Chairperson: Anny Case, Ph.D.
B.Ed Community, Culture, & Language Program Directors: James Hunter, Ph.D. and Kathy Nitta, Ph.D.
Elementary Program Director: Kathy Nitta, Ph.D
Secondary Program Director: John Traynor, Ph.D.
The Department of Teacher Education offers one bachelor’s degree and two teacher certification programs
Bachelor of Education in Community, Culture and Language
Elementary Teacher Certification
Secondary Teacher Certification
In the spirit of Gonzaga’s Catholic and Jesuit mission the Teacher Education Department prepares individuals to be reflective practitioners committed to servant leadership and social justice. We have been educating students since 1928, offering a thorough preparation in academic subject matter and professional teaching. As a reflective learning community faculty, staff, and students form supportive relationships that encourage service for others, reflective practice, and critical thinking skills.
Bachelor of Education in Community, Culture, and Language
The B.Ed in Community, Culture, and Language (CCL) (which is our primary pathway to elementary certification) provides students with a deep understanding of the ways in which cultures, languages, and literacies affect communities. The program builds a deeper understanding of and ability to navigate cultural and linguistic differences, as well as the tools to build and support community for the benefit of all. The guiding philosophy of this interdisciplinary degree is rooted in the Jesuit principle of living as men and women for others. In order to be men and women for others we must understand how our cultural and linguistic behaviors shape and are shaped by our worldviews and those of our respective communities. By developing cultural humility, we can develop alongside individuals from diverse linguistic and cultural backgrounds.By the end of their sophomore year, students will be placed into one of two concentrations: the Elementary Education concentration, or the Community Education concentration. The major prepares students for potential employment as an elementary educator or in Non-Governmental Organizations, Non-Profit Organizations, and any businesses or organizations with a global focus.
To earn a Washington State K-8 teaching certificate, students in the elementary concentration take additional specialized courses in the teacher certification program. Students can also add the English Language Learner and Reading Endorsements. Students choosing the community concentration take the core CCL major requirements along with courses in the social sciences preparing them to serve in a variety of nonprofit, nongovernmental, and global organizations.
Community, Culture, and Language in Education Major: 34 credits
| Lower Division | |
| EDTE 101 Social and Cultural Foundations of Education | 3 credits |
| EDTE 200 Language, Society, and Power | 3 credits |
| EDTE 204 Community Languages and Language Acquisition | 3 credits |
| EDTE 206 Community and Place-Based Education | 3 credits |
| Upper Division | |
| MTSL 304 Immigrant and Refugee Perspectives | 3 credits |
| EDTE 321 Social Emotional Learning in Classroom and Community | 3 credits |
| EDTE 432 Core Integration Seminar: Policy and Advocacy | 3 credits |
| Choose one of the following two concentrations: | |
| Elementary Education Concentration: 13 credits | |
| EDTE 221E Differentiated Instruction and Assessment | 3 credits |
| EDTE 221L Field Experience (Elementary) | 1 credit |
| EDTE 306 Critical Pedagogical Issues in American Education | 3 credits |
| EDTE 466 Literacy for English Language Learners | 3 credits |
| Electives (choose one of the following): | 3 credits |
| MTSL 401 Theory and Practice of Language and Teaching | 3 credits |
| MTSL 480 TESOL Field Experience | 1 credit |
| SOCI 388 Sociology of Education | |
| Community Education Concentration: 13 credits | |
| MTSL 401 Theory and Practice of Language Teaching | 3 credits |
| MTSL 480 TESOL Field Experience | 1 credit |
| EDTE 494 Special Project | 3 credits |
| Electives (choose two of the following): | 6 credits |
| EDTE 202 Community and Ethography | |
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ENGL 306 Language, Diversity, and Social Justice
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ENGL 480 Literary and Cultural Studies
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SOCI 388 Sociology of Education
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Elementary and Secondary Teacher Certification Programs
The Teacher Education Department offers a distinctive certification program that prepares educators with the knowledge, skills and dispositions to support K-12 learners, Students have an opportunity to obtain initial (residency) certification within the state of Washington at the Elementary (K-8) or Secondary (5-12) level with reciprocity throughout the United States. The Department is advised by a Professional Education Advisory Board (PEAB) composed of area teachers and school administrators. The certification programs also meet the standards specified by the Washington Professional Educator Standards Board (PESB). It is important to note that certification is not a major. Students pursue a major field of study in the School of Education or from another school or college at the University while also taking teacher certification courses. Students must also fulfill all the University core curriculum requirements.
Teacher certification students have a primary and a secondary advisor. The primary advisor (assigned when students are admitted to the University) advise students regarding degree and core curriculum requirements. Teacher certification students are assigned a secondary advisor from the Teacher Education Department who guides teacher certification candidates throughout the certification program.
Students who want to serve as elementary school teachers pursue Elementary certification allowing them to teach grades K-8 as generalists in a self-contained classroom. Those wanting to teach at the middle or high school level (5-12) pursue secondary certification. Secondary candidates choose a specific content/endorsement area to teach. The Teacher Education Department offers Secondary certification in the following endorsement areas:
Biology English Language Arts
Chemistry Mathematics
Physics Music
French Theatre Arts
Spanish Social Studies
Admission to Teacher Certification Program Requirements:
The following criteria are the admission requirements for the teacher certification program:
- 12 credits of education coursework successfully completed including one field experience.
- Cumulative GPA of 2.50 or higher across GU courses.
- C or better in all EDTE and MTSL courses.
- Candidate has taken the basic skill assessment in each of the following categories: Reading, Writing, and Math in either the WEST B, SAT, ACT or test.
- Current Washington State Pre-Residency Clearance.
- Current FBI/Washington State Patrol Fingerprint Clearance on file.
- No uncorrected documented disposition concerns.
Elementary Education Certification Program Requirements:
Admission to Student Teaching Requirements:
- All certification and endorsement course work must be completed prior to student teaching.
- Cumulative GPA of 2.5 or higher in all GU courses.
- C or better in all EDTE and MTSL courses.
- Has taken the basic skill assessment in each category: Reading, Writing, and Math with minimum scores in either the WEST B, SAT, ACT
- Current Washington State Pre-residency clearance.
- Current FBI/Washington State Patrol Fingerprint Clearance on file.
- No uncorrected documented disposition concerns.
- WEST E or NES taken prior to Student Teaching. Meeting the state's established minimum score on the WEST E or NES endorsement test is required for certification.
- Candidate must apply for student teaching the year prior.
Optional Endorsements offered within the School of Education
Teacher certification students (elementary and secondary) can also earn an English Language Learner (ELL) and/or Reading Endorsement. These are not stand-alone endorsements but optional endorsements that enhance the skills of Elementary and Secondary candidates.
English Language Learner (ELL) Endorsement: 14 credits
| MTSL 304 Immigrant and Refugee Perspectives | 3 credits |
| MTSL 401 Theory and Practice of Language Teaching | 3 credits |
| MTSL 408 Principles of Second Language Acquisition | 3 credits |
| EDTE 466 Literacy for English Language Learners | 3 credits |
| MTSL 450 Language Awareness | 1 credit |
| MTSL 480 TESOL Field Experience | 1 credit |
Reading Endorsement: 17 Credits
| EDTE 231 Reading, Writing, & Communication I | 3 credits |
| EDTE 331 Reading, Writing & Communication II | 3 credits |
| EDTE 331L Field Experience | 1 credit |
| EDTE 461 Reading Diagnosis | 3 credits |
| EDTE 462 Child and Adolescent Literature | 3 credits |
| EDTE 464 Reading Practicum | 1 credit |
| EDTE 466 Literacy for English Language Learners | 3 credits |
Washington state certification requirements may change. Students are responsible to stay current by checking with their School of Education advisor and the Director of Certification.
Lower Division
This course provides an overview of the teaching profession. It is designed as an exploration of teaching as a career choice, serving as an introduction to various philosophical positions regarding education, the laws that affect students and teachers, the global and historical background of our current educational systems, and the issues concerned with recognizing, accepting, and affirming diversity.
Topic to be decided by faculty.
This course introduces students to foundational concepts in linguistics, with particular emphasis on how language, culture, and society intersect and how linguistic choices reinforce or undermine power relations in society. Students will develop and understanding of what constitutes language and how languages create and maintain identities within communities.
Using a variety of frameworks and tools, students will investigate the language and culture of carefully selected communities. Students will learn how to describe events without interpretation and work collaboratively to formulate possible hypotheses about cultures.
Prerequisite:
EDTE 200 Minimum Grade: D
Equivalent:
MTSL 202 - OK if taken since Fall 2022
This course is an introduction to first and additional language acquisition through the lens of an introductory course in two of the languages and writing systems used in the Spokane region. The purpose of the course is to introduce students to the languages and cultures of minority groups and to explore the ways in which the worldviews of these groups differ from those of the dominant culture. The course will also introduce students to the principal theories of first and second language acquisition.
This course introduces students to foundational concepts in community and place-based education practices, with particular emphasis on theories and strategies that support the co-creation of K-12 and community-based educative experiences anchored in the unique contextual elements of place. Students will investigate and engage in local collective impact efforts that reflect a unique community context.
The purpose of this course is to prepare future teachers with a basic pedagogical orientation to Pacific Northwest history focusing on the complexity, diversity, richness, and resiliency of Native peoples in this region. Students will also become familiar with the content and purpose of Washington state's Since Time Immemorial curriculum resources.
This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the elementary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds.
Prerequisite:
EDTE 101 Minimum Grade: D
Concurrent:
EDTE 221L
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. Candidates also gain pedagogical practice by working with students and teaching a lesson. Teacher candidates are required to submit a Field Experience Request form to the Field Experience Office a minimum of a month prior to the semester they are taking the course. This form can be found on Blackboard under Teacher Certification & Field Experience Materials Course. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Prerequisite:
EDTE 101 Minimum Grade: D
and (EDTE 221E Minimum Grade: D
or EDTE 221S Minimum Grade: D)
This course is designed to integrate the planning, implementation, and assessment of instruction across content areas at the secondary level with a special emphasis on diversity. The major focus of this course will be meeting the learning needs of a diverse population which includes students from different racial, ethnic, ability, socio-economic status, language and sexual orientation backgrounds.
Prerequisite:
EDTE 101 Minimum Grade: D
Concurrent:
EDTE 221L
EDTE 241
The primary purpose of this course is to provide opportunities for teacher candidates to understand theoretical constructs related to reading, writing, and communication in classroom curriculum. Teacher candidates will develop pedagogy from an analysis of the processes of natural learning, language acquisition, multiple intelligence, and learning styles. This knowledge will become the framework for instructional methodology for reading, writing, and communication skills.
The purpose of this course is to help the prospective middle level/secondary teacher candidate develop in-depth knowledge and understanding of early adolescents. The middle school reform movement and the developmental characteristics and needs of adolescents provide a framework for this course.
Prerequisite:
EDTE 101 Minimum Grade: D
Concurrent:
EDTE 221L
Upper Division
This course presents earth, physical, and space science concepts for elementary teacher candidates. Spring only.
Equivalent:
EDTE 404 - Taken before Spring 2004
This course addresses social justice by introducing students to a developmental process of acquiring cultural self-awareness, developing knowledge and skills that build intercultural competence, and engaging in meaningful reflective self-evaluation. lntercultural Competence involves a set of cognitive, affective, and behavioral skills and characteristics that support appropriate and effective interaction in a variety of cultural contexts (Bennett, J., 2008). This process begins with recognizing new perspectives about personal cultural beliefs, values, and assumptions; and exploring others' cultures and worldviews. The opportunity to understand the worldviews of others will occur through reading and discussion, learning from speakers representing a variety of cultural backgrounds, refugee simulation at World Relief Refugee Resettlement, and reflection.
This course is designed to examine issues in education from the perspective of Native American students, and to provide educators with knowledge and skills that will increase their comfort level, competency and ability to work in schools where American Indian children and other diverse students are educated. Course content will include an overview of important historical and cultural factors, the study of current methods based on research and experiences of practitioners in the field, and a practicum in the development of effective educational strategies and materials, specifically the Washington State Since Time Immemorial curriculum.
This course will introduce and practice the processes of assessing whether students are meeting desired classroom outcomes, addressing the question, "How do we know our students learned the material?" Multiple methods and types of classroom assessments will be analyzed and evaluated for the purposes of creating a systematic framework that implements, collects, and reviews assessment data. The following assessment components will be discussed, applied and evaluated: timely and appropriate feedback; formative, summative and diagnostic methodologies; classroom assessment instruments; self-assessment applications; clear criteria; scoring guides and rubrics; student voice; and content-specific assessment practices. Fall.
Prerequisite:
EDTE 221E Minimum Grade: D
and EDTE 221L Minimum Grade: D
This course will introduce and practice the processes of assessing whether students are meeting desired classroom outcomes, addressing the question, "How do we know our students learned the material?" Multiple methods and types of classroom assessments will be analyzed and evaluated for the purposes of creating a systematic framework that implements, collects, and reviews assessment data. The following assessment components will be discussed, applied and evaluated: timely and appropriate feedback; formative, summative and diagnostic methodologies; classroom assessment instruments; self-assessment applications; clear criteria; scoring guides and rubrics; student voice; and content-specific assessment practices. Spring.
Prerequisite:
EDTE 221S Minimum Grade: D
and EDTE 221L Minimum Grade: S
Concurrent:
EDTE 418
EDTE 418L
This course offers candidates the opportunity to learn communication and intervention skills that can be used within any instructional setting. Supportive behavior and resource management techniques are addressed that result in logical consequence, assisting the student in accepting
responsibility for behavior. This course focuses on a multitude of methods and modalities in order to address various learning styles and reduce non-academic stressors. There is a focus on mastery of social and emotional skills in addition to academic ones, as well as adverse childhood experiences (ACEs) and a trauma-sensitive learning environment. This course meets the RCW 28A.410.035 and WAC 181-79A-200 requirement (issues of abuse) for CCL Elementary majors only as of Fall 2023.
The purpose of this course is twofold: one, to prepare teacher candidates to create appropriate lesson plans for literacy instruction and assessment in order to provide opportunities for children to become involved with literacy in a purposeful and meaningful manner. Second, to prepare teacher candidates to become aware and utilize available literary resources, including technology for teaching. An emphasis of this course will be the compatibility of methods of instruction and assessment with regard to Washington State Standards/Common Core Standards. Fall and Spring.
Concurrent:
EDTE 331L
Teacher candidates will have the opportunity to explore first-hand Literacy instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable the teacher candidate to observe and participate in instructional decision making, strategies for differentiation, and various assessment modes. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Prerequisite:
EDTE 221L Minimum Grade: S
Concurrent:
EDTE 331
Topic to be decided by faculty.
This course presents theories and techniques appropriate to teaching Music in the elementary school.
Prerequisite:
EDTE 221E Minimum Grade: D
This course is designed to prepare or teacher candidates for teaching Mathematics in an elementary classroom. Candidates will learn and apply content specific pedagogy, understand the mathematical practices, plan assessment to monitor student learning and foster a mathematical learning environment within the classroom.
Prerequisite:
EDTE 221E Minimum Grade: D
and MATH 104 Minimum Grade: D
Concurrent:
EDTE 401L
Teacher candidates will have the opportunity to explore first-hand mathematical instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. The course will enable teacher candidate to observe and participate in instructional decision-making, strategies for differentiation, and various assessment modes. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Concurrent:
EDTE 401
This course presents theories and techniques appropriate to teaching Social Studies in the elementary school.
Prerequisite:
EDTE 221E Minimum Grade: D
and HIST 108 Minimum Grade: D
This course presents theories and techniques appropriate for teaching Art in the elementary school.
Prerequisite:
EDTE 221E Minimum Grade: D
This course is designed to prepare teacher candidates for teaching Science in an elementary classroom. Candidates will understand how students learn and develop scientific knowledge, learn and apply content specific pedagogy, plan assessments to monitor student learning, and foster inquiry in the classroom learning environment. Spring only.
Prerequisite:
EDTE 221E Minimum Grade: D
and EDTE 304 Minimum Grade: D
and BIOL 181L Minimum Grade: D
This course will provide students both theoretical and practical experience in learning how to design and implement a physical education program at an elementary level. It will introduce the students to objectives of physical education, activities that can be implemented at specific grade levels, general fitness concepts, and techniques of teaching in a physical activity environment, assessment protocol, and the importance of physical education as an integral part of general education. An experimental and cross disciplinary approach will be taken to developing and implementing effective learning experiences in physical education for K-8 students.
Concurrent:
EDTE 416
This course provides an in-depth student to a variety of teaching styles and strategies, curriculum planning and evaluation methods appropriate for teaching health education.
Concurrent:
EDTE 415
This course presents theory and practice for developing multiliteracies in secondary classrooms, including the structure and development of language and its expression in specific disciplines. In particular, students gain competencies in working with texts, supporting academic language development, and adapting instruction to make it accessible to multilingual learners. All of this is considered in the context of 21st century literacies and an ever-changing technological landscape.
Prerequisite:
EDTE 221S Minimum Grade: D
or EDTE 221L Minimum Grade: D
Concurrent:
EDTE 418L
Teacher candidates will have the opportunity to explore the instruction, assessment, and technology practices that are at work in schools. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Concurrent:
EDTE 315S
EDTE 418
The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Concurrent:
EDTE 454L
EDTE 460S
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Concurrent:
EDTE 454L
EDTE 460S
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Prerequisite:
EDTE 469 Minimum Grade: D
Concurrent:
EDTE 454L
EDTE 460S
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. This course will aid the teacher candidate to focus and integrate learning by observing, teaching, reflecting, and analyzing instructional events occurring at the school site. This course will enable teacher candidates to observe and participate in instructional decision-making, strategies for differentiation, and various assessment models. Teacher candidates are required to submit a Field Experience Request form to the Field Experience office a minimum of a month prior to the semester they are taking the course. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and . In addition, current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file. Fall Only.
Prerequisite:
EDTE 454F Minimum Grade: D
or EDTE 454M Minimum Grade: D
or EDTE 454S Minimum Grade: D
or EDTE 454E Minimum Grade: D
or EDTE 454T Minimum Grade: D
EDTE 454D
Concurrent:
EDTE 460S
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Concurrent:
EDTE 454L
EDTE 460S
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Concurrent:
EDTE 454L
EDTE 460S
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Concurrent:
EDTE 454L
EDTE 460S
This is a lab course which will accommodate teacher candidates who add-on an additional endorsement. This course must be taken concurrently with an EDTE 454 Discipline Specific Methods course. The field experience requires a minimum of 30 hours in the classroom and travel by car may be required. In addition, current fingerprint clearance from the WSP and FBI throughout the semester and a Character and Fitness form on file is required. Fall only.
Prerequisite:
EDTE 454E Minimum Grade: D
or EDTE 454F Minimum Grade: D
or EDTE 454D Minimum Grade: D
or EDTE 454M Minimum Grade: D
or EDTE 454S Minimum Grade: D
or EDTE 454T Minimum Grade: D
Teacher candidates are provided with strategies to manage the elementary classroom to create a motivated classroom climate, to communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching. Fall only.
Prerequisite:
EDTE 221E Minimum Grade: D
and EDTE 221L Minimum Grade: D
Teacher candidates are provided with strategies to manage the secondary classroom, to create a motivated classroom climate, to communicate with student teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching. Fall only.
Prerequisite:
EDTE 221S Minimum Grade: D
and EDTE 221L Minimum Grade: D
and EDTE 241 Minimum Grade: D
Concurrent:
EDTE 454L
This course provides teacher candidates with the in-depth knowledge and skills to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed. This class incorporates field experience components. Spring only.
This course surveys classical and contemporary literary works for children and youth, preschool-early adolescent. Assessment and teaching strategies for the utilization of literature across the K-12 curriculum are presented. Fall only.
This course creates and applies literacy instruction and assessment strategies in a K-12 classroom setting. A school location is arranged. Practicum requires completion of a form, and department permission and cannot be registered for via Zagweb. 1 credit = 30 contact hours.
This course provides literacy knowledge related to working with English Language Learners. Teacher candidates will create classroom materials for K-12 learners to support their literacy and language development. Students will develop knowledge translated into practical application through the creation of lesson plans, instructional materials and tutoring.
This course is an introduction to the five themes of geography, location, place, human environment interaction, movement, regions. This course fulfills the geography requirement for a Social Studies endorsement. Spring only.
Directed Reading requires completion of a form, and Department permission.
Individualized study that is designed by the professor. Student teacher candidates follow a prescribed course outline.
Individualized study that is designed by the student teacher candidate in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource.
Individualized study that is project-based. The study results in a practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation.
Prerequisite:
EDTE 496E Minimum Grade: D
or EDTE 496S Minimum Grade: D
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of an elementary teacher under the direction of a University supervisor and a co-operating teacher. Seminars are provided for student interaction, problem solving, certification requirements, and informational support. Current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Concurrent:
EDTE 495
This is a culminating 16 week capstone experience in which the teacher candidate assumes the full responsibility of a secondary teacher under the direction of a University supervisor and a co-operating teacher. Seminars are provided for student interaction, problem solving, certification requirements, and informational support. Current fingerprint clearance from the WSP and FBI throughout the semester and Pre-Residency Clearance is on file.
Concurrent:
EDSE 450
EDTE 495
In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.
The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.
Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?
- The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).
- Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
- Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
- Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
- Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.
Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?
- Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
- Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .
Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?
- Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
- World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).
Year 4 Theme and Question: Imagining the Possible: What is our role in the world?”
- Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).
The Broadening Courses
- Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
- History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
- Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
- Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).
The Designations
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.
- Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
- Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
- Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).
Major-specific adaptations to the University Core Curriculum
All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.