71 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 102Integrated Field Experience: Diversity,0
Designed to complement EDUC 212: Teaching Students with Diverse Cultural & Linguistic Backgrounds. Students will complete modules aligned with the content of EDUC 212, applying the concepts through observations and hands-on experiences in the integrated field experience. Prerequisite: GPA of 2.0.
This course introduces prospective educators to the role of a professional teacher in public and private schools. It covers education history, philosophy, foundational concepts, leadership styles, and current trends. Students will explore how they can positively impact their future students and the profession.
Designed to increase the student's understanding and appreciation of art and children's art through studio and other experiences, including painting, printing, ceramics, sculpture, drawing, visits to classrooms and local galleries, discussions, visual materials, criticism and appreciation. For elementary education majors only
EDUC 202Integrated Field Experience: Development in Practice,0
This course broadens prospective teachers' understanding of the developmental processes and contexts that shape healthy growth. It integrates social-emotional learning, diversity, and second language acquisition, aligning with state standards and SEPs. Taken alongside Kindergarten methods and Early Literacy courses, the course strengthens the connection between theory and field experiences, preparing teachers to support diverse learners in both physical education and music contexts. Prerequisites: GPA 2.75.
Students gain experience in planning and executing teaching strategies for elementary and secondary school classroom music based on philosophical and theoretical foundations of music education and the current practice of the teaching/learning processes in schools. Lessons and instructional materials are demonstrated and evaluated in class. Students will also begin to develop their own teacher identity. A clinical experience is included.
EDUC 212Culture, Language, and Identity in the Classroom,4
This course explores the educational needs of students with diverse cultural and linguistics experiences and introduces instructional approaches that are culturally and linguistically congruent with those experiences. Students will complete a 35-hour Integrated Field Experience (EDUC 102). Students must purchase the Student Learning and Licensure platform for this course. Students must complete the course with a grade of B- or higher in order to advance in the program. Prerequisite: GPA 2.00.
EDUC 217Student Mental Health & Well-Being for the Secondary/K-12 Classroom,2
This course is designed to equip future educators with the knowledge and skills necessary to promote mental health and well-being in both themselves and their future students. Participants will explore various aspects of mental health, learn effective strategies for fostering a positive learning environment, and develop a deeper understanding of their role in supporting the well-being of students. Prerequisites: Admission to EDUC program. GPA 2.75. Taken concurrently with EDUC 202.
This course assists potential middle-level educators in developing the knowledge and skills necessary for middle-level teaching. A clinical in middle schools is included. Prerequisite: GPA 2.75.
This course provides an immersive field experience designed to bridge educational theory and classroom practice. Aligned with current methodologies for specific content areas, students will engage in hands-on learning within real-world classroom environments. Through observation, active participation, and reflective practice, preservice teachers will deepen their understanding of effective instructional strategies and classroom management techniques. This experience fosters the integration of social-emotional learning, diversity, and second language acquisition principles, empowering future educators to meet the diverse needs of learners. Emphasis is placed on applying theoretical knowledge to enhance teaching skills, with a focus on preparing preservice teachers for their future roles in dynamic, inclusive, and culturally responsive classrooms. Students must past this clinical to advance to student teaching. Prerequisites: GPA 2.75.
EDUC 313Creativity & Design Thinking in the Elementary Classroom,2
This course explores the principles and practices of integrating creativity and design thinking into elementary education. Students will examine various theories of creativity and design, explore techniques for fostering creativity in the classroom, and develop strategies for incorporating design projects across the elementary curriculum. Through hands-on activities, discussions, and reflection, students will gain the knowledge and skills necessary to cultivate creativity and innovation in elementary school settings. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. GPA 2.75. Taken concurrently with EDUC 317, EDUC 334, EDUC 338, EDUC 339, EDUC 368, EDUC 402, and EDUC 421.
EDUC 317Student Mental Health & Well-Being for Elementary Classrooms,2
This course is designed to equip future educators with the knowledge and skills necessary to promote mental health and well-being in both themselves and their future elementary students. Participants will explore various aspects of mental health, learn effective strategies for fostering a positive learning environment, and develop a deeper understanding of their role in supporting the well-being of students. Prerequisites: Admission to EDUC program. GPA 2.75. Taken concurrently with EDUC 313, EDUC 334, EDUC 338, EDUC 339, EDUC 368, EDUC 402, and EDUC 421.
Elementary education majors will study and learn the foundations of literacy processes, how literacy is developed in children, and recognize the use of assessment to understand typical and struggling readers. A 15-hour clinical experience in a preK-3rd grade classroom where they will tutor children in literacy is required. Taken concurrently with EDUC 202, EDUC 359, MUS 227, and PED 301. Minimum GPA 2.75.
Prospective teachers are introduced to activities, materials and methods of instruction in physical education. Motor skill development, cognitive and affective domains are addressed. A clinical experience is included. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
Included in this course is the study of literature for children grades K-6. The student examines the field from which selection is possible, the criteria for selecting children's books and effective practices for using literature with children. Elementary education majors given preference for enrollment. Taken concurrently with EDUC 302, EDUC 332, EDUC 333, EDUC 336, and EDUC 340.
EDUC 330Comparative Education: A Policy Perspective,4
This course introduces students to alternative approaches to elementary and secondary education by comparing schooling in the United States with schooling around the world. Emphasis is placed on the formation, causes and consequences of public policy in the educational systems studied. Open to all students. This course can also count toward the global studies program.
EDUC 332Planning, Instruction & Classroom Management in Elementary Classroom,4
The prospective K-6 teacher studies technical aids and techniques that make learning more effective, and becomes competent in the use of a broad range of instructional media and technology. The principles and practices of educational testing are studied. Special attention is given to the testing responsibilities of the classroom teacher; to the criteria for selecting, administering and interpreting tests; and to the use of statistical methods. Classroom organizational patterns, classroom management and lesson planning are investigated. Inclusion issues and methodology are studied. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Students must earn a B- to advance to student teaching. PEAK required. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
EDUC 333Communication Arts in the K-6/Middle Classroom,4
This course provides teacher candidates with a thorough background in current research, methods/strategies, and best practices in how to effectively teach communication arts (reading, writing, speaking, listening, drama, spelling and handwriting) to children in elementary school and how to integrate these arts into the curriculum. Incorporated into the course are field trips to elementary classrooms to observe exemplary practices of the teaching of writing and reading. The course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75. Taken concurrently with EDUC 302, EDUC 322, EDUC 332, EDUC 336, and EDUC 340.
This course provides prospective teachers with methods and resources for teaching mathematics in the elementary and middle school. This course presents teaching strategies for developing mathematical ideas in ways that lead students to learn to value mathematics, to reason mathematically, to communicate mathematically, become confident of their mathematical abilities, and become mathematical problem-solvers. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75. Taken concurrently with EDUC 313, EDUC 317, EDUC338, EDUC 339, EDUC 368, EDUC 402, and EDUC 421.
EDUC 336Social Studies in the K-6/Middle Classroom,2
The role of social studies education is to provide students with the necessary knowledge, skills and values to enable them to fulfill their obligations as citizens, not just for the future, but for the present as well. This course provides future teachers with the methods, strategies and resources for teaching social studies in K-6 classrooms that will develop young students into knowledgeable people who will act responsibly when confronted with personal, social and/or economic issues and problems. This course is part of the Literacy Intensive elementary methods-in-teaching semester, which includes an integrated clinical with daily teaching responsibilities. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
This course provides various science related experiences to the elementary classroom setting. These experiences are intended to enhance knowledge and confidence in teaching STEAM, physical, life, and earth science. Throughout the course students will study and discuss theoretical and underpinnings for science instruction, assessment strategies, curriculum material, resources available to teachers, and other relevant ideas. An intensive clinical experience is included. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
This course equips preservice elementary teachers with foundational assessment knowledge, focusing on designing, implementing, and analyzing assessments to guide instruction and support student teaching. Taken alongside other methods courses, it offers an integrated approach to understanding how assessment informs effective teaching practices. Students must earn a B- to advance to student teaching. Prerequisite: Admission to the Teacher Education Program. GPA 2.75. Taken concurrently with EDUC 313, EDUC 317, EDUC 334, EDUC 338, EDUC 368, EDUC 402, and EDUC 421.
Beginning with a critical examination of the goals of K-12 World Languages and English Learner education, this course explores models, methods and practices of effective language instruction and assessment for K-12 English Learners and World Language students using second language acquisition, linguistics and child development, as well as culturally relevant and sustaining pedagogies as a foundation. Students complete a 20-hour clinical in an elementary EL or WL classroom where they plan and teach lessons designed for language acquisition, content learning and cultural understanding. Prerequisite: GPA 2.75. Taken concurrently with EDUC 302, EDUC 322, EDUC 332, EDUC 333, and EDUC 336.
EDUC 352High Impact Practices in the Secondary Classroom,4
Secondary teacher candidates will increase their knowledge of high impact teaching practices and apply them in classroom and field placement teaching experience. Specific areas addressed include: student diversity, classroom management, standards in education, planning for instruction, assessment theories and practices. Students must earn a B- to advance to student teaching. Prerequisite: GPA 2.75.
This course includes: characteristics, needs, behaviors and development of the 5-year-old child; an overview of the developmentally appropriate kindergarten curriculum, a recognition of the importance of integrating the subject areas within the curriculum, the philosophy and practice of emergent literacy and how to implement it, how to assess whether one's own classroom supports literacy, and the importance of continual growth and development as a professional in kindergarten education. A clinical is included. Prerequisites: Admission into the Teacher Education Program; Minimum GPA: 2.75. Taken concurrently with EDUC 202, EDUC 318, MUS 227, and PED 301.
EDUC 362Secondary Methods of Teaching in World Languages,4
Secondary teacher candidates will increase their knowledge about teaching and learning by honing thier practical abilities through classroom and field placement teaching experience. Specific areas addressed include: student diversity, classroom management, standards in education, planning for instruction, assessment theories and practices, and appropriate use of educational technology. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
FLES means "foreign languages in the elementary school." This course develops the techniques of teaching elementary school children the four basic language skills: listening, speaking, reading and writing in a foreign language. A clinical experience is included. This class is held at an area elementary school; students are responsible for transportation to and from the school. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75; Junior status
EDUC 367Meaningful Technology Integration in the Secondary Classroom,2
This course will examine, analyze, and discover meaningful technology integration in the secondary classroom. The course will review frameworks for technology integration, including the use of AI in education. Students will plan and implement different technologies in lesson plans that will be taught during the clinical experience. Prerequisites: Admission into the Teacher Education Program. GPA 2.75.
EDUC 368Meaningful Technology Integration in the Elementary Classroom,2
This course will examine, analyze, and discover meaningful technology integration in the elementary classroom. The course will review frameworks for technology integration, including the use of AI in education. Students will plan and implement different technologies in lesson plans that will be taught during the clinical experience. Prerequisite: Admission into the Teacher Education Program. GPA 2.75. Taken concurrently with EDUC 313, EDUC 317, EDUC 334, EDUC 338, EDUC 339, EDUC 402, and EDUC 421.
EDUC 371Methods of Teaching in Art: Elementary and Secondary,4
This course provides a relevant experience in art teacher preparation through discussion of educational issues, peer teaching, classroom visitation, museum and gallery visits, and a survey of American art. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
This course introduces basic instructional strategies of teaching science. Various science teaching methods as well as the special techniques and functions of a science teacher are discussed and practiced. The inquiry method is emphasized in teacher planning and management. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
Prospective teachers and others interested in Young Adult Literature (YAL) are introduced to the wide range of sub-genres in the rapidly expanding field of Young Adult Literature. In addition to readings in YAL literature and theory, methods for using YAL in the classroom are also emphasized. Students gain experience with current YAL reference tools and other YAL teaching materials. Although the course is required for prospective secondary English teachers in their junior or senior year, education majors from any discipline or level are welcome to enroll in the course. Note to Communication Arts/Literature Secondary Education majors: Co-requisite: ENG 491 - Methods of Teaching Reading and Writing for the Secondary School.
Students seeking the Communication Arts & Literature licensure will examine current theories and practices in Communication Arts & Literature classrooms, identify and use strategies for planning, organizing, managing and instructing in the Communication Arts & Literature classroom, and study and evaluate print and nonprint texts. Reflecting on this study and experience, students develop their own theories and increase their competency for teaching Communication Arts & Literature. A clinical experience is included. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
This course focuses on curriculum development, teaching strategies, evaluation and classroom management with cross-cultural and global perspectives. Emphasis is placed on mainstreaming and computer-based instruction. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information. Minimum GPA: 2.75.
This course provides students with a wide range of experiences designed to prepare them to become mathematics teachers. Students explore classroom management strategies, lesson planning, questioning techniques, motivation, testing and evaluation, and other classroom-related issues. Students are introduced to professional journals and organizations. Important related topics, such as mathematics anxiety, are also discussed. Each student must do at least one mathematics lesson on videotape, and develop a complete mathematics unit plan. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75.
A study of teaching methods applicable to health education. Emphasis is placed on the preparation and presentation of lesson plans for health-related content and skills (5-12). The course provides exposure to curricula, materials and resources, and strategies for classroom management and student evaluation. A clinical experience is included. Students must earn a B- to advance to student teaching. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
This is a comprehensive course dealing with teaching instrumental music in the public schools. Topics include developing a philosophy of music education and establishing goals and objectives, content, sequence and presentation of instruction. Students discuss topics related to public school teaching, study of rehearsal techniques and peer teaching. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75
EDUC 394Methods of Teaching in Communication Studies,4
This course addresses problems, processes and issues specific to teaching content in communication studies, and re-emphasizes general principles of secondary teaching. Topics include: design of secondary communication studies curriculum, evaluation of performance, performance anxiety, professional liability, philosophy and practice in speech, media and theatre cocurricular programs. Emphasis is placed upon the development of units that could be used by practicing teachers. Prerequisites: Admission into the Teacher Education Program. A clinical experience is included. Minimum GPA: 2.75
Education 399 is required in the semester prior to the student teaching experience to arrange and prepare for the student teaching assignment. Prerequisites: Admission into the Teacher Education Program; Minimum GPA: 2.75.
This course provides an immersive field experience designed to bridge educational theory and classroom practice. Aligned with current methodologies for specific content areas, students will engage in hands-on learning within real-world classroom environments in the content areas. Through observations, active participation, and reflective practice, preservice teachers will deepen their understanding of effective instructional strategies and classroom management techniques. This experience fosters the integration of social-emotional learning, diversity, and second language acquisition principles, empowering future educators to meet the diverse needs of learners. Emphasis is placed on applying theoretical knowledge to enhance the diverse needs of learners. Emphasis is placed on applying theoretical knowledge to enhance teaching skills, with a focus on preparing preservice teachers for their future roles in dynamic, inclusive, and culturally responsive classrooms. Prerequisites: GPA 2.75.
Prospective secondary teachers are introduced to theories of knowledge formation, differences in inquiry methods in various subjects and the importance of understanding written works. These concepts and skills will be applied during a clinical experience or during student teaching. Prerequisites: Admission into the Teacher Education Program; approval for student teaching. Minimum GPA: 2.75.
EDUC 421Advanced Reading Methods of Teaching for the Elementary School,2
Offered concurrently with student teaching, this hybrid course focuses on reading in the upper elementary grades. The course examines word-analysis skills, reading in the content areas, and vocabulary development. Prerequisites: Admission into the Teacher Education Preparation Program. Minimum GPA: 2.75. Taken concurrently with EDUC 313, EDUC 317, EDUC 334, EDUC 338, EDUC 339, EDUC 368, and EDUC 402.
This course prepares future teachers to work with children who are mainstreamed into the regular classroom. It provides a historical and legal context, discusses inclusion, addresses concerns in teaching and working with children who have special needs and develops an appreciation for the contributions they can bring to the classroom. Prerequisites: Admission into the Teacher Education Program; Minimum GPA 2.75
This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information. Minimum GPA: 2.75.
This course provides an opportunity for individual students to conduct research in a specific area of study, completed under the direction of a faculty mentor. Specific expectations of the research experience to be determined by the faculty. Repeatable for credit. Prerequisite: consent of instructor.
Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: Admission into the Teacher Education Program, approval for student teaching; Minimum GPA: 2.75.
Students are assigned to full-time clinical experiences in one of the area schools for 12 weeks. Students develop teaching proficiencies under the direct supervision of a classroom teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.
Students are assigned to full-time clinical experiences in a school that is outside the United States for 12 weeks, developing teaching proficiencies under the direct supervision of a regular classroom teacher. Prerequisites: Admission to the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.
EDUC 541Foundations of Skill-Based Health Education,4
This health education course prepares health educators to teach using a skills-based approach that prepares students for a health literacy. More specifically this course will study the foundational organizations, SPAs, NHES, tools, resources, and individuals or groups that are helping propel health education forward. This course will introduce the overarching aspects to teaching health education in the 21st century and prepare students for the advanced preparation of health education (methods).
EDUC 542Teaching Strategies and Practices in Physical Education,2
This is an applied course focusing on teaching motor-skill acquisition techniques and strategies in a variety of standards-based activities and sports. Content includes theory, standards- based best practice for the elementary, middle, and secondary level. This course will also cover specific pedagogical and skill content focusing on equipment organization and management, skill progressions, common problems/corrections of basic and intermediate-level skills and tactics, and techniques for providing supportive student feedback.
This course contains the professional body of knowledge necessary for the effective teaching of diverse learners for student success. It focuses on understanding theories and strategies that address the needs of a diverse population that compose today's classrooms in the public school systems. Included in this course will be diversity issues, planning techniques, effective teaching strategies, differentiated instructional and assessment strategies, motivational concepts, and informal and formal assessment practices. Most importantly, this course is focused on practices that impact student learning positively and engage students in the content.
Students will be introduced to the vocabulary, theory, primary principles, methods and techniques of qualitative, quantitative, and mixed methods of inquiry in the education field.. They will also learn about action research in the classroom. Students will read and review a variety of research articles in the field of education, in general, and in their specific content areas.
Students will discuss how technology can be used in the second language classroom to motivate language learners. Through observations and discussions of how technology is used at the Language Villages, students will design a unit of instruction incorporating technology.
This course focuses on the social and emotional needs of K-12 learners in today's classrooms. Teachers will gain both a deeper understanding of complex emotional and behavioral issues, and a clear sense of how to apply principles of social and emotional learning to students in their own classrooms.
This course offers an in-depth exploration of the principles of assessment and the challenges of evaluation. Students will discuss the theoretical and practical foundations in learner-centered and performance-based assessments. The role of national and state standards in assessing language learning will be presented. Students will examine a variety of assessment tools and their use in providing meaningful feedback to both teachers and students.
This course examines social, environmental and ecological justice in educational settings. Power inequalities in society shape these injustices in ways that are systemic and structural but also personal. The study of social, environmental and ecological justice and then planning curriculum and teaching accordingly is a core feature of the curriculum.
EDUC 626Effective Approaches to Teaching English Learners in the Classroom,4
In this course, students will investigate and evaluate a variety of approaches for supporting English learners such as translanguaging, assessment in both the L1 and L2, phonemic awareness and decoding, acquisition of vocabulary, and explicit versus interactive teaching.
This advanced health education course prepares health educators to teach using a skills-based approach that prepares students for a health literacy. More specifically this course will study teaching methods applicable to 21st century health education with emphasis placed on the preparation and presentation of research-based unit and lesson plans for health-related skills and developmentally appropriate and relevant content (5-12). The course provides advanced exposure to curricula, materials and resources, and an opportunity to apply engaging teaching strategies, instruction and student evaluation.
EDUC 642Advanced Practices of Physical Education,4
This advanced physical education course prepares physical educators to teach using a contemporary teaching approach that helps prepare students to be physically literate. More specifically this course will study teaching methods applicable to 21st century physical education with emphasis placed on the preparation and presentation of a research-based unit and lesson plans (K-12). The course provides advanced exposure to curricula, materials and resources, and an opportunity to apply engaging teaching strategies, instruction and student evaluation.
This one credit course can be added on to the fall semester. During this seminar, students will complete 50 hours of clinical experience in a classroom. Students will be placed in the clinical based on the content area they are pursuing for licensure. This seminar is focused on the clinical hours, but students will complete asynchronous modules to gain knowledge about topics that will support their work in the clinical experience. The seminar will also hold several synchronous meetings during the semester in order to check in with students, reflect on the experience, and provide additional support where necessary.
In this course, students will delve into the teaching methodology around the content area in which they are seeking licensure. Students will have the opportunity to engage in hands-on practice with various effective methods, to reflect on their own current practices, and to examine and present on research in their field. All students seeking initial and additional licensure must have content methods prior to student teaching or completing their additional licensure clinical.
This one credit course can be added on to the spring semester. During this seminar, students will complete 50 hours of clinical experience in a K-12 classroom specific to their content area. Students will be placed in the clinical based on the content area they are pursuing for licensure. This seminar is intended to build on Clinical Experience Seminar II, and students will be assessed on knowledge and skills that they began to work on in Clinical Experience Seminar I. Asynchronous modules will be completed throughout the clinical experience. The seminar will also hold several synchronous meetings during the semester in order to check in with students, reflect on the experience, and provide additional support where necessary.
This one credit course can be added on to the fall or spring semesters and is only for students seeking additional licensure; this course can be repeated in order to fulfill the scope of the license through a variety of clinical experiences. During this seminar, students will complete 80 hours of clinical experience in a classroom with a consecutive group of students. Students will be placed in the clinical based on the content area they are pursuing for additional licensure. This seminar is focused on the clinical hours, but students will also record their teaching and reflect on their teaching videos, engaging in dialogue with the instructor about their practices.
Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.
Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.
EDUC 685Student Teaching and Teacher Performance Assessment,4
This course is a comprehensive student teaching experience and prepares students to be able to successfully complete and submit the edTPA, required for Minnesota licensure. Student teaching will take place over the course of 12 weeks, during which time students will develop a unit of study and engage in a case study in one of the classes in which they are teaching. Both of these activities prepare students to plan their instruction, carry out a learning segment, and assess students effectively. Students will be supported in this course as they write and submit their edTPA.
Students will participate in an online seminar to work on their thesis with their faculty adviser and to share progress with others who are working on their thesis. Instruction will be provided in online units that will vary according to the students' needs and the topics of the thesis.
Continuing enrollment in graduate studies. This option is used for registration after completion of all course requirements or when not otherwise actively enrolled. This course may not be used to meet any program or graduation requirement.
The thesis will be a written work of publishable quality and will include documentation of literature review and evidence of extensive research to inform the work.
