepts and practices involved in development and management of school- and district-based programs for the special education of gifted and talented children and youth. The course leads to in-depth understanding of program components and systems, program planning and evaluation, program leadership, advocacy in gifted education, and communications. In addition, emphasis is placed on planning and development of staff development in relation to gifted children. This course includes extensive in-class discussion and field applications.

CUI 4411 Wkshp: Gifted & Talented Educ (2-3 Credits)

This course is designed to provide participants with an overview of the education of gifted and talented students. Areas of focus within the course include definitions of gifted and talented students, characteristics, educational and psycho/social needs, common identification methods and concepts and common practices in curriculum and instructional differentiation.

CUI 4417 Independent Study: Gifted Educ (1-3 Credits)

CUI 4450 Education and Psychology of Exceptional Children (3 Credits)

Characteristics of students with moderate needs and state criteria used to determine eligibility for special education population.

CUI 4451 Teaching the Exceptional Child (3 Credits)

This course provides a broad overview of the field of exceptionality and special education. Included are discussions of current issues and controversies in the field, characteristics, classification, diagnosis, and educational interventions for early childhood and school-aged children with high-incidence and low-incidence disabilities who have exceptional education needs. This course also explores the characteristics of students with various disabilities, the history of Special Education, The Individuals with Disabilities Education Act (IDEA) and its current implications, the Response to Intervention Model (Rtl) and the Individualized Education Plan (IEP). Prerequisite: CUI 4450.

CUI 4452 Low Incidence Disabilities and Behavior Intervention (3 Credits)

This course reviews a wide range of neurodevelopmental disorders and low-incidence disabilities including fragile X syndrome and Fetal Alcohol Syndrome, along with syndromes associated with chromosomal deletions. Implications for assessment and intervention are outlined including diagnostic criteria, prevalence and treatment. Research on identification and treatment including state of the art interventions and assistive technology are addressed. This class also addresses theories, research, effective practices, and background information needed to implement successful behavior intervention programs for whole classroom management and for students identified with behavioral needs. Preerquisites: TEP 4010 and CUI 4451.

CUI 4453 Curriculum Adaptations and Assessments for Children with Disabilities (3 Credits)

This course applies theories, research, effective practices, and background information for assessment for students with disabilities, monitoring student academic progress, and transition planning for students exiting K-12 schools.

CUI 4455 Assessment of Students with Special Needs (3 Credits)

Theories, research, effective practices and background information needed to develop, implement, analyze, and apply assessment data for mild/moderate-needs students.

CUI 4457 Behavior Intervention (3 Credits)

Theories, research, effective practices, and background information needed to implement successful behavior intervention programs for mild/moderate-needs students.

CUI 4459 Curriculum, Collaboration, and Transitions in K-12 Schools (3 Credits)

Knowledge, techniques to develop independent skills for K-12 moderate/mild-needs students and transitions across grade levels.

CUI 4500 Elementary Literacy: Theory and Practice I (1-3 Credits)

This course provides an introduction and overview to the many components that make up a quality balanced literacy program. During the course students will analyze current research and theory in reading and writing instruction. This course will use students' classroom placements to create a foundational understanding on which to build solid literacy philosophy as well as instructional ideas and strategies.

CUI 4501 Elementary Literacy: Theroy and Practice II (1-3 Credits)

This course is an extension of Elementary Literacy I and concentrates on the continued development of theories and practical strategies for teaching literacy in diverse classrooms. This course will supply K-6 teachers with the skills to assess student abilities, select appropriate instructional strategies, and design effective instructional programs that lead to increased listening, speaking, reading and writing achievement of all children.

CUI 4502 Elementary Science and Social Studies Methods for Cultural Linguistic Diversity (3-4 Credits)

This course will enable students to develop a deeper understanding of science and social studies content and curriculum in the elementary classroom. Students will explore a range of instructional materials and develop teaching strategies with the guidance of state content standards and research on effective classroom instruction for culturally and linguistically diverse students. This course will revolve around discussion of key questions in the following eight areas: The Role of Social Studies and Science; Instruction; Standards; Content Knowledge; Curriculum Integration; Technology; Culturally Responsive Pedagogy; Sheltered Instruction.

CUI 4503 Elementary Math Methods for Cultural Linguistic Diversity (3,4 Credits)

This course will prepare pre-service elementary teachers to engage students in mathematical learning activities guided by Colorado State Mathematics Content Standards and research. Pre-service teachers will develop an understanding of how students in the elementary grades construct meaning through active engagement in purposeful activities. In addition, students will develop an understanding of infusing best practice for culturally and linguistically diverse students into the math curriculum in terms of culturally relevant pedagogy and sheltered instruction. This course will revolve around the discussion of key questions in the following seven areas: Content Standards; Instruction; Assessment; Differentiated Instruction; Technology; Culturally Responsive Pedagogy; and Sheltered Instruction.

CUI 4504 Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity I (3 Credits)

This course is the first of a two-course study that will prepare students to develop a deeper understanding of math, science and social studies content and curriculum in the elementary classroom as guided by Colorado Model Content Standards and research on effective sheltered content instruction for culturally and linguistically diverse students. Pre-service teachers will develop an understanding of how students in the elementary grades construct meaning through active engagement in purposeful learning opportunities.

CUI 4505 Mathematics for Secondary Teachers (2,3 Credits)

In this class, prospective secondary teachers study fundamental mathematical ideas typically taught at the secondary level. Students learn about the five fraction sub-constructs and solve problems in all five areas. In addition, students study ideas that are fundamental to understand algebra. For instance, students learn how to build rules to represent functions. Finally, students learn about inquiry-based approached to teaching that they can use in their secondary classrooms with their students.

CUI 4506 Mathematics for Elementary School Teachers I (2,3 Credits)

In this class, prospective elementary school teachers experience an in-depth look at the representations of rational numbers, including base-ten and decimal numbers, integers, fractions, and arithmetic operations on these sets. Problem solving is emphasized throughout. Students also learn about inquiry-based approaches to teaching that they can use in their classrooms with their students.

CUI 4507 Mathematics for Elementary School Teachers II (3 Credits)

In this class, prospective elementary school teachers study fundamental mathematical ideas typically taught in grades 5-8. Students learn about visualization and its importance in geometry. Students study geometric shapes and solve a variety of problems involving geometric shapes. In addition, students learn some fundamental ideas of measurement and study length, area, volume, dimension, error and precision. Students also solve problems involving area, learn about solid shapes, and solve volume and surface area problems. Finally, students learn about inquiry-based approaches to teaching that they can use in their classrooms with their students. Prerequisite: CUI 4506.

CUI 4508 Mathematics for Elementary School Teachers III (3 Credits)

In this class, prospective elementary school teachers study fundamental mathematical ideas typically taught in grades 5-8. Students learn about visualization and its importance in geometry. Students study geometric shapes and solve a variety of problems involving geometric shapes. In addition, students learn some fundamental ideas of measurement and study length, area, volume, dimension, error and precision. Students also solve problems involving area, learn about solid shapes, and solve volume and surface area problems. Finally, students learn about inquiry-based approaches to teaching that they can use in their classrooms with their students. Prerequisites: CUI 4506.

CUI 4509 Mathematics for Middle School Teachers (3 Credits)

Mathematics education for middle school teachers. Meets Common Core State Standards.

CUI 4510 Adolescent Literacy (3 Credits)

This course provides secondary teacher candidates an understanding of the essential elements of adolescent literacy. Students learn how literacy develops in reading, writing, and oral language and will be able to relate this information to teaching reading and writing in all content areas for both middle school and high school students.

CUI 4511 Secondary Literacy: Reading and Writing Across Content Areas I (3 Credits)

This course is the first of a two-course study that is designed to give secondary Residents an introduction to best practices in content area literacy instruction for in 6-12 classrooms. In support of the instructional shifts presented by the Common Core State Standards, Residents will explore the rationale behind instructional strategies for literacy instruction in the content area classrooms, as well as examine tools and techniques for teaching students to become strategic readers and writers as they model their own thinking and scaffold students’ use of strategies for content area literacy.

CUI 4512 High School Mathematics from an Advanced Perspective (3 Credits)

High School mathematics education. Meets Common Core State Standards.

CUI 4513 Elementary Math, Science, and Social Studies Methods Cultural Linguistic Diversity II (3 Credits)

This course is an extension of the Autumn quarter session and will prepare students to develop a deeper understanding of math, science and social studies content and curriculum in the elementary classroom as guided by Colorado Model Content Standards, Next Generation Science Standards and research on effective sheltered content instruction for culturally and linguistically diverse students. Pre-service teachers will develop an understanding of how students in the elementary grades construct meaning through active engagement in purposeful learning opportunities.

CUI 4514 Secondary Literacy: Reading and Writing Across Content Areas II (3 Credits)

This course is an extension of the Autumn quarter session. In this course, Residents will deepen their knowledge of the English language and linguistics, through an analysis of socio and psycholinguistics, as well as rigorous practice in grammar, syntax and semantics. As Residents gain a more practical understanding of the complexities of the English language, they will be better able to support their English Language Learners. This course addresses the following Common Core State Standards: L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L3: Apply knowledge of language to understand how language functions in different context to make effective choices for meaning or style, and to comprehend more fully when reading or listening. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CUI 4520 Urban Education I: Diversity and Social Justice (1 Credit)

This class will address questions about multicultural and social diversity in the classrooms, curricular and pedagogical theories and practices, access and equity, and the politics of education.

CUI 4521 Urban Education II: School, Student, Family and Community Influences on Student Learning (2-4 Credits)

This course will consider how teachers are able to foster meaningful connections between the educational goals of the schools and the personal and cultural experiences of young people. Students will study the child in relation to family, school, and community, as well as the relationships between teacher and pupil. We will emphasize the cultural complexity of an urban society and pay special attention to ways that curriculum, language, and literacy affect school success.

CUI 4522 Urban Education III: Sources of Pressures and Possibilities in High Poverty Schools (2,3 Credits)

This course will focus on the sources of problems in high poverty schools and examine educational reform efforts that attempt to transform high poverty schools and classrooms.

CUI 4527 Supporting English Language Learners and Students with Special Needs Across Content Areas (3 Credits)

This course evaluates similarities and differences in theory, methods, approaches, and techniques in meeting the needs of diverse learners including English Language Learners, special needs, and/or gifted. Differentiated instruction, Sheltered instruction, and Response to Intervention (RTI) are key methodologies in meeting needs of diverse learners.

CUI 4529 Foundations of Education for Linguistically Diverse Learners (3 Credits)

This course will examine the essential knowledge and orientations educators must possess to effectively meet the needs of culturally and linguistically diverse (CLD) learners through the analysis of historical, political, ethical, and legal foundations of language education in the United States. This course will explore the immigrant experience and the experience of CLD learners in schools in order to understand how the psychosocial aspects of the immigrant experience can impact second language learning.

CUI 4530 Second Language Acquisition (1-3 Credits)

CUI 4531 Supporting English Language Learners Across the Curriculum (3,4 Credits)

This course will evaluate methods, approaches, and techniques in language teaching. This course will also explore classroom strategies and practices for content-area instruction through sheltered instruction, and socio-cultural context of second language acquisition in U. S. public schools including how teachers can support bilingualism, multilingualism, biculturalism, and multiculturalism in the mainstream classroom. Furthermore, this course will explore the needs of special education and gifted culturally and linguistically diverse learners.

CUI 4532 Culturally Responsive Pedagogy (3,4 Credits)

This course examines the intricate web of variables that interact in the effort to create culturally responsive pedagogy. It examines the need and establishes a definition for culturally responsive pedagogy; and includes an examination of one's conception of self and "others;" conception of social relations; and conception of knowledge teaching and learning in a culturally diverse context. Furthermore, it cultivates the practice of culturally responsive teaching as well as explores the reality of implementing cultural responsive pedagogy in an era of standardization. In sum, this course helps practicing teachers acquire the dispositions, cultural knowledge, and competencies to adapt their curriculum and instructional skills for culturally responsive classroom practice.

CUI 4533 Research Issues in the Education of Culturally and Linguistically Diverse Learners (3,4 Credits)

In this course, students will act as teacher-researchers in order to explore issues that impact the achievement of culturally and linguistically diverse learners. This course will allow students to use functional research tools that can inform practice and lead to better teaching and learning in urban schools, and access resources to enable educators to define and address challenges in their teaching. More importantly, classrooms will become sites for educational reform in that, essentially, educators will act as advocates for change.

CUI 4534 Language Teaching Lab (1 Credit)

This course will critically examine elements of best practice for culturally and linguistically diverse learners through formal observations of three exemplary teachers and evaluate their classroom practices, instructional strategies, assessment practices, and communication strategies. This course will apply our conceptual knowledge of first and second language acquisition and our knowledge of the foundations of the English language to critically analyze each classroom context.

CUI 4535 Language in Society and Schools (3,4 Credits)

This course will introduce students to the discipline of sociolinguistics, including ways language and society impact one another, and how this interaction is reflected in schools. The focus of this course will be on current sociolinguistic theory and research on language variation and its social, political, and cultural significance. Topics include bilingualism and multilingualism in society; formal and informal types of language discourse; language and dialect; cross-cultural communication; and ways language both reflects and creates such constructs as power, culture, gender, ethnicity, and social class. In addition, this course will explore language ideology and language policy and planning.

CUI 4536 Linguistic and Cultural Issues in Linking Assessment and Instruction (3-4 Credits)

This course expands the educators' knowledge of the connection between data-based instruction and assessment. Educators assess student learning by utilizing strategies that provide continuous feedback on the effectiveness of instruction. Educators learn informal and formal assessment practices that promote student learning and achievement. Educators develop knowledge and understanding of initial assessment of culturally and linguistically diverse learners' skills and abilities in order to provide appropriate placement and instruction. Educators utilize native language tests to promote adequate placement/transition of students. This course also helps educators develop a framework to analyze and develop culturally responsive assessment practices in order to improve student achievement. Finally, this course integrates Response to Intervention (RTI) strategies to improve student assessment.

CUI 4537 Seminar & Practicum in LDE (1-6 Credits)

This course is to provide students with the opportunity to merge theory and practice in real classroom situations. This course is organized around two main components. The seminar consists primarily of discussions on connections between theory and practice. The practicum centers on educators' own respective teaching contexts. Students in this course are required to "log" 200 hours of direct teaching with linguistically diverse learners. Under the supervision of a practicum advisor, students will be evaluated for evidence of mastery of LDES standards.

CUI 4538 Language, Literacy & Culture (3,4 Credits)

Attaining age-appropriate English literacy skills poses many challenges to culturally and linguistically diverse (CLD) learners. Educators must therefore develop proficiency in effective literacy instruction for CLD learners. Effective literacy instruction includes a repertoire of teaching practices designed to scaffold literacy and language across the content areas, and culturally relevant curriculum as an essential component to support the achievement of CLD learners. This course will focus on helping educators gain the necessary skills, orientations, and competencies to advance the literacy of CLD learners through linguistic and cultural knowledge.

CUI 4540 Curriculum, Instruction and Assessment: Theroy and Practice I (1-3 Credits)

This is the first quarter of an academic year-long weekly seminar to foster reflective, research-based classroom practice. Teacher candidates will deepen their understanding of teaching and learning in contemporary schools through a guided teaching apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.

CUI 4541 Curriculum, Instruction, and Assessment: Theory and Practice II (1-4 Credits)

This is the second quarter of an academic year-long weekly seminar to foster reflective, research-based classroom practice. Teacher candidates will deepen their understanding of teaching and learning in contemporary schools through a guided teaching apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.

CUI 4542 Curriculum, Instruction, and Assessment: Theory and Practice III (1-4 Credits)

This is the third and final quarter of an academic year-long weekly seminar to foster reflective, research-based classroom practice. Teacher candidates will deepen their understanding of teaching and learning in contemporary schools through a guided teaching apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.

CUI 4543 Educational Psychology: Learning and Development (1-3 Credits)

This course focuses on theories of learning and development, including behaviorism, cognition in context, and sociocultural perspectives, among others, as well as practical application of those theories. Issues of classroom management and student motivation are explored within the context of these theories.

CUI 4544 Ed Psych: Exceptional Child (1-3 Credits)

The focus of this course is on educating children and adolescents with special needs in the general education classroom. The intent is to enable future educators to better serve the needs of these children in their classrooms. Topics such as the special education process, information on specific disabilities, accommodations and modifications, behavior issues, mental health, and communicating with parents will be addressed.

CUI 4545 Perspectives on American Education I (1-3 Credits)

We expect that students will complete this 2-quarter-long class with an appreciation for and commitment to critical reflection, collegiality, ongoing professional growth, and educational reform. Through readings, reflective writing and activities, role-plays, case discussions, community-based field work, visits to a myriad of schools and classrooms, and guest presentations, we expect students to recognize and wrestle with the complexity that characterizes teaching in American society. Four central and recurring themes for this course include: democratic foundations of public schools, apprenticeship of observation, teaching as vocation, and the moral dimensions of teaching.

CUI 4546 Perspectives on American Education II (2 Credits)

We expect the students will complete this 2-quarter-long class with an appreciation for and commitment to critical reflection, collegiality, ongoing professional growth, and educational reform. Through readings, reflective writing and activities, role-plays, case discussions, community-based field work, visits to a myriad of schools and classrooms, and guest presentations, we expect students to recognize and wrestle with the complexity that characterizes teaching in American society. Four central and recurring themes for this course include: democratic foundations of public schools, apprenticeship of observation, teaching as vocation, and the moral dimensions of teaching.

CUI 4600 History and Philosophy in Mathematics Education (3 Credits)

Introduction to the effective integration of history and philosophy of mathematics into mathematics education.

CUI 4610 Learning and Teaching of Mathematics (3 Credits)

Introduction to foundational research literature on learning and teaching in mathematics education.

CUI 4620 Research on Diversity, Equity, and Social Justice in Mathematics Education (3 Credits)

Introduction to research related to issues of diversity, equity, and social justice in P-16 mathematics curriculum, instruction, and assessment.

CUI 4630 Learning Mathematics: Early Childhood (3 Credits)

Development of theories, materials, and methods used to teach mathematics in preschool to grade two and develop abilities in their use.

CUI 4640 Improving Elementary Math Instruction (3 Credits)

Teacher development of elementary mathematical content, pedagogy, curriculum, attitudes and power, and collaboration.

CUI 4700 Foundations of Education: Cognitive Theory I (3 Credits)

Introduction to cognitive research in education. Includes theories and research regarding the implementation of these theories in specific curricula.

CUI 4710 Foundations of Education: Cognitive Theory II (3 Credits)

Second course in cognitive research in education. Includes theories and research regarding the implementation of these theories in specific curricula. Prerequisite: CUI 4700.

CUI 4720 Discourse in the Mathematics Classroom (3 Credits)

The study of discourse as it relates to mathematics teaching and student learning.

CUI 4730 Mathematics and Instructional Technology (3 Credits)

Introduction to the principles of effective use of technology in mathematics instruction.

CUI 4740 Policy and Mathematics Education (3 Credits)

Introduction to educational politics and how those policies have influenced and continue to influence mathematics education.

CUI 4790 Seminar on Race in Mathematics Education (3 Credits)

Seminar course for advanced doctoral students on issues of race and mathematics education in the US.

CUI 4870 Education in International Settings (3 Credits)

Objectives of this course include: viewing education in the 21st century as cross-cultural and international; examining the role of schooling in shaping national identity and citizenship in nation-states around the globe; and identifying promising practices and exemplary curriculum material for teaching cross-cultural perspectives and world awareness.

CUI 4991 MA Independent Study (1-10 Credits)

CUI 4992 Directed Study (1-10 Credits)

CUI 4995 Research - M.A. Thesis (1-10 Credits)

CUI 5980 Research as Problem Analysis (3 Credits)

This course is the first of three culminating research courses for students in the Ed.D. in Curriculum and Instruction. This course is designed to guide candidates through the doctoral proposal process and introduce the initial stages of data collection and analysis.

CUI 5981 Research as Intervention (3 Credits)

This course is the second of three culminating research courses for students in the Ed.D. in Curriculum and Instruction and is designed to help candidates finish collecting their data and analyze their data. This course will also introduce and develop the evaluation or analysis section of the doctoral paper and the beginning steps of the dissemination of the research project.

CUI 5982 Applied Research (3 Credits)

This course is the final of three culminating research courses for students in the Ed.D. in Curriculum and Instruction and is designed to help candidates disseminate their project, reflect on their project, and defend their project. This course is specifically focused on writing the quasi-practical section of the doctoral paper and the dissemination of the research project to the community partner.

CUI 5983 Defense of Research (1 Credit)

This course will build on the “persistent problems of practice” and research questions identified in CUI: 5980, data collection and analysis in CUI 5981, and applied research skills in CUI 5982. By the end of the course you will be able to schedule and present your doctoral research project for defense. Completion of CUI: 5982 "Research as Applied Research" or permission of the instructor.

CUI 5991 PhD Independent Study (1-10 Credits)

CUI 5992 Directed Study (1-10 Credits)

CUI 5994 Seminar in Dissertation Organization and Research (1-5 Credits)

Individualized assistance in developing the dissertation topic, issue, problem; guidance in preparation for proposal orals and application to the Institution Review Board (IRB), direction for dissertation chapter organization, writing and completion. This seminar is targeted for the student who needs support in completing the dissertation.

CUI 5995 Dissertation Research (1-10 Credits)

Teacher Ed Prep Courses

TEP 4010 Foundations of Special Education: Inclusive Pedagogy for Students with Dis/Abilities (2-4 Credits)

This course serves as the foundation for understanding children with disabilities and dis/abilities, as well as the philosophies, laws and policies that support the students. To be responsive to the diverse strengths, needs, and experiences children bring to the classroom, educators need a foundational knowledge of special education and opportunities that can influence student learning. We emphasize a strengths-based perspective and provide pedagogy for supporting for all learners. We introduce the classroom teacher’s role in understanding the Individual Education Program (IEP) process, designing lesson plans and inclusive practices based on differentiated and universal design learning instructional strategies and working collaboratively with families and interdisciplinary teams. In addition, we introduce potential commonalities of students with high-incidence disabilities, the history and legal aspects of Special Education and the Response to Intervention Model (RtI)/Multi-Tiered System of Supports (MTSS).

TEP 4561 Elementary Curriculum I (4-6 Credits)

Focuses on teaching and learning in the K-6 classroom and prepares teachers to design and implement effective classroom instruction. Frequently covered topics include: standards-based instruction, approaches to assessment, effective teaching strategies, sound lesson/unit planning, interdisciplinary instruction, individualizing instruction, technology, multicultural curriculum. Prerequisite: enrollment in the Teacher Education Program.

TEP 4562 Elementary Curriculum II (4-6 Credits)

Continuation of TEP 4561. Both must be completed for students planning to teach in elementary schools. Prerequisite: enrollment in the Teacher Education Program.

TEP 4581 Elementary Music Methods (3-6 Credits)

Prepares K-12 music teachers to design and implement effective instruction in the elementary school music classroom. Course introduces full array of sound teaching and assessment strategies for all aspects of music. Prerequisite: enrollment in the Teacher Education Program.

TEP 4582 Secondary Music Methods (3-4 Credits)

Prepares K-12 music teachers to design and implement effective instruction in the secondary school music classroom. Course introduces full array of sound teaching and assessment strategies for all aspects of music instruction. Prerequisite: enrollment in the Teacher Education Program.

TEP 4590 Literacy Instruction I (3,4 Credits)

Introduces developmental continuum for literacy. Prepares to assess students' abilities, to select appropriate instructional strategies and to design effective instructional programs leading to increased listening, speaking, reading and writing competencies for all children. At the elementary level, focuses on balanced approach to literacy instruction. At the secondary level, emphasizes reading and writing in the content areas and assistance of the struggling reader/writer. Prerequisite: enrollment in the Teacher Education Program.

TEP 4591 Literacy Instruction II (3-4 Credits)

Introduces developmental continuum for literacy. Prepares to assess students' abilities, to select appropriate instructional strategies and to design effective instructional programs leading to increased listening, speaking, reading and writing competencies for all children. At the elementary level, focuses on balanced approach to literacy instruction. At the secondary level, emphasizes reading and writing in the content areas and assistance of the struggling reader/writer. Prerequisite: enrollment in the Teacher Education Program and TEP 4590: Literacy Instruction I.

TEP 4600 Introduction to Secondary Methods (3-6 Credits)

Provides general introduction to principles of effective secondary instruction curriculum design and assessment. Frequently covered topics include: design of classroom environments, comparison of different instructional practices, purposes for and approaches to assessment, comparison of middle and high school philosophies, introduction to instructional unit plan development, and theories of instructional approach and design. Course lays a foundation for more specialized subject-matter methods courses. Prerequisite: enrollment in the Teacher Education Program.

TEP 4610 English in Secondary School (3-5 Credits)

Trends and developments in teaching English Language Arts. Frequently covered topics include: standards-based instruction, technology, subject-matter specific approaches to assessment, instruction and curriculum design. Course builds upon foundation laid in Introduction to Secondary Methods. Prerequisite: enrollment in Teacher Education Program.

TEP 4620 Social Science in Secondary School (3-5 Credits)

Trends and developments in teaching Social Science. Frequently covered topics include: standards-based instruction, technology, subject-matter specific approaches to assessment, instruction and curriculum design. Course builds upon foundation laid in Introduction to Secondary Methods. Prerequisite: enrollment in Teacher Education Program.

TEP 4630 Science in Secondary School (3-5 Credits)

Trends and developments in teaching science. Frequently covered topics include: standards-based instruction, technology, subject-matter specific approaches to assessment, instruction and curriculum design. Course builds upon foundation laid in Introduction to Secondary Methods. Prerequisite: enrollment in Teacher Education Program.

TEP 4640 Math in Secondary School (3-5 Credits)

Trends and developments in teaching math. Frequently covered topics include: standards-based instruction, technology, subject-matter specific approaches to assessment, instruction and curriculum design. Course builds upon foundation laid in Introduction to Secondary Methods. Prerequisite: enrollment in the Teacher Education Program.

TEP 4650 Foreign Language Methods in K-12 Schools (3-5 Credits)

Trends and developments in teaching foreign languages in K-12. Course content includes methods and materials of standards-based instruction, classroom and instructional management, assessment strategies, designing lessons using multiple intelligence and differentiated instruction, using technology in instruction, and integration of other content areas in teaching foreign language. Prerequisite: enrollment in Teacher Education Program.

TEP 4690 Field Experience (1-12 Credits)

Involves field experiences, including full-day teaching for 12 weeks in elementary or secondary school classroom and regularly scheduled seminar discussions with supervisor. Prerequisite: enrollment in the Teacher Education Program.

TEP 4691 Field Experience I (1 Credit)

This is the first quarter of an academic year-long field experience to develop and reflect upon effective teaching practices in an urban school setting. Following the gradual release calendar of teaching responsibilities, Residents will be observed, coached and evaluated on specific LEAP indicators in the domains of learning environment, instruction, and professionalism. In conjunction with the CUI 4540 Curriculum, Instruction and Assessment course, Residents will deepen their understanding of teaching and learning in diverse schools to increase student achievement for all students.

TEP 4692 Field Experience II (1 Credit)

This is the second quarter of an academic year-long field experience to develop and reflect upon effective teaching practices in an urban school setting. Following the gradual release calendar of teaching responsibilities, Residents will be observed, coached and evaluated on specific LEAP indicators in the domains of learning environment, instruction, and professionalism. In conjunction with the CUI 4541 Curriculum, Instruction and Assessment course, Residents will deepen their understanding of teaching and learning in diverse schools to increase student achievement for all students.

TEP 4693 Field Experience III (1 Credit)

This is the final quarter of an academic year-long field experience to develop and reflect upon effective teaching practices in an urban school setting. Following the gradual release calendar of teaching responsibilities, Residents will be observed, coached and evaluated on specific LEAP indicators in the domains of learning environment, instruction, and professionalism. In conjunction with the CUI 4542 Curriculum, Instruction and Assessment course, Residents will deepen their understanding of teaching and learning in diverse schools to increase student achievement for all students.

TEP 4781 Elementary Art Methods (3-6 Credits)

Prepares K-12 art teachers to design and implement effective instruction in elementary school classrooms. Course introduces full array of sound teaching and assessment strategies for all aspects of art. Prerequisite: enrollment in the Teacher Education Program.

TEP 4782 Secondary Art Methods (3-4 Credits)

Prepares K-12 art teachers to design and implement effective instruction in secondary school classrooms. Course introduces full array of sound teaching and assessment strategies for all aspects of art. Prerequisite: enrollment in the Teacher Education Program.

TEP 4991 Independent Study (1-10 Credits)

TEP 4992 Directed Study (1-10 Credits)

TEP 4995 Independent Research (1-10 Credits)

Faculty

Cynthia Hazel, Professor and Department Chair, PhD, University of Northern Colorado

Douglas Clements, Professor, PhD, University at Buffalo - State University of New York

Norma Hafenstein, Assistant Professor, PhD, University of Denver

Richard Kitchen, Professor, PhD, University of Wisconsin - Madison

Janet Lear, Assistant Professor of the Practice of Education Leadership, University of California-Berkeley

Jessica Lerner, Assisistant Professor of the Practice of Education Leadership, EdS, University of Colorado at Denver

Paul Michalec, Associate Professor, PhD, University of Colorado Boulder

Gloria Miller, Professor, PhD, University of Wisconsin - Madison

Tara Raines, Assistant Professor, PhD, Georgia State University

Karen Riley, Professor, PhD, University of Denver

Maria Salazar, Assistant Professor, PhD, University of Colorado Boulder

Julie Sarama, Professor, PhD, University at Buffalo - State University of New York

Devadrita Talapatra, Assistant Professor, PhD, Georgia State University

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