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Term: Spring 2026

AZTransfer SUN courses only

ECI 199 - Special Topics: Foundations of intellectual inquiry. In-depth study of a substantive problem. Letter grade only. May be repeated for up to 6 hours of credit.
ECI 302 - Children's Literature: Basis for appreciating, selecting, and presenting the most suitable stories for kindergarten and elementary grades. Lab experience. Satisfies 2 hours required in library science. Letter grade only.
ECI 305 - Early Childhood Development: Dynamics of child development and study of the exceptional child; basic theoretical research formulation relating to development of the child from conception through middle childhood. This course contains an assessment that must be successfully completed in order to register for student teaching. Letter grade only.
ECI 308 - Supervised Practicum: Supervised practicum experiences in elementary classrooms and early childhood environments and classrooms; exposure to and practical experiences in the knowledge, skills, and dispositions essential for teaching in elementary school and early childhood environments. For early childhood/early childhood special education, students take 2 units of ECI 308. For elementary majors, this one unit practicum experience is required for three semesters (for a total of three units) in conjunction with methods courses prescribed program of study and includes mandatory meetings each semester. This ties directly to professional teaching standards (currently InTASC) required in the state of Arizona. Pass/Fail only. May be repeated for up to 12 units of credit.
ECI 308H - Supervised Practicum - Honors: Supervised practicum experiences in elementary classrooms and early childhood environments and classrooms; exposure to and practical experiences in the knowledge, skills, and dispositions essential for teaching in elementary school and early childhood environments. For early childhood/early childhood special education, students take 2 units of ECI 308. For elementary majors, this one unit practicum experience is required for three semesters (for a total of three units) in conjunction with methods courses prescribed program of study and includes mandatory meetings each semester. This ties directly to professional teaching standards (currently InTASC) required in the state of Arizona. Pass/Fail only. May be repeated for up to 12 units of credit.
ECI 312 - Curriculum And Assessment In Early Childhood: This course covers developmentally appropriate curriculum and assessment practices and their relevance within the development and organization of early childhood and primary programs. This course contains an assessment that must be successfully completed in order to register for student teaching. Letter grade only.
ECI 312H - Curriculum And Assessment In Early Childhood - Honors: This course covers developmentally appropriate curriculum and assessment practices and their relevance within the development and organization of early childhood and primary programs. This course contains an assessment that must be successfully completed in order to register for student teaching. Letter grade only.
ECI 316 - Play Education: This course will examine play from birth through age eight by focusing on the social and cognitive benefits of play, it will assist pre-service teachers in identifying its many uses as well as its role in the development of children. This course contains an assessment that must be successfully completed in order to register for student teaching. Letter grade only.
ECI 317 - Blended Methods In Early Childhood Math And Science: This course develops teacher candidates' understanding of the content and professional standards associated with teaching and learning of mathematics and science to both typically-developing and children with exceptionalities aged birth-8 years based on NAEYC, InTASC, and CEC standards. Students will develop and understanding of developmentally appropriate instructional and inclusive methodologies for teaching social and emotional development, language arts, math, science, social studies, the arts, and diagnosis and remediation of learning difficulties. Students will demonstrate developmentally appropriate instructional design and lesson planning including modifications and accommodations. Letter grad only.
ECI 318 - Social Studies, Child, Family And Cultural Relationships: This course develops teacher candidates' understanding of the content and professional standards associated with teaching and learning of Social Studies to both typically-developing and children with exceptionalities aged birth-8 years based on NAEYC, InTASC, and CEC standards. Students will develop and understanding of developmentally appropriate instructional and inclusive methodologies for teaching social and emotional development, language arts, math, science, social studies, the arts, and diagnosis and remediation of learning difficulties. Students will demonstrate developmentally appropriate instructional design and lesson planning including modifications and accommodations. Students will also focus on child, family, cultural relationships including community organizations that support and assist children with disabilities and their families. Letter grade only.
ECI 319 - Integrated Curriculum And Assessment In Early Childhood: The purpose of this course is to introduce students to curriculum in the early childhood years, to assist students in learning to design inclusive curricula through Universal Design for learning, to foster an understanding of the importance of integrating curricula in the early childhood range, and to provide foundational understandings of multiple models, theories, and philosophical frameworks of curriculum in the early years. Students will develop understanding of developmentally appropriate instructional and inclusive methodologies for teaching social and emotional development, language arts, math, science, social studies, the arts and diagnosis and remediation of learning difficulties. Letter grade only.
ECI 321 - Elementary School Curriculum: Candidates plan developmentally appropriate instruction that includes the pedagogies for teaching various content areas. They design classroom contexts for learning, and create appropriate assessments, in light of the theoretical frameworks concerning curricular knowledge. Candidates differentiate instructional designs to meet the needs of diverse students in the classroom, including modifications and accommodations. Students facilitate the establishment of the learning environment including classroom management while taking into account professional responsibilities and ethical conduct. This course contains an assessment that must be successfully completed in order to move toward student learning. Letter grade only.
ECI 321H - Elementary School Curriculum - Honors: Candidates plan developmentally appropriate instruction that includes the pedagogies for teaching various content areas. They design classroom contexts for learning, and create appropriate assessments, in light of the theoretical frameworks concerning curricular knowledge. Candidates differentiate instructional designs to meet the needs of diverse students in the classroom, including modifications and accommodations. Students facilitate the establishment of the learning environment including classroom management while taking into account professional responsibilities and ethical conduct. This course contains an assessment that must be successfully completed in order to move toward student learning. Letter grade only.
ECI 325 - Evaluation Of Learning: Elementary Settings - Learning And Pedagogy: Principles and techniques of assessment as they relate to informing instruction of children in elementary settings. This includes collection, analysis, and interpretation of data to inform ongoing teaching of groups and individuals. Letter grade only.
ECI 326 - Elementary School Curriculum - Learning And Pedagogy: Content, organization, methods, and materials for elementary settings. Curriculum theories, as well as curriculum construction are included. Letter grade only.
ECI 330 - Evaluation Of Learning: Elementary: This course will help students to develop the knowledge, skills, and dispositions necessary to effectively assess, evaluate and monitor student learning and growth in grades K-8 in a professionally responsible and ethical manner. These include understanding data literacy as a guide to decision making; examining a variety of formal and informal assessments; evaluating their relative merits and limitations; understanding the concepts of validity and reliability; and formulating an initial assessment philosophy that recognizes the social and political milieu of schooling as well as classroom students with exceptionalities. Letter grade only.
ECI 346 - Indigenous Education: The purpose of this course is to provide experiential learning opportunities for students pursuing the Teaching in Indigenous Communities undergraduate certificate, and to explore the application of Indigenous-based frameworks to teaching and learning in Indian Country. Pass/Fail only.
ECI 361 - Classroom Guidance/Management: This course provides future educators with the knowledge necessary to develop a practical, effective approach to classroom guidance/management for students in K-8 classrooms. The course focuses on a variety of classroom management techniques such as: developing positive relationships, motivating students, evolving a repertoire of guidance strategies and creating a community of learners. Through course readings, reflective writing, class discussions and presentations, participants will study effective classroom guidance/management practices. Letter grade only.
ECI 389 - Cooperative Education: Individualized preplanned cooperative employment experience related to your field of study or career objectives. Department consent required. Pass-Fail only. May be repeated for up to 12 units of credit. Please complete the Cooperative Education Proposal form and obtain signatures of approval BEFORE registering. https://policy.nau.edu/policy/Documents/Cooperative_Education_Form_121317.pdf
ECI 399 - Special Topics: In-depth study of an aspect, concept, or problem within a program of study. Letter grade only. May be repeated for up to 6 hours of credit.
ECI 402 - Integrated Lit I: Dev Literacy, Evidence-based Practices, And Language Arts In The Elementary School: Informed by the Science of Reading, this course introduces the candidate to teaching language and literacy development processes for children's language acquisition and emergent literacy from birth through third grade. Focus includes research-based instructional strategies to develop competences for phonological awareness, systematic phonics, fluency, vocabulary, and comprehension. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with exceptionalities through facilitation and methodologies for teaching language. This course contains an assessment that must be successfully completed in order to move toward student learning. Co-convened with ECI 502. Letter grade only.
ECI 402H - Integrated Lit I: Dev Literacy, Evidence-based Practices, & Lang Arts In The Elem School - Honors: Informed by the Science of Reading, this course introduces the candidate to teaching language and literacy development processes for children's language acquisition and emergent literacy from birth through third grade. Focus includes research-based instructional strategies to develop competences for phonological awareness, systematic phonics, fluency, vocabulary, and comprehension. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with exceptionalities through facilitation and methodologies for teaching language. This course contains an assessment that must be successfully completed in order to move toward student learning. Letter grade only.
ECI 403 - Integrated Lit II: Reading Theory, Decoding, Evidence-based Practices, And Lang Arts In The Elem Sch: Informed by the Science of Reading, this course introduces the candidate to teaching language and literacy development processes in language arts for children from kindergarten through eighth grade and across content areas. Focus includes research-based instructional strategies to develop competences for differentiated reading instruction of systematic phonics, fluency, comprehension, writing, and language arts. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with dyslexia and/or exceptionalities through facilitation and methodologies for teaching language. This course contains an assessment that must be successfully completed in order to move toward student learning. Co-convened with ECI 503. Letter grade only.
ECI 403H - Integrated Lit II: Reading Theory, Decoding, Evidence-based Practices, And Lang Arts In The Elem Sch: Informed by the Science of Reading, this course introduces the candidate to teaching language and literacy development processes in language arts for children from kindergarten through eighth grade and across content areas. Focus includes research-based instructional strategies to develop competences for differentiated reading instruction of systematic phonics, fluency, comprehension, writing, and language arts. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with dyslexia and/or exceptionalities through facilitation and methodologies for teaching language. This course contains an assessment that must be successfully completed in order to move toward student learning. Letter grade only.
ECI 405 - Mathematics And Evidence-based Practices In The Elementary School: ECI 405 is designed to prepare teacher candidates to provide meaningful and developmentally appropriate mathematical instruction for elementary and middle school children. Intentional planning for instruction, the interrelated nature of assessment and instruction, and the diverse needs of learners (including a focus on modifications, accommodations, and students with exceptionalities) are addressed through class discussions, activities and assignments. Strategies for creating a positive and productive mathematics learning environment are explored, including methods of classroom management. An assessment within this course must be successfully completed in order to register for student teaching. Developmentally appropriate/effective instructional delivery, facilitation, and methodologies are outlined in regard to the content of the course. Professional responsibility and ethical conduct are reinforced. This course contains an assessment that must be successfully completed in order to move toward student learning. Co-convened with ECI 505. Letter grade only.
ECI 405H - Mathematics And Evidence-based Practices In The Elementary School - Honors: ECI 405 is designed to prepare teacher candidates to provide meaningful and developmentally appropriate mathematical instruction for elementary and middle school children. Intentional planning for instruction, the interrelated nature of assessment and instruction, and the diverse needs of learners (including a focus on modifications, accommodations, and students with exceptionalities) are addressed through class discussions, activities and assignments. Strategies for creating a positive and productive mathematics learning environment are explored, including methods of classroom management. An assessment within this course must be successfully completed in order to register for student teaching. Developmentally appropriate/effective instructional delivery, facilitation, and methodologies are outlined in regard to the content of the course. Professional responsibility and ethical conduct are reinforced. This course contains an assessment that must be successfully completed in order to move toward student learning. Co-convened with ECI 505. Letter grade only.
ECI 406 - Science And Evidence-based Practices In The Elementary School: This course examines the principles of teaching science in K-8 classrooms. The goal of this course is to prepare teacher candidates to teach science in diverse K-8 classrooms. Throughout the semester, teacher candidates will explore topics including how students learn science; eliciting and building on students' resources for learning science; planning inquiry science lessons that intertwine the three dimensions of science and engineering practices, cross-cutting concepts, and disciplinary core ideas; teaching strategies for inclusive inquiry science teaching; and assessing student thinking to inform instruction and evaluate student progress. Candidates develop skills related to instructional design and lesson planning. Candidates facilitate the establishment of the learning environment, including classroom management; assessing, monitoring, and reporting progress; teaching students with exceptionalities. This course builds on previous courses in the program to deepen understanding of concepts related to teaching, including professional responsibility and ethical conduct, and consider the application of these concepts in science teaching. This course contains an assessment that must be successfully completed in order to move toward student teaching. Co-convened with ECI 506. Letter grade only.
ECI 406H - Science And Evidence-based Practices In The Elementary School - Honors: This course examines the principles of teaching science in K-8 classrooms. The goal of this course is to prepare teacher candidates to teach science in diverse K-8 classrooms. Throughout the semester, teacher candidates will explore topics including how students learn science; eliciting and building on students' resources for learning science; planning inquiry science lessons that intertwine the three dimensions of science and engineering practices, cross-cutting concepts, and disciplinary core ideas; teaching strategies for inclusive inquiry science teaching; and assessing student thinking to inform instruction and evaluate student progress. Candidates develop skills related to instructional design and lesson planning. Candidates facilitate the establishment of the learning environment, including classroom management; assessing, monitoring, and reporting progress; teaching students with exceptionalities. This course builds on previous courses in the program to deepen understanding of concepts related to teaching, including professional responsibility and ethical conduct, and consider the application of these concepts in science teaching. This course contains an assessment that must be successfully completed in order to move toward student teaching. Letter grade only.
ECI 407 - Social Studies And Evidence-based Practices In The Elementary School: Role, objectives, and content of the social studies curriculum as well as methodology, selection of materials, and evaluation of social studies learning. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching social studies and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. This course contains an assessment that must be successfully completed in order to register for student teaching. Co-convened with ECI 507. Letter grade only.
ECI 407H - Social Studies And Evidence-based Practices In The Elementary School - Honors: Role, objectives, and content of the social studies curriculum as well as methodology, selection of materials, and evaluation of social studies learning. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching social studies and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. This course contains an assessment that must be successfully completed in order to register for student teaching. Letter grade only.
ECI 408 - Fieldwork Experience: Individualized supervised field experience in an appropriate agency or organization. Pass/Fail only. No repeat limit.
ECI 408C - Field Work Experience: Supervised field experience in an appropriate agency or organization. Department consent required. Pass-fail only. No repeat limit.
ECI 408H - Fieldwork Experience - Honors: Individualized supervised field experience in an appropriate agency or organization. Pass/Fail only. No repeat limit.
ECI 409 - Literacy In Early Childhood: This course encompasses research-based instructional strategies for delivering differentiated reading instruction, assessment, intervention and remediation to support readers of varying ability levels, including students with dyslexia. It incorporates foundations of early literacy and focuses on children birth through age eight. Letter grade only.
ECI 410 - Foundations Of Child Development (0-4): Successful completion of course requirements enables students to apply and articulate substantive knowledge of theoretical frameworks of child development, characteristics and needs of children with and without exceptionalities birth to eight, influences on developmental patterns and outcomes and implications for practice. Students will understand typical and atypical child growth and development including health, safety and nutrition, with an emphasis on special health care needs for children B-4. This course provides an understanding of the dynamics of child development and the foundations of early childhood education. Course content will primarily focus on early childhood (birth-4). Students will develop understanding of the needs of young children in a diverse society as they become successful early childhood educators collaborating with children's families and communities. Letter grade only.
ECI 411 - Integrated Literacy III: Writing Instruction For Elementary School: Introduces the candidate to teaching language and literacy development processes for writing and composition for children from kindergarten through eighth grade. Focus includes research-based instructional strategies to develop competences for various approaches to writing instruction. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with exceptionalities through facilitation and methodologies for teaching language. Letter grade only.
ECI 411H - Integrated Literacy III: Writing Instruction For Elementary School - Honors: Introduces the candidate to teaching language and literacy development processes for writing and composition for children from kindergarten through eighth grade. Focus includes research-based instructional strategies to develop competences for various approaches to writing instruction. Emphasis is placed on developing professional responsibilities and ethical conduct that supports a learning environment, including classroom management. Where candidates are exposed to developmentally appropriate instructional design and lesson planning with appropriate accommodations and modifications while assessing, monitoring, and reporting progress for diverse student populations including those with exceptionalities through facilitation and methodologies for teaching language. Letter grade only.
ECI 412 - Integrated Literacy I: Dev Litrcy, Evdnce-bsd Prac & Lang Arts Elem Settings-learning & Pedagogy: Language acquisition and emergent literacy from birth through third grade. Examines contexts that support children's language and literacy development and introduces students to Science of Reading components. Letter grade only.
ECI 413 - Integrated Literacy II: Readng Thry, Decoding, Evidnc-bsd Prac & Lang Elem Sttngs-learng & Pedagogy: Language and literacy development, from kindergarten through eighth grade. Supports children's reading, writing, and language arts pedagogy with current and classic research. Research-based systematic phonics, including language and literacy development, and Science of Reading components are incorporated into course instruction. Also included are research-based instructional strategies for delivering differentiated reading instruction, assessment, intervention and remediation to support readers of varying ages and ability levels, including students with dyslexia. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching language and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. Letter grade only.
ECI 415 - Mathematics And Evidence-based Practices In Elementary Settings-learning And Pedagogy: This course provides meaningful and developmentally appropriate mathematical instruction for elementary settings. Intentional planning for instruction, the interrelated nature of assessment and instruction, and the diverse needs of learners (including a focus on modifications, accommodations, and students with exceptionalities) are addressed through virtual discussions, activities and assignments. Strategies for creating a positive and productive mathematics learning environment are explored, including methods of classroom management. Developmentally appropriate/effective instructional delivery, facilitation, and methodologies are outlined in regard to the content of the course. Letter grade only.
ECI 416 - Science And Evidence-based Practices In Elementary Settings-learning And Pedagogy: Objectives, content, and methodology of science in elementary settings. Letter grade only.
ECI 417 - Social Studies And Evidence-based Practices In Elementary Settings-learning And Pedagogy: Role, objectives, and content of a social studies curriculum as well as methodology, selection of materials, and evaluation of social studies learning. Students engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching social studies and the arts in elementary settings. Students develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment. Letter grade only.
ECI 418 - Integrated Literacy III: Writing Instruction In Elementary Settings-learning And Pedagogy: This course is designed to demonstrate methods for effectively/efficiently teaching writing/composition strategies/ skills to students in elementary settings and the ability to design writing instruction appropriate student needs. Letter grade only.
ECI 432 - Queering Schools: Rethinking Sexuality And Gender Identit(Ies) In Educational Contexts: This course offers critical, feminist, queer, and post-modern theoretical grounding that supports an examination of issues of sexuality and gender identity/performance in educational contexts (pre K-Higher Education). Students will develop frameworks for evaluating and responding to school policies and educational experiences from a variety of contexts: as students, as parents, as educators, and as citizens. Cross-listed with WGS 432. Letter grade only.
ECI 466 - Legislative Or The Washington Center Internship: Supervised internship in the Arizona Legislature or the Washington Center. Students are selected on a competitive basis, and you must apply the term prior to the internship. Students must meet requirements of the program to be eligible. Course enrollment is handled by the internship coordinator after selections have been made. Pass/Fail only.
ECI 485 - Undergraduate Research: Individualized original research under the supervision of a research adviser. Pass-fail only. May be repeated for up to 12 units of credit.
ECI 490C - Supervised Teaching: Elementary: Directed teaching in the early childhood and elementary grades: directed and cooperative preparation, teaching, and evaluation; conferences and seminars on theories, issues, and practices of effective elementary school instruction. Pass/Fail only. May be repeated for up to 12 units of credit.
ECI 492C - Supervised Teaching: Early Childhood: Directed teaching in birth to pre-school settings; directed and cooperative preparation, teaching and evaluation; issues and practices of effective early childhood education. Pass/Fail only. May be repeated for up to 6 units of credit.
ECI 493 - Supervised Teaching: Bilingual Education: Directed teaching in elementary classrooms meeting and emphasizing bilingual needs; directed and cooperative preparation, teaching, and evaluation; conferences and seminars in theories, issues, and practices in bilingual classrooms. Pass/Fail only. May be repeated for up to 12 units of credit.
ECI 497 - Independent Study: Individualized approach to select topics by guided reading and critical evaluation. Pass-fail only. May be repeated for credit. Please complete the Independent Study Proposal form and obtain signatures of approval BEFORE registering. https://nau.edu/wp-content/uploads/sites/26/Independent_Study_Form_FINAL-3.pdf
ECI 497C - Independent Study: Individualized approach to selected topics by guided reading and critical evaluation. Department consent required. Pass-fail only. May be repeated for credit. Please complete the Independent Study Proposal form and obtain signatures of approval BEFORE registering. https://nau.edu/wp-content/uploads/sites/26/Independent_Study_Form_FINAL-3.pdf
ECI 499 - Contemporary Developments: Examines recent trends and investigations in a selected area. Letter grade only. May be repeated for credit.
ECI 499H - Contemporary Developments - Honors: Examines recent trends and investigations in a selected area. Letter grade only. May be repeated for credit.
ECI 502 - Literacy L: Developmental Literacy, Evidenced-based Practices, & Language Arts In Elementary School: This course focuses on Language acquisition and emergent literacy from birth through third grade. Informed by the Science of Reading, this course examines contexts that support children's language and literacy development. Research-based systematic phonics, including language and literacy development is incorporated into course instruction. Aligned to Interstate Teacher Assessment and Support Consortium (InTASC) Standards, Arizona College and Career Ready Standards (ACCRS), and current accreditation standards, ECI 503 may be taken concurrently. Contains an assessment that must be successfully completed in order to move toward student teaching. Cross-curricular emphases and ties to the arts are included. Co-convened with ECI 402. Letter grade only.
ECI 503 - Literacy II: Language Arts Methods, Evidenced-based Practices In The Elementary School: This course focuses on language and literacy development, from kindergarten through eighth grade. This course supports children's reading, writing, and language arts pedagogy with current and classic research. Research-based systematic phonics, including language and literacy development is incorporated into course instruction. Also included are research-based instructional strategies for delivering differentiated reading instruction, assessment, intervention and remediation to support readers of varying ages and ability levels, including students with dyslexia. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching language and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. Contains an assessment that must be successfully completed in order to move toward student teaching. Co-Convened with 403. Letter grade only.
ECI 505 - Graduate Mathematics And Evidenced Practices Grades 1-8: This course will develop future elementary school teachers' understanding of the content and professional framework associated with teaching and learning of mathematics. The course addresses content issues and professional issues facing the mathematics education community. Aligned to Interstate Teacher Assessment and Support Consortium (InTASC) Standards, Arizona College and Career Ready Standards (ACCRS), and current accreditation standards, this course addresses current practices in the field. Contains an assessment that must be successfully completed in order to move toward student teaching. Co-convened with ECI 405. Letter grade only.
ECI 506 - Graduate Science And Evidence-based Practices In Elementary School: Objectives, content, and methodology of elementary science; selection and use of texts, equipment, and supplementary materials. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching science and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. Contains an assessment that must be successfully completed in order to move toward student teaching. Co-convened with ECI 406. Letter grade only.
ECI 507 - Graduate Social Studies And Evidence-based Practices In Elementary School: Role, objectives, and content of the social studies curriculum as well as methodology, selection of materials, and evaluation of social studies learning. Candidates engage in developmentally appropriate instructional delivery, facilitation and methodologies for teaching social studies and the arts. Candidates develop skills related to instructional design and lesson planning, including modifications, and accommodations. Students facilitate the establishment of the learning environment, including classroom management. Contains an assessment that must be successfully completed in order to move toward student teaching. Co-convened with ECI 407. Letter grade only.
ECI 521 - Questioning Strategies: Elective professional renewal course for educators. Examines useful classroom techniques for improving classroom practice and beginning action research. Letter grade only.
ECI 524 - Seminar In The Development Of Language: Young Children: Research and theories concerning language development, acquisition, and use by young children; emphasizes work of the developmentalists. Letter grade only.
ECI 526 - Parental Involvement In Education: Planning supervision and organization of parent involvement activities at home and center-based teaching. Letter grade only.
ECI 530 - The Role Of Phonics In Reading Instruction: This class examines phonics in reading and in the instruction of reading. Phonemic awareness, specific phonic elements, and methods of teaching and assessing phonic knowledge are included. Letter grade only.
ECI 531 - Foundations Of Reading Instruction: Theories of language acquisition and reading instruction including bilingual and bicultural considerations. Presents authorities, philosophies, methodology, and materials and evaluates their strengths and weaknesses. Letter grade only.
ECI 541 - Corrective And Remedial Reading: Principles, methods, specialized materials, and diagnostic tests for use in remediation of basic skill deficiencies with disabled readers; clinical experience in test administration. Letter grade only.
ECI 542 - Teacher Leadership In Secondary Education: The primary purpose of this course is to provide teacher candidates with experiences and knowledge for addressing changes in school environments and initiating change in school environments to improve learning for all students. Completion of this course includes successfully completing a Signature Assignment: Newsletter. In the newsletter, teacher candidates will describe their teaching philosophy, classroom management plan, and classroom procedures specific to their content areas. The course in inquiry based, interdisciplinary, and contextually grounded through guided experiences in school sites. The application and discourse of technology is embedded in all secondary education courses. Letter grade only.
ECI 551 - Clinical Practice In Reading Practicum K-8: Clinical experience with tutoring children with reading delays in reading, diagnostic testing, case studies, and clinical report writing. Letter grade only.
ECI 555 - Marginalized Populations In Secondary Education: The primary purpose of this course is to provide teacher candidates with experience and knowledge to address the needs of marginalized populations (including but not exclusive to disabilities, GLBTQ, ethnically diverse, ELL, at-risk) in secondary grades. Completion of this course includes successfully completing Signature Assignments: Lesson Plan and Scope and Sequence. This course is grounded in a critical theoretical framework that foregrounds and explores issues of power, culture, equity, and access. The course is inquiry based, interdisciplinary, and contextually grounded through guided experiences in school sites. The application and discourse of technology is embedded in all secondary education courses. Letter grade only.
ECI 570 - Core Introductory Seminar: This course fosters the foundation for all subsequent coursework. It initiates the theme of "Community" through a set of common readings and is linked to the capstone course to ensure program continuity. Letter grade only.
ECI 574 - Integrated Elementary Science/Social Studies Methods: Course offers future educators a practical understanding of an integrated curricular approach by infusing inquiry-based science methods with social studies methods using a thematic approach. This course contains an assessment that must be passed to be eligible to register for student teaching. Letter grade only.
ECI 575 - Elementary Curriculum And Assessment: Students will explore various theoretical and methodological aspects of elementary school curriculum, as well as the role of assessment in the teaching and learning process. Curriculum content and organization, as well as instructional design, methods and materials for grades K-8. Candidates develop skills, knowledge and dispositions necessary for teaching students with exceptionalities. Professional responsibility and ethical conduct are integrated into this course. This course contains an assessment that must be passed to be eligible to register for Contains an assessment that must be successfully completed in order to move toward student teaching. Letter grade only.
ECI 576 - Student Teaching And Internship: This field experience consists of directed teaching experience in an elementary school with directed and cooperative preparation, teaching and evaluation. Pass/Fail only. May be repeated for up to 11 units of credit.
ECI 577 - Student Teaching Reflection Seminar: The seminar provides a forum for final reflection on program of study coursework and how it applies within the directed elementary Student Teaching experience. Letter grade only.
ECI 593 - In-service Teacher Workshop: Topical instruction involving exchange of ideas, practical methods, skills, and principles. Normally you may count up to 3 hours of 593 toward your graduate program. Repeat for credit as needed. Pass-fail.
ECI 599 - Contemporary Developments: Examines recent trends and investigations in a selected area of a particular field of study. May be offered no more than three times before being submitted for a permanent course number. May be repeated for credit. Pass-fail or letter grade.
ECI 602 - Advanced Children's Literature: Reviews the development of children's literature, past to present; types and characteristics of literature written for children; major award winners; practical uses in the classroom. Letter grade only.
ECI 603 - Assessment Of Students: This course is designed to prepare practicing teachers to be informed participants in the discussion and development of defensible assessment practices and programs. Given the continued emphasis on accountability and high-stakes testing, it is crucial that professional educators understand the assessment process and potential consequences to students with special emphasis on developing defensible alternative assessments, evaluation of programs, alignment of curriculum and assessment, and individualized assessments (e.g., AIMS). Letter grade only. Prerequisite: Graduate standing.
ECI 604 - Advanced Study In Emergent Literacy: Theories of emergent literacy, early childhood development of language, reading and writing, role of parent and teacher, and current thinking in areas of instructional strategies, environment, and assessment. Letter grade only.
ECI 607 - Advanced Study In Play Education: Theories of play; development of play, play types, social play categories; the relationship of play to personality, social development, gender differences, social class and culture; planning play (birth to age 8). Letter grade only.
ECI 608 - Fieldwork Experience: Department consent required. Pass-fail only. May be repeated for up to 12 units of credit.
ECI 610 - National Board Certification Pre-candidacy: This course is designed to prepare teachers for the process of pursuing National Board Certification through the National Board for Professional Teaching Standards (NBPTS). In partnership with the Arizona K12 Center, a National Board Certified Teacher-instructor will guide participants as they examine their practice and reflect on the impact their instructional decisions on students in their classrooms. Portions of this course may be facilitated in a face-to-face and online (hybrid) format. *Though successful completion of this course may result in the attainment of course credit from Northern Arizona University, the National Board for Professional Teaching Standards determines the scoring criteria and processes used to become a National Board Certified Teacher. Pass-fail only.
ECI 611 - National Board Certification National Board Institute: Course participants will engage in close examination of the NBPTS Standards and Components for the certificate area they are pursuing. Through dialogue with National Board Certified Teachers, colleagues, and active learning opportunities, participants will devise a three-year plan for completing NBPTS Components and investigate NBPTS scoring rubrics and submission requirements. Pass-fail only.
ECI 612 - National Board Portfolio Assessment: Component 1 Content Knowledge: To become a National Board Certified Teacher, a teacher must submit a professional portfolio of his or her work directly to the National Board for Professional Teaching Standards (NBPTS). This course is designed to guide teachers who have declared their candidacy with NBPTS through group work, readings, and an independent investigation to create, and successfully submit, NBPTS Component 1. Pass-fail only.
ECI 613 - National Board Portfolio Assessment: Component 2 Differentiation In Instruction: To become a National Board Certified Teacher, a teacher must submit a professional portfolio of his or her work directly to the National Board for Professional Teaching Standards (NBPTS). This course is designed to guide teachers who have declared their candidacy with NBPTS through group work, readings, and independent investigation to create, and successfully submit, NBPTS Component 2. Pass-fail only.
ECI 614 - National Board Portfolio Assessment: Component 3 Teaching Practice And Learning Environment: To become a National Board Certified Teacher, a teacher must submit a professional portfolio of his or her work directly to the National Board for Professional Teaching Standards (NBPTS). This course is designed to guide teachers who have declared their candidacy with NBPTS through group work, readings, and independent investigation to create, and successfully submit, NBPTS Component 3. Pass-fail only.
ECI 615 - National Board Portfolio Assessment: Component 4 Effective And Reflective Practitioner: To become a National Board Certified Teacher, a teacher must submit a professional portfolio of his or her work directly to the National Board for Professional Teaching Standards (NBPTS). This course is designed to guide teachers who have declared their candidacy with NBPTS through group work, readings, and independent investigation to create, and successfully submit, NBPTS Component 4. Pass-fail only.
ECI 620 - Early Childhood Curriculum: Foundations of curriculum development and existing early childhood curricula. Letter grade only.
ECI 621 - Selected Topics In Early Childhood Education: Covers major issues in early childhood education. Letter grade only. May be repeated for up to 6 units of credit.
ECI 625 - Development Of Children's Logical Concepts: Children's concepts and their development, with particular emphasis on the theories and research of developmental psychologists. Letter grade only.
ECI 627 - Early Childhood Science And Social Studies: This course provides educators with the knowledge necessary to select, teach, and assess the content, skills, and attitudes that promote science, social and civic competencies in early childhood programs. Letter grade only. Prerequisite: Bachelor's degree, preferably in elementary education or early childhood
ECI 640 - The Use Of Motivational Interviewing In School-based Coaching And Consultation: This course is designed to provide knowledge, competency and proficiency in the use of Motivational Interviewing (MI) as a framework for school-based coaching and consultation. Participants in the course will learn foundational and practical knowledge regarding school-based coaching and consultation through the lens of MI. Additionally, participants will be trained in the use of MI to become competent in the skills and processes of MI, and proficient in its use in applied settings. Proficiency in coaching and consultation through MI has potentially wide-ranging benefits for educators, school leaders, educational psychologists, school counselors, social workers, allied mental health professionals, and professionals from the health sciences. Letter grade only.
ECI 642 - Modern Language-arts Instruction: Problems faced in the field of language arts, approached through study of research and current trends. Letter grade only.
ECI 643 - Modern Elementary School Mathematics: Problems faced in the field of arithmetic, approached through study of research and current trends. Letter grade only.
ECI 645 - Modern Elementary School Science: In depth study of ideas related to the teaching of science in schools (e.g. engaging students in scientific practices, equity and diversity in science education, and supporting student inquiry); focus on connecting research-based theory to classroom practice. Letter grade only.
ECI 647 - Multiage Education: Philosophy and history of multiage groupings; foundations of how children learn and developmentally appropriate practices; instructional strategies, environment and assessment for mixed-age groupings, and implementation in schools. Letter grade only.
ECI 648 - Advanced Multiage Education: Multiage philosophy and practices; philosophy of a child-centered approach; research in multiage education, mixed-age learning theories; expanded strategies including the project approach, problem/inquiry-based learning and play. Letter grade only.
ECI 649 - Problems In Elementary School Curriculum: Basic curriculum problems facing educators; research techniques applicable to solving curriculum problems. Letter grade only.
ECI 650 - Issues In Multiage Education: Issues of multiage education are studied in the context of school observations and research on a child-centered, mixed-age approach; a study tour of international classrooms in various countries around the world. Letter grade or Pass-fail. May be repeated for up to 9 units of credit.
ECI 651 - Issues In Reading: Comprehensive range of philosophies, personalities, and pedagogical issues in reading and language-arts instruction. Letter grade only.
ECI 652 - Gender Issues In Education: This course is an exploration of the complexities of issues surrounding the topic of gender in education. Sociocultural, political, historical, and personal contexts will be covered in this course with a focus on teaching and learning within schools. Cross-listed with WGS 652. Letter grade only.
ECI 659 - Instructional Problems In Junior Highs And Middle Schools: Role of junior high and middle school in American education. Instructional problems, philosophy, functions, curriculum, guidance, activities, personnel, and administration of junior high or middle school. Letter grade only.
ECI 661 - Administration And Supervision Of Reading Programs: Creation, maintenance, and evaluation of reading programs for kindergarten through adult. Administration, staffing, politics, training, evaluating strengths and weaknesses, finances, and leadership within reading programs. Letter grade only. May be repeated for up to 6 units of credit.
ECI 666 - Problems In Secondary School Curriculum: Analyzes contemporary and controversial issues in the development of secondary school curriculum. Letter grade only.
ECI 671 - Reading In The Content Area: This course presents reading methods appropriate for teaching content-area concepts and supportive research, including decoding skills. Involves developing and teaching lessons, using ideas from the course. Letter grade only.
ECI 675 - Principles Of Curriculum Construction: Theories and practices of curriculum development and presentation of a modern and functional philosophy of curriculum construction. Letter grade only.
ECI 680 - Contemporary Issues In Early Childhood Education: This course examines contemporary issues in early childhood education. Policy, advocacy, curricula, theory, cognitive development through play, family engagement, developmentally effective practices, and other pertinent issues will be explored and researched. Letter grade only.
ECI 685 - Graduate Research: Department consent required. Letter grade or pass-fail. May be repeated for up to 6 units of credit.
ECI 687 - Supervised Applied Reading Research Project: Capstone course for the Reading Endorsement program. Students demonstrate through a student-designed applied research project, the knowledge, skills, strategies and understanding of reading assessments learned from previous reading courses. Letter grade only.
ECI 696 - Professional Problems Of Teachers: Individual and group problems facing experienced teachers. Letter grade only.
ECI 697 - Independent Study: Individualized directed study on selected topics. Note that no more than 3 units may be included on a master's plan in education. Department consent required. Letter grade or pass-fail. May be repeated for credit. Please complete the Independent Study Proposal form and obtain signatures of approval BEFORE registering. https://nau.edu/wp-content/uploads/sites/26/Independent_Study_Form_FINAL-3.pdf
ECI 698 - Graduate Seminar: Involves completing an action research or approved synthesis project demonstrating critical reflection about theoretical connections and practices. Take this course as part of the last 3-6 credits in your master's program. Department consent required. Letter grade or pass-fail. May be repeated for up to 3 units of credit.
ECI 699 - Thesis: Individualized directed research, writing, and oral defense of selected thesis topic. Department consent. Pass-fail only. May be repeated as needed. Prerequisite: Admission to master's program.
ECI 701 - Frameworks Of Curriculum: ECI 701 is designed to engage students in a study of the central themes and arguments that currently shape the complex and complicated field of curriculum. Through this course, students intentionally consider the field of curriculum, developing deep understandings of the historical and philosophical underpinnings; explore the foundational writings, as well as the authors who contributed these concepts and theories. All of which have shaped the themes and arguments of this field of human endeavor. Within and between these writings, students surface points of connection and areas of dispute. Letter grade only.
ECI 710 - Contexts Of Schooling: Introduces multiple contexts that influence curricular and instructional decision-making, socio-cultural, political, organization, and historical. Letter grade only.
ECI 711 - Doctoral Program Success Seminar: ECI 711 is a seminar designed to help students new to the Curriculum and Instruction Program develop the skills, knowledge, and dispositions necessary to successfully navigate the doctoral journey. This seminar provides an overview of the PhD process. Within this seminar, students discover both the practicalities and strategies of the doctoral experience, as well as, the challenges and unwritten rules of success. Students engage with members of the Curriculum and Instruction faculty and survey the research interests of professors within the program. Relatedly, students and faculty build of a sense of community and shared purpose. The program guidelines, requirements, processes, and procedures are presented and discussed. Constructively completing ECI 711 enables doctoral students to enter into the program more confidently and begin the journey of moving from student to scholar. Letter grade only.
ECI 716 - Research In Teaching And Teacher Education: This course introduces doctoral students to foundational and current research in teaching and teacher education. Using a seminar format, the course engages students in critical examinations of the literature and asks them to consider how this research informs the field as well as their own scholarship around teaching and/or teacher education. Cross-listed with ESE 716. Letter grade only.
ECI 721 - Writing For Publication Seminar: Writing is an essential skill in becoming a scholar. ECI 721 is a seminar designed to enable students in the Curriculum and Instruction Program to become productive and scholarly writers. This seminar prepares doctoral students for the challenging endeavor of writing for publication. Students are guided to become skilled in constructing manuscripts by developing arguments, supporting those arguments with evidence, and creating an organization schema based on a convincing presentation of the argument and evidence. Students deconstruct published pieces, engage in mock manuscript reviews, and compose an original manuscript for publication. American Psychological Association (APA) guidelines for publication are utilized. The necessary, but oftentimes, hidden skills and strategies of preparing writing for publishers' review are developed. Through these discussions and writing groups, students gain insights into the knowledge and dispositions of successful writers. Letter grade only.
ECI 722 - Current Issues In Literacy Research And Instruction: This course serves as a professional seminar in literacy research. It is encouraged for doctoral students with a focal interest in literacy research. As a professional seminar, the primary purpose of the course is to orient and socialize you into the field, with a specific emphasis on the field of literacy research. Letter grade only.
ECI 724 - Collaborative Writing Groups For Doctoral Students: This course supports doctoral students in developing academic writing skills necessary to become successful in writing and publishing academic pieces. The course will focus on academic writing tools and on working in writing groups. A variety of texts related to academic writing strategies will be read and used. On alternate weeks, students work within a writing group (one to which they already belong, or as a group formed through this course) to provide feedback on writing and practice strategies from class. All doctoral students at any level in their program are welcome to take this course. Letter grade only.
ECI 726 - The Shaping Of The Field Of Teaching And Teacher Education: This course introduces doctoral students to foundational and current policies, theories, and practices in the field of teaching and teacher education. Using a seminar format, the course engages students in critical examinations of the literature and asks them to consider how policy, theories, and practices shapes and informs the field as well as their own scholarship around teaching and/or teacher education. This course is designed for students in the Teaching and Teacher Education area in the Curriculum and Instruction doctoral program. Cross-listed with ESE 726. Letter grade only.
ECI 730 - Paradigms For Research In Curriculum And Instruction: Frameworks for conducting research in curriculum and instruction, using paradigms reflecting distinctively different assumptions about ontology and epistemology by examining various disciplines of inquiry. Letter grade only.
ECI 731 - Grant-writing Skills, Knowledge, And Dispositions Seminar: Writing proposals for funding agencies can seem mysterious to the uninitiated. ECI 731 affords opportunities to doctoral students in the Curriculum and Instruction Program to develop an in-depth understanding of the grant-writing process through experiential, hands-on, approaches. A thorough exploration of the grant-writing process - taking novices from an initial call for proposals, to an analysis of writing guidelines, into an application of review rubrics, on to language and argument usage, into an exploration of procedures for submission, and finally, through the acceptance or non-funding judgement - prepares doctoral students to meet the challenge of grant-writing. Students review successful grant proposals, and analyze non-funded grant proposals for areas of deficiency. In groups, they identify and develop ways of addressing these weaknesses. Also, a requirement for students in ECI 731 is to construct a grant proposal. Letter grade only.
ECI 736 - Identity And Knowledge In Teaching And Teacher Education: This course introduces doctoral students to foundational and current research in teacher identity and knowledge. Using a seminar format, the course engages students in critical examinations of the literature and asks them to consider how this research informs the field as well as their own scholarship around teaching and/or teacher education. This course is designed for students in the Teaching and Teacher Education area in the Curriculum and Instruction doctoral program. Cross-listed with ESE 736. Letter grade only.
ECI 740 - Praxis Seminar: Examines how theoretical frameworks in education can and often should be constructed from successful practice, thus demonstrating how practice can influence theory. Letter grade only.
ECI 760 - Directed Readings In Curriculum: Pass-fail only. May be repeated as needed.
ECI 761 - Advanced Seminar In Curriculum Problems: Letter grade only.
ECI 771 - Curriculum And Instruction In Higher Education: Issues and approaches to curricular developments, evaluation, and instructional processes in higher education. Letter grade only.
ECI 796 - Internship In Curriculum And Instruction: Department consent required. Pass-fail only. May be repeated for up to 6 units of credit.
ECI 798 - Dissertation Seminar: Assists in developing a dissertation proposal and prospectus. Pass-fail only.
ECI 799 - Dissertation: Individualized directed research, writing, and oral defense of selected dissertation topic. Department consent required. Pass-fail only. May be repeated for credit.