BILINGUAL EDUCATION/ESL
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 placed on key court decisions, federal/state legislation
and the impact upon bilingual/ESL education. It explores the design and implementation
of program models as well as the regulations affecting them as well as the
interrelationship of language and culture and the impact upon learning.
BLE 522 English as a Second Language in the Content Area
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 the ELDs. Various teaching and scaffolding strategies
as well as an overview of applicable assessment strategies are introduced.
Prerequisite: BLE 520 or permission of the Program Chair.
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. Prerequisite: BLE 520 or permission of the Program Chair (Same 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 (Same as ENG 523B)
BLE 526 Literacy and the Bilingual/ESL Student
3 credits
This course is an advanced study of teaching listening, speaking, reading
and writing in the first and second language. It addresses the impact of culture
in language acquisition. Emphasis is placed on language acquisition and developing
communication competence of English language learners with particular focus
on vocabulary and comprehension building. It addresses the analysis of language
production as it applies in the classroom; reviews formal and informal assessment
procedures, instruments, and interpretation of assessment results; and explores
research-based strategies. Prerequisite: BLE 520 or permission of the Program
Chair
BLE 527 Instructional Methods 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 as a second language;
examines the development and implementation of effective research-based instructional
practices; examines theories, procedures, and instruments used for testing
English language skills for proficiency, placement and identification of special
needs; and includes informal assessment strategies. Prerequisite: BLE 520
or permission of the Program Chair.
BLE 535 Sociolinguistics
2 credits
An advanced study of sociolinguistics phenomena, including linguistic
change, language preservation, bilingualism, and socio-political issues involving
language, emphasizing their application to teaching ESL and composition; this
course 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. Prerequisite: All BLE courses (16 credits)
and permission of the Program Chair
BLE 595 Special Project
3 credits
This is 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. Prerequisite: All BLE
courses (16 credits), Ed 584, and Ed 553 and permission of the Program Chair
BIOLOGY
BIOL 510D Vertebrate Zoology (3/3)
4 credits
Major vertebrate groups examined with emphasis on evolution, phylogeny,
morphology, systematics, life history, and ecology; lab required
BIOL 510F Invertebrate Zoology (3/3)
4 credits
Invertebrate groups examined with emphasis on phylogeny, systematics, morphology,
life history, and ecology; same as BIOL 410F; lab required
BIOL 514 Botany (3/3)
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 (3/3)
4 credits
Basic principles of modern and classical genetics; molecular genetics 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; membrane phenomena; emphasis on quantitative
as well as qualitative features of cell structure and function and upon the
methods and instruments of the cell biologist; current research on individual
and population genetics, moral and ethical issues concerning inherited disorders,
counseling, cloning, abortion, and genetic engineering are examined
CHEMISTRY
CHEM 510 Biochemistry (3/3)
4 credits
Inquiry-based modern biochemistry including cellular organization, analytical
methods, aqueous environments, as well as 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 (3/3)
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; ;ab will include
instruction in lab safety, practice, and management.
CHEM 515 Physical Chemistry I (3/3)
4 credits
Transport processes, bonding and theory of macromolecular behavior; inquiry-based
examination of surface chemistry catalysis and thermodynamic calculations are
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 (3/3)
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, My Heritage, and the skills necessary
to succeed in graduate school. Graded P/NP
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 one makes 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 one's personal philosophy of counseling with all aspects of group work;
analysis of major issues as well as personal experience in group counseling
activities; prerequisites: CPSY 544, CPSY 545, CPSY 546, and 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, and CPSY546
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
the following: client centered, behavioral, cognitive, cognitive-behavioral,
and reality therapy, emphasizing current approaches as well as examination
in detail of techniques and procedures of those approaches; critical psychological
issues will be discussed. Prerequisite: CPSY 501 and 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 Theory and Techniques
I
CPSY 546 Counseling Theories and Techniques II
2 credits
Survey of major theoretical views of counseling and psychotherapy including
the following: Existential, Gestalt, and psychoanalysis, emphasizing current
approaches as well as examination in detail of techniques and procedures of
those approaches; critical psychological issues will be discussed; prerequisite:
CPSY 544; must be taken concurrently with CPSY 546 with the same instructor
CPSY 547 Practicum in Theories and Techniques II
1 credit
Implement knowledge and skills obtained in Counseling Theory and Techniques
II
CPSY 557 Counseling Diverse Populations
2 credits
Increase awareness of cultural and ethnic diversity from historical perspectives
as well as 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, and 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 and 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,
treatment modalities for victims, offenders, and families are included. Prerequisite:
CPSY 501, CPSY 530, and 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 one credit fall semester
and one credit spring semester for a total of two required credits. This course
is 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, as well as 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 four credits fall and
four credits spring semester) internship provides opportunity 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 P/NP; prerequisite: the first three semesters of the M.Ed. in Counseling
Program must be completed. The course 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 P or NP
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. Prerequisite: PSY555 and permission
of the Program 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 Program 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 - Post Graduate Issues
1-3 credits
This course is offered as needed to address a variety of continuing education
issues and requirements. It includes developing a professional growth plan
of the employed counselor. Prerequisite: master's degree and permission of
the Program Chair
EDUCATION
ED 500 Master in Teaching Orientation
0 credits
This course is designed as a required orientation for MIT candidates. It
includes program overview, requirements, research skills, My Heritage on-line
program, and the skills necessary to successfully develop a professional portfolio
based on Washington Administrator Code (WAC), learning competencies and the
Heritage University conceptual framework.
ED 501A National Board Certified Teacher Preparation I
1 Credit
This course is based on National Board Certification standards. As part
of this introductory seminar, candidates will select an area of certification,
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.
It typically spans two terms. Offered summer semester
ED 501B National Board Certified Teacher Preparation II
3 Credits
In the second in a series of seminars/classes for National Board Preparation,
candidates will work toward completion of their portfolio. 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 video-taped 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. It typically spans two terms.
Prerequisite: ED 501A National Board Certified Teacher Preparation I; offered
fall semester
ED 501C National Board Certified Teacher Preparation III
3 Credits
During this final in the series of seminars/classes in the National Board
sequence, candidates will finalize their portfolios. Portfolios will include
two video-taped sessions of teaching – whole and small group instruction, 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. Completion of this sequence of seminars/classes at Heritage University
does not guarantee National Board Certification. 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. Prerequisite: ED 501B National Board Certified
Teacher Preparation II; offered spring semester
ED 505 Essential Educational Concepts
3 credits
Addresses foundational concepts of American education, including the
historical, philosophical, social, ethical, and legal background 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 7 roles of effective teachers; introduction to the state goals and EALR's;
practicum of 6-8 hours in educational settings required
ED 511 Multicultural Education: Building Inclusive Communities
2 credits
This course considers the multicultural aspect 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, cultures, 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. It emphasis 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 vs. 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-4th 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: 5th-8th 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; prerequisite: ED 516A or permission from faculty
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 EALR’s 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 EALR’s and national standards
ED 519 Facilitating Learning in Health/Physical Education
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 EALR’s 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 and related EALR’s 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 539 Pre-Assessment Seminar
3 credits
As part of this introductory seminar, candidates will review the standards
and criteria for Professional Certification. Candidates will assess their
teaching practice and professional performance using Professional Certification
standards and district criteria. Candidates will use the Professional Growth
Plan (PGP) format to develop their plans with guidance from their Professional
Growth Team (PGT). Candidate PGP’s will be organized into a portfolio and
used to describe the evidence/indicators for each criterion and will indicate
whether the candidate plans to identify the criteria as a goal to be addressed.
If not, evidence will be provided for review and accepted during future core
classes. The PGPs will identify additional components needed for growth and
how to achieve standards, such as thorough required course work, in-service,
internship/experiences, continuing education, and staff development. The PGPs
are approved by the PGT (WAC 181-78A-505). Typically spans two semesters
ED 540 Core Phase IA: Pathways to Effective Teaching and Learning
1 credit
Students will identify the research based best practices instructional
strategies that have a positive effect on student achievement. This research
is based on State Professional Certification Standards, criteria, and characteristics
of high performing schools. This research is incorporated into the candidate’s
professional growth plan. Taken concurrently with ED 539; typically spans
two semesters
ED 541A Core Phase IB: Pathways to Effective Teaching and Learning
2 credits
Core Phase IB: Pathways to Effective Teaching and Learning requirements
are individually determined based on an analysis of the student/learning context
in the candidate’s assignments and an assessment of evidence to support progress
toward meeting the needs of the candidate. Candidates work on addressing all
the essential components of their Professional Growth Plan, State Standards,
and Criteria. Pre-requisite: ED 539, ED 540
ED 541B Core Phase II: Pathway to Continued Professional Growth
2 credits
Core Phase II: Pathways Continued Professional Growth Requirements are
individually determined based on an analysis of the student/learning context
in the candidate’s assignment and an assessment of evidence to support progress
toward meeting the needs of the candidates. Candidates complete collecting
evidence on all state standards, criteria, and their professional growth plan.
Pre-requisite: ED 539, ED 540, ED 541A
ED 542 Culminating Seminar
2 credits
Candidates present final portfolio to provide evidence that the state
standards and criteria with emphasis of PGP; the portfolio will include all
evidence related to each standard/criteria. The portfolio must include the
following performance-based assessment:
- K-12 student achievement, when appropriate, related to one or more of the
EALR’s
- Evidence of the candidate’s positive impact on student learning
- Assessment data for a selected number of students
- Multiple forms of evidence collected over time
Candidates identify future goals and professional/career interest and specification
of areas for continuing education and development. Pre-requisite ED 539, ED
540, ED 541A, Ed 541B, or approval of the Program Chair
ED 545 Portfolio Review: Culminating Seminar Advanced Track
2 credits
Designed for teachers who qualify under advanced track status (5 or more
years of out-of-state teaching), candidates develop final product to provide
evidence of the standards/criteria identified in the PGP and Record have been
met. The portfolio will include all evidence to support the performance indicators
related to each standard/criteria. The portfolio must include the following
performance based assessments.
- K-12 student achievement, when appropriate, related to one or more of the
EALR’s
- Evidence of the candidate’s positive impact on student learning
- Assessment data for a selected number of students
- Multiple forms of evidence over time
- All evidence/artifacts identified in approved PGP and record
Candidate identifies future goals and professional growth goals and specification
of areas for continued professional development. Student needs to meet OSPI
requirements and have permission from the director of professional certification.
Prerequisite: ED 539, documentation of 5 or more years of out-of-state teaching
and approval of the Program Chair; typically spans two semesters
ED 548A Language Arts: K-2nd Grade Emphasis
2 credits
Language Arts K-2nd Grade Emphasis addresses what is needed for students
in grades kindergarten through second. 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 548B Language Arts: 3rd-5th Grade Emphasis
2 credits
Language Arts 3rd - 5th Grade Emphasis addresses what is needed for students
in grades three through five. 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: 6th-8th Grade Emphasis
2 credits
Language Arts 6th - 8th Grade Emphasis addresses what is needed for students
in grades six through eight. 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 which threaten
children’s physical, psychological, and psychic 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 three (3) credits. Prerequisite: completion
of a performance contract and permission of the Program Chair
ED 553 Research Methods
3 credits
An introduction to research methods: 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 ED595 or ED598. Prerequisite: ED584 or PSY555
ED 557A Curriculum, Instruction, Management, Assessment I
2 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, Assessment II
2 Credit
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 the following: multiple intelligences;
strategies for linguistic differences; learning styles; and technology. Practicum
in educational setting is required.
ED 557C Curriculum, Instruction, Management, Assessment III
2 credits
Candidates continue to develop a repertoire of instructional strategies
and assessment methods. Advanced approaches to curriculum design and integration
are used in coordination with Washington State Essential Learning and grade
level expectations
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, 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 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. Models of leadership
and an analysis of theory and research focus 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 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 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 between 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 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
semesters i.e. four credits fall and four credits spring semester internship
provides opportunity 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” (P) or “No Pass (NP). This course meets the internship requirements
outlined by the Washington State Board of Education for candidates for principal
certification. Prerequisite: admission to the Administrator Preparation Program,
completion of an approved internship application and internship plan by the
specified deadlines, completion of a minimum 20 credits toward the master's.
Eight of the credits are Administration Specialization requirement courses
with ED 565 (Principalship) a prerequisite. Student work products/artifacts
as identified in course syllabus are required for educational administration
students. Typically spans two semesters.
ED 582 Issues in Education
2 credits
A survey of advanced theories and practice in education; emphasis on
current issues and materials not readily available to the educational practitioner;
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 assessment
are emphasized. Reference citations, tables and figures will follow the current
American Psychological Association (APA) manual.
ED 590 Theories of Learning
2 credits
Survey 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 one's own learning theory
ED 591 Theories of Human Development and Learning
2 credits
Survey of theories related to human development and learning; including
implications for classroom practice; development of one's own theory of learning
based on research
ED 593 Readings in Education
1-3 credits
The Readings in Education course is structured to build or enrich expertise
in a specialized field of education. This course may be repeated, but total
credits earned shall not exceed three (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. Prerequisite:
ED 584, ED 553 and permission of the Program Chair
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 (students
register for four credits fall and four credits spring semester) internship provides
opportunity 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” (P) or “No Pass (NP).
This course meets the internship requirements outlined by the Washington State
Board of Education for candidates for program administrator certification.
Prerequisite: 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 20 credits toward the masters 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 P/NP
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 P/NP
ED 598 Thesis
1-6 credits
Student identifies a topic in an area of interest approved by the advisor.
A committee appointed by the Program Chair approves the proposal and outline.
An advisor follows the progress of the thesis, which the student must defend
and submit in duplicate copy.
ED 5XX
Internship 1-4 Credits
Through individually appropriate field experiences, students are given
opportuntii5tes to apply knowledge gained from coursework, and to integrate
theory and practice in professional situations. Prerequisite: Permission of
the Chair of the Teacher Preparation Program.
ENGLISH
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 semester; matched with ENG 310
ENG 510B Grant Writing
2 credits
Workshop course which 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 semester; matched with ENG 410
ENG 515 British Literature
2 credits
An advanced study of British literature, emphasizing research with primary
and secondary sources and teaching British literature; prerequisites: undergraduate
Introduction to Literature or advanced literature course, undergraduate literary
theory course, ENG 550 (Literary Theory), or permission of the Program Chair;
offered spring semester; matched with ENG 315
ENG 521 World Literature 1500 to Present
2 credits
This course is the advanced study of world literature from 1500's 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, undergraduate literary theory course, ENG 550 (Literary
Theory), or permission of the Program Chair; offered summer semester; matched
with ENG 421
ENG 525 American Literature I: Origins to Realism
2 credits
This course is 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 Program Chair;
offered fall semester; matched with ENG 325
ENG 526 American Literature II: Modernism to the Present
2 credits
The advanced study of American literature form 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 advance literature
course; ENG 550 Literary Theory or permission of the Program Chair; offered
spring semester; matched with ENG 326
ENG 523A Applied Linguistics I
2 credits
This course is waived for students who have taken an undergraduate Introduction
to Linguistics course; substitute an ENG course or other approved course.
See Heritage University Catalog for description. Offered fall, spring,
and summer semester; matched with ENG 330 (Same as BLE 523A)
ENG 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
ENG 523; offered spring semester (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 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 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 Program
Chair
ENG 530 Syntax
2 credits
An advanced study of modern descriptive syntax, including generative
and transformational models; the class emphasizes the application of syntactic
models to teaching ESL and composition. It 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 semester; matched with ENG 430
ENG 535 Sociolinguistics
2 credits
An advanced study of sociolinguistic phenomena, including linguistic
change, language preservation, bilingualism, and socio-political issues involving
language, emphasizing their application to teaching ESL and composition; this
course includes further linguistic field research based on study of electronic
and print professional journals. Prerequisite: ENG 523B (Applied Linguistics
II); offered spring semester; matched with ENG 435; same course as BLE535
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, undergraduate literary
theory course, ENG 550 (Literary Theory), or permission of the Program Chair;
offered fall 2008; matched with ENG 340
ENG 541 Hispanic-Latino/a-Chicano/a Literature
2 credits
The 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 advance literature course, ENG
550 Literary Theory, or permission of the Program Chair; offered spring 2010;
matched with ENG 341
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); offered fall 2009 semester; matched with ENG 342
ENG 550 Literary Theory
2 credits
A survey of approaches to literature, including biographical, historical,
structural, socio-political, 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. Prerequisites: undergraduate
Introduction to Literature or advanced literature course; offered spring 2009;
matched with ENG 450
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 2009; matched with ENG 352
ENG 554 Teaching Composition
2 credits
The 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; offered fall 2008; matched with ENG 454
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 English Program
Chair. Prerequisite: ED 584, ED 590, ENG 523A, ENG 554 and/or approval of
the English Program Chair; offered fall, spring, and summer semester
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, 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 English Program Chair. Prerequisite:
ED 584, ED 590, ENG 523A, ENG 523B, and ENG 554, and/or approval of the English
Program Chair; offered fall, spring, and summer semester
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 English Program Chair. Prerequisite:
ED 584, ED 590, ENG 550, and/or approval of the English Program Chair; offered
fall, spring, and summer semester
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 as well as intervention techniques and the skills
necessary for successful implementation. Prerequisite: 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. Prerequisite: 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. Prerequisite: CPSY 501, CPSY 530
PSY 554 Practicum in Research Design
1 credit
Implement knowledge and skills obtained in CPSY 553 in applied setting
PSY 555 Testing and Evaluation
2 credits
Principles of selecting, administering and interpreting various types
of tests, and implications of testing; principles of evaluation, needs assessment,
and measuring outcomes; prerequisite: CPSY 501, CPSY 530
PSY 556 Practicum in Testing and Evaluation
1 credit
Implement knowledge and skills obtained in PSY 555 in 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. Prerequisite: CPSY 576 preferred and permission
of the Program Chair
PSY 558 Reality Therapy
2 Credit
A course designed to permit qualified students to pursue advanced knowledge
in reality therapy, choice theory, and lead management (quality schools); prerequisite:
CPSY 536 preferred and permission of the Program Chair
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 (students register for two credits fall and two credits spring
semester) field experience provides opportunity 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. Typically spans two semesters. Graded
P/NP
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, CPSY530, 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, age, in relation to the use and misuse of drugs; exploration of resources
for helping the substance abuser and various modalities utilized in treatment,
e.g. Alcoholics Anonymous and family therapy. Prerequisite: CPSY 536
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. Prerequisite: CPSY 501, CPSY 530
and permission of the Program Chair is required
PSY 598 Thesis
4 credits
Student identifies a topic in an area of interest approved by the advisor.
A committee appointed by the Program Chair approves the proposal and outline.
An advisor follows the progress of 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 and adolescent literature; curriculum application related 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 the 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
which 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, develops 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/her ability to orchestrate
these tasks. Two semester credits for 30 hours of experience. Graded P/NP
SPECIAL EDUCATION
SPED 520 Instructional Methods in Early Childhood
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
An 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 (FBA), 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
Mild Disabilities
3 credits
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
Moderate or
Severe Disabilities
3 credits
Fundamentals of effective curriculum and instructional strategies for
students with moderate and severe 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 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, criterion 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
portfolio; 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. Will require 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 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 paraeducators; addresses collaboration and communication in the IEP and
IFSP process to ensure a free appropriate public education (FAPE) in the least
restrictive environment (LRE)
SPED 572 Practicum Field Experience
1 credits
Note: 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 P-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, and 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. Prerequisite: all SPED courses, ED 584,
and ED 553, permission of the Program Chair
SPECIAL TOPICS: 600 LEVEL
ED 611 Pathway 2
3 credits
This course is for students that 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
State
Essential Learnings
2-3 credits
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 the 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 which 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. The
critical thinking skills give students the power of choice and allow a teacher
flexibility in his/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, webpage development, and web conferencing), presentation
software, management, planning/ forecasting, and research techniques. Emphasis
will be placed on the use of technology to prepare educators for quality decision
making.