BILINGUAL EDUCATION/ESL

BLE       505       Foreign Language Proficiency                                                                                   0 credits
This course is a requisite for all bilingual concentration and/or endorsement candidates as a measure of the foreign language proficiency level. All candidates must complete the ACTFL writing proficiency test and the ACTFL oral proficiency interview in the approved target language area and receive a minimum rating of “Advanced Mid” for speaking and “Advanced Mid” for writing as the passing proficiency level. The oral proficiency interview is an integrative test that addresses a number of abilities simultaneously and looks at them from a global perspective rather than from the point of view of the presence or absence of any given linguistic feature. The ACTFL writing proficiency test is a standardized procedure for the global assessment of functional writing ability. The candidate will read prompts in English and compose written responses in the target language without the aid of dictionaries or grammar references.

BLE       520       History/Theory of Bilingual Education                                                                       2 credits
This course is a study of the history, theory, and issues in bilingual education. Emphasis is on key court decisions and federal/state legislation, as well as their impact upon bilingual/ESL education. Explores the design and implementation of program models and the regulations affecting each. Explores the interrelationship of language and culture and their impact upon learning.

BLE       522       English as a Second Language in the Content Areas                                                 2 credits
The rationale, theories, goals, and practical applications of a comprehensive learner-centered ESL curriculum will be studied, focusing on integrating the Washington EALRs, GLEs, and ELDs. Various teaching and scaffolding strategies and an overview of applicable assessment strategies are discussed.

BLE       523A     Applied Linguistics I                                                                                                 2 credits
Review of historical trends in applied linguistics and their impact on elementary and secondary education. Subjects explored will include the nature of language and its role in society; the fundamentals of phonology, morphology, and syntax; and the application of those concepts to issues in education, sociology, and other fields. Includes introduction to linguistics field research and linguistic research using electronic and print professional journals. Strategies and techniques are reviewed and adapted for application with diverse populations in a multicultural setting. Cross-listed as ENG 532A.

BLE       523B     Applied Linguistics II                                                                                                2 credits
An advanced survey of phonetics, phonology, morphology, syntax, and semantics, as well as their application to teaching ESL and composition. This class includes further linguistic field research based on study of electronic and print professional journals. Prerequisite: Undergraduate introduction to linguistics course or BLE 523. Cross-listed as ENG 523B.

BLE       526       Literacy and the Bilingual/ESL Student                                                                     3 credits
Advanced study of teaching listening, speaking, reading, and writing with comprehension in the first and second languages. Addresses the impact of culture in language acquisition. Emphasis on language acquisition and developing communication competence of English language learners, with particular focus on research-based vocabulary and comprehension-building strategies. Addresses the analysis of language production as it applies in the classroom. Students will examine factors that influence English language and literacy development and will develop instructional approaches and pedagogical materials that meet the needs of English language learners.

BLE       527       Instructional Methods and Assessment in Teaching Bilingual/ESL                           3 credits
This course provides an instructional framework and emphasizes the development of teacher competency related to the teaching of English language learners. Examines the development and implementation of effective research-based instructional practices. Students will examine assessment procedures as well as ethical standards and practices used in the assessment, placement, and identification of culturally and linguistically diverse students.

BLE       535       Sociolinguistics                                                                                                        2 credits
An advanced study of sociolinguistics phenomena, including linguistic change, language preservation, bilingualism, and sociopolitical issues involving language, emphasizing their application to teaching ESL and composition. Includes further linguistic field research based on study of electronic and print professional journals. Same as ENG 535. Prerequisite: BLE 523A. Matched with ENG 535.

BLE       572       Practicum                                                                                                                  2 credits
Note: This is required for those who hold a teaching certificate and are adding an ESL endorsement. A practical application with supervision and support of the principles of learning and instructional techniques in the ESL classroom. Emphasis is on core competencies specific to the ESL endorsement. Seminar sessions will be required. Prerequisites: All BLE courses (16 credits), permission of the department chair.

BLE       595       Special Project                                                                                                          3 credits
A course designed to permit qualified students to pursue a research-based approved topic through independent study, under the direction of a faculty member, and to produce a specific and defined outcome. Prerequisites: All BLE courses (16 credits), ED 553, ED 584, permission of the department chair.

BIOLOGY

BIOL      510D     Vertebrate Zoology                                                                                                    4 credits
Major vertebrate groups examined, with emphasis on evolution, phylogeny, morphology, systematics, life history, and ecology. Lab required.

BIOL      510F     Invertebrate Zoology                                                                                                 4 credits
Invertebrate groups examined, with emphasis on phylogeny, systematics, morphology, life history, and ecology. Same as BIOL 410F. Lab required.

BIOL      514       Botany                                                                                                                      4 credits
The study of plants — their anatomy, morphology, physiology, ecology, reproduction, and classification. Current research on the importance of plants in their roles and relationships in nature and to man. Lab required.

BIOL      515       Genetics and Cell Biology                                                                                         4 credits
Basic principles of modern and classical genetics. Molecular genetic techniques for the manipulation of DNA are studied, as well as classical Mendelian genetics. Metabolism, genetic control, and energetics of cellular organisms and cells; organelle structure and function; and membrane phenomena. Emphasis on quantitative and qualitative features of cell structure and function and upon the methods and instruments of the cell biologist. Current research on individual and population genetics and the moral and ethical issues concerning inherited disorders, counseling, cloning, abortion, and genetic engineering are examined.

CHEMISTRY

CHEM    510       Biochemistry                                                                                                             4 credits
Inquiry-based modern biochemistry, including cellular organization, analytical methods, aqueous environments, amino acids, proteins, enzymes, carbohydrates, lipid membranes, and metabolism. Laboratory includes lab safety, practice, and management, as well as modern techniques for the purification and identification of macromolecules.

CHEM    511       Organic Chemistry                                                                                                    4 credits
Inquiry-based investigation of structure determination, mass spectroscopy, infrared spectroscopy, nuclear magnetic resonance spectroscopy, alcohols, ethers and epoxides, aldehydes and ketones, carboxylic acids, carbohydrates, and aliphatic amines. Laboratory emphasis on synthesis and instrumentation. Lab will include instruction in lab safety, practice, and management.

CHEM    515       Physical Chemistry I                                                                                                 4 credits
Transport processes, bonding, and theory of macromolecular behavior. Inquiry-based examination of surface chemistry catalysis and thermodynamic calculations is presented. Laboratory portion of the course will investigate molecular-level phenomena such as Knudsen diffusion. Lab will include instruction in lab safety, practice, and management.

CHEM    516       Physical Chemistry II                                                                                                4 credits
This course is a continuation of CHEM 515. Subject matter will include descriptions of free energy as it pertains to phase equilibria, and quantum theory as it pertains to the molecular properties of chemicals. Lab will include inquiry-based examination of course content, as well as instruction in lab safety, practice, and management.

COUNSELING PSYCHOLOGY

CPSY     500       Orientation for Counseling Psychology Candidates                                                   0 credits
This course is a required orientation for counseling candidates. It includes an overview of the program, learning competencies, requirements for the degree and for ESA certification, discussion of school counseling and community mental health counseling options, the Heritage University conceptual framework, APA style report writing, research skills, and the skills necessary to succeed in graduate school. Graded pass/no pass.

CPSY     501       Issues in Counseling: Legal and Ethical                                                                    2 credits
Awareness of social, political, and professional issues currently impacting professional practice and implications for the future. Emphasis on knowledge of ethical principles, standards of professional practice, and state mental health standards.

CPSY     530       Principles of Guidance and Counseling                                                                    2 credits
An introduction to guidance and counseling in the helping professions. Historical foundations, delivery models, and therapeutic principles will be examined, as well as the ethical considerations the student will make as a helping professional. There will be significant emphasis on school counseling programs.

CPSY     531       Practicum in Guidance and Counseling                                                                      1 credit
Implement knowledge obtained in CPSY 530 in applied setting.

CPSY     538       Group Counseling                                                                                                     2 credits
Survey of the theories and techniques in group counseling. Integration of the student’s personal philosophy of counseling with all aspects of group work. Analysis of major issues and personal experience in group counseling activities. Prerequisites: CPSY 544, CPSY 545, CPSY 546, CPSY 547.

CPSY     539       Practicum in Group Counseling                                                                                  1 credit
Implement knowledge and skills obtained in CPSY 538 in applied setting.

CPSY     542       Developmental Counseling                                                                                       2 credits
Compare and contrast major developmental theories as they apply to counseling individuals at different stages in the life span. Prerequisites: CPSY 501, CPSY 530, CPSY 544, CPSY 546.

CPSY     543       Practicum in Developmental Counseling                                                                     1 credit
Implement knowledge and skills obtained in CPSY 542 in applied setting.

CPSY     544       Counseling Theories and Techniques I                                                                    3 credits
Survey of major theoretical views of counseling and psychotherapy, including client-centered, behavioral, cognitive, cognitive-behavioral, and reality therapy, as well as emphasizing current approaches and examining in detail techniques and procedures of those approaches. Critical psychological issues will be discussed. Prerequisites: CPSY 501, CPSY 530. Must be taken concurrently with CPSY 545 with the same instructor.

CPSY     545       Practicum in Theories and Techniques I                                                                     1 credit
Implement knowledge and skills obtained in Counseling Theories and Techniques I.

CPSY     546       Counseling Theories and Techniques II                                                                   2 credits
Survey of major theoretical views of counseling and psychotherapy, including existential, Gestalt, and psychoanalysis, emphasizing current approaches and examining in detail techniques and procedures of those approaches. Critical psychological issues will be discussed. Prerequisite: CPSY 544. Must be taken concurrently with CPSY 547 with the same instructor.

CPSY     547       Practicum in Theories and Techniques II                                                                    1 credit
Implement knowledge and skills obtained in Counseling Theories and Techniques II.

CPSY     557       Counseling Diverse Populations                                                                              2 credits
Increase awareness of cultural and ethnic diversity from historical perspectives and current viewpoints significant to counseling. Societal issues including race, culture, poverty, age, gender, and language are examined from a multicultural perspective, with the aim of building a culture-centered approach to counseling. Students will concentrate on becoming culturally competent to serve clients/groups with diverse orientations. Prerequisites: CPSY 501, CPSY 530.

CPSY     558       Practicum in Counseling Diverse Populations                                                            1 credit
Implement knowledge obtained in CPSY 557 in applied setting.

CPSY     576       Mental Health and Community Services                                                                    2 credits
Helping services and methods of intervention with persons experiencing emotional and social problems related to health and medical needs. Factors affecting bio-psychosocial life situations, deviancy, labeling, norms, social structure, the dynamics of change, stability, maintenance, and practical application of these concepts. Appropriate use of the DSM IV TR is addressed. Prerequisites: CPSY 501, CPSY 530, CPSY 546.

CPSY     577       Practicum in Mental Health Community Services                                                        1 credit
Implement knowledge and skills obtained in CPSY 576 in applied setting.

CPSY     578       Career Counseling                                                                                                     2 credits
An introduction to the foundations and resources of career counseling in schools and agencies, for adults in transition, and for special populations. The student will be introduced to all aspects of the world of work and will be equipped to more adequately facilitate the transition from school/training to a career. Students will also be exposed to the broad range of career technology.

CPSY     579       Child Abuse Counseling                                                                                            2 credits
Primary focus on the issues of child safety and sexual abuse. The definitions of abuse; Washington State laws; an understanding of the prevalence of child abuse; current theories regarding etiology and the effect of abuse; offender profiles; mandated reporter laws; role of CPS; access to community resources; and treatment modalities for victims, offenders, and families are included. Prerequisites: CPSY 501, CPSY 530, CPSY 544, CPSY 546.

CPSY     580       Seminar in School Counseling                                                                               1/1 credits
Integration of knowledge and experience in preparation for initial school counselor certification. Knowledgeable use of referral resources, role of consultation, and current issues in the field. Students typically take 1 credit in fall semester and 1 credit in spring semester, for a total of two required credits. To be taken concurrently with CPSY 585. Attendance at seminars is required. Prerequisite: The first three semesters of the M.Ed. Counseling Program must be completed.

CPSY     581       School Counseling                                                                                                    2 credits
A course designed for the student seeking Residency ESA Certification. The course is designed to meet the Washington State OSPI Standards for certification, including the Washington State Learning Goals; developing classroom presentation skills; and meeting American School Counselor Association (ASCA) model criteria for supporting equitable learning for all students.

CPSY     585       Internship in School Counseling                                                                            4/4 credits
The internship is a mentored, integrated, sequential field experience planned by the student, university supervisor, and certified school counselor supervisor. The two-semester (students register for 4 credits fall semester and 4 credits spring semester) internship provides opportunities to apply counseling theory and techniques in a school setting. The internship requires a minimum of 400 hours, a detailed activity log, reflection papers, impact on student learning project, and attendance at concurrent seminars (CPSY 580). A collection of student work samples will be developed and presented at the PEAB exit interview. This course meets the internship requirements outlined by the Washington State Board of Education for candidates who seek the Residency ESA Certification. Graded pass/no pass. Prerequisite: The first three semesters of the M.Ed. in Counseling Program must be completed. Typically spans two semesters.

CPSY     594       Professional Seminar                                                                                                  1 credit
A capstone course, taken in the last semester of the program, which provides synthesis and integration of the skills, knowledge, and theoretical base of counseling. Required of M.Ed. Counseling candidates. A written comprehensive examination based on the core requirements of the program is included in this course. Graded pass/no pass.

CPSY     595       Special Project                                                                                                          3 credits
A course designed to permit qualified students to pursue a research-based approved topic through independent study under the direction of a faculty member to produce a specific and defined outcome. Prerequisites: PSY 555, permission of the department chair.

CPSY     598       Thesis                                                                                                                       4 credits
The student identifies a topic in an area of interest approved by the advisor. A committee appointed by the department chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student is required to defend and submit in duplicate copy.

CPSY     599       Seminar: Postgraduate Issues                                                                                1-3 credits
This course is offered as needed to address a variety of continuing education issues and requirements. Includes developing a professional growth plan of the employed counselor. Prerequisites: Master’s degree, permission of the department chair.

EDUCATION

ED         500       Master in Teaching Orientation                                                                                  0 credits
This course is designed as a required orientation for M.I.T. candidates. It includes program overview; requirements; research skills; and the skills necessary to successfully develop a professional portfolio based on Washington Administrative Code (WAC), learning competencies, and the Heritage University conceptual framework.

ED         501A     National Board-certified Teacher Preparation I                                                           3 credits
This course is based on National Board Certification standards. As part of this introductory seminar, candidates will select an area of certification and then read and become knowledgeable in all National Board standards, scoring criteria, and portfolio instructions. Candidate will examine National Board standards and criteria for accomplished teaching in their certification area. They will begin the development and organization of their portfolio, demonstrate the use of the writing process, participate in giving and receiving both oral and written feedback, and demonstrate their understanding of the scoring process. Entries will include description, analysis, and reflection about the candidate’s practice and the effect on student achievement. Entries include analysis of candidates’ accomplishments, two videotaped sessions, and collection of student work samples. Candidates will learn protocols for giving and receiving both oral and written feedback and demonstrate the use of the writing process. Typically spans two terms. Offered fall semesters. Pass/No Pass.

ED         501B     National Board-certified Teacher Preparation II                                                        33 credits
During this final in the series of seminars/classes in the National Board sequence, candidates will finalize their portfolios. Portfolios will include two videotaped sessions of teaching; whole- and small-group instruction; and four portfolio entries that include description, analysis, and reflection about the candidate’s practice and effect on student achievement. Because portfolios must arrive at the assessment center no later than March 31, candidates planning on attempting National Board Certification must have their portfolios boxed and mailed for assessment/evaluation by mid-March. Candidates will register and complete assessment in their certification area at the assessment center by June. Passage of the National Board Certification standards cannot be guaranteed by Heritage University or by any other university, entity, or individual, because certification is granted by the National Board. Certification is granted upon passage of portfolio and written assessment by the National Board for Professional Teaching Standards. Certification announcements are made before December 31 of the submission year. Offered spring semesters. Prerequisite: ED 501A National Board-certified Teacher Preparation I. Graded pass/no pass.

ED 504D Pro-Teach Portfolio Support 1                                                                                                  2 credits
Intense one-week course where the focus is to “get the big picture” of the State mandated requirements for Residency Certificated Teachers to pursue and obtain the Professional Certificate. Professional Certificate candidates will discuss the 3 standards/12 criteria in depth to prepare a Draft Needs Assessment, 3 Draft professional growth plans, and a Draft of their School/Classroom Profile.  Grade: Pass/No Pass. This course replaces ED 504A Professional Certification Preparation I. Course description is subject to change in accordance with Washington State Certification requirements.
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ED 504E Pro-Teach Portfolio Support 2                                                                                                   2 credits
Review of the Pro-Teach Portfolio Entries; Finalize School/Classroom Profile; Selection of a Professional Growth Team; 3 Professional Growth Plans approved by PGT; Selection of Focus Students; Introduction of Quality Evidence to document “At Standard” for all 12 criteria. Begin work on all 3 Entries for the Pro-Teach Portfolio. Final requirement for this course is the submittal of a completed Draft Pro-Teach Portfolio for Faculty Scoring. Feedback will be provided as the starting point in ED 504C. Grade: Pass/No Pass. This course replaces ED 504B Professional Certification Preparation II. Pre-RequisitesED 504D Course description is subject to change in accordance with Washington State Certification requirements

ED 504F Pro-Teach Portfolio Support 3                                                                                                  2 credits
Third and final step in the Pro-Teach Portfolio Support Program; Candidates will review and consider edits/comments provided by faculty as they continue to collect evidence/artifacts to document at standard for all 12 criteria, analyze evidence and finalize their writings for the final Professional Growth Team and Faculty assessment of their Pro-Teach Portfolio. Candidates are responsible for the Registration and payment fee to submit their Pro-Teach Portfolio for external assessment. Grade: Pass/No Pass. This course replaces ED 504C Professional Certification Preparation III. Pre-Requisites: ED 504E.
Course description is subject to change in accordance with Washington State Certification requirements

ED         505       Essential Educational Concepts                                                                                2 credits
Addresses foundational concepts of American education, including the historical, philosophical, social, ethical, and legal backgrounds of schooling in the U.S. Introduces concepts related to the nature of the Heritage University teacher certification programs, including concepts of community of learners, constructivist views of teaching/learning, and reflective teaching. Introduces the seven roles of effective teachers. Introduction to the state goals and EALRs. Practicum of 6-8 hours in educational settings required.

ED         511       Multicultural Education: Building Inclusive Communities                                         2 credits
This course considers the multicultural aspects of American society, including cooperative pluralism and diversity and their significance in terms of children, parents, and educators in the school community. Concepts and issues addressed include race, culture, prejudice, equity, marginalization, assimilation, pluralism and interdependence, and changing demographics. Focus is on developing the knowledge, skills, and attitudes needed to effect positive multicultural change in the classroom, school, and community.

ED         514       Leadership and Resources                                                                                        2 credits
This course emphasizes the improvement of leadership skills in conferences, committees, and other problem-solving groups. Emphasis is on effective interpersonal communication in small and large groups and the effective relationship with other educational resources. A survey of topics involved in providing educational leadership: leadership versus management, leadership styles, site-based management, empowerment, development and use of task forces, creating an educational vision, role of change agents for innovation, organizing and utilizing resources, decision-making strategies, public relations, and educational planning. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         516A     Facilitating Learning in Mathematics: K-4 Grade Emphasis                                       2 credits
Methods for pre-service teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State grade-level expectations.

ED         516B     Facilitating Learning in Mathematics: 5-8 Grade Emphasis                                        2 credits
Methods for pre-service teachers to support diverse learners in constructing a clear understanding of the mathematic concepts mandated by Washington State grade-level expectations.

ED         517       Facilitating Learning in the Sciences                                                                         3 credits
Survey of curriculum, methods, materials, and assessment techniques that support learning of science concepts and processes in grades K-8. Includes related EALRs and national science standards.

ED         518       Facilitating Learning in the Arts                                                                                  1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in the arts for grades K-8. Includes related EALRs and national standards.

ED         519       Facilitating Learning in Health and Fitness                                                                 1 credit
Survey of curriculum, methods, materials, and assessment techniques that support learning of concepts and processes in health and physical education, including dance, for grades K-8. Includes related EALRs and national standards.

ED         525       Facilitating Learning in Social Studies and Literature for Children                            3 credits
Survey of curriculum, methods, materials, and assessment techniques that support learning of social studies in grades K-8. Includes concepts of history, geography, civics, and economics, as well as related EALRs and national standards. This course includes an examination of books that form a part of the imaginative experience of children or adolescents, as well as part of a larger literary heritage, viewed in the light of social, psychological, political, and moral implications.

ED         527       School Curriculum                                                                                                    2 credits
This course addresses the changing curriculum in the American public schools (grades K-12). The course is designed for both specialists and generalists in education, particularly principals, supervisors, and subject area specialists. Through experiences gained in this course, graduate students will be knowledgeable about the function, development, alignment, implementation, and assessment of curriculum. Students will be knowledgeable about innovations, school improvement planning, issues, trends, and federal and state regulations in order to exert leadership in articulating curricular reform to school boards, parents, and professional staff members. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         548A     Language Arts: K-2 Grade Emphasis                                                                         2 credits
Addresses what is needed for students in grades K-2. In accordance with the recommendations from the National Reading Panel, heavy emphasis will be placed on phonemic awareness, phonics, and fluency. Penmanship and early writing are also addressed. The grade-level expectations will be an integral part of this class. Field experiences of 6-8 hours required.

ED         506       Internship                                                                                                               1-4 credits
Through individually appropriate field experiences, students are given opportunities to apply knowledge gained from course work and to integrate theory and practice in professional situations. Prerequisite: Permission of the associate dean of the Teacher Preparation Program.

ED         548B     Language Arts: 3-5 Grade Emphasis                                                                          2 credits
Addresses what is needed for students in grades 3-5. This class emphasizes vocabulary development, comprehension strategies, the writing process, and six-trait writing. The grade-level expectations will be an integral part of this class.

ED         548C     Language Arts: 6-8 Grade Emphasis                                                                          2 credits
Addresses what is needed for students in grades 6-8. This class stresses strategies for content in reading and technical writing. Participants in this course will learn how to help students become critical thinkers and researchers who can effectively express themselves. The grade-level expectations will be an integral part of this class.

ED         549       Child Safety Issues and Internship Seminar                                                                1 credit
Examination of social, cultural, political, and other issues that threaten children’s physical, psychological, and emotional safety, including the associated legal implications and resources available.

ED         550       Specialized Topics in Educational Administration                                                  1-3 credits
Participants will investigate a specific topic related to their major interest of study. A substantial written report or project is required. This course may be repeated for a maximum of 3 credits. Prerequisites: Completion of a performance contract, permission of the department chair.

ED         553       Research Methods                                                                                                     3 credits
This is the second in a series of classes for a student developing a final research-based product. An introduction to research methods, including types of research methods, characteristics of effective research, formulating hypotheses, research design, preparing questionnaires, and research writing will be addressed. A research proposal using the current American Psychological Association (APA) manual for reference citations, tables, and figures is a required learning experience for the course. No commitment is made that the proposal developed for this course can be applied toward meeting the requirements for ED 595 or ED 598. Prerequisite: ED 584 or PSY 555.

ED         556       Differentiated Instruction: Multicultural Education: Building Inclusive                       2 credits
Communities                                                                                                                         
This course considers the multicultural aspects of American society, including cooperative pluralism and diversity and their significance in terms of children, parents, and educators in the school community. Concepts and issues addressed include race, culture, prejudice, equity, marginalization, assimilation, pluralism, interdependence, and changing demographics. Focus is on developing the knowledge, skills, and attitudes needed to effect positive multicultural change in the classroom, school, and community.

ED         557A     Curriculum, Instruction, Management, and Assessment I                                          3 credits
Introduction to building learning communities and the interrelatedness of curriculum, instructional methods, and assessment. Candidates develop a variety of instructional plans and instructional units/themes. Assessment design is introduced and aligned to instruction. Instructional strategies are developed in areas of direct instruction, inquiry teaching, and cooperative learning. State essential academic learning requirements and grade-level expectations are emphasized in planning and assessment. Classroom observations and involvement with learners are required in this class.

ED         557B     Curriculum, Instruction, Management, and Assessment II                                         2 credits
Candidates develop classroom management strategies based on best practices research. Implications of federal and state legislation to instructional delivery are analyzed. Adaptations and modifications to instruction to meet the diverse student learning needs in the classroom are developed. Strategies are introduced and modeled for diverse students, including multiple intelligences, strategies for linguistic differences, learning styles, and technology. Practicum in educational setting is required.

ED         564       Supervision for Effective Schools                                                                             2 credits
This course is designed to study effective supervisory behavior and its related functions. Students are expected to acquire the knowledge, skills, and dispositions requisite to managing and supervising teaching and learning in effective school and/or program settings. Theories and techniques of supervision, research findings on effective instruction, the teacher development continuum, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional teaching standards that have a positive impact on student learning. Student work products/artifacts as identified in the course syllabus are required for educational administration students.

ED         565       School Principalship                                                                                                 2 credits
This course explores the principal’s role as an instructional leader, as well as successful, contemporary building-level practices. Topics include models of leadership and an analysis of theory and research focused on instructional leadership, managing and resolving complex problems, communication, and developing self and others. Students will assess their knowledge, skills, and dispositions for effective school leadership through self-reflection; active class participation; and discussion of important concepts, case studies, and simulations. Student work products/artifacts as identified in the course syllabus are required for educational administration students.

ED         567       Administrative Theory and Practice in Schools                                                         2 credits
This course provides an introduction to classic and contemporary administrative theory as applied to educational organizations. Topics addressed include systems theory, school structure, decision making, culture, school climate, power, communication, motivation, and leadership. Students are challenged to apply relevant theories and research by solving contemporary school problems through analysis of authentic scenarios and in-basket activities. Student work products/artifacts as identified in the course syllabus are required for educational administration students.

ED         568       School Law                                                                                                               2 credits
The course examines the legal framework affecting governance and operation of public schools. Primary attention is focused on legal issues facing school personnel. Constitutional provisions, court decisions, federal laws, Washington statutes, and administrative codes and their influence on district/building policy and procedure are considered. Topics may include legal issues involved in church-state relationships, rights and responsibilities of students, individuals with disabilities, school personnel, accessing legal resources, and safe schools. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         569       School Finance                                                                                                         2 credits
The course examines the organization and financing of public schools in Washington State. Topics/activities include legal foundations of school finance; internal and external sources of funding; grant proposal writing; school budgeting, accounting, expenditure evaluation; and, federal, state, local, and building-level issues. Students will complete simulations related to traditional and non-traditional sources of funding to support a school improvement plan. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         570       School and Community Relations                                                                             2 credits
This course presents the multi-dimensional role of school-community relations and administrative communication at the school level. Development of positive and constructive relationships among educational institutions, families, and diverse stakeholders. Specific methods and techniques in public relations are explored to ensure school support, family involvement, and student success. Major emphasis is placed on contemporary issues facing schools. Student work products/artifacts as identified in the course syllabus are required for educational administration students.

ED         573       Internship in School Administration                                                                       4/4 credits
The internship is a mentored, integrated, sequential field experience planned by the student, university supervisor, and district mentor. The two-semester (4 credits fall semester and 4 credits spring semester) internship provides opportunities to apply theory to the real life of the school while learning the leadership role and responsibilities of the principal. During the internship, students assess their knowledge, skills, and dispositions related to the Washington Principal/Program Administrator Pre-service Standards-based Benchmarks. The internship requires a minimum of 720 hours, a detailed activity log, reflection papers, and attendance at seminars. A professional portfolio will be developed to show performances that meet Washington State Standards for Residency Certification. Graded pass/no pass. This course meets the internship requirements outlined by the Washington State Board of Education for candidates for principal certification. Prerequisites: Admission to the Administrator Preparation Program, completion of an approved internship application and internship plan by the specified deadlines, completion of a minimum of 20 credits toward the master’s degree. Eight of the credits are administration specialization requirement courses. ED 565 (Principalship) is required. Typically spans two semesters. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         582       Issues in Education                                                                                                   2 credits
A survey of advanced theories and practice in education and related issues. Students develop skills in priority setting; collaborative strategies; and the ability to recognize social forces shaping public education, and influencing curricula and decision making in the organization of operation of public schools. Students will develop and articulate a formal position related to a major issue in education. Student interests and concerns are incorporated into the syllabus.

ED         584       Measurement and Evaluation                                                                                    2 credits
The course addresses planning, implementation, and evaluation needed to develop a comprehensive understanding of student assessment. Statistical concepts used in data evaluation are studied. Relationships between measurement and evaluation and their connection to state, local, and classroom assessments are emphasized. Reference citations, tables, and figures will follow the current American Psychological Association (APA) manual.

ED         590       Theories of Learning                                                                                                 2 credits
Survey, comparison, and critique of the development of psychological theories of learning, and comparing and critiquing them. Implications and applications of each theory. Discussion of purists versus eclectics in areas such as skills learning, cognitive learning, and affective learning. Development of the student’s own learning theory.

ED         593       Readings in Education                                                                                           1-3 credits
This online course is structured to explore research and enrich knowledge in teaching and learning. This course may be repeated, but total credits earned in all ED 593 classes shall not exceed 3 credits.

ED         595       Special Project                                                                                                          3 credits
A course designed to permit qualified students to pursue a research-based approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Reference citations, tables, and figures will follow the current American Psychological Association (APA) manual. Prerequisites: ED 553, ED 584, permission of the department chair. Graded pass/no pass. Students will be expected to meet defined standards to receive a pass grade.

ED         597       Internship in Program Administration                                                                    4/4 credits
The internship is a mentored, integrated, sequential field experience planned by the student, college supervisor, and district mentor. The two-semester (4 credits fall semester and 4 credits spring semester) internship provides opportunities to apply theory while learning the leadership role and responsibilities of the program administrator. During the internship, students assess their knowledge, skills, and dispositions related to the Washington Principal/Program Administrator Pre-service Standards-based Benchmarks. The internship requires a minimum of 720 hours, a detailed activity log, reflection papers, and attendance at seminars. A professional portfolio will be developed to show performance that meets Washington State Standards for Residency Certification. Graded pass/no pass. This course meets the internship requirements outlined by the Washington State Board of Education for candidates for program administrator certification. Prerequisites: Admission to the Administrator Preparation Program; completion of an approved internship application and internship plan by the specified deadlines; ED 565 (Principalship) or ED 514 (Leadership and Resources); completion of a minimum of 20 credits toward the master’s degree, with 8 credits being required certification courses. Typically spans two terms. Student work products/artifacts as identified in course syllabus are required for educational administration students.

ED         597E     Elementary Internship                                                                                               4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary classrooms. Limited to department-approved subject area(s). Prerequisite: Approval based upon satisfactory completion of student teaching internship application process. Candidates must have passed the state required WEST-B test and have attempted the WEST-E to register for course. Graded pass/no pass.

ED         597M    Middle-Level Teaching Internship                                                                             4 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Limited to department approved subject area(s). Prerequisite: Approval based upon satisfactory completion of student teaching internship application process. Candidates must have passed the state required WEST-B test and have attempted the WEST-E to register for course. Graded pass/no pass.

ED         598       Thesis                                                                                                                    1-6 credits
Student identifies a topic in an area of interest approved by the advisor. A committee appointed by the department chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student must defend and submit in duplicate copy.

HU105

EDR       501       Reading Instruction: State Standards, Planning, Delivery,                                         2 credits
                          and Accountability
Candidates will be introduced to K-8 state standards for reading and will learn a basic framework for the teaching of reading, beginning with assessment and continuing through setting appropriate individual goals with targets that are yearly, semiannual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about the major components of reading instruction and reading interventions.

EDR       502       Assessment                                                                                                               2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.

EDR       503       Instructional Planning: Types, Individualization, and Accountability                         2 credits
Candidates will learn and be able to apply knowledge and skills related to individualized and small-group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.

EDR       504       Math Acquisition: State Standards, Planning, Delivery,                                             2 credits
                          and Accountability
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and deliver math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is or is not learning at a pace necessary to achieve desired outcomes.

EDR       505       Classroom Management                                                                                            2 credits
Candidates will acquire and be able to implement classroom management strategies that result in well-organized classroom environments that foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols, as well as be able to individualize management strategies when necessary or desired.

EDR       506       Language and Culture: Impact on Learning                                                               2 credits
Candidates will be introduced to the factors influencing successful learning by K-8 students for whom English is a second language. Candidates will acquire initial competencies in how to design instruction that is most powerful for second language learners.

EDR       507       Professional Issues: Ethic, Responsibilities and Professional                                    1 credit
                          Growth Plans
Working in 90-minute, school-based professional learning communities each week, candidates will acquire and share knowledge related to professional ethics and professional responsibilities (including professional growth plans), culminating in the articulation of a code of professional conduct and professional expectations.

EDR       508       Social Studies, Art, Music, and Wellness Proficiency                                                2 credits
Having been introduced to general aspects of student fitness, wellness, art, and music, candidates will further develop their knowledge and skills in each of these areas. Candidates will be able to demonstrate application of such knowledge and skills with individuals and small groups of learners.

EDR       509       Classroom Management and Planning — Advanced Acquisition                               2 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating an energizing classroom environment.

EDR       510       Reading — Advanced Acquisition                                                                             2 credits
Having acquired acquisition-level knowledge and skills in reading, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in reading while boosting student performance.

EDR       511       Mathematics and Science — Acquisition                                                                   2 credits
Candidates will continue to acquire competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 science. Candidates will be able to demonstrate strategies that promote effective student learning in both math and science and that will lead to powerful student learning.

EDR       512       Special Education: Issues and Practices                                                                   2 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as a member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at a proficient level, knowledge of laws that support and foster the education of children with disabilities.

EDR       513       Theories of Development, Educational History, Philosophy of Learning,                   1 credit
                          and Parent and Community Issues
Working through their TLT and school-based professional learning communities, candidates will be able to discuss and debate those events and developments in educational history, theory, or philosophy that have shaped their own disposition. Candidates will be able to identify those theories, philosophies, and historical events that helped and hindered student learning. Having met and supported families and other members of the community throughout their preparation program, candidates will be able to discuss those aspects of parent and community engagement that they found to be effective in supporting student growth.

EDR       515       Assessment Strategies                                                                                              3 credits
Candidates will demonstrate proficiency on the selection, use, and analysis of diagnostic, formative, and summative assessments in all academic areas.

EDR       516       Instructional Planning with Emphasis on Role of Language and Culture                   2 credits
Candidates will be able to demonstrate that they can plan and deliver instructional successfully (powerfully) to learners for whom English is a second language.

EDR       517       Math and Science Acquisition and Reading                                                               3 credits
Candidates will continue to demonstrate acquisition of science competencies in grades K-8 and will demonstrate proficiency of such competencies in K-8 reading and mathematics.

EDR       518       Classroom Management Proficiency                                                                         2 credits
Candidates will demonstrate mastery of classroom management protocols that are found to be especially effective with high risk-students (high mobility, multiple languages, emotional needs, etc.).

EDR       519       Technology for Planning, Instruction, and Accountability                                         2 credits
Candidates will be able to use technology to manage student records and their own development of competencies, and to track communications among team members, families, and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.

EDR       520       PGP and Student Transition                                                                                      0 credits
Candidates must update their professional growth plan while transitioning the learners in their care to a new TLT team member.

ENGLISH

Program note: Some courses in the English Graduate Program may parallel similar undergraduate survey courses. If the student has taken the corresponding undergraduate course, the student will carry out an advanced research project in the subject area rather than repeat the survey materials. Courses with this option are marked with an asterisk (*).

ENG       507*      Language Acquisition                                                                                               2 credits
Exploration of current approaches, processes, and materials used to promote first- and second-language acquisition. Introduction of relationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Particular emphasis on generative models of syntax: analysis of important syntactic structures of English, exploration of the acquisition and internalization of those structures in first- and second-language learners through field observations of L1 and L2 English language learners, and hands-on experience of teaching methods (such as sentence combining) based on those conclusions. Prerequisite: ENG/BLE 523A or other introductory linguistics course. Offered spring semesters.

ENG       510A*   Poetry                                                                                                                       2 credits
An advanced study of the art of poetry, emphasizing original work and teaching poetry/creative writing. Prerequisite: Undergraduate poetry or creative writing course. Offered summer semesters.

ENG       510B     Grant Writing                                                                                                             2 credits
Workshop course that explores the components of writing a grant proposal, including preparing a needs assessment, identifying goals and objectives, conducting a feasibility study, formulating a program and action steps, developing an evaluation component, developing a budget, researching potential resources, and critiquing proposals. Students will work on individual or group grant proposals during the workshop. Offered spring semesters.

ENG       515*      British Literature                                                                                                       2 credits
An advanced study of British literature, emphasizing research with primary and secondary sources and teaching British literature. Prerequisite: Undergraduate introduction to literature or advanced literature course, ENG 550 (Literary Theory), or permission of the graduate program chair. Offered spring semesters.

ENG       521A     World Literature I: Origins to 1500s                                                                           2 credits
Advanced study of world literature from the preliterate era to the beginnings of the European colonial expansion. Representative works from a wide range of periods, languages, genres, and cultures (both Western and non-Western) will be considered. Special attention will be given to works with major literary or historical significance, emphasizing the relationship between literature and historical-socioeconomic-political features of the early cultures and civilizations from which they emerged. Prerequisites: Undergraduate Introduction to Literature or advanced literature course; ENG 550 (Literary Theory) or permission of the graduate chair. Offered fall 2011.

ENG       521B     World Literature II: 1500-Present                                                                                2 credits
The advanced study of world literature from the 1500s to the present. Representative works from a wide range of periods, languages, and cultures (both Western and non-Western) will be considered. Special attention will be given to works with major literary and/or historical significance, emphasizing research with primary and secondary sources and teaching world literature. Prerequisites: An undergraduate Introduction to Literature or advanced literature course, ENG 550 (Literary Theory), or permission of the graduate program chair. Offered summer semesters.

ENG       525*      American Literature I: Origins to Realism                                                                  2 credits
The advanced study of American literature from the pre-Colonial period to the rise of realism in the late 19th century, emphasizing research with primary and secondary sources, and teaching the full diversity of American literature. Prerequisites: Undergraduate introduction to literature or advanced literature course, ENG 550 (Literary Theory) or permission of the graduate program chair. Offered fall semesters.

ENG       526*      American Literature II: Modernism to the Present                                                      2 credits
The advanced study of American literature from the modernist movement in the late 19th century to the present, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Prerequisites: Undergraduate introduction to literature or advanced literature course, ENG 550 (Literary Theory) or permission of the graduate program chair. Offered spring semesters.

ENG       523A     Applied Linguistics I                                                                                                 2 credits
This course waived for students who have taken an undergraduate Introduction to Linguistics course, ENG course, or other approved course. Offered fall, spring, and summer semesters. (Same as BLE 523A.)

ENG       523B     Applied Linguistics II                                                                                                2 credits
Advanced survey of phonetics, phonology, morphology, syntax, and semantics, as well as their application to teaching ESL and composition. This class includes further linguistic field research based on study of electronic and print professional journals, along with opportunities to assist in teaching linguistics to undergraduate students. Prerequisite: Undergraduate introduction to linguistics course or ENG 523. Offered spring and summer semesters. (Same as BLE 523B.)

ENG       524A     Special Topic in Composition Theory                                                                       2 credits
Advanced study of a specialized topic in the field of composition theory. Prerequisite: ENG 550 or an undergraduate teaching composition course, or permission of the graduate program chair.

ENG       524B     Special Topic in Linguistics                                                                                      2 credits
Advanced study of a specialized topic in the field of linguistics. Prerequisite: ENG 523A or an undergraduate linguistics course, or permission of the graduate program chair.

ENG       524C     Special Topic in Literature                                                                                        2 credits
Advanced study of a specialized topic in literature. Prerequisite: ENG 550 or an undergraduate literary theory course, or permission of the graduate program chair.

ENG       530*      Syntax                                                                                                                       2 credits
Advanced study of modern descriptive syntax, including generative and transformational models. The class emphasizes the application of syntactic models to teaching ESL and composition. Includes further linguistic field research in syntax based on study of electronic and print professional journals. Prerequisite: Undergraduate syntax or grammar course or ENG 523B (Applied Linguistics II). Offered fall semesters.

ENG       535*      Sociolinguistics                                                                                                        2 credits
Advanced study of sociolinguistic phenomena, including linguistic change, language preservation, bilingualism, and sociopolitical issues involving language, emphasizing their application to teaching ESL and composition. Includes further linguistic field research based on study of electronic and print professional journals. Prerequisite: ENG 523B (Applied Linguistics II). Offered spring semesters. Same course as BLE 535.

ENG       540*      Literature by Women                                                                                                 2 credits
Advanced study of literature by women, emphasizing research with primary and secondary sources and teaching texts by women. Prerequisites: Undergraduate Introduction to Literature or advanced literature course; ENG 550 (Literary Theory) or permission of the graduate program chair. Offered fall semesters.

ENG       541*      Hispanic-Latino/a-Chicano/a Literature                                                                      2 credits
Advanced study of a diverse range of Hispanic Latino/a texts, emphasizing research with primary and secondary sources and teaching these texts. Prerequisites: Undergraduate introduction to literature or advanced literature course; ENG 550 (Literary Theory) or permission of the graduate program chair. Offered spring semesters.

ENG       542*     Native American Literature                                                                                        2 credits
Advanced study of Native American literature, emphasizing research with primary and secondary sources and teaching Native American texts. Prerequisites: Undergraduate Introduction to Literature or advanced literature course; ENG 550 (Literary Theory) or permission of the graduate program chair. Offered fall semesters.

ENG       550       Literary Theory                                                                                                          2 credits
A survey of approaches to literature, including biographical, historical, structural, sociopolitical, phenomenological, etc., and their application to teaching literature. Students will also be introduced to electronic and print journals and their use in the study of literature. Prerequisite: Undergraduate Introduction to Literature or advanced literature course. Offered spring semesters.

ENG       551       Technical Writing                                                                                                      2 credits
This course explores the techniques of technical writing for academic and professional organizations, including collection of and accuracy in reporting information. Advanced documentation skills will include 1) mastery of paraphrase and summary of materials, and 2) parenthetic documentation appropriate to academic projects and publication of articles. The culminating project is a formal analytical report that will demonstrate analysis and organization of primary and secondary sources, documentation, and professional layout of materials.

ENG       552       Creative Writing                                                                                                         2 credits
An advanced study of the art of creative writing, emphasizing original work and teaching creative writing. Prerequisite: Undergraduate poetry, fiction writing, or creative writing course. Offered fall semesters.

ENG       553       Research Methods                                                                                                     2 credits
Introduction to advanced research methods in the English literature and language disciplines, including types of research; characteristics of effective research; formulation of hypotheses; research design; use of print and electronic resources; use of interviews, personal communications, etc.; and research writing techniques. Students will create a research proposal and outline intended to meet the requirements for ENG 598 or ED 598. The student will then complete initial drafts of the abstract, review of literature, and introduction sections for that research project using either the MLA (Modern Language Association) or APA (American Psychological Association) manual for reference citations. No commitment is made that the proposal developed for this course can be applied toward meeting the requirements for ENG 598 or ED 598. Prerequisite: Students writing a thesis with significant quantitative content must complete EITHER a course in statistics at the undergraduate or graduate level, or ED 584.

ENG       554       Teaching Composition                                                                                              2 credits
This course emphasizes the application of pedagogical and linguistic theory to teaching writing, exploring a wide range of writing experiences. Prerequisite: Undergraduate or graduate courses in linguistics, curriculum, and measurement/evaluation, or permission of the graduate program chair. Offered fall semesters.

ENG       590A     Practicum in Teaching Composition                                                                         2 credits
Mentored teaching of secondary or college-level course in composition, emphasizing application of appropriate pedagogical and linguistic theory to developing curricula, lesson plans, and assessment and evaluation methods. Students may repeat ENG 590 for credit with permission of the graduate program chair. Prerequisites: ED 584, ED 590, ENG 523A, ENG 554, and/or approval of the graduate program chair. Offered fall, spring, and summer semesters.

ENG       590B     Practicum in Teaching ESL/AELP                                                                             2 credits
Mentored teaching of secondary or college-level course in English as a second language or academic English language proficiency or composition, emphasizing application of appropriate pedagogical and linguistic theory to developing curricula, lesson plans, and assessment and evaluation methods. Student may repeat ENG 590 for credit with permission of the graduate program chair. Prerequisites: ED 584, ED 590, ENG 523A, ENG 523B, ENG 554, and/or approval of the graduate program chair. Offered fall, spring, and summer semesters.

ENG       590C     Practicum in Teaching Literature                                                                               2 credits
Mentored teaching of secondary or college-level course in literature, emphasizing application of appropriate pedagogical and literary theory to developing curricula, lesson plans, and assessment and evaluation methods. Student may repeat ENG 590 for credit with permission of the graduate program chair. Prerequisite: ED 584, ED 590, ENG 550, and/or approval of the graduate program chair. Offered fall, spring, and summer semesters.

ENG       598       Thesis                                                                                                                       3 credits
While enrolled in ENG 553 (or prior), the student identifies a topic in an area of interest approved by the advisor. Student and advisor consult with chair to appoint a committee of at least three persons. The committee reviews and approves the proposal and outline. The advisor monitors student progress on the thesis, which must be defended and submitted in duplicate in both print and electronic formats. Student must also complete a reflective essay and an exit interview as part of this course. Prerequisites: ENG 553 or ED 553, approval of the graduate program chair.

ENVIRONMENTAL SCIENCE

ENSC     502       Advanced Principles of Environmental Science                                                        2 credits
Concepts of ecology as they relate to contemporary, historical, technological, economic, cultural, and societal issues; relationships among global, regional, and local ecosystems.

PSYCHOLOGY

PSY       511       Crisis Counseling                                                                                                      2 credits
This course is designed to provide students with an understanding of crisis intervention theory and intervention techniques, as well as the skills necessary for successful implementation. Prerequisites: CPSY 501, CPSY 530.

PSY       531       Advanced Case Management                                                                                     2 credits
Builds upon foundations of case management, providing in-depth examination and experiential activities of advanced case management functions, including case conceptualization, systems theory, and collaboration strategies for connecting with community agencies. Prerequisites: CPSY 501, CPSY 530.

PSY       553       Introduction to Research Design                                                                               3 credits
An introduction to research methods and design, formulating hypotheses, variables, research design, reliability and validity, introductory statistical analysis, and research report writing. Prerequisites: CPSY 501, CPSY 530.

PSY       554       Practicum in Research Design                                                                                    1 credit
Implement knowledge and skills obtained in CPSY 553 in an applied setting.

PSY       555       Testing and Evaluation                                                                                              2 credits
Principles of selecting, administering, and interpreting various types of tests, as well as implications of testing. Principles of evaluation, needs assessment, and measuring outcomes. Prerequisites: CPSY 501, CPSY 530.

PSY       556       Practicum in Testing and Evaluation                                                                           1 credit
Implement knowledge and skills obtained in PSY 555 in an applied setting.

PSY       557       Advanced Abnormal Psychology                                                                               2 credits
Abnormal behavior defined and explored through understanding key features of major mental health disorders. DSM IV TR criteria, case studies, and self-reflection will provide the student with expanded ability to assess and diagnose individuals seeking treatment. Prerequisites: CPSY 576 preferred, permission of the department chair.

PSY       558       Reality Therapy                                                                                                         2 credits
A course designed to permit qualified students to pursue advanced knowledge in reality therapy, choice theory, and lead management (quality schools).

PSY       571       Mental Health Field Experience                                                                               2/2 credits
The field experience is a mentored, integrated, sequential field experience planned by the student, university supervisor, and licensed counselor supervisor. The two-semester (2 credits fall semester and 2 credits spring semester) field experience provides opportunities to apply counseling theory and techniques in a counseling setting. The field experience requires a minimum of 360 hours, a detailed activity log, reflection papers, and attendance at concurrent seminars. A professional portfolio will be developed and presented at the completion of field experience. Graded pass/no pass. Typically spans two semesters.

PSY       574       Marriage and Family Counseling                                                                               2 credits
An examination of different perspectives of marriage and family from a historical viewpoint. Contemporary issues of the field and the social forces that created those issues are explored. Students gain an insight into their own personal views about marriage and family and utilize that insight to formulate an approach to counseling. Prerequisites: CPSY 501, CPSY 530, CPSY 546.

PSY       575       Chemical Dependency Counseling                                                                            2 credits
Principles of pharmacology and properties of major drug groups; adverse effects of various drugs of abuse; dynamics involving individuals’ characteristics, health, and age in relation to the use and misuse of drugs; and exploration of resources for helping the substance abuser, as well as various modalities utilized in treatment, e.g., Alcoholics Anonymous and family therapy.

PSY       595       Special Project                                                                                                          3 credits
A course designed to permit qualified students to pursue an approved topic or practicum through independent study under the direction of a faculty member and to produce a specific outcome. Prerequisites: CPSY 501, CPSY 530, permission of the department chair.

PSY       598       Thesis                                                                                                                       4 credits
Student identifies a topic in an area of interest approved by the advisor. A committee appointed by the department chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student must defend and submit in duplicate copy.

READING/LITERACY

RDG       502       Theoretical Foundations of Reading                                                                          2 credits
Review and analysis of theoretical perspectives of the reading process and application of research-based principles for best practice. Current trends and issues are examined along with the political influences and historical antecedents related to them.

RDG       504       Literacy through Children’s and Adolescent Literature                                              2 credits
Children’s and adolescent literature; curriculum application related to reading, language development, and creative expression and the content areas.

RDG       505       Beginning Literacy                                                                                                    2 credits
Theories and research relevant to early literacy development. Implications for curriculum in language arts instruction and evaluation.

RDG       506       Instructional Methods in Reading, Writing, and Communication                               2 credits
Emphasis on curriculum organization in literacy; principles and methods of instruction applied to teaching reading, writing, and communication, with inclusion of Washington State’s Essential Academic Learning Requirements and practicum.

RDG       507       Assessment and Diagnosis of Reading, Writing, and Communication                       2 credits
Provides practice on how to administer and interpret assessments to develop awareness of student ability and remediation needs. Combines theory and practice as participants use information to develop appropriate plans of instruction in various types of educational settings.

RDG       509       Content Area Literacy                                                                                                2 credits
Adapting research-based reading, writing, and communication strategies that support students’ efforts to make sense of content area information from a variety of sources, including textbooks and trade books. Includes metacognition, vocabulary and concept, the role of prior knowledge, text features, linguistic diversity, comprehension, and writing.

RDG       510       Developing and Teaching Literacy in a Multicultural Setting                                     2 credits
Theoretical foundations and application of research-based practices to teaching language arts in a multicultural setting, with an emphasis on linguistic diversity.

RDG       511       Family Literacy                                                                                                          2 credits
An in-depth look at the effect of family and community on a child’s literacy development.

RDG       512       Affective Factors of Literacy                                                                                      2 credits
Addresses the role of affect in literacy, examines attitudes toward literacy, motivation of students, responses to literacy, and development of affective programs.

RDG       573       Reading/Literacy Internship                                                                                       2 credits
Student undertakes an extensive series of tasks covering all aspects of literacy cultivation, supervised regularly by a college faculty member. Detailed log of specific literacy tasks successfully completed showing pre- and post-evaluation data for each student in the classroom affected by the literacy event. Student must demonstrate competency in his or her ability to orchestrate these tasks. Two semester credits for 30 hours of experience. Graded pass/no pass.

SPECIAL EDUCATION

SPED     515       Special Education Fundamentals for K-8 Educators                                                  2 credits
This course will provide an overview of critical special education content and issues required in a K-8 learning environment. The content to be generally addressed includes professional ethics of serving students with disabilities in K-8 learning environments, legal responsibilities and mandates, etiology and characteristics of students with disabilities, review of research-based instruction and pedagogical practices, curriculum and instructional adaptations and modifications to facilitate the academic progress of students with disabilities, and essential aspects of assessment.

SPED     520       Instructional Methods in Early Childhood Special Education                                    2 credits
A survey of current issues, trends, and research-based methods in early childhood special education. Examines development and implementation of instruction to meet the needs of young children in all developmental domains and content areas. Teaching strategies, assessment, IEPs, IFSPs, and observation of young children will be addressed. Review of dynamics of family structure, parental and community agency involvement, and impact of cultural and linguistic diversity.

SPED     530       Introduction to Special Education                                                                             3 credits
A survey of exceptionality to include disabilities covered by IDEA and Section 504. Provides an overview of all disabilities, including low- to high-incidence disabilities, with emphasis on etiology, characteristics, and implications for teaching. Addresses cultural and linguistic aspects of representation of specific populations in various categories of disabilities. Provides an introduction to IEP and IFSP development, transition planning, assessment, evaluation, and data collection.

SPED     533       Behavior Management and Positive Behavior Support                                              3 credits
In-depth study of theories and principles of behavior management in special education and regular education settings. Addresses positive behavior support systems. Addresses the development and implementation of functional behavior analyses (FBAs), behavior intervention plans (BIPs), and social skills training. Provides for the development of observation skills, data collection strategies, and ability to interpret observational data. Provides an introduction to applied behavior analysis as it relates to behavior management and support. Field experience will be required.

SPED     536       Curriculum and Instructional Strategies for Students with                                         3 credits
Mild Disabilities
Fundamentals of effective curriculum and instructional strategies for students with mild disabilities. Based on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs, ensuring specialized instruction in the least restrictive environment. Addresses cultural and linguistic diversity in the design and delivery of services. Includes strategies for modifying materials, maximizing student attention, addressing curriculum needs across content areas, and addressing EALRs. Explores teaching pro-social skills and addressing behavior through functional behavior assessment. Prerequisite: SPED 530.

SPED     537       Curriculum and Instructional Strategies for Students with                                         3 credits
Moderate or Severe Disabilities                                                                                             
Fundamentals of effective curriculum and instructional strategies for students with moderate and severe disabilities. Focus on research-based evidence and best practices. Includes interpretation of assessment and evaluation results; incorporation of learning styles and individual characteristics; and the development and implementation of IEPs, ensuring specialized instruction in the least restrictive environment to facilitate development of life skills. Addresses cultural and linguistic diversity in the design and delivery of services. Focuses on applied behavior analysis techniques to address the unique needs of students. Also addresses modifying curriculum and utilizing special technology, aids, and equipment. Prerequisite: SPED 530.

SPED     538       Assessment and Evaluation of Students with Disabilities                                          3 credits
In-depth study of standardized and non-standardized tools and methods of assessment. Will include formative and summative evaluation, criteria and normative measurements, and curriculum-based assessment for use by the classroom teacher. Emphasizes the selection, administration, scoring, and interpretation of assessment results to make decisions related to eligibility, including cultural and linguistic factors; pre-referral strategies; response to intervention (RTI); placement; IEP/IFSP development and implementation; curriculum modification, accommodation, and adaptation; instructional strategies; alternative assessment portfolios; and assessment accommodations related to the WASL. Provides for practical application of knowledge and skills related to standardized assessment and informal assessment utilized for instruction. Requires field experience. Prerequisite: SPED 530.

SPED     564       Differentiated Instruction in Content Areas                                                                2 credits
Principles and theories of instruction in reading, math, and written language at the elementary and secondary levels, with an emphasis on procedures to evaluate, develop, and implement strategies that will maximize learning for students with disabilities. Includes curriculum and instructional adaptation and modification in content areas to facilitate academic progress of students with disabilities, including low- to high-incidence disabilities. Addresses cultural and linguistic diversity and IEP development and implementation. Prerequisite: SPED 530.

SPED     568       Special Education Law                                                                                              2 credits
Reviews procedural and substantive legal regulations and issues in special education that influence funding and services. Addresses the Individuals with Disabilities Education Act (IDEA); Washington Administrative Code (WAC), Section 504; and Americans with Disabilities Act (ADA).

SPED     570       Collaboration and Communication in Special Education                                           2 credits
Designed to facilitate school, family, and community partnerships to enhance learning for students with disabilities. Focuses on understanding families, including cultural and linguistic diversity. Examines transition planning for new settings, including post-school outcomes. Special emphasis on developing awareness and ability for collaboration, teaming, partnerships, and supervision of para-educators. Addresses collaboration and communication in the IEP and IFSP processes to ensure a free appropriate public education (FAPE) in the least restrictive environment (LRE).

SPED     572       Practicum Field Experience                                                                                        1 credit
This is required for those who have a valid teaching certificate and are adding a Special Education Endorsement. This is a practical application, with supervision and support, of the principles of learning and instructional techniques in special education settings. Candidates must demonstrate a positive impact of pre-K-12 student learning, providing evidence of meeting all applicable competencies. Prerequisites: SPED 520, SPED 530, SPED 533, SPED 534, SPED 536, SPED 537, SPED 568, SPED 570, SPED 564.

SPED     595       Special Project                                                                                                          3 credits
A course designed to permit qualified students to pursue a research-based approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Prerequisites: All SPED courses, ED 584, ED 553, permission of the department chair.

SPECIAL TOPICS: 600 LEVEL

ED         611       Pathway 2                                                                                                                 3 credits
This course is for students who want to add an additional endorsement to their valid Washington State teaching certificate. Eligibility will be determined at the time of application. The procedure for obtaining an additional endorsement is to pass the WEST-E in the endorsement area desired to be added. Students prepare the products related to the endorsement using the pedagogy assessment instrument protocol and participate in observations conducted by an individual assigned by the university for a minimum of two times and a maximum of four times. Following are the different pathways that can be earned from Heritage: PW2: Elementary Ed.; PW2: Eng./Language Arts; PW2: Mathematics; PW2: Middle-Level Math; PW2: Middle-Level Science; and PW2: Reading.

ED         621       Performance Tasks: ESL Mainstream Students and Washington                            2-3 credits
State Essential Learnings                                                                                                      
The workshop is designed to increase the capacity of mainstream teachers to deliver instruction in their content area classrooms that will help limited-English-proficient children meet essential learnings. Emphasis is placed on the development of performance tasks that apply the framework to Washington State’s Essential Learning Tool Kit to the classroom.

ED         624       Building Bias-free Classrooms                                                                                 2 credits
Explores theory, design, and implementation of learning communities that are proactive, productive, interdependent, and self-renewing. Focus on organizational patterns of learning that encourage cooperative decision making, multiple intelligences orientation, tolerance for diversity, peer sponsorship, anti-bullying, and group success commitment. Also explores the concepts of courageous teaching and ethical congruence messages and behavior.

ED         634       Critical Thinking Skills                                                                                          2-3 credits
Empowerment of students is an important factor in schools today. Critical thinking skills give students the power of choice and allow a teacher flexibility in his or her techniques. This course provides a teaching professional a variety of ideas to help a student gain empowerment.

ED         640       Grant Writing                                                                                                            2 credits
Grant writing is offered to graduate students who will write an individual grant proposal. Students are encouraged to bring realistic proposal ideas to the class. The course will cover the components of writing a grant proposal, including the background preparation of a needs assessment, formulating a program, conducting a feasibility study, searching for potential resources, reviewing requests for proposals, the actual writing of a proposal, and evaluating a proposal.

ED         644       Native American Family Relations                                                                            2 credits
Focus will be on the younger Native American families to ascertain their values and traditional perceptions. Emphasis is on identifying and communicating what is being lost of traditional values by younger families.

ED         645       Technology for School Leaders                                                                                2 credits
This online course is designed for educators interested in learning and expanding skills in the application of software programs relating to communications (word processing, web page development, and web conferencing), presentation software, management, planning/forecasting, and research techniques. Emphasis will be placed on the use of technology to prepare educators in the areas of research, communications, and decision making.